DEVELOPING STUDENTS’ ABILITY IN USING PRESENT CONTINUOUS TENSE THROUGH CONTEXTUAL TEACHING LEARNING (A Classroom Action Research in the Seventh Grade of SMP Al Mubarak Pondok Aren)
By: ULFIANTI ULFA 106014000443
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011
ABSTRACT Ulfa, Ulfianti. “Developing Students’ Ability In Using Present Continuous Tense Through Contextual Teaching Learning (A Classroom Action Research at VII Grade of SMP Al Mubarak Pondok Aren)”. Skripsi, English Education Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2011. Advisor: Dr. Ratna Sari Dewi, M.Pd Key words: Present Continuous Tense, Contextual Teaching Learning This research is conducted in order to develop students’ ability in using present continuous tense through contextual teaching learning at VII grade students of SMP Al Mubarak Pondok Aren and also to help the English teacher of VII grade of SMP Al Mubarak Pondok Aren in managing classroom activities in learning grammar. As the subject of the study, were 32 students; 16 boys and 16 girls. In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. The researcher taught present continuous tense by using contextual teaching learning approach at VII grade of SMP Al Mubarak Pondok Aren. This research consisted of two cycles and each cycle consisted of four elements, they are: planning, acting, observing, and reflecting. Each cycle conducted in three meetings for one and a half months. To collect and analyze the data, the researcher used the students’ score in pre-test and post-test and information from interview, observation, questionnaire in order to support the data collected. The result of this research shows that using contextual teaching learning in teaching grammar at VII grade of SMP Al Mubarak Pondok Aren motivate the students to study English and develop their grammar ability in using present continuous tense. The students’ responses showed that they are interesting in learning English grammar based on the result of interview and questionnaire they thought that the activities are interesting. Moreover, the analysis of the data showed that there was a significant difference of students’ achievement in the pre-test and post-test. The students’ average in pre-test was 55.6, the average score in post-test 1 was 64.2 and the average score in post-test II was 72.06. The students’ percentage who passed the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-test was 18.75%, in post-test 1 was 50%, and in post-test II was 81.25%. Based on this result, the implication of the research showed that contextual teaching learning can be applied to develop students’ grammar ability. The implementation of contextual teaching learning in learning grammar help students to use grammatical patterns effectively, and also the students are motivate and interest in learning English grammar.
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ABSTRAK Ulfah, Ulfianti. “Developing Students’ Ability In Using Present Continuous Tense Through Contextual Teaching Learning (A Classroom Action Research at VII Grade of SMP Al Mubarak Pondok Aren)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah Dan Ilmu Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011. Advisor: Dr. Ratna Sari Dewi, M.Pd Key words: Present Continuous Tense, Contextual Teaching Learning Penelitian ini dilaksanakan untuk mengembangkan kemampuan siswa pada present continuous tense dengan menggunakan contextual teaching learning di kelas VII SMP Al Mubarak Pondok Aren dan juga untuk membantu guru bahasa Inggris kelas VII SMP Al Mubarak Pondok Aren mengelola kegiatan kelas dalam mempelajari grammar. Sebagai subjek penelitian ini, ada 32 siswa; 16 laki-laki dan 16 perempuan. Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti mengajarkan present continuous tense dengan menggunakan pendekatan contextual teaching learning di kelas VII SMP Al Mubarak Pondok Aren. Penelitian ini terdiri dari dua siklus dan tiap siklus terdiri dari empat unsur: perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari tiga pertemuan selama satu setengah bulan. Untuk mengumpulkan dan menganalisa data, peneliti menggunakan hasil pre-test dan post-test dan informasi dari wawancara, observasi, dan angket untuk mendukung pengumpulan data. Hasil penelitian ini menunjukkan bahwa penggunaan contextual teaching learning dalam mengajar grammar di kelas VII SMP Al Mubarak Pondok Aren dapat memotivasi siswa untuk belajar bahasa Inggris dan mengembangkan kemampuan grammar mereka. Respon dari siswa menunjukkan bahwa mereka tertarik untuk belajar grammar bahasa Inggris karena menurut mereka kegiatan yang digunakan menarik. Disamping itu, data analisis menunjukan bahwa ada perbedaan yang signifikan pada pencapaian siswa dalam pre-test dan post-test. Nilai rata-rata siswa pada pre-test mencapai 55.6, pada post-test 1 mencapai 64.2 dan post-test II mencapai nilai 72.06. Persentase siswa yang lulus Kriteria Ketuntasan Minimal (KKM) pada pre-test sebesar 18.75%, pada post-test 1 sebesar 50% dan pada posttest II sebesar 81.25%. Berdasarkan hasil ini, implikasi dari penelitian menunjukