Utilizing Magic Finger Method in Grammar Class

*Coresponding author. E-mail address: nurulafidah908@yahoo.com Peer reviewed under responsibility of Universitas Muhammadiyah Sidoarjo. © 2017 Universitas Muhammadiyah Sidoarjo, All right reserved, under the CCBY license (http://creativecommons.org/licenses/by/4.0/ Original Research Article Utilizing Magic Finger Method in Grammar Class Nurul Afidah , Iin Baroroh Ma’arif Universitas K.H.A Wahab Hasbullah Jombang, Kec. Jombang, Kabupaten Jombang, Jawa Timur 61451, Indonesia Article History: Received : 31 st March 2017; published: 29


Introduction
An English teacher, of course, has various teaching models in delivering the material during language instruction especially in grammar course, a course that is admitted as burden by some students in any level.Grammar class is known as some formula that s be memorized by learners in each meeting.It caused grammar course is frightening for some students.Ban (2000) revealed that Some problems faced EFL in grammar lesson learner involved; students do not have any basic grammar knowledge whereas they will be bored if the teacher explains the basic rules and structural patterns of grammar.Next, grammatical lesson is d English preposition that are different from their native language.Moreover, students get difficulty in arranging the sentence form.In this case the role of the teacher is to provide joyful environment on the grammar The preliminary study is conducted on the beginning meeting.On the first meeting of Grammar class, it is conducted pretest to identify their raw score and their background knowledge especially related to competence in Grammar score.From the test i An English teacher, of course, has various teaching models in delivering the material during language instruction especially in grammar course, a course that is admitted as burden by some students in any level.Grammar class is known as some formula that s be memorized by learners in each meeting.It caused grammar course is frightening for some revealed that Some problems faced by EFL learner and the teacher of EFL in grammar lesson learner involved; students do not have any basic grammar knowledge whereas they will be bored if the teacher explains the basic rules and structural patterns of grammar.Next, grammatical lesson is difficult and boring by some students.
English preposition that are different from their native language.Moreover, students get difficulty in arranging the sentence form.In this case the role of the teacher is to provide joyful environment on the grammar class.
The preliminary study is conducted on the beginning meeting.On the first meeting of Grammar class, it is conducted pretest to identify their raw score and their background knowledge especially related to competence in Grammar score.From the test it is found that __ 45 Jl.Garuda No.09, Tambak Rejo, finger method.The strategy is implemented during five meetings, and in the end of meeting the grammar test is administered to get the data.After implementing the strategies in four meetings, grammar test was administered, and the result ore than a half of the students can mention 16 tenses and write simple sentence both in active and passive form.Since the result of the test has met the criteria of success so that the research can be stopped tinue this study in another research design such as experimental or Ma'arif, I. ( 2017).Utilizing Magic Finger Method in Grammar Class.http://dx.doi.org/10.21070/jees.v2i1.677 An English teacher, of course, has various teaching models in delivering the material during language instruction especially in grammar course, a course that is admitted as burden by some students in any level.Grammar class is known as some formula that should be memorized by learners in each meeting.It caused grammar course is frightening for some by EFL learner and the teacher of EFL in grammar lesson learner involved; students do not have any basic grammar knowledge whereas they will be bored if the teacher explains the basic rules and structural ifficult and boring by some students.
English preposition that are different from their native language.Moreover, students get difficulty in arranging the sentence form.In this case the role of the teacher is to provide The preliminary study is conducted on the beginning meeting.On the first meeting of Grammar class, it is conducted pretest to identify their raw score and their background t is found that the students cannot mention kinds of tenses and they cannot construct both active and passive sentence in 16 tenses.Due to those problems, the researchers tried to improve their Grammar ability especially on tenses by using an effective In the current study, the researcher applied strategies so that the students can memorize the whole sixteen tenses and their forms without any burden since this strategy is packaged in game activity.The researcher named it as magic finger meth underlined on cognitive strategy theory.Magic finger that is applied in this study is a combination of three cognitive strategies, keyword, understanding, and imagery.
The researcher decided to utilize magic finger method because of some reaso Cohen (2000) revealed that by applying cognitive strategy, students will obtain some benefits such as they can improve both their learning skills become more aware on the most effective strategy that can help them in learning.Moreover they can evaluate their performance by themselves.Then they can apply successful strategies to new learning context.
Richards, Guan, Platt, & Platt two various models of Cognitive Approach that can be used by the teacher.The first is deductive learning.In this method the students are introduced to the rules and specific information of the language.Then they are asked to apply the rule to the task.The ex of deductive learning implication is GTM.
Another way that can be applied in grammar class is inductive learning.It is the opposite of the previous method, deductive learning.In this method the students are asked to udents cannot mention kinds of tenses and they cannot construct both active and passive sentence in 16 tenses.Due to those problems, the researchers tried to improve their Grammar ability especially on tenses by using an effective strategy.
In the current study, the researcher applied strategies so that the students can memorize the whole sixteen tenses and their forms without any burden since this strategy is packaged in game activity.The researcher named it as magic finger method which is underlined on cognitive strategy theory.Magic finger that is applied in this study is a combination of three cognitive strategies, keyword, understanding, and imagery.
The researcher decided to utilize magic finger method because of some reaso revealed that by applying cognitive strategy, students will obtain some benefits such as they can improve both their learning skills and language skills.Next, they on the most effective strategy that can help them in learning.Moreover they can evaluate their performance by themselves.Then they can apply successful strategies to new learning context.
Richards, Guan, Platt, & Platt (2000) stated that in grammar instruction, there are rious models of Cognitive Approach that can be used by the teacher.The first is deductive learning.In this method the students are introduced to the rules and specific information of the language.Then they are asked to apply the rule to the task.The ex of deductive learning implication is GTM.
Another way that can be applied in grammar class is inductive learning.It is the opposite of the previous method, deductive learning.In this method the students are asked to explore their experience in using the language then it is continued by learning the grammatical aspects.Some methods that apply inductive learning are Direct Method, proach, and Counseling Learning (Richards et al., 2000).In this study the Cognitive approach applied is deductive since the students are told the form of the tenses and its form, then the students are asked to construct it into passive and active forms.
Under the heading of grammar, the mentioned techniques are following rules given in texts, inferring grammar rules from texts, comparing L1 and L2, and memorizing structures and using them often (O'Malley & Chamot, 1990).The following table Grammar strategy classification.
(1), April 2017, 45-52 E. ISSN.2503-3492 http://ojs.umsida.ac.id/index.php/jeeshttp://dx.doi.org/10.21070/jees.v2i1.677udents cannot mention kinds of tenses and they cannot construct both active and passive sentence in 16 tenses.Due to those problems, the researchers tried to improve their In the current study, the researcher applied strategies so that the students can memorize the whole sixteen tenses and their forms without any burden since this strategy is od which is underlined on cognitive strategy theory.Magic finger that is applied in this study is a combination of three cognitive strategies, keyword, understanding, and imagery.
The researcher decided to utilize magic finger method because of some reasons.revealed that by applying cognitive strategy, students will obtain some ge skills.Next, they on the most effective strategy that can help them in learning.Moreover they can evaluate their performance by themselves.Then they can apply successful stated that in grammar instruction, there are rious models of Cognitive Approach that can be used by the teacher.The first is deductive learning.In this method the students are introduced to the rules and specific information of the language.Then they are asked to apply the rule to the task.The example Another way that can be applied in grammar class is inductive learning.It is the opposite of the previous method, deductive learning.In this method the students are asked to ng the language then it is continued by learning the grammatical aspects.Some methods that apply inductive learning are Direct Method, . In this study the Cognitive approach applied is deductive since the students are told the form of the tenses it into passive and active forms.
Under the heading of grammar, the mentioned techniques are following rules given in texts, inferring grammar rules from texts, comparing L1 and L2, and memorizing he suggested that teachers need to build some strategic techniques so that the students can have a better learning environment.For instance teachers need to; a. tive and cognitive strategies.After had been trained, the students especially fair and poor learners be more autonomous than students who do not join the instruction.

Methods
The subject of the present study is 27 learners that, most of them, had studied English for, minimally, 6 years.The criteria success of this study is 70 of the students can mention 16 tenses and write them both in active and passive form.In this study ea consists of 4 meetings.In each meeting students are trained to use magic finger method.In the end of the meeting the students are given test to check whether their score improve or not.
Latief (2011) stated that procedures of conducting action research consisted of four steps, planning the action, implementing the planning, observing and reflecting.Since this study belongs to Class action research, the following steps need to be carried out.Planning, implementing, observing, and reflecting.
