The effect of note-taking strategy using interactive notebook on the improvement of students’ grammar mastery: A Quasi-Experimental Research at the Eighth Grade Students of SMPN 3 Cileunyi, Kab.Bandung

Grammar is considered as challenging material in English language learning. Even so, it is important to be mastered because it supports the four English language aspects. In fact, grammar can be mastered easily through an effective learning process supported by various strategies. One of those strategies is note-taking strategy. It consists of several strategies such as conventional note-taking and interactive notebook. Interactive notebook is a note-taking strategy that is more creative and innovative than the conventional one. However, the question of the effectiveness is still unsolved. In addition, the purposes of this research are to find out 1) the students’ grammar mastery by using interactive notebook; 2) the students’ grammar mastery by using conventional note-taking; 3) the effectiveness of interactive notebook to improve students’ grammar mastery. The method used in this research is quantitative method with quasi-experimental design. The population are about 400 students of the eighth grade at SMPN 3 Cileunyi in academic year 2016/2017. Thus, two classes are taken as the sample; class VIII-D as the sample of experimental class consisting of 31 students and class VIII-E as the control class consisting of 31 students. The instruments used are grammar mastery pretest and posttest in form of multiple-choice test about present perfect tense. Then, the collected data are processed by statistical analysis. It confirms that the interactive notebook can improve students’ grammar mastery on present perfect tense. This is proved by the posttest mean in the experimental class (74.19) which is higher than the control class (65.32). Then, the result of t-test shows the calculated value of tcount is 3.479 and ttable with significance level 5% was 2.001. It indicates that tcount is higher than ttable (3.479>2.001=tcount>ttable). The further result shows that the N-gain calculation in experimental class (0.47 “average criteria”) is higher than the control class (0.42 “average criteria”). Thus, it shows that research hypothesis (Ha) is accepted which mean there is significance improvement of students’ grammar mastery on present perfect tense by using interactive notebook. In other words, interactive notebook is effective to be used as a strategy in grammar teaching and learning. In conclusion, students’ improvement of grammar mastery by using interactive notebook is more significant than by using conventional note-taking. Thus, interactive notebook is an effective strategy for English language teaching and learning especially in grammar teaching and learning process. It can also be used as students’ independent learning strategy to learn outside classroom. Furthermore, the usage of interactive notebook can become an idea or reference for the next researchers to conduct similar research quantitatively or qualitatively