THE EFFECTIVENESS OF USING WHOLE BRAIN TEACHING (WBT)

FOR TEACHING GRAMMAR

(An Experimental Study at First Semester Students of English Department of

IAIN Surakarta in the Academic Year of 2017/2018)

PROPOSAL

By:

M Qois Thonthowi

SRN. 11.3.22.1.194

ENGLISH EDUCATION DEPARTEMENT

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2017

1
 CHAPTER I

INTRODUCTION

A. Background of Study
In learning English, language skill and language aspects cannot be
separated. Language aspects can complete the language skills. To learn
English, the students should be able to use appropriate basic structural
patterns and master grammar and vocabulary. Grammar is a description of
the rules that govern how language’s sentences are formed. (Thornbury,
1999:1) Grammar is an important aspect for forming words and building
English sentences. Moreover, by mastering grammar it will help the
speaker construct sentence in grammatical order and convey the meaning
clearly. As hammer (2010: 32) states, “Grammar can thus be partly as
knowledge of word can go where and what form these word should take.
Studying grammar means knowing how different grammar element can be
strung together to make chain of words”. Without the proper knowledge of
grammar, the students will find many problems in mastering four language
skills of English. That is why learning English grammar was very
important for students.
In state Islamic Institute of Surakarta especially in English
department grammar is being a main subject that has been taught from the
first until fourth semester, where each semester they are taught in different
level. Every semester has different difficulty level. For the first semester
students, they have to take Grammar 1. The students should graduate from
the first level to take the next level. For example, if a first semester student
got bad score of Grammar 1 subject or even he cannot pass grammar 1
subject, he cannot join Grammar 2 subject in the second semester and go
on to the next grade.
Learning English grammar is not easy because English is a foreign
language which is not used as first language. English as a foreign language
is not used in students’ daily conversation. Furthermore, English grammar

2
is still difficult to be learnt by most of the students because English
grammar does not have the same grammatical or structural system as
Indonesian grammar does. Additionally, when the teacher teaches English
grammar by using an old method which much in talking, it makes the
student has less attention to the lesson. As a result, the students will feel
that learning English grammar is so difficult and they feel bored, lazy and
not interested to join English class.
An effective way of teaching grammar is needed in order to make
them interested and motivated during the teaching and learning process.
The English teachers should change their conventional method in order to
create an enjoyable, fun, and relaxing atmosphere so that it changes the
students’ previous mindset about grammar. The English teachers should
move from passive learning to active learning. They need an active
learning method for teaching grammar; so that learning teaching process
can be more effective. Brown (2000:209) stated that teaching-learning a
language can be effective when; a). Teachers and students enjoy positive
relationship with one another. b). the teacher has a high level of
competency in knowledge of language. c). the teacher is enthusiastic about
the language and sees his/her own learning as ongoing. d). language
learning involves learning about the culture and leads to intercultural
competence. e). the teacher demonstrate good classroom management
skills. f). the teacher has the ability and willingness to adapt to the
teaching context in which he/she finds him/herself..
Many methods of teaching are offered to the English teachers.
These methods, commonly, have the same aims: to help teacher in
teaching their students so that the students will easily understand what is
being taught. One of the methods of teaching which has been well-known
in all over the word is Whole Brain Teaching (WBT).
According Biffle in his book, Whole Brain Teaching (WBT) or
commonly called as Power Teaching is a method designed for maximizing
student engagement, and focusing on the way the brain is really designed

3
to learn. It is an integrated method combining effective classroom
management and pedagogically sound approaches to student engagement
that are effective with a wide range of student learning populations. Whole
Brain Teaching (WBT) method combines attributes of Direct Instruction
and Cooperative Learning into one system of strategies designed to be
centered on student learning. Whole Brain Teaching (WBT) Method
created from a set of strategies that combines the best attributes of Direct
Instruction and Cooperative Learning to create and engaging classroom
environment for students and enjoyable workday for teacher and student.
WBT method combines classroom management as well as sound teaching
pedagogy in one system (Chris Biffle, 2010:230).
Kousar state in Biffle book that Direct Instruction (DI) can be
defined as “academically focused, teacher-directed classroom instruction
using sequenced and structured materials. Kousar goes on to explain that
key elements of DI are clear goals, structured time, and immediate
academic feedback to students. Whole Brain Teaching Method utilizes all
of these teaching tools.
Cooperative Learning (CL) is another successful teaching model,
which Whole Brain Teaching method utilizes. CL involves student
interaction as the basis for learning. Students‟ problems solve together,
discuss ideas together, and complete practice together. There are five key
elements to cooperative learning;1) clearly perceived positive
interdependence, 2) considerable promotive (face-to-face) interaction, 3)
clearly perceived individual accountability and personal responsibility to
achieve the group’s goals, 4) frequent use of the relevant interpersonal and
small-group skills, 5) frequent and regular group processing of current
functioning to improve the group’s future effectiveness.
Whole Brain Teaching method effectively uses all five elements of
Cooperative Learning while still keeping a strict Direct Instruction model
of teacher facilitated lecture-based lessons. Teachers facilitate a well-
structured lecture, but switch back and forth between this lecture and pair-

4
share discussions. Students learn in three dimensions: as a class team, as a
small group or pair, and as an individual. (Biffle, 2010:232).
Alexis Kelso-a teacher of Fifth Grade Intern Park Forest
Elementary Louisiana states that the strategies of Whole Brain Teaching
have improved student’s response and have also made it more engaging
for students. In addition, he also states that the use Whole Brain Teaching
can improve students’ motivation in learning material and create a fun,
interesting and exiting teaching-learning process. Using Whole Brain
Teaching can create relaxing learning environment so that student can feel
more comfortable in learning the subject material.
Ilma (2014: 94) in his thesis states that using Whole Brain
Teaching is a great and fun activity for students. It can increase their
motivation to know about English grammar, change their views that
learning English grammar is an enjoyable thing. Second, they can active
share all of things in their mind through English. They should show their
eagerness and creativity in learning English, they do not regard that
learning English grammar is difficult. However, Power Teaching can carry
learning English grammar into fun activities, not a boring and tense one.
More specific, she also state that the use of whole brain teaching
for teaching English grammar can increase students’ grammar
achievement. Furthermore, she also states that most of the students like to
study English grammar through Whole Brain Teaching because of the
interesting gestures, full of creativities, and situational context. The
students felt fun and relax in learning English grammar because whole
brain teaching is an interactive and communicative method. Those reasons
made the grammar points easier to understand.
Based on the explanation above, the researcher took the focus on
method Whole Brain Teaching; an alternative method in teaching English
as a foreign language especially English grammar. This method expected
more effective to teach English grammar, because the students can be
more active and interested in learning English. Besides that, the use of

5
 whole brain teaching can open students’ mind that learning grammar is not
as bad as they think. Learning is fun, interesting and exciting. Based on the
reason above, the researcher interest an experimental research entitled
“The effectiveness of Whole Brain Teaching (WBT) for teaching grammar
at the first semester students of English department of IAIN Surakarta in
the academic year 2016/2017”
B. Identification of Problem
Based on the background, the problem can be identified, there are:
1. The students have difficulties in learning English, especially English
grammar.
2. The student has less attention to the teacher.
3. The student feel bored in learning teaching process.
4. The student not interested in learning English grammar.
C. Problem Statement
Based on identification of the problem, the researcher formulated
the problem statement of this research as “Is there any significant
difference of grammar mastery of students who are taught by using Whole
Brain Teaching (WBT) and those who are taught by using Grammar
Translation Method (conventional) at the first semester students of English
department of IAIN Surakarta in the academic year 2016/2017?”
D. Limitation of The Problem
To avoid the broader, this study was limited to find out the effectiveness of
using Whole Brain Teaching to teach grammar at the first semester
students of English department of IAIN Surakarta in the academic year
2016/2017.
E. The Benefit of The Study
The researcher was conducted in order to theoretical and practical benefits
as follow:
1. Theoretical Benefit

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 a. The research in general provides contribution of learning media
reference for teaching and learning English, especially for
grammar.
b. The result of the research is expected to enrich the theory of using
whole brain teaching for increasing student’s achievement in
learning language, especially grammar mastery.
2. Practical benefit
The result of this research is expected to be able to give some benefits
for students, teacher and other researchers:
a. For students
This research will help student to understand the essential of
learning grammar in order to produce proper English output in
other skill. Besides that, the use of whole brain teaching can open
students’ mind that learning grammar is not as bad as they think.
Learning is fun, interesting and exciting.
b. For teacher
The research can be used as reference for teacher to increase
students’ learning achievement in an effective and interesting way.
The teacher can used this whole brain teaching method as an
alternative method.
c. For other researcher
Hopefully, this research will can be a reference for any further
researcher which want to study about English grammar mastery
improvement, especially using whole brain teaching method.
F. The Definition of Key Term
There are some terms in this study that should be clarified as follow:
1. Effectiveness
According to Macmilan dictionary (1979:350) effectiveness refers to
the ability or power to have noticeable or desire effect.
2. Whole brain teaching

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 Whole Brain Teaching (WBT) is a method created from a set of
strategies that combines the best attributes of Direct Instruction and
Cooperative Learning to create and engaging classroom environment
for students and enjoyable workday for teacher and student (Chris
Biffle, 2010:230)
3. Grammar
Grammar is the whole system and structure of a language in general
which usually taken as consisting of syntax and morphology (Oxford
Dictionary, 2004: 515)

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 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Grammar
1. The Definition of Grammar
Grammar is partly the study of what form (or structure) are possible in
a language. Traditionally, grammar has been almost exclusively with
analysis at the level of the sentence. Thus grammar is a description of
the rules that govern how language’s sentences are formed.
(Thornbury, 1999:1) While according to concise Oxford Dictionary
(2004: 515) states that grammar is the whole system and structure of a
language in general which usually taken as consisting of syntax and
morphology. Finch (2003:143) gave more specific explanation, that in
linguistics, grammar is the set of structural rules that govern the
composition of clauses, phrases and words in any given natural
language. The terms refer also to the study of such rules, and this field
includes morphology, syntax, and phonology, often complemented by
phonetics, semantics, and pragmatics.
David Nunan (2001:34) stated that linguists describe two types of
grammar. There are formal grammar and functional grammar. Formal
grammar takes as their starting point the form or structure of language,
with little or no attention given to meaning (semantics) or context and
language use (pragmatic). Functional grammar; conversely, conceive
of language as largely social interaction, seeking to explain why one
linguistics form is more appropriate that another in satisfying a
particular communicative purpose in a particular context.
The simple binary distinction between formal and functional
approaches is reflected in language education. The former is the
structural approach (Widdowson 1990), and its adherents assume that
communicative ends are best served through a bottom-up process
through practicing grammatical structures and lexical patterns until

9
 they are internalized. Means of including a language’s grammar
include pattern practice and structural drills, through, for example, the
audio-lingual method, widely practiced in the 1950s and 1960s. Partly
due to the influence of transformational grammar, materials in the
1970s featured sentence-based linguistic rules with exercises asking
student’s to transform one sentence pattern into another (Rutherford,
1977 in Nunan 2001:36)
It cannot be ignored that grammar plays a central role in the four
language skills and vocabulary to establish communicative tasks.
Patterson (2006) suggest “we should teach grammar to help students
gain flexibility in their use of language”. Grammar is thought to
furnish the basis for a set of language skill; listening, speaking, reading
and writing. In listening and speaking, grammar plays a crucial part in
grasping and expressing spoken language (e.g. expressions) since
learning the grammar of a language in considered necessary to acquire
the capability of producing grammatically acceptable utterances in
language (Widodo 2006: 1)
2. Grammar Mastery
Radford (1988: 737) defines mastery as skill or knowledge that
makes one master of a subject. In line with her, Quick says that
mastery is full power to control something or great skill/knowledge in
particular subject (1998: 664). Thus, grammar mastery is great skill or
knowledge (competence) that makes one master of a particular subject.
Related to grammar, Chomsky in Schamper (1989: 128) asserts that
competence consist of the mental representations of linguistics rules
that constitute the speaker-hearers’ internal grammar. It is evident in
the intuitions which speaker-hearer has about the grammaticality of
sentences (1996: 8)
Sandra J sauvignon (1997: 40) says that person demonstrates
grammatical competence not by stating the rules, but saying the rules.
She stated that grammatical competence not linguistics codes, the

10
 ability to recognize the lexical, morphological, syntactic and
phonological features of language and to manipulate these features to
form words and sentences. It involves the ability to apply the
grammatical rules in order to form grammatically correct sentences.
3. Teaching Grammar
Teaching is process transferring knowledge, making the students
understand about what they learn and helping the students’ difficulty in
learning process. In teaching a language, especially teaching English, it
cannot be ignored that grammar and vocabulary play a central role in
the four language skills to establish communicative tasks. There are
specific approach and method used to teach the grammar rule material
in order to deliver the rule efficiently to the student.
Brown (2000:209) stated that teaching-learning a language can be
effective when; a). Teachers and students enjoy positive relationship
with one another. b). the teacher has a high level of competency in
knowledge of language. c). the teacher is enthusiastic about the
language and sees his/her own learning as ongoing. d). language
learning involves learning about the culture and leads to intercultural
competence. e). the teacher demonstrate good classroom management
skills. f). the teacher has the ability and willingness to adapt to the
teaching context in which he/she finds him/herself.
4. Approach in Teaching grammar
Broadly speaking, in teaching grammar, there are two approaches
that can be applied: deductive and inductive. Widodo (2006: 120)
stated in his book that there are several approaches in teaching and
learning process. In this section, the researcher would like to briefly
highlight the two and then the researcher link both approaches to the
theory of second language acquisition (SLA).
a. Deductive Approach
A deductive approach is derived from the notion that
deductive reasoning works from the general to the specific. In this

11
case, rules, principles, concepts or theories are presented first, and
then their applications are treated (Widodo, 2006: 126). In
conclusion, when we use deduction, we reason from the general to
the specific principle.
Dealing with the teaching of grammar, the deductive
approach can also be called rule driven learning. In such an
approach, a grammar rule is explicitly presented to the students and
followed by practicing applying the rule. This approach has been
the bread and butter of language teaching around the world and still
enjoys a monopoly in many course books and self-study grammar
books (Fortune, 1992 in Widodo, 2006 : 126). The deductive
approach maintains that a teacher teaches grammar by presenting
grammatical rules, and then examples of sentences are presented.
Once learners understand rules, they are told to apply the rules
given to various examples of sentences. Giving the grammatical
rules means no more than directing learner’s attention to the
problem discussed. Eisentein (1987) cited in Widodo suggest that
with the deductive approach, learners be in control during practice
and have less fear of drawing an incorrect conclusion related to
how the target language is functioning.
To sum up, the deductive approach commences with the
presentation of a rule taught and then is followed by examples in
which the rule is applied. In this regard, learners are expected to
engage with it through the study and manipulation of examples. In
the case of the application of the deductive approach, therefore,
Michael Swan (cited in Thorbury, 1999 : 32 in Widodo 2006: 127)
outlines some guidelines for when the rule is presented. Among
them are: (a) the rules should be true; (b) the rule should show
clearly what the limits are on the use of a given form; (c) the rules
need to be clear; (d)the rules ought to be simple; (e)the rules needs

12
 to make use of concept already familiar to the learners; and (f) the
rules ought to be relevant.
Table 1.1 Advantages and disadvantages of the deductive
approach to teaching grammar
Advantages
1. It gets straight to the point, and can therefore be time-
saving. Many rules, especially rules of form, can be more
simply and quickly explained then elicited from examples.
This will allow more time for practice and application.
2. It respects the intelligence and maturity of many, especially
adult students and acknowledges the role of cognitive
processes in language acquisition.
3. It confirms many students’ expectations about classroom
learning, particularly for those learners who have an
analytical learning style. It allows the teacher to deal with
language points are they come up, rather than having to
anticipate them and prepare for them in advance.
Disadvantages
1. Beginning the lesson with a grammar presentation may be
off-putting for some learners, especially younger one.
2. Younger learners may not able to understand the concept or
encounter grammar terminology given.
3. Grammar explanation encourages a teacher-fronted,
transmission-style classroom, so it will hinder learner
involvement and interaction
(Widodo, 2006 : 127)
Most importantly, when the rules are presented in deductive
approach, the presentation should be illustrated with examples, be
short, involve students’ comprehension and allow learners to have
a chance to personalize the rule.
b. Inductive Approach
An inductive approach comes from inductive reasoning
stating tha a reasoning progression proceeds from particulars (that
is, rules, laws, concepts or theories) (Felder & Henriques, 1995 in
Widodo, 2006: 128). In short, when we use induction, we observe
a number of specific instances and from them infer a general
principle or concept.

13
 In the case of pedagogical grammar, most experts argue
that the inductive approach can also be called rule-discovery
learning. It suggests that a teacher teach grammar starting with
presenting some examples of sentences. In this sense, learners
understand grammatical rules from the examples. The presentation
of grammatical rules can be spoken or written. Eisentein (cited in
Widodo 2006: 155) maintains that the inductive approach tries to
utilize the very strong reward value of bringing order, clarity and
meaning to experiences. This approach involves learners’
participating actively in their own instruction. In addition, the
approach encourages the learner to develop his/her own mental set
of strategies for dealing with the tasks. In order words, this
approach attempts to highlight grammatical rules implicitly in
which the learners are encouraged to conclude the rules given by
the teacher.
Similar to the deductive approach, the inductive approach
offers advantages and disadvantages as seen below:
Table 1.2 Advantages and disadvantages of Inductive approach in
teaching grammar.
Advantages
1. Learners are trained to be familiar with the rule discovery;
this could enhance learning autonomy and self-reliance.
2. Learners’ greater degree of cognitive depth is “exploited”
3. The learners are more active in the learning process, rather
than being simply passive recipients. In this activity, they
will be motivated.
4. The approach involves learner’s pattern-recognition and
problem-solving abilities in which particular learners are
interested in this challenge.
5. If the problem-solving activity is done collaboratively,
learners get an opportunity for extra language practice.
Disadvantages
1. The approach is time and energy consuming as it leads
learners get an opportunity for extra language practice.
2. The concept given implicitly may lead the learners to have
the wrong concepts of the rule taught.

14
 3. The approach can place emphasis on teachers in planning a
lesson.
4. It encourages the teacher to design data or materials taught
carefully and systematically.
(Widodo, 2006: 129)
From the two approaches, the researcher used the deductive
approach for applying the grammar rule in teaching and learning
for experiment class and control class. The researcher gave simple
explanation about the specific rule of grammar, concepts and the
theory then guided the student to apply the rule in some problem
afterward.
B. Review of Whole Brain Teaching (WBT)
1. Definition of Whole Brain Teaching (WBT)
Whole Brain Teaching (WBT) Method is used by instructors in
every state of Union and in 30 countries around the world. In
California alone, 6,000 educator representing over 250,000 students
have attended free WBT conferences. WBT videos on the internet have
received over 1,000,000 views. More than 10,000,000 pages of free
ebooks have been downloaded from their website,
WholeBrainTeaching.com. WBT is one of the world‟s fastest
growing, education reform movements (Biffle, 2010: 7).
According Biffle in his book Whole Brain Teaching (WBT)
Method combines attributes of Direct Instruction and Cooperative
Learning into one system of strategies designed to be centered around
student learning. A theoretical background is provided from a
constructivist point of view as a rationale for using WBT in relation to
Vygotsky‟s Social Learning Theory and Weger‟s (2006) framework
Community of Practice. The article concludes with specific benefit for
the teacher and students in a WBT classroom.
Whole Brain Teaching (WBT) Method created from a set of
strategies that combines the best attributes of Direct Instruction and
Cooperative Learning to create and engaging classroom environment

15
for students and enjoyable workday for teacher and student. WBT
method combines classroom management as well as sound teaching
pedagogy in one system (Chris Biffle, 2010:230).
Kousar state in Biffle book that Direct Instruction (DI) can be
defined as “academically focused, teacher-directed classroom
instruction using sequenced and structured materials. Kousar goes on
to explain that key elements of DI are clear goals, structured time, and
immediate academic feedback to students. Whole Brain Teaching
Method utilizes all of these teaching tools. For example, a WBT lesson
is carefully structured around a few major concepts, which are chunked
into short micro-lectures. Each concept is taught one at a time.
Students practice and review the concept until the teacher is satisfied
with the level of comprehension. Feedback is given immediately as the
teacher listens to student discussions and calls on students to explain
concepts. When students need more review, it is given immediately
without consequence or punishment (Biffle, 2010: 231).
Cooperative Learning (CL) is another successful teaching model,
which Whole Brain Teaching method utilizes. CL involves student
interaction as the basis for learning. Students‟ problems solve
together, discuss ideas together, and complete practice together.
Thousand, Villa, and Nevin (1994) describe five key elements to
cooperative learning;1) clearly perceived positive interdependence, 2)
considerable promotive (face-to-face) interaction, 3) clearly perceived
individual accountability and personal responsibility to achieve the
group’s goals, 4) frequent use of the relevant interpersonal and small-
group skills, 5) frequent and regular group processing of current
functioning to improve the group’s future effectiveness.
Whole Brain Teaching method effectively uses all five elements of
Cooperative Learning while still keeping a strict Direct Instruction
model of teacher facilitated lecture-based lessons. Teachers facilitate a
well-structured lecture, but switch back and forth between this lecture

16
 and pair-share discussions. Students learn in three dimensions: as a
class team, as a small group or pair, and as an individual. There are
also multiple opportunities for learning social skills as student roles
and procedures are rehearsed Students know what is expected of them
at all times (Biffle, 2000:232).
2. Design of Whole Brain Teaching Class
a. Big Seven Daily Instructional Technique
1) Step 1 Class – Yes!
The teacher of a whole brain classroom (WBC) uses this
attention getter before beginning every class. The teacher
begins class by saying "class" any way he/she likes, and in turn
the class is responsible for mimicking the teacher’s voice by
responding yes. Therefore, if the teacher says, "class, class,
class, classy class!" The class must respond: "yes, yes, yes,
yessy, yes!" Once this step has been accomplished, the teacher
moves on to step 2.

Figure 1.1 Explanation of Class-Yes from Biffle

17
 Figure 1.2 Explanation of Class-Yes by Biffle
2) Step 2 Classroom Rules
Before beginning the actual "informative" part of each
lesson, the teacher goes over the five classroom rules with the
entire class. This is to ensure that everyone understands the
rules, but it will also help the teacher in the end, if a student is
not following rules. The rules and gestures are as follow; 1)
follow directions quickly! (Make your hand shoot forward like
a fish), 2) raise your hand for permission to speak (raise hand,
bring down to head and make a talking motion), 3) raise your
hand to leave your seat (raise hand, make a walking motion
with fingers), 4) Make smart choices! (tap one finger to your
temple as you say each word), 5) Keep your dear teacher
happy! (hold up each thumb and index finger out like an "L"
framing your face; bob your head back and forth with each
word and smile really big!)
3) Step 3 Teach-Ok!
This is the informative part of the lesson. Before beginning the
teacher must divide the class into two groups, 1's and 2's the
teacher in each pair will rotate each time. Then the teacher
begins to teach small sections of information, while
incorporating gestures, songs, movements and chants. When

18
 the teacher has finished a small portion of information he/she
says to the class "Teach" and the class responds "OK!" In turn
the students turn to teach each other, mimicking the "lesson"
taught by the teacher. During this time the teacher observes the
students' comprehension, if the teacher is not convinced the
students understand the lesson, repeat this process. Otherwise,
move to "class-yes" and begin another short lesson.

Figure 1.4 Teach Okay Pattern by Biffle

4) Step 4 Scoreboard Game
Depending on the age of the students there are two different
scoreboard games. Students receive smileys or frownys in
return for procedures performed well or procedures performed
badly. There should never be a difference of more than 3
smileys to frownys, if this happens the students will become

19
 disinterested. However, the main motivator is the reward.
When students receive a smiley the teacher exclaims "One
second party!" and while making the smiley points to the
students who exclaim "Oh Yeah!" As opposed to when students
receive a frowny and the teacher says "Mighty groan!" and the
students life and drop their shoulders while groaning loudly.
Students use the Teacher vs Student model. Similarly to the
smiley and frowny system, students receive a point when they
perform a procedure well, and they also receive the "One
second party!," and response. If students do not perform a
procedure well, the teacher gives himself/herself a point and
the "Mighty Groan!," response takes place. The same "rule of
3" applies here, the teacher vs student tally should never reach
a difference of more than 3 points, because it will lead to stud
disinterest.
5) Step 5 Hand and Eyes
This step is used at any point during the lesson when you
want students to pay "extra attention" to what you are
saying/doing. To begin this process the teacher says, "Hands
and Eyes!," and the students respond by mimicking the words
and movements of the teacher.
6) Step 6 Mirror!
Similar to "Hands and Eyes," mirror allows the teacher to
gain control of the classroom as well as have students mimic
the motions and speech of the teacher. This is the main part of
the lesson where teachers are expected to contribute their own
"silliness" and movements into the lesson. Teachers will
incorporate their own gestures, songs or chants in this portion
of the lesson and the students are expected to "mirror" the
teacher after the teacher says "Teach" and the class responds
"OK."