Before doing those steps, it is preceded by preliminary study.The aim of preliminary study was to identify and analyze the problems that should be overcome and to obtain their raw score of grammar.On the preliminary study it is found that the students ca the whole tenses and their formula.However as English students they were insisted to have that capability.Because of that reason the researcher tried to find the way to solve the problem.Knowing the benefits of magic finger method, the rese the method in grammar class.
After finding out the problems, the researcher constructed the general planning such as material, teaching scenario and test.The material involves16 tenses both in active and passive forms and the test used is short answer questions.
In implementing phase the students are taught by using magic finger method during for meetings.During those meetings the students are expected can mention 16 tenses and can construct a sentence in 16 tenses both in meeting they are given grammar test.Here are the steps of magic finger method, a) Students write the code of each tenses o their finger as the teacher assigned, b) teacher explains the meaning of each code, c) Students are trained to remember the code by using drill method, d) Students are trained how to read the code so that they can mention 16 tenses using the code on their finger, e) While the teacher check the students to mention 16 tenses using the code on their finger, another students are asked to draw their right finger on a paper along trained, the students especially fair and poor learners be more autonomous than students who do not join the instruction.
The subject of the present study is 27 learners that, most of them, had studied English for, minimally, 6 years.The criteria success of this study is 70 of the students can mention 16 tenses and write them both in active and passive form.In this study ea consists of 4 meetings.In each meeting students are trained to use magic finger method.In the end of the meeting the students are given test to check whether their score improve or stated that procedures of conducting action research consisted of four steps, planning the action, implementing the planning, observing and reflecting.Since this esearch, the following steps need to be carried out.Planning, implementing, observing, and reflecting.
Before doing those steps, it is preceded by preliminary study.The aim of preliminary study was to identify and analyze the problems that should be overcome and to obtain their raw score of grammar.On the preliminary study it is found that the students cannot mention the whole tenses and their formula.However as English students they were insisted to have that capability.Because of that reason the researcher tried to find the way to solve the problem.Knowing the benefits of magic finger method, the researcher wanted to implement After finding out the problems, the researcher constructed the general planning such as material, teaching scenario and test.The material involves16 tenses both in active and est used is short answer questions.
In implementing phase the students are taught by using magic finger method during for meetings.During those meetings the students are expected can mention 16 tenses and can construct a sentence in 16 tenses both in active and passive form, and in the end of the meeting they are given grammar test.Here are the steps of magic finger method, a) Students write the code of each tenses o their finger as the teacher assigned, b) teacher explains the ) Students are trained to remember the code by using drill method, d) Students are trained how to read the code so that they can mention 16 tenses using the code on their finger, e) While the teacher check the students to mention 16 tenses using the n their finger, another students are asked to draw their right finger on a paper along (1), April 2017, 45-52 E. ISSN.2503-3492 http://ojs.umsida.ac.id/index.php/jeeshttp://dx.doi.org/10.21070/jees.v2i1.677trained, the students especially fair and poor learners be more autonomous than students The subject of the present study is 27 learners that, most of them, had studied English for, minimally, 6 years.The criteria success of this study is 70 of the students can mention 16 tenses and write them both in active and passive form.In this study each cycle consists of 4 meetings.In each meeting students are trained to use magic finger method.In the end of the meeting the students are given test to check whether their score improve or stated that procedures of conducting action research consisted of four steps, planning the action, implementing the planning, observing and reflecting.Since this esearch, the following steps need to be carried out.Planning, Before doing those steps, it is preceded by preliminary study.The aim of preliminary study was to identify and analyze the problems that should be overcome and to obtain their nnot mention the whole tenses and their formula.However as English students they were insisted to have that capability.Because of that reason the researcher tried to find the way to solve the archer wanted to implement After finding out the problems, the researcher constructed the general planning such as material, teaching scenario and test.The material involves16 tenses both in active and In implementing phase the students are taught by using magic finger method during for meetings.During those meetings the students are expected can mention 16 tenses and active and passive form, and in the end of the meeting they are given grammar test.Here are the steps of magic finger method, a) Students write the code of each tenses o their finger as the teacher assigned, b) teacher explains the ) Students are trained to remember the code by using drill method, d) Students are trained how to read the code so that they can mention 16 tenses using the code on their finger, e) While the teacher check the students to mention 16 tenses using the n their finger, another students are asked to draw their right finger on a paper along Original Research Article Utilizing Magic Finger Method in Grammar Class Nurul Afidah, Iin Baroroh Ma'arif with the code, f) After ensuring the whole students can mention 16 tenses using the code on their finger, teacher shows the next magic formula how to change a sentence i in active form, g) Students are trained to change a sentence into another tenses active form, h) The representative of students are asked to change a simple sentence into another tenses that is assigned by the teacher on the whiteboard, so a correct, i) To check students understanding, Each student is given a simple sentence and they are asked to change it into another 15 tenses in active form, j) Then teacher shows the next magic formula how to change a students understanding, Each student is given a simple sentence and they are asked to change it into another 15 tenses in passive form.
In the last step, or reflecting, the result of the test is compare success.The purpose is to identify whether the study can be stopped or need to be continued to the next cycle.

Findings and Discussion
On the first meeting, the learning objectives are students can mention the whole sentences.Students are recognized to the code written on their fingers and they are trained to mention the whole tenses by using that code.To check whether they have memorized the whole tenses, students are asked to mention them and it is checked by their peers.
Moreover the learning objective in the second meeting is the students can construct active sentences in 16 tenses.In this meeting the code of each tense is introduced to the students and they are trained to co environment being joyful, the activity in assessing is designed in game tournament.
The learning objective of the third day is students can construct passive sentences in 16 tenses.The activity is not different from the previous meeting.To create the learning environment being joyful, the activity in assessing is designed in game tournament.
On the last meeting the students are reviewing both in active and passive.In this meeting students are divided into some group and they are assigned to challenge another group to construct a sentence in certain tenses.A group with the highest score is the winner.
After implementing the strategy in four meetings, grammar test is administered.It consists of 10 true false and 10 essay questions, and the result of the test is more than a half of the students can mention 16 tenses and write them both in active and pass

Method in Grammar Class
with the code, f) After ensuring the whole students can mention 16 tenses using the code on their finger, teacher shows the next magic formula how to change a sentence into 16 tenses in active form, g) Students are trained to change a sentence into another tenses active form, h) The representative of students are asked to change a simple sentence into another tenses that is assigned by the teacher on the whiteboard, so another students can check whether it is correct, i) To check students understanding, Each student is given a simple sentence and they are asked to change it into another 15 tenses in active form, j) Then teacher shows the next magic formula how to change a sentence into 16 tenses in passive form, k) To check students understanding, Each student is given a simple sentence and they are asked to change it into another 15 tenses in passive form.
In the last step, or reflecting, the result of the test is compared to the criteria of success.The purpose is to identify whether the study can be stopped or need to be continued On the first meeting, the learning objectives are students can mention the whole Students are recognized to the code written on their fingers and they are trained to mention the whole tenses by using that code.To check whether they have memorized the whole tenses, students are asked to mention them and it is checked by their peers.
Moreover the learning objective in the second meeting is the students can construct active sentences in 16 tenses.In this meeting the code of each tense is introduced to the students and they are trained to construct sentence in sixteen tenses.To create the learning environment being joyful, the activity in assessing is designed in game tournament.
The learning objective of the third day is students can construct passive sentences in is not different from the previous meeting.To create the learning environment being joyful, the activity in assessing is designed in game tournament.
On the last meeting the students are reviewing both in active and passive.In this divided into some group and they are assigned to challenge another group to construct a sentence in certain tenses.A group with the highest score is the winner.
After implementing the strategy in four meetings, grammar test is administered.It consists of 10 true false and 10 essay questions, and the result of the test is more than a half of the students can mention 16 tenses and write them both in active and passive form.The The purpose is to identify whether the study can be stopped or need to be continued On the first meeting, the learning objectives are students can mention the whole Students are recognized to the code written on their fingers and they are trained to mention the whole tenses by using that code.To check whether they have memorized the whole tenses, students are asked to mention them and it is checked by their peers.
Moreover the learning objective in the second meeting is the students can construct active sentences in 16 tenses.In this meeting the code of each tense is introduced to the nstruct sentence in sixteen tenses.To create the learning environment being joyful, the activity in assessing is designed in game tournament.
The learning objective of the third day is students can construct passive sentences in is not different from the previous meeting.To create the learning environment being joyful, the activity in assessing is designed in game tournament.
On the last meeting the students are reviewing both in active and passive.In this divided into some group and they are assigned to challenge another group to construct a sentence in certain tenses.A group with the highest score is the winner.
After implementing the strategy in four meetings, grammar test is administered.It consists of 10 true false and 10 essay questions, and the result of the test is more than a half ive form.The result of the test is above the criteria of success which means the study can be stopped on the first cycle since the criteria of success have been achieved.
From the observation, it is found that after implement grammar ability is better than before.It is in line with Cohen' by applying cognitive strategy students can improve both their learning skills skills.However, the Cognitive approach applied in magic finger i students are told the form of the tenses and its form, then the students are asked to construct it into passive and active forms.As learning is by introducing the rules and specific information of the language then applying to the task.

Conclusions
After implementing the strategies in four meetings, grammar test was administered, and the result of the test was more than a half of the students can mention 16 tenses and write them both in active and passive form so that the research can be cycle.
This study is addressed to tertiary level.The next researcher can apply it in another level such as secondary level or integrated level.The teacher can used this strategy as alternative one in teaching grammar material so practice the Grammar material.result of the test is above the criteria of success which means the study can be stopped on the first cycle since the criteria of success have been achieved.
From the observation, it is found that after implementing magic finger method, th ability is better than before.It is in line with Cohen's statement.He revealed that by applying cognitive strategy students can improve both their learning skills and langua skills.However, the Cognitive approach applied in magic finger is deductive since the students are told the form of the tenses and its form, then the students are asked to construct it into passive and active forms.As Richards et al. (2000) stated that the steps in deductive rules and specific information of the language then applying After implementing the strategies in four meetings, grammar test was administered, and the result of the test was more than a half of the students can mention 16 tenses and write them both in active and passive form so that the research can be stopped in the first This study is addressed to tertiary level.The next researcher can apply it in another level such as secondary level or integrated level.The teacher can used this strategy as alternative one in teaching grammar material so that the students are easier to memorize and I would like to thank all people who have supported every step in finishing Ban, N. (2000) result of the test is above the criteria of success which means the study can be stopped on ing magic finger method, their revealed that and language s deductive since the students are told the form of the tenses and its form, then the students are asked to construct stated that the steps in deductive rules and specific information of the language then applying After implementing the strategies in four meetings, grammar test was administered, and the result of the test was more than a half of the students can mention 16 tenses and stopped in the first lower inhibitions, b. encourage risk-taking, c. build students' self-confidence, and d. get students to make their mistakes work for them.conducted study related to Grammar strategy Training on secondary level.She trained them by using metacognitive and cognitive strategies.After had been __ 47 Recalling Grammar knowledge by correlating new Grammar knowledge Comprehending and restructuring Grammar material and keeping in mar rules by translating into mother tongue Using some references of Grammar materials to expand Grammar background Combining new information to the existing Grammar knowledge Writing down some important points by summarizing or reciting the Several researchers had studied by some researchers.Saricoban (n.d) investigated ar by using survey research.He found that most of them used cognitive strategies subconsciously.The affective strategies cannot be neglected in grammar instruction.ild some strategic techniques so that the students can have a better learning environment.For instance teachers need to; a. confidence, and d. get conducted study related to Grammar strategy Training on secondary , f) After ensuring the whole students can mention 16 tenses using the code on nto 16 tenses in active form, g) Students are trained to change a sentence into another tenses active form, h) The representative of students are asked to change a simple sentence into another tenses nother students can check whether it is correct, i) To check students understanding, Each student is given a simple sentence and they are asked to change it into another 15 tenses in active form, j) Then teacher shows the sentence into 16 tenses in passive form, k) To check students understanding, Each student is given a simple sentence and they are asked to d to the criteria of success.
This study is addressed to tertiary level.The next researcher can apply it in another level such as secondary level or integrated level.The teacher can used this strategy as that the students are easier to memorize and supported every step in finishing this Language Learning, 50(1), Based Instruction for Learners of a Second Language.18. https://doi.org/10.1177/019263650008461203 .Malang:

Table 1 .
O'Malley and Chamot's Grammar strategy classification ( Vicenta (2002)conducted study related to Grammar strategy Training on secondary level.She trained them by using metacogni Several researchers had studied by some researchers.Saricoban (n.d) investigated some strategies employed by the EFL in Turkey in English grammar by using survey research.He found that most of them used cognitive strategies subconsciously.The affective strategies cannot be neglected in grammar instruction.