USING REALIA IN TEACIDNG QUESTIONS (An Experimental Study at First Grade in Mrs. Jam 'iyyatul Khail)
A Skripsi Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of the Requirements for the Degree of Strata! (S-1) in Department of English Education
By
Siti Nurfajri Subharani 109014000011
Approved by the Advisor,
Atik Yuliyani, MA TESOL
Dr. Atig Susilo,MA NIP. 19491122 197803 1 001
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS' TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ENDORSEMENT SHEET The examination committee of the faculty of Tarbiyah and Teachers' Training certifies that the "skripsi" (Scientific paper) entitled "THE EFFECTIVENESS OF USING RODS IN TEACHING QUESTIONS" (An Experimental Study at First Grade of Mrs. Jam 'iyyatul Khair), written by Siti Nurfajri Subharani, 109014000011 was examined by the Committee on 25th March, 2014. The "skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of"S.Pd" (Bachelor of Arts) in English Language Education at English Department.
Jaka
, May
ro•h 2014
EXAMINATION COMMITTEE /'
CHAIRMAN
: Drs. Syauki, M.Pd.
(
)
NIP. 19641212 199103 1 002 SECRETARY
: Zabril Anasy, M.Hum. NIP. 197610072000710 1 002
EXAMINER I
: Drs. H. Sunardi Kartowisastro, DinEd
----
NIP. 15022779 EXAMINER II
: Maya Defianty, M.Pd
(
NIP. 19801213 2009012 005
Acknowledge by Dean of Faculty Tarbiyah and Teacher's Training
SURAT PERNYATAAN KARYA SENDIRI Yang bertanda tangan di bawah ini, Nama
: Siti Nurfajri Subharani
Tempat!Tgl.Lahir
: Tangerang, 12 September 1991
NIM
: 109014000011
Jurusan/Prod i
: Pendidikan Bahasa Inggris
Judul Skripsi
: The Effectiveness of Using Rods in Teaching Questions (An Experimental Study at the first grade ofMTs. Jam 'i;yatul Khair)
Dosen Pembimbing I. Dr. Atiq Susilo, MA
2. Atik Yuliyani, M.A. TESOL
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasii karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tu I is. Penrnyataan ini dibuat sebagai sa!ah satu syarat menempuh Ujian Munaqosah.
Jakarta, 25 Maret, 2014
Siti Nurfajri Subharani
ABSTRACT Siti Nurfajri Subharani (109014000011). The Effectiveness of Using Rods in Teaching Questions (An Experimental Study at First Grade in MTs. Jam'iyyatul Khair) Keyword~:
Media in teaching, Rods, teaching grammar, teaching questions
The purpose of this study was to find ·Out the effectiveness of rods for students to master in learning yes/no and wh questions. To reach this purpose th~ writer used a quasi-experimental study which took experimental class and controlled class. This study began by giving pre-test to each class, giving treatment to the experimental class, and the last was giving post-test. The subjects of this study were VII-1 s the experimental class and VII-2 as the controlled class, in which each class consisted of 30 students. Instrument of this study was test of question which was consisted of25 questions of multiple choices. T-test was used to analyze the data. The result of this study shows that there is an improvement of using rods for students in learningyes/no and wh question.
ABSTRAK Siti Nurfajri· Subharani (109014000011)• The Effectiveness of Using Rods in Teaching Questions (An Experimental Study at First Grade in MTs. Jam'iyyatul Khair) Kata Kunci: Media in teaching, Realia, teaching grammar, teaching questions
Penelitian ini bertujuan untuk mengetahui kefektifan penggunaan Rods untuk siswa dalam mempelajari yes/no dan wh question. Untuk mencapai tujuan tersebut, penulis menggunakan metode kuasi ekperimental yang terdiri dari dua kelas penelitian: kelas control dan kelas eksperimen. Penelitian ini dimulai dengan pemberian pre-test kepada masing-masing kelas, kelas control dan eksperimen; kemudian member perlakuan kepada kelas ekperimen; terakhir memberi post-test kepada kedua kelas tersebut. Subyek dalam penelitian ini adalah siswa kelas VII. Kelas VII-I sebagai kelas ekperimen dan kelas VII-2 sebagai kelas control, yang masing-masing kelas terdiri dari 30 orang siswa. Instrument yang digunakan dalam penelitian ini adalah tes tentang Questions yang berjumlah 25 soal pilihn ganda. Teknik yang digunakan untuk menganalisa data adalah t-tes. Hasil penelitian ini menunjukan bahwa adanya peningkatan pada siswa dalam mempelajari yes/no dan wh question menggunakan rods.
ACKNNOWLEDGMENT In the Name of Allah, the Most Gracious, the Merciful
Praise be to Allah, Lord of the worlds who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon for Prophet Muhammad SAW, his family, his companion, and his adherence. First of all, the writer would like to than her parents; her beloved father, Asep and mother, Rini Machdarini who always support and pray for the best of her. Also to her sister, Asri and her brother, Andi who have cheered her up when she was down. The writer is deeply grateful to her advisors, Dr. Atiq Susilo, MA and Atik Yuliyani, MA TESOL, who have guided the writer refined and finished this "Skripsi", for the great contribution, guidance, kindness, and patience. Then, the writer would like to give her special thanks to all lecturers at English Education Department, who have taught and given knowledge to the writer, whose names cannot be mentioned one by one. Furthermore, the writer would like to give thanks and appreciation to: I. Drs. Syauki, M.Pd. as the Head of English Education Department, Syarif Hidayatulah Jakarta State Islamic University. 2. Zahri! Anasyi, M. Hum, as the Secretary of English Education Department, SyarifHidayatulah Jakarta State Islamic University. 3. Dra. Nur!ena Rifa'i, MA. PhD, the Dean of English Education Department, SyarifHidayatulah Jakarta State Islamic University. 4. Friends from A Class '09 , Deasy Isti, Bila, Joko, and all members, who always give support and contribution. 5. Special partner; Fikri, and best friends Nurliana, Anisatu, Zakiyah, Niza, and Wisha who always accompany when I finished the "Skripsi"
May Allah Subhanahu Wata'ala always bless them all. Finally, the writer
there will be some suggestions or criticism to make it better. Then, the writer hopes that this "Skripsi" can be a valuable writing. Amin.
Jakarta, March 181" , 2014
The Writer
TABLE OF CONTENT APPROVAL ....................................................................................................... . SURATPERNYATAANKARYASENDIRI ......... .
. .. . .. . ....... .. .
11
ABSTRACT. ...
·················
111
ABSTRAK .............................................................................................................. iv ACKNOWLEDGEMENT ................................................................ .
v
TABLE OF CONTENT ............................... .... .
LIST OF APPENDICES ............. ............................... . .......................... ........... x CHAPTER I. INTRODUCTION..................................................................... 1 A. Backgro11nd of the Study................. .......................... 1 B. Identification of the Problems ............. .
················
3
C. Limitation of the Problems .................... .
················
3
D. Formulation of the Problem ............................................... 4 E. Objective of Study....................... ............ ........................ 4 F. Significances of the Study ............ .