20
 Figure 1.5 Explanation of Mirror Pattern by Biffle

Figure 1.6 Explanation of Mirror Strategy by Biffle

7) Step 7 Switch!
This step is to be used with the "Teach-OK" step, while
students are teaching it is imperative that the same student not

21
 teacher every time. Therefore, in order to get every student
involved in the lesson, the teacher will direct the students to
"Switch!," the students will respond by saying "switch" and the
"teacher" of the group will rotate.
b. Whole Brain Teaching Model Class Room
Each Whole Brain Teaching Model Classroom will have the
following:
I. Five Class Room Rules
Five Classroom Rules are the rules that teacher uses
as way to makes the students to be more directed. It‟s look
like a tool to control them to be more polite and discipline.
Those are the five classroom rules that habitually teacher
uses in their WBT class; 1) f ollow direction quickly with
gesture the students raise one finger, 2) raise your hand for
permission to speak. Student doing gesture like raise two
fingers then make a talking motion with his hand, 3) raise
your hand for permission to leave your seat. To show that
student wants to leave his/her seat student must doing the
gesture with raising three fingers, then walk two fingers
down the arm, 4) make smart choices. Student must raise
his/her four fingers, and then tap his/her temple three times
with one finger, 5) keep your dear teacher happy. The
gesture to keep teacher happy is raise five fingers and then
use both hands framing your mouth and make a smiley
face.
II. Scoreboard
Scoreboard is drawn on the whiteboard. It uses to
keep the students intensely involved, make a smile or
frowny diagram on the front. It has purpose to make the
students more motivated.
III. Power Pix Wall

22
 Power Pix Wall is the wall that divided into two
sections, math and language arts, contains of students
growing display of Power Pix.
IV. Seating
The teacher must set the seat. Teacher can set the
configuration as students wish such as horseshoe, rows, etc.
teacher have to makes sure that students are assigned for
Teach-Okay.
V. Super Improves Wall
In WBT, teachers believe students should be
rewarded for academic and behavioral improvement. In
here, the teachers don‟t want to reward students for where
they are now, but for how far they have come since last
month. A system that rewards for intellectual and social
growth is perfectly democratic, superbly differentiated.
VI. Oral Writing
Oral Writing is an ongoing exercise, across all
subject matter and classroom activities, which teaches
students how to speak well organized paragraph and event
essays as powerful aid to academic writing. Oral writing
begins with any question you ask a student. For example
“How was your summer?” The students will respond with a
complete sentence that includes words in the answer from
the question.
3. Whole Brain Teaching Homework Model
Whole brain teaching home work model created to makes the
students more motivated because Teacher are not yet ready to abandon
the homework ship. In here teacher want students to be motivated to
do, at minimum, about half an hour of work every night building basic
skills. In essence, teacher thinks there are five core components of any
successful homework package: (1) free reading for at least 20 minutes,

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 (2) increasing writing fluency with a writing whole brain writing, (3)
increasing writing fluency with writing speed exercise, (4) recording
results for 1-3 in a homework log, (5) recognizing significant
improvements in writing on the student Super Improvers Wall.
4. Five Step Whole Brain Teaching Template
Five step WBT lesson temple really useful additions to teach in
WBT. Here are the five steps; 1) step 1 question, ask a question; 2)
step 2 answer, give the answer to the question, in the friendly
language, accompanied with a gesture; 3) step 3 expand, expand the
answer with example; 4) step 4 test, test for comprehension with yes-
No Way, QT, or other test; 5) step 5 critical thinking, the teacher gives
students task that require they use what they have learned in critical
thinking context.
5. The Benefits of Whole Brain Teaching
There are three major benefits for teachers using WBT method: (1)
positive behavior reinforcement, (2) memory retention, and (3) student
engagement. These benefits work to reinforce one another as well; as
students are surrounded by positive behavior, they can learn better and
students will inevitably behave better when they feel more confident in
their learning (Biffle, 2010:235).
There are many benefits for students in a WBT classroom.
Students can have an overall more empowering experience as they take
on the role of a teacher (MKO) instead of traditional classroom models
of taking in and regurgitating information. There are three main
reasons students can benefits from WBT method: (1) motivation, (2)
student-centered learning, and (3) application of learning (Biffle,
2010:241).

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 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design
The researcher used experimental design in his research. The
researcher used this design because the studied variables taken different
values. Sukmadinata (2013: 194) stated that experimental research
involves a fully quantitative approach study of the effect of systematic
manipulation of one variable(s) on another variable. The statement above
shows that the researcher applied an experimental research with
quantitative approach in this research. The subjects of the experimental
treatment were chosen randomly.
The researcher employed a true experimental design with two
groups, experimental group and control group, the experimental research
design as follows:
Table 3.1 Experimental Research Design
Pre-test Subject Post-test
Experimental Class Treatment Experimental Class
Control Class - Control Class
The researcher chose the same topic to the both groups in teaching
and learning process. The researcher gave the students pre-test before the
treatment and post-test after the treatment. The students of experimental
group was taught by using whole brain teaching, while in the control
group the researcher taught not by using whole brain teaching
(conventional).
Whole brain teaching is a method used in teaching learning process
that could influence the grammar mastery of the student, so the whole
brain teaching method is a independent variable while grammar is a
dependent variable.
B. Setting of The Research
1. Place

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 This research was carried out at IAIN Surakarta. IAIN Surakarta is
located at J.L Pandawa, Pucangan, Kartasura. This research was
conducted in English Education department of Islamic Education and
Teacher Faculty. English education department consist of 7 classes
there are A, B, C, D, E, F, G. The total student of each class is about
30 until 40 students. IAIN Surakarta supports facilities of learning
teaching process include a computer laboratory, a language laboratory,
LCD and hotspot area for internet access.
2. Time of Study
The researcher conducted this research on May to October 2017
academic year. The schedules for the activities are as follow:
Table 3.2 The Schedule of Research
No Date Activities
1 May Title consultation
2 May - Juni Proposal writing and consultation
3 Juli Proposal Seminar and Revision
4 Juli Instrument Writing
5 Agustus Trying out the instrument
6 Agustus Analyzing try out instrument
7 Agustus - September Research Implementation
8 September Data Analysis
9 September - October Research Report
C. Population, Sample and Sampling
1. Population
The population of this research is the first semester students of
English department of IAIN Surakarta in the academic year
2016/2017. There are 7 classes (A, B, C, D, E, F, G,). The researcher
chooses one class as a sample. Then the students of the chosen class
will be divided into 2 groups as the experimental and control group.
2. Sampling
The sampling technique of the research is cluster random sampling
technique in every class. Based on Narbuko (2010: 111) random
sampling is technique of determining the samples where all people in a

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 population have the same opportunities chosen as the sample member
randomly.
The researcher used cluster random sampling technique because
the subjects of the study are homogenous. The steps are as follow:
a. Writing each class name on small piece of paper
b. Rolling the paper and putting them into a can
c. Shaking the can well
d. Dropping two rolled paper and determining them as a sample
e. Taking the rolled paper from the sample and determined it as an
experimental group and the other one as a control group.
3. Sample
From those steps, the researcher took two class as a sample. The
students of … class will be the experimental and the students of …
will be the control group. The experimental group will be taught by
using whole brain teaching while the control group would not be
taught by using whole brain teaching (conventional)
D. Technique of Collecting Data
The technique of data collection is a test. The researcher used test to
conduct his research. Test was used to find out whether there is a
significant difference between the students who taught by using whole
brain teaching method and the students who didn’t taught by using whole
brain teaching (conventional).
Test is used to examine and measure the quality of someone or the
knowledge or abilities of someone. Sukmadinata (2013: 223) states that
test is used to assess the result of the study in certain period. In collecting
data, the researcher used multiple-choice with four option (a, b, c and d).
The test in this research carried out grammar test to the students. The kinds
of test are pre test and post test used to collect the data. The test consists of
multiple choices related to the material taught to the students. Before the
pre-test and post-test are implemented, they were tried out first to know
whether the instrument is valid and reliable or not.

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1. Validity
According to Arikunto (2001: 144) validity is a size
measure showing valid levels an instrument. In this case, the
researcher uses correlation product moment by Pearson for
knowing the appropriateness of each item of the instrument. The
formula as follow:

𝑁∑𝑋𝑌 − ∑𝑋 ∑𝑌
𝑟𝑥𝑦 =
𝑁∑𝑋 2 − ∑𝑋 2 𝑁∑𝑌 2 − ∑𝑌 2

𝑟𝑋𝑌 = The coefficient between X and Y

∑𝑋 = The sum of the scores of each item
∑𝑌 = The sum of the scores of each students
𝑁 = Total sample
∑𝑋𝑌 = Total multiplication between X and Y
The criteria of validity test was that the test becomes valid if (r XY)
≥ r table. (Arikunto 2001: 146)
2. Reliability
Reliability refers to the stability or consistency of the test
that is how consistent the test score or other evaluation results are
from one measurement to another. Arikunto (2001: 180)
formulated the formula of reliability using Spearman-Brown
formula as follow:

𝒌 𝑿 (𝒌 − 𝑿)
𝒓𝟏𝟏
𝒌 − 𝟏 𝒌 − 𝒔𝒕𝟐
r11 : The coefficient of reliability
𝑘 : Number of item on the test
𝑋 : The average of the score
St2 : Total variance

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 If the result of the coefficient of reliability is 0.5, it can be used for
the research purpose.
The researcher used three steps: pre-test, treatment, and post-test. The
researcher applied a pre-test before gave treatment. The researcher gives
treatment to the experimental group by using whole brain teaching. After
giving treatments, the researcher gives a post test.
a. Pre-test
In pre-test, the students have to select the correct answer
multiple choice question of grammar test that have been tried out
before. Pre-test was done for knowing students’ grammar skill.
b. Treatment
The researcher gives treatment for the experimental group
only in six meeting. The researcher used whole brai teaching ethod
to teach grammar.
c. Post-test
The post test has similar concept for the experimental and
the control group. The researcher used post test to know the
differences of students’ learning result between experimental and
control group after given treatment.
E. Technique of Analyzing Data
There are three kinds of data that will be tested in this research.
Those three data are data description, pre-requisite test, and hypothesis
test.
1. Data Description
In this data description, there are four data that are tested. They are
mean, mode, median, and standard derivation.
a. Mean
Mean is average value of a data group. It is gained from summing
up all individual data of the group and dividing it by the total of the
individuals.

29
 ∑𝑥
Me :
𝑛
Me : Mean
∑𝑥 : The total of the value
𝑁 : The total of individuals
b. Mode
Mode is the most frequent value of a data group. It is gained by
counting the similar data and finding the highest.
𝑏1
Mo : b+p
𝑏1+𝑏2

Mo : mode
b : limiting interval class with the highest frequency
p : the length of interval class
b1 : frequency on modus class (frequency on the highest
interval class)
the closest interval class before
b2 : modus class frequency – the next interval class
c. Median
Median is the central value of data group. It is gained by picking
the middle value of the data ranged from the lowest to the highest
or inversely.
1
2
𝑛−𝐹
Md : b+p
𝑓

b : lower limit
n : respondents
F : the total of frequency before median class
f : median frequency
d. Standard Deviation
Standard deviation is the distance of an individual value from the
mean.

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 (Σ 𝑓𝑥 )2
∑ fx 2 −
𝑛
sd :
n−1

sd : standard deviation
fx : the total of the value
n : total population
2. Pre-requisite test
a. Normality Test
The normality test is used to check the sample whether they
have normal distribution or not. In this study, the researcher used
lilifors theory for normality test.
There are several steps to calculate the normality by using
lilifors.
1) Determining the mean score by using this formula:
Mean = ∑𝑓𝑥
𝑛

2) Determining the standard deviation with this formula:

∑(𝑥𝑖 −𝑥)2
SD = 𝑛

3) Calculating Z value from each item with the following

formula:
𝑥−µ
Z=
𝛼

4) Looking for P≤Z of each items in the table available.

5) Calculating Ltable of 0.05with this formula:
0.886
Ltable =
𝑛

6) Determining L for each items of questions in the test by

deriving F/n with P≤Z.
7) Comparing the maximum result of L for each item of question
with Ltable and the normality test can be found. If L max > Ltable
the distribution of the test runs normally but if L max < Ltable the
distribution of the test does not run normally.

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 b. Homogeneity
Homogeneity test is used to know whether the population
has homogeneity or not. In this research, the homogeneity used
Bartlett theory. The researcher uses several steps to test the
homogeneity of two groups:
1) Determining Sp2
∑ 𝑛−1 𝑆𝑑²
Sp2 =
𝑁−𝑘

2) Determining b 2 (;n1,n2) by using table of b(;n)

𝑛 1∗ 𝑏𝑛 1 + 𝑛 2∗𝑏 𝑛 2
b2 (;n1,n2) =
𝑛 𝑡𝑜𝑡𝑎𝑙

3) Determining bcount
∑ 𝑠𝑑² ⁿ‾ˡ ˡ/ 𝑛−𝑘
bcount =
𝑆𝑝²

4) Comparing the result of bcount with b2 (;n1,n2). If bcount>b2 (;n1,n2), the

group are homogenous.
3. Hypothesis Test
In this study, researcher uses several steps to test the data:
a. Doing the test in both group, experimental and control group.
b. The results of tests by using analytic scale to scored.
c. Determining the mean scores of each those two groups.
d. Both of group’s result was compared by using t-test formula.
The researcher using T-test to prove that there is a significant
difference on the grammar mastery achievement by using whole brain
teaching and non using whole brain teaching. According to Subana
(2000: 171), the steps to determine the result of t-test are:
a. Calculating the compound standard deviation (dsg) with the
following formula:
𝑛 1 −1 𝑉2 + 𝑛 2 −1 𝑉2
Dsg =
𝑛 1 +𝑛 2 −2

n1 = total data of group 1

n2 = total data of group 2
V1 = data variance of group 1

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 V2 = data variance of group 2
b. Determining tcount with the following formula:
𝑥 1 −𝑥 2
t = 1 1
𝑑𝑠𝑔 +
𝑛1 𝑛2

𝑥1 = means of group 1
𝑥2 = means of group 2
c. Determining db
db = n1 + n2 – 2
d. Determining ttable
e. Hypothesis testing
By comparing t table and tcount

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