··························
4
CHAPTER II. THEORETICAL FRAMEWORK........................................ 5 A. Teaching Grammar.................................................
5
B. Question.....................................
9
1. Types of Question .......................... .
11
2. Some Difficulties in Leaming Question................
12
C. Media ..
13
I. Definition of Media ........ .
···········
13
2. Function of Media.. .................. .... . ....... .....................
13
3. Criteria of Media Selection ........................ .
14
D. Silent Way ....................... .
···································
15
F. Procedure of using Rods................................ ...................
18
E. Rods .................................. .
G. Relevant Studies ................................................................... 19 H. Conceptual Framework. ....................................................... 20
I. Hypotheses ...................... ................................... ..... ........... 21
CHAPTER ill. RESEARCH METHODOLOGY ........................................ .. 22 A. Place and Time of the Research..................................
22
B. Method and Research Design ...................................... .
22
C. Population and Sample ............. .
22
D. Technique of Data Collection .................................... .
22
E. Technique of Data Analysis ..... .
23
F. Statistical Hypothesis ....................................................... 25
CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ........ .. 27 A. Data Description................. . ················· . ················ ... 27
B. Analysis of Pre-test and Pos-test... ..................................... 29 C. Hypothesis Testing ............................................................ 34 D. Interpretation ofData ......................................................... 37
Cfr.Al'TER V. CONCLDSlON AND SUGGESTIONS ................................ .. 38 A. Conclusion........................ .............. ................................... 3 8 B. Suggestions......................................................................... 38
BIBLIOGRAPHY .......... .
39
LIST OF TABLES
Table 4.1
Score of Experimental Class ...
26
Table 4.2
Score of Controlled Class ......... .........
28
Table 4.3
Normality of pre-test in Experimental Class ...
30
Table 4.4
Normality of post-test in Experimental Class ..
.. 31
Table 4.5
Normality of pre-test in Controlled Class ..
Table 4.6
Normality of post-test in Experimental Class .................. 33
....
32
CHAPTER I INTRODUCTION A. Background of file Stpdy English in Indonesia become a foreign language. H means that the langUage where the secon.4ary environment is not observed and th~ people of linguistically foreign societies use such lan@age. 1 But in school, English become one of subjects th.'lt stJ.Idents must be masterep. English at school h&s an jmportant place for students' achievement ' in their grade. For junior !fl\G senior high si;hool, flng)ish becorpe prie
of
prerequisite subjects to pl\~s the examination. ay le
~re
~x11mlned. In writing skill, students are not writing OlJ.ly but they have to !<;low
th~ vocabulary apd gnimmatic~l area. By mastering both areas, students supposed to write correctly in the test. In mastering the language, especially English, students must comprehend one of the contents-grammar. In learning grammar, students will encounter some difficulties because they have different sound pattern, different words, little ode structure and entirely different meanihg. 2 Those are the problems for English as a foreign language student. One of the problems that students faced in learning grammar is about questions. Students get difficulties in comprehend the question form, arrange question and also answer the question. As Thornbury says one of the errors of students in makes a question is lack ofinversion. 3 Meanwhile, in English there
1
Dr. M.F. Patel Praveen M. Jain, The Structure of Language: An Introduction to Grammatical Analysis. New York: Cambridge University Press. 2010, p. 35 2 Jbid
2
are three general kinds of questions that students must be master, yes/no and wh question are the basic kinds of question that students must be comprehend. To overcome the problem, many techniques and methods are used to find the way out in teaching grammar. As Mulyanto says "Technique depends on the teachers' imagination, his/her creativity and the condition of the class. A ceitaln problem can be solved with various reclmlques." 4 One of the techniques is using rods. This research using rods technique to facilitate teacher explaining the materials, in this case are yes/no and wh questions. The rods are one of simple objects that can be used for teaching grammar. As McKay states "using simple objects as visual representations of sentence components often help students remember particular grammatical rules." 5 The rods used here have different length and color to represent each word.
B. Identification of problem
As the background in the statement above, there are several problems that can be identified. Those are: 1. Students get difficulty in comprehending a question form. 2. Students get difficulty in arranging a question. 3. Students get difficulty in answering a question.
C. Limitation of study
According to the problems identified above the writer focusees on students' difficulty in arranging questions. Type of questions that would be learnt are yes/no and wh question.
4
Mulyanto Su1nardi, Pengajaran Bahasa .1lsing: Sebuah Tinjauan dari Segi Metodologi, (Jakarta: Bulan Bintang, 1974), p. 13 <: -
-
-
- - --
-
-
-
3
D. Formulation of the Study Based on the background of the study, the writer formulates the problem as follow: I. Does rod technique improve students to mastery in learning yes/no and wh questions?
E:. Objective of the Study
The objective of this study is to find out whether rods technique improves students mastering or not in learning yes/no and wh questions.
F. Significance of the study The significances of this study are expected to be one of alternative techniques for teaching English especially grammar. Besides, the study also predictable can give more knowledge for the reader to solve the problem in teaching grammar using rods.
CHAPTER II THEORETICAL FRAMEWORK
A. Teaching Grammar According to Thornbury, the way of sentence arrangement relies on the rule of its language which is called grammar. 1 As Willis states that structure is the way items - words and phrases are sequenced to make up larger units and grammar refers to sentences. 2 Based on the definition about grammar and strucrure above, the study of parts of words can be called morphology which is more related to structure while the study of sentence structure called syntax is related to both grammar and structure. 3 In Traditional Grammar Teaching, there are two theoretical basesStructuralism and Generativism_ In Structuralism view, phonology, morphology, and syntax are analyzed but Generativism is considered on syntax. 4 Many linguists state their notion about grammar but the main question is why is grammar taught? It leads to the final answer of the way to teach grammar. Some reasons are given from several researchers and linguists. Debata declares that to speak clearly and have effective manner, learning grammar is an obligation. It could be easy for someone who has basic knowledge of grammar but it means hard work to understand and comprehend about
1
Scott Tornbuny, How to Teach Grammar, (England: Pearson Education Limited), 1999,
p. l 2
Dave Willis, Rules, Patterns, and Words Grammar, (Cambridge, Cambridge University Press, 2009), p. 28-29 3 Emma L Pavey, The Structure ofLanguage: An Introduction to Grammatica/ Analysis, (New York: Cambridge University Press, 2010), p. 5 4 Agull6, Jose Lopez Rama and Gloria Luque, The Role of Grammar Teaching: From Comtnunicative Approches to the con1mon European Fran1ework of Reference for Language, (University of Jaen, Volume 7, 2012) p. 180.
6
grammar for someone who wants to communicate in good way. 5 As Eskey advocates in Teaching Grammar, "We used to believe that if students learned the form, communication would somehow take care of itself. Now we seem to believe that if students somehow learn to communicate, mastery ofthe forms will take care of itself'. 6 On the other hand, there are some difficulties in teaching grammar. According to Al Mekhlafi and Nagaratnam in their journal states "Since the 1970s, attention has shifted from ways of teaching grammar to ways of getting learners to communicate, but grammar has been seen to be a powerful undermining and demotivating force among L2 learners. In terms of motivation and learner success with languages, grammar has been seen to be a problem and to stand in the way of helping learners to communicate fluently. The hard fact that most teachers face is that learners often find it difficult to make flexible use of the rules of grammar taught in the classroom. They may know the rules perfectly, but are incapable of applying them in their own use of the language." 7 Besides, as Descriptive Grammars declare that language is dynamic so it can be changed constantly, it makes ESL/EFL learnern need more time to aware and accepts such changes to use in properly. 8 Derived from the difficulties that be found, there is also suggestion that provide some consideration of teaching grammar. In teaching grammar, it should covered three areas, such grammar as rules, grammar as form, and grammar as resources. This argument can be underpinned by CelceMurcia, which use term factors as social factor, semantic factor, and discourse factor. First, social factor, related to how students know the appropriate language to use in communication with their social environment. Students can distinguish the appropriate language to use in
5
Pradeep Kumar Debata, 111e Importance of Grammar in English Language Teaching-A Reassessment, (Language in India, www.languageinindia.com ISSN 1930-2940 Vol. 13:5 ,May 2013), p. 483 6 Marianne Celce-Murcia, Teaching Grammar, (1991), p.279 7 Abdu Mohammed Al.Mekhlafi and Ramani l'erur Nagaratnam, Difficulties in Teaching and Learning Grammar in an EFL Context, (International Journal of Instruction, Vol. 4 No. 2: July 2011), p. 71 8 lbid, p. 72
7
certain situation and teachers give several suggestions for some situation to help students use the right language. Second, semantic factor, connect with the meaning of someone who says the language. For examples are the expressions of time, place, quantity, space, degree, location, etc. can have different meaning based on an individual who say them. The last is discourse factor, which associate with social and semantic factor. In discourse factor, students can differentiate the meaning of two or more discourse based on the social and semantic factor that they have learnt. If those three factors can be matched each other with grammar, teaching of grammar will be easier to prepare for teacher and understand for students. 9 Teaching grammar can be seen as how to teach the language to be used in communication for real condition. 10 Brown statement was quoted Baleghizadeh in her journal: Whether you choose to explain grammatical rules or not depends on your context of teaching. If you are teaching in an English-as-a-foreign-language (EFL) context in which students share the same native language, elaborating on grammatical details will not be an activity in vain. On the other hand, in an ESL setting, explaining grammatical rules might overwhelm students and will uot prove an effective strategy. 11 As the explanation above there are three steps that Snow serves to reach grammar-presentation, explanation, and practice. l. Presentation In this step, new structure is presented by communicatively in
conversation between teacher and students. It helps students to get notice and recognize about the new structure they will learn.
9
Marianne Celce-Murcia and Sharon Hilles, Technique and Resources in Teaching Grammar, (Oxfor University Press: USA, 1988), p. 8-11 10 Sandra L.McKay, Teaching Grammar:Form,Funclion, and Technique, (New York: Pergamon Press, l 985)p. xv 12 Sasan Baleghizadeh, Teaching Grammar for Active Use: An Exploration of Three Instructional Techniques, (LiBRl. Linguistic and Literary Broad Research and Innovation Volume 2, Issue 1, 2011), p.70
8
2. Explanation This goal of this step is to clarify the problems that most found in the way students learn about grammar. It also helps students to boost their understanding about grammar in some steps. Key steps in explanation stage are: •
In explaining the structure, try to start from the right level.
•
Give an explanation in brief and simple then limit the variations of the examples.
•
Recognized that there are some points of grammar that better to be memorized than to comprehend. For example, teaching about irregular verbs.
•
Examples can help students understand about the grammar easier than explanation only.
•
Using aids to convey or guide the explanation such as pictures, diagrams, and graphs.
•
Use students' native language to make them comprehend easier.
3. Practice To be able to apply students' understanding about grammar is not the same thing as they learn the theory, sopractice takes an important place in teaching grammar. There are three levels of practice, as shown as: •
Highly Controlled Practice In this level, students are controlled to practice in limited choices the form or vocabulary. It purposes to check student's basic understanding about the material that haslearnt before. Fill in the blank task is an example of this level practice.
•
Moderately Controlled Practice In the next level, practice is still on under teacher's control but students have their right to use their own sentences and
9
express their ideas. Teacher's control shown as on focusing grammar structure but it prefer to semi communicative situation. •
Free Practice To make situation communicatively, this level of practice is important because in this free practice, students should apply their grammar rules in real language use situation. Of course, teacher's role is giving the clue or trigger to start the communicative situation. 12
B. Questions When people communicate with other, at least, there are four things that they can do to perform their language. As philosophers state that making statements, asking questions, issuing command, and or uttering exclamations are kind of speech actB According to the statement, asking questions is one of the things that people use in communication, spoken and written. Due to that reason, in the following paragraph, there are some explanations of types of questions and difficulties that learners' find in learning and making question.
1. Types of Questions
a. Yes/No Question Yes/No question is a question answered with simple yes or no. When a declarative sentence contains of auxiliary verb, modal auxiliary, or form be, yes/no question is created from the sentence by applying the rule subject-auxiliary inversion. 14
12
Don Sno\V, Fro1n Language Learner to Language Teacher: An Introduction to Teaching English as a Foreign Language, (TESOL), p. 189-191 13 Rodney Huddleston & Geoffrey K. Pullum, A Studens's Introduction to English Grammar, (Cambridge: Cambridge University Press, 2005) p.159 14 Ron Cowan, The Teacher's Grammar ofEnglish: A Course Book and Reference Guide, with answer, (Cambridge University Press, 2008), p.62
10
Closed question form is marked by subject-auxiliary inversion, the subject occurs after the auxiliary verb.
Wh question or an information question is a question that asks for information by using a question words. 17 Those question words are who, whom, whose, what, which, when, where, why, and how. 18 There are three kinds of Wh- questions as Ron explains. a. Wh- Questions about an Object This type of wh- question asks for information about the direct object. For example
•
You are watching something
[declarative sentence]
•
What you are watching __?
[ wh- movement/ Insert ofwh- word]
•
What are you watching?
\:,}}
[subject-aux inversion
There is also an example of wh- question which does not has auxiliary. It becomes do insertion. •
You saw someone.
[declarative sentence]
•
Who you saw_?
[wh- movement]
•
Who did you see?
[ do insertion,
t
saw becomes see]
b. Wh- Questions about a Subject 15
Rodney Huddleston & Geoffrey K. Pullum,op. cit. p.162 EPT Preparation Program: Structure, (PusatBahasaUniversitas Islam Negeri Jakarta),
16
p. 96 17
Betty SchrampferAzar,Undersatnding and Using English Grammar 3'd Edition, (USA: Pearson Longman) p.A8 18 Huddleston &Pullum, op. cit, p.164
11
When subject is questioned from the statement, there is no need inversion rule. The appropriate insertion of wh- word is the only rule. For example •
Someone needs a lift?
[declarative sentence J
•
Who needs a lift?
[subject becomes who
c. Wh- Question with How + Adjective/Adverb How combines with adjective or adverb to form questions, such as how many, how much, how long, how often, and so on. 19
Besides, there are nine types of wh-questions that students should be aware as Murcia and Freeman states: 1. Subject NP: What happened?, Who left? 2. Object NP: Who (m) did you see?, What did you do? 3. Object of preposition: Who (m) did you talk to? 4. Adverbials of time, place, manner, reason,and means: When did you leave?, Where did you go?, Why is he laughing?, How did he get to the party? 5. Demonstrative determiners: What } Which
book do you want?
6. Possessive Determiners: Whose book is that? 7. Quantity Determiners: How many cars does she have?, How much wine did he drink? 8. Intensifier: How smart is she?, How fast can he run? 9. Adjective phrase (state, condition) : How are you? 20
19
Ron Cowan, op. Cit, p. 71-72 Marianne Celce-Mnrcia and Diane Larsen-Freeman, The Grammar Book: An ESUEFL Teacher's Course, (Rowley, Newbury House Publisher: 1983) p. 148 20
12
2. Some Difficulties in Learning Question Meanwhile there are several areas to be considered in teaching question, some difficulties also occur for students in learning question. According to Scott, there are six learner's errors in learning question. As the following statement: •
Some learners lack of inversion
•
Some learners do omission of subject pronoun you
•
Some learners failed to insert auxiliary do
•
Some learners misunderstand about can as a lexical verb which means do is required
•
Same problems as before but it happens with auxiliary be
•
Some learners failed to match the tag question with the main verb of sentence.
While Scott states the statements above, some difficulties happen in the field which is students of first grade in MTs Jam'iyyatul Khair. As the following facts: •
Some students lack of identifying the use of do and to be.
•
Some students get difficulty in differentiating the meaning of each wh question
•
Some students difficult to do inversion because basically some of them does not have knowledge about subject-verb agreement properly.
C. Media l.
Definition of Media Medium is singular term of media. 21 It can help educators to bring the
language into the life contexts and convey the meaning easily. Further,
21
Jon Davidson and Jane Dowson, Learning to Teach English in the Secondary School,
2"J Edition, (Canada,2003), p. 170
13
media is able to improve language teaching, facilitate teachers to help their ideas, and make learning is more exciting and meaningful. 22 Oemar Hamalik states that aids, methods, and techniques in order to make communication and interaction between teacher and students effectively in teaching learning process described as media. 23 According to some definitions above, the writer can assume that media 1s any kinds of things that can help teacher in the class to explain the material and to help students in comprehend the contents of materials easily.
2. Function of Media
Media have many functions in teaching and learning process. It can be pointed as: •
Media
can
motivate
students
and
present
language
communicatively. •
Media can give more information of culture and help students to process that information so teacher can give less explanation about the material.
•
Students provided audiovisual
content,
meanmg,
materials so they can
and
guidance by
make the situation
contextually as they learn and they practice. •
Media can provide the obvious situation then students can know the relationship between the materials in the classroom and outside the classroom.
•
And also media can help the presentation, stimulating communicative interaction, and give feedback. 24
•
22
Media in teaching is also can increase students' achievement.
Marianne Celce Murcia, Teaching English as a Second or Foreign Language 2 00 Edition, (Heinle&Heinle Publisher, 1991), p. 454-455 23 DR. OemarHamalik,Media Pendidikan, (Bandung: PT. Citra AdityaBakti, 1994), p. 12 24 Marianne Celce-Murica, op. cit, p. 456-458
14
•
Students can do more than listening to teacher explanationobservation, demonstrating, so on-that provided by media.
25
3. Criteria of Media Selection
The role of media in teaching and learning process can be seen from its advantageous and influence in teaching learning process. As a teacher, we should pay attention to select the appropriate media in our teaching process. Here are several criteria in selecting media. •
Appropriateness with teaching objectives. The selection of media relies on the goal of teaching the materials.
•
Reinforcement to the content of the materials. The materials will be easy to explained and comprehend when it comes with media in the process of transferring.
•
Availability to obtain the materials. The materials can be found, made or searched easily by teacher.
•
Capability of teacher to operate in the classroom. It emphasized on the teacher's ability to used media as medium to interact with the students.
•
Need of time to apply. Teacher should consider that not all media can be presented in short time meanwhile the schedule of teaching learning process at school is limited.
•
And appropriate with students' thinking level. Students' thinking level will be different, in this point; the teacher should decide to select the media in order to teach a given point based . gra de. on thelf
26
According to the points of selecting media above, the writer can decide to use rods because it has several points of criteria in selecting media in teaching learning process.
25
Nana Sndjana and Alllllad Rivai, Media Pengajaran, (Bandung: SinarBaruA!gensindo, 2001), p. 2 26 1bid, p. 4-5
15
D. Silent Way The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. Gattegno's name is well known for his revival of interest in the use of coloured wooden sticks called cuisenaire rods and for his series Words in Colour, an approach to the teaching of initial reading in which sounds are coded by specific colours.. It is based on the premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much language as possible. 27 Elements of the Silent Way, particularly the use of colour charts and the coloured cuisenaire rods, grew out of Gattegno's previous experience as an educational designer of reading and mathematics programs. 28 The Silent Way shares a great deal with other learning theories and educational philosophies. Very broadly put, the learning hypotheses underlying Gattegno's work could be stated as follows 29 : 1. Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. The educational psychologist and philosopher Jerome Bruner distinguishes two traditions of teaching - that which takes place in the expository mode and that which takes place in the hypothetical mode. In the expository mode "decisions covering the mode and pace and style of exposition are principally determined by the teacher as expositor; the student is the listener." In the hypothetical mode "the teacher and the student are in a more cooperative position. The student is not a bench-bound listener, but is taking part in the "play the principal role in it". The 27
Larsen-Frccman, Diane. Techniques and Principles in Language Teaching. Teaching Techniques in English as a Second Language (2nd ed.). Oxford: Oxford University Press. 2000, p.
65 28
Richards, Jack, Approaches and Methods in Language Teaching: A Description and Analysis. Cambridge, New York: Cambridge University Press, 1986, p.81 29 Gattegno, Caleb. Teaching Foreign Languages in Schools: The Silent Way (1st ed.). Reading, UK: Educational Explorers. 1963. p.84, Retrieved October 10, 2011
16
Silent Way belongs to the latter tradition, which views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener. 2. Learning is facilitated by accompanying (mediating) physical objects. The rods and the coded-coded pronunciation charts (called Fidel charts) provide physical foci for student learning and also create memorable images to facilitate student recall. In psychological terms, these visual devices serve as associative mediators for student learning and recall. 3. Learning is facilitated by problem solving involving the material to be learned. The Silent Way is also related to a set of premises that we have called "problem-solving approaches to learning."
E. Rods
Using rod is one of the techniques in teaching language. Technique is implementation-which actually takes place in a classroom. It is particular trick, stratagem, or contrivance used to accomplish an immediate objective. 30 Rods or Cuisenaire rods are colored rods that invented by Georges Cuisenaire, a European educator, for teaching math. 31 The rods provide physical foci for students learning and also create memorable images to facilitate student recall. 32 Rods or Cuisenaire rods related to Silent Way method and becomes one of the elements ofit. 33 Colored Cuisenaire roods are used to directly link words and structures with their meaning in the target language, thereby avoiding translation ;nto the native language. The rods vary in length from one to ten centimeters, and each length has a specific color. The rods may be used for naming colors, for size comparison, to represent people, build floor plans, and constitute a road map, and so on. Use of the rods is intended to promote inventiveness, creativity, and interest in forming
30
Jack C. Richards and TI1eodore S. Rodgers, Approaches and }.fethods in Language Teaching, (Cambridge: Cambridge University Press, 1986). P.15 31 Ibid, p.99 32 Ibid, p.100 33 loc. cit
17
communicative utterance on the part of the students, as they move 34 from simple to more complex structure.
F. P·roced-ure ofTeaclHng Question Uiiing Rods Presentation First stage using rods is teacher explain that there are four color rods that would be used-blue (noun), white (verb), green (modals), and red (direct object). Then, teacher gives several sentences using blue and white rod to point each rod as noun and verb then become a sentence. After that, teacher add green rod to present to be and do inserted in stages to teach yes/no question. Later, put red rod to present the object that would become wh question. This stage presented step by step according to the materials.
Explanation Teacher does not explain more in this stage. Teacher only gives students chance to give response to the presentation that teacher has shown. When students make a mistake, teacher will repeat what have been presented before until the students get the point of the mistake.
Practice Students are given time to practice by themselves or peer practicing. In this stage, teacher also keeps an eye on students' mistake that can be corrected by teacher or peer correction.
G. Relevant Studies There are two studies that relevant with the research. First, a journal entitles Cuisenaire Rods: Pedagogical and Relational Instrument for
Language Learning. It explains about Cuisenaire rod as a pedagogical and
34
Ibid, p.108
18
relational instrument that has many functions in teaching and learning process. The subjects of this research are an engineering class and an architect class. In each class students can be separated into groups or individual. Several strategies used to explore the usage of Cuisenaire rods. For example, the author used rods to teach word stress. With different color, the author asked students in pair to put some magnetic rods in the white board. There are two same sentences for each group. After they put the magnetic rods according to their opinion, they compared and reconsidering with another group. After they learned the material, the author gave some feedback and also students' feedback of what they have learnt. In addition, in the journal ls given some pictures about activities in the class room in each strategy. The final result, students have a good feedback and also by using rods students can connect visual, sensory, linguistic, and tactile about the materials. Second, a journal entitles Learning with Rods: One Account. In this journal also explain about the effect of using rods in teaching and learning activities. One of teaching activities in this article is teaching tag question using rods. The subjects of this research are six intermediate students. They are not also be exposed about tag question but also be ready how to use tag question. The result is the students can learn easily and can be applied for the following material. The similarity of both articles with this research is rods used as teaching technique or tools to help learners in learning material. In each journal also contain about teaching question using rods.
H. Conceptual Framework
According to discussion above, the writer assumed that rods are very useful objects to support teaching grammar especially making question in junior high school students. From educational sector, rods have benefits for students because as visual aids, rods can represent almost anything and also as a word to make a structure. Rods are not only hand-to-fit but also colorful
19
which are mean that easy to remember for students. Besides, as junior high school students, psychologically still need something to associate their mind with their interest part in learning. Then, color rods hold up what students need. In this sector the role of rods for students is to connect their mind in remembering color which represents the word and how the words are arranged.
I. Hypothesis
•
The experimental hypothesis (Ha): There is no improvement of
using rods for students in learning yes/no and wh question. •
The null hypothesis (Ho): There is an improvement of using rods
for students in learning yes/no and wh question.
CHAPTER III METHODOLOGY A. Place and Time of the Research
This study was conducted in MTs Jam'iyyaul Khair Ciputat Timur during the first semester at l" grade. The study was hold from November until December 2013.
B. Method and Research Design
The writer used quantitative design and chose experimental research to conduct this study. The writer designs the study by dividing two classes into controlled class and experimental class. In order to know the effectiveness of using rods, the writer compared rods media in experimental class with whiteboard media in controlled class.
C. Population and Sample
Population of this study was students in MTs Jam'iyyaul Khair in first grade. There are only two classes of first grade in that school. Because of that situation, census sampling was used as a technique to get sample. The sample used is a whole population. VII-I and VII-II were sample of the study. VII-I consist of 38 students and VII-II consists of 40 students. Because of the students who came at the pre-test only 36 students of each class and in post-test some students who took pre-test did not come, so there were only 30 students who became the sample.
D. Technique of Data Collection
In this study, the writer used multiple choices test for collecting the data. Before the test was given for pre-test, the writer examined the validity, reliability, index of difficulty, and discriminating power using ANATES software.
23
E. Techniqne of Data Analysis
In analyzing the data, the writer used statistical calculation ofT-test. T-test is uses to find out the significance of different score between pre-test and post-test of the sample. There are two requisite steps before the data can be calculated with ttest.
1. Normality test.
Normality test 1s used to find out whether the samples are normal distributed or not. The writer used Lyllifors formula to compare the result. Z
x ___- _ = _n
x
s z = Normality Xn =
Score of students
X=Mean s = Standard Deviation 1
In this step, the value of z determines l/J which influence the 1;,,axofthe data. Later, the writer compares the
Tmax
with
out the normality of the data. It marked by
T,able
from Lyllifors formula to find
Tma:c
in significant of0.05.
2. Homogeneity test. Homogeneity test is used to know whether he data is homogenous or heterogeneous. In this step, the writer found out the homogeneity of both classes as the samples of the study. As the formula:
s2 s22
F = .2..
1 -
-
-- -
24
F = Homogeniety s/= The highest variance s2 2 = The lowets variance 2
The last is the writer analyzed all of the data with T-test formula, as shown:
Mx =Mean of Variable X My= Mean of variable Y SE = Standard Error3
Before the data put in the formula, there are several steps to get the real data as follows: 1. Determining Mean of variable X, with formula:
L;X
Mx=
Nx
2. Determining Mean of variable Y, with formula:
L;Y My=N y
3.
Determining Standard of Deviation Score of Variable X, with formula:
SD x
=
JLX2 N y
4. Determining Standard of Deviation Score of Variable Y, with formula:
~Ibid, p.160
25
5. Determining Standard Error Mean of Variable X, with formula: SDx
SEM =
x
.JNx- 1
6. Determining Standard Error Mean of Variable Y, with formula: SDy
sEMY = -r.:o:==== .JNy-1 7. Determining Standard Error of different Mean of Variable X and Mean
of Variable Y, with formula: SEMx-My = jsEMx
2
+
SEMy
2
-
(2xr)(SEM)(SEMy)
8. Determining t 0 with formula: Mx- My
to.=--~~
SEMx-My 9.
Determining Degrees of Freedom (df), with formula: df = (Nx) -1
F. Statistical Hipothesis The statistical hypothesis of this research can be seen as: Ho
: There is no improvement in students' mastery of questions using rods.
Ha
: There is an It means that there is an improvement of using rods in students' mastery of questions Ho: µ1
=
µ1
µ1
;lo
µ2
Ha:
And then, the criteria used as follows: I. If t-test (t0 ) > t-table (t1) in significant degree of 0.05, Ho (null
hypothesis) is rejected. It means that there is an improvement of using rods in students' mastery of questions.
26
2. If t-test (t0 ) < t-table (t,) in significant degree of 0.05, Ho (the null hypothesis) is accepted. It means that there is no improvement of using rods in students' mastery of questions.
CHAPTER IV RESEARCH FINDINGS
A. Data Description In this part, the writer display the description of pre-test and post test data. It comes from experiment and control class which consist of 30 students in each
class. It shows in two tables. Tables 4.1 is the data from experiment class and table 4.2 is data from control class. It also shows the mean of both classes. Table 4.1 Score of Experimental Class STUDENT
PRE-TEST (Y)
POST-TEST (X)
1
64
52
GAIN SCORE (D) -12
2
48
56
8
3
72
84
12
4
64
92
28
5
40
64
24
6
64
72
8
7
52
68
16
8
68
80
12
9
44
64
20
10
72
72
0
11
56
48
-8
12
64
80
16
13
76
84
8
14
68
52
-16
15
72
88
16
16
72
32
-40
17
68
84
16
~-
..
·~
.-
27
I
19
76
84
8
20
40
24
-16
21
52
48
-4
22
64
60
-4
23
72
92
20
24
44
40
-4
25
44
36
-8
26
48
64
16
27
48
52
4
28
72
60
-12
29
48
44
-4
30
76
80
4
(TOTAL)
1780
1900
120
MEAL'!
59.33
63.33
4
12.86
18.69
Standard Deviation
In the table above, it can be shown that in experimental class there is 30 students. In pre-test the class got mean 59.33 while in post-test the class got mean 63 .46. The lowest score in pre-test is 32 and the highest score in pre-test is 76. While in post-test, the lowest score is 24 and the highest score is 92. Some students are higher in post-test than pre-test. Standard deviation of pre-test is 12.86 and become higher in post-test that is 18.69.
28
Table4.2 Score of Control Class
STUDENT
PRE-TEST
POST-TEST
GAIN SCORE
1
44
48
4
2
52
60
8
3
36
56
20
4
52
80
28
5
76
72
-4
6
84
76
-8
7
68
80
12
8
96
72
-24
9
36
48
12
10
68
72
4
11
72
64
-8
12
76
48
-28
13
44
52
8
14
76
84
8
15
96
96
0
16
76
92
16
17
88
63
-20
18
76
36
-40
19
92
84
-8
20
76
76
0
21
44
52
8
22
48
36
-12
23
72
92
20
24
74
60
-14
25
72
72
0
26
74
60
-14
29
27
76
36
-40
28
16
76
60
29
76
72
-4
30
72
40
-32
~(TOTAL)
2008
1960
-48
YMEAN
66.93
65.33
-1.6
18.71
17.04
~
Standard Deviation
In the table above, it can be shown that in controlled class there are 30 students. In pre-test the class got mean 66.93 while in post-test the class got mean 65.33. The lowest score in pre-test is 16 and the highest score in pre-test is 96. While in post-test, the lowest score is 36 and the highest score is 96. Standard deviation in pre-test is 18.71 and post-test 17.04.
B. Analysis of Pre-test and Post-tes As in previous chapter, the writer mention two prerequisite steps before the data is calculated with t-test. Here is the analysis of Normality test and Homogeniety test. First is normality test. It is used to find out whether the samples are normal distributed or not. The writer used Lyllifors formula and the results indicated by Tmax which is compared with TL,ble.In normality test, the writer analyzed pre-test and post-test of both classes--experiment and control class.
The criteria of hypothesis: H1: ifTmax>Ttable, the data is not normally distributed Ho: ifTmaX:'::Ttahlc, the data is normally distributed
s = v165.42 = 12.86 Interpretation of the Data: The value ofLyllifors in significant degree 0.05 is T(o.os)(JO) = 0.161. With criteria: H 0 =T>0.161 Ha= T :S: 0.161
The data shows that T max< Ttable (0.151 < 0.161 ), It can be concluded that the data is distibuted normally.
31
Table 4.4 Normality of post test in Experiment Class
x
f
fX
fX2
p =fin
LP
z=(X-X )Is
24 32 36 40
1 1 1 1
24 32 36 40
576 1024 1296 1600
0.033333 0.033333 0.033333 0.033333
0.033333 0.066666 0.1 0.133333
44 48 52
2 2 3 1 2 2
88
3872 4608 8112
0.066667
56 60 64 68
96 156 56 120 128
2
3136 7200 8192
72 80 84
2 3 4
136 144 240 336
9248 10368 19200 28224
88 92
1
88
7744
2
940
30
184 1904
16928 131328
iii
T= iii- LP
-1.85857521 -1.43070178 -1.21676506
0.0322 0.0764 0.1131
-0.00113 0.009734 0.0131
-1.00282835
0.1597
0.026367
0.2 0.266666
-0.78889163 -0.57495492
0.2177 0.2912
0.0177 0.024534
0.366666 0.4 0.466666 0.533333
-0.36101821 -0.14708149 0.06685522 0.28079194
0.3594 0.4443 0.5239
-0.00727 0.0443 0.057234
0.6
0.49472865
0.6!03 0.6879
0.076967 0.0879
0.066667 0.1 0.133333 0.033333
0.666666 0.766666 0.9
0.70866537 1.1365388 1.35047551
0.758 0.8708 0.9115
0.091334 0.10413 0.0115
0.933333
1.56441222
0.9406
0.007267
0.066667
1
0.9616
-0.0384
0.066667 0.1 0.033333 0.066667 0.066667 0.066667
s2 =
2
bar max table
=
349.58 18.69 58.75 0.104 0.161
;:,:x
131328 30
2 -
1.77834894
[;:,~xr
[1904] 30
2
= 4377.6 -
[63.46]2
= 4377.6 -
4028.01
= 349.58
s = y349.58 = 18.69 Interpretation of the Data: The value ofLyllifors in significant degree 0.05 is criteria:
T(o.OS)(JO)
= 0.161. With
Ho= T > 0.161 Ha=T:S0.161
The data shows that Tmax< Ttable (0.104< 0.161), It can be concluded that the data is distibuted normally.
Interpretation of the Data: The value ofLyllifors in significant degree 0.05 is Tro.o5)(30) = 0.161. With criteria:
Ho= T > 0.161 Ha=T:S0.161
The data shows that Tmax< Ttable (0.067< 0.161), It can be concluded that the data is distibuted normally.
T= fj>-
34
Next is homogeniety test which is purposed to find out whether the sample of experiment and control class is homogeneus or heterogenous. It can be calculated after the data was found out normaily distributed. As the present data before, the writer found that both classes are normally distributed. Hypothesis: H0 : The sample of experiment class is not different from controlled class. H 1: The sample of experiment class is different from controlled class.
The criteria of the test: CL=
0.05
H,,: F(l-a)(nl-l, n2-2) < F
The formula used can be seen as follows:
F=
nx - 1 ny -
sf
the highest variance the lowest variance
= 30 -
1
s2 2
=
349.58 290.48
= 1.203
= 29
1 = 30 - 1 = 29 Fco,9s)(29)(29J
= 0.5374
Fco.02s)(29)(29)
= 2.1009
From the calculation, F(l-a)(nl-l, n2-2) < F
C. Hypothesis Testing The last testing is hypothesis testing. After analyzing normality and homogeneity of sample, the writer calculated the data using T-test calculation. This calculation is used to know the effectiveness of using rods in experiment class which is compare with using whiteboard in control class. Experiment class is marked by X variable and control class is marked by Y variable.
35
The formula ofT-test calculation shown as: Mx- My
to= S EMx-My
The calculation steps are: •
Determining Mean of variable X and variable Y
M
x
= l:JX = nx
M = l:Y Y
•
1780 30
= 63.33
= 59.33
After that determining Standard of Deviation Score of Variable X and Y
SDx
SDy =
•
ny
1900 30
=
[x2
w
~JV;= ~3() = v'o.533 = 0.730
~ J ~N; =
(1,6) 30
2
=
v'o.oss
=
0.292
Determining Standard Error Mean of Variable X and Variable Y 0.730 ,/30-1 0.292 ,/30-1
0.730
../29 0.292
../29
= 0.135 = 0.054
36
•
Determining Standard Error of different Mean of Variable X and Mean of Variable Y SEMx-My =
= v'o.135 2
2
'1/sE
+ o.054 2
Mx
+SEMy 2
v'o.01s
+ 0.002
= v'0.02 = 0.141
•
Determining towith formula:
to=
Mx-Mv
.
SEMx-My
63.33-59.33 0.141 4
= -- = 28.36 0.141
•
Determining Degrees of Freedom (df)
df = N - 1 = 30 - 1 = 29 The value ofT1ab1,as: T(a)(df)
•
= Tco.o5)(5s) = 2.04
The last is comparing t 0 with t1able in criteria: I. If t-test (to) > t-table (t,) in significant degree of 0.05, Ho (null
hypothesis) is rejected. 2. If t-test (to) < t-table (t1) in significant degree of 0.05, Ho (the null hypothesis) is accepted
•
And Hypothesis as: Ho: There is no effectiveness of using rods in teaching question for second grade in MTs. Jam'iyyatul Khair. Ha: There is an effectiveness ofusimt rods in teachint>
mt<>
37
D. Interpretation of Data The data was interpreted that there were 30 students in both experiment and controlled classes. The primary data got from test which divided into pre-test and post-test. In table 4.1 is data got from experiment class which the mean of pre-test is 59.33 before the class was given rods. The smallest score is 32 and the higher score is 76. Mean was increase into 63 .33 in post test which have given the treatment rods for 6 treatments. The smallest score become 24 and the highest score become 92. Then, table 4.2 in description is data got from controlled class. In controlled class there was no rods treatment but using whiteboard. In pre-test, controlled class got mean 66.93. The smallest score is 16 and the highest score is 96. After using whiteboard, mean change become 65.33 in post-test. The smallest score is 48 and the highest score is constant in 96. In analyzing the data, the first step was analyzing the normality of pre-test and post-test both of experimental and controlled class. Normality test is purposed to find out whether the data is normally distributed or not. It can be seen from comparison value of Tmax with TtabJe. In normality test, value of Ttable get from Lyllifors and it was 0.161 for 30 students in significance 0.05. The criteria of normality test is value of Tmax
nl-1)
< F
38
The last step is analyzing the hypothesis. This step is the main step to know whether realia is effective for teaching question or not. In this T-test, the significant used is 5%. The criteria is value oft-test (to) > t-table. The calculation showed that t-test (to) got from description is 28.36 while the value oft-table is 2.04. It showed that t-test (to)> t-table (28.36 > 2.04). Based on the criteria for
the calculation that when value of to> t1ab10, it means that the hypothesis null (Ho) is rejected. It can be concluded that there is an improvement of using rods in teaching question in first grade ofMTs.Jam'iyyatul Khair.
CHAPTERV CONCLUSION AND SUGGESTION
A. Conclusion As shown as m data description, there is an improvement of rods for students in experimental class. Gain score present the increasing of score between pre-test and post-test as evidence. It also can be seen from the value oft calculation is bigger that t table. The significant used is 5%. The calculation showed that t-test (to) got is 28.36 while the value oft-table is 2.04. It showed that t-test (to) > t-table (28.36 > 2.04). Based on the criteria for the calculation that when value of to> t1able, it means that the hypothesis null (Ho) is rejected. It can be concluded that there is an improvement of using rods in teaching question in first grade ofMTs.Jam'iyyatul Khair.
B. Suggestion After doing this research, there are some suggestions that can be given for the readers. The suggestions are following: 1. For teachers, rods can be explored to teach other materials. It
depends on teacher's creativity. 2. For students, rods become interesting instrument to help them learn something new.
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VALIDITAS INSTRUMENT DATA DIBOBOT
============= 1h subyek = 30 ih buti r = 25 t jwb benar = 1 t jwb salah = 0 berkas: D:. \MYDOCUMENT\VALIDITASINSTRUMENT .ANA Kode/Nama YESI ALIF HAFIDZ AGUNG CAHAYA M. FAIZAL ADITYA SAP ... SETIO BUDI AKHRIS AFITA NURF ... TARWIYAH D... DINI AFIFAH HESTI OKIY ... JIHAN AWALIA RI DWAN SEIA SAALIMAH M. NUR FAJAR HILAL MUHA ... HELMI FIRM ... DAMAR RAGIL M FERY FIR ... INDRI PUJI ... IKA BERLIAN WILDAN AT- ... RIVALDI ADAM M. RANGGA M RIZKI SY ... MUHAMMAD R... FACHRUL JUSSY F ZANUA
1= 17.57 rng Baku= 6. 16 lasiXY= 0.91 1bilitas Tes= 0.95 berkas: D:\QIIRA~\KULIAH\SKRIPSI! !\ANATcS2.ANA Kode/Nama subyek YESI ALIF HAFIDZ AGUl'IG CAHAYA M. FAIZAL 5 ADITYA SAPUTRA 6 7 SETIO BUDI AKHRIS 8 9 AF ITA l
Jrut
1 2 3 4
Skor Ganji l
skor Genap
Skor Total
2 4
2 1 4 4 6
4
9 9 11
5
11
5 5 5 6 5 6 6
7 9 7
10
6 6 7
5 8
9 8
5
11
12 13 12 17 16 18
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VALIDITAS INSTRUMENT
M. NUR FAJAR HILAL MUHAMMAD HELMI FIRMANSYAH DAMAR RAGIL M FERY FIRZIAN INDRI PUJIANI. .. IKA BERLIAN WILDAN AT-THORIQ RIVALDI ADAM M. RANGGA M RIZK! SYAPUTRA MUHAMMAD RAFIL FACHRUL JUSSY F ZANUA
Standar Kompetensi Menulis Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat
II.
Kompetensi Dasar Mengungkapkan makna gagasan da-lam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk ber-interaksi dengan
III.
lingkungan terdekat.
Indikator I. Mengidentifikasi jenis-jenis kata tanya dalam bahasa Inggris (Cl) 2. Menyebutkanjenis-jenis kata tanya dalam bahasa Inggris dan kegunaannya (Cl) 3. Menganalisa struktur jenis kata tanyayes/no Question. 4. Me1tjawab pertanyaan guru dengan baik tentang jens-jenis kata tanya dalam bahasa Inggris 5. Bertanya, memberikan pendapat, memberikan kritik dan membantu teman yang kurang tahu mengenai materi yang sedang dibahas 6. Menggunakan jenis-jenis kata tanya dalam berinteraksi
IV.
Materi Pembelajaran Materi pembelajaran tentang keluarga. Dimana siswa membuat bagan pohon keluarga tentang keluarga mereka masing-masing. Kemudian beberapa anak sukarela menunjukan bagan pohon keluarga mereka dan beberapa anak lainnya memberikan pertanyaan menggunakan kata-kata tanya yang berhubungan dengan bagan pohoh keluarga teman yang lainnya
V.
Model dan metode pembelajaran I. Model pembelajaran : Communicative Language Teaching 2. Metode pembelajaran : Tanya Jawab
VI.
Alat dan bahan : •
VII.
Papan Tulis
Proses belajar mengajar Pendahuluan (± 10 menit)
Kegiatan I. Pembukaan kelas, pengenalan diri
2. Ice breaking mengenai tanggal bersejarah 3. Menjelaskan materi yang akan diajar
(± 60 menit) Kegiatan I. Guru memulai dengan menanyakan keluarga dari salah satu murid 2. Kemudian, guru mengulang pertayaan pada beberapa murid 3. Setelah itu guru menjelaskan tentangjenis pertanyaan yang dipakai 4. Guru menjabarkan pembnatan kalimat tanyayes/110 question 5. Guru meminta siswa untuk mencatat penjelasan dari guru. 6. Kemudian siswa diminta untuk membuat kalimat tanya yang sudah diajarkan.
Penutup (±I0 menit)
Kegiatan 4. Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari. 7. Siswa diberikan kesempatan untuk bertanya tentang ha! yang belum dimengerti.
VIII. Sumber Pembelajarau
>-
LKS
Guru yang bersangkutan
Neneng Nurjanah, SPd.
Peneliti
Siti Nurfajri S
RENCANA PELAKSANAAN PEMBELAJARAN (Experimental Class) I st Treatment Sekolah Dasar
: MTs. Jam'iyyatul Khair
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII (tujuh)/ I (satu)
Waktu
: 2 x 40 menit (I x pe1iemuan)
Standar Kompetensi Menulis Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat
].
Kompetensi Dasar Mengungkapkan makna gagasan da-lam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk ber-interaksi dengan
II.
lingkungan terdekat.
Indikator I. Mengidentifikasi jenis-j enis kata tanya dalam bahasa Inggris (CI) 2. Menyebutkanjenis-jenis kata tanya dalam bahasa Inggris dan kegunaannya (Cl) 3. Menganalisa struktur jenis kata tanyayes/no Question. 4. Menjawab pertanyaan guru dengan baik tentang jens-jenis kata tanya dalam bahasa Inggris 5. Bertanya, memberikan pendapat, memberikan kritik dan membantu teman yang kurang tahu mengenai materi yang sedang dibahas 6. Menggunakanjenis-jenis kata tanya dalam berinteraksi
IV.
Materi Pembelajaran
Materi pembelajaran tentang keluargu. Dimana siswa membuat bagan pohon keluarga tentang keluarga mereka masing-masing. Kemudian beberapa anak sukarela menunjukan bagan pohon keluarga mereka dan beberapa anak lainnya memberikan pertanyaan menggunakan kata-kata tanya yang berhubungan dengan bagan pohoh keluarga teman yang lainnya V.
Model dan metode pembelajaran
I. Model pembelajaran : Communicative Language Teaching 2. Metode pebelajaran : Presentasi Realia VI.
Alat dan bahan :
• VII.
Bagan Pohon Keluarga (Realia)
Proses belajar mengajar Pendahuluan (± 10 menit)
Kegiatan I. Pembukaan kelas, pengenalan diri 2. Ice breaking mengenai tanggal bersejarah 3. Menjelaskan materi yang akan diajar
(± 60 menit)
Kegiatan I. Guru memulai dengan menunjukan bagan pohon keluarga 2. Kemudian, guru menanyakan pertanyaan sesuai dengan bagan yang ditunjukan 3. Setelah itu guru menjelaskan tentangjenis pertanyaan yang dipakai 4. Guru menjabarkan pembuatan kalimat tanya yes/no question 5. Guru meminta siswa untuk mencatat penjelasan dari guru. 6. Kemudian siswa diminta untuk membuat kalimat tanya yang sudah diajarkan.
Penutup (±JO menit)
Kegiatan 4. Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari.
7. Siswa diberikan kesempatan untuk bertanya tentang ha! yang belum dimengerti.
Kepada Yth. Kepala Madrasah Tsanawiyah Jam'iyyatul Khair di Tempat Assalamu'alaikum wr. wb.
Dengan hormat kami sampaikan bahwa, Nama
: Siti Nurfajri Subharani
NIM
: 109014000011
Jurusan
: Pendidikan Bahasa lnggris
Semester
: Sembilan (IX)
Judul Skripsi
: Using Realia in Teaching Question
adalah benar mahasiswa/i Faku:tas llmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelltian (riset) di instansi/sekolah/madrasah yang Bapak/lbu pimpin. Untuk itu kami mohon Bapak/lbu dapat mengizinkan mahasiswa/i tersebut melaksanakan penelitian dimaksud. Alas perhatian dan kerja sama Bapak/lbu, kami ucapkan terima kaslh. Wassa/amu'a/aikum wr.wb.
a.n. Deka Kaju Pe didikan Bahasa lnggris
embusan: 1. Dekan FITK 2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan
SURAT KETERANGAN Nomor: MTs.S.28.04.07/03.13/PP.005/14112013
g bertanda tangan di bawah ini :
Nama
: SAENIH, S.Ag
Jabatan
: Kepala Madrasah
UnitTugas
: MTs. Jam'iyyatul Khair
1gan ini menerangkan bahwa :
Nama
: Siti Nurfajri Subharani
NIM
: 109014000011
Fakultas
: llrriu Tarbiyah dan Keguruan
Jurusan/Prodi
: Pendidikan Bahasa lnggris
Semester
: IX (Sembilan)
alah benar mengadakan Penelitian di MTs. Jam'iyyatul Khair Ciputat Timur dalam rangka 1yelesaian penilitian skripsi yang berjudul 'Using Realia in Teaching Question, An
oerimenta/ research in first grade of MTs. Jam'iyyatu/ Khair'. mikian surat keterangan ini dibuat dengan sebenamya dan kepada yang berkepentingan pat dipergunakan seperlunya.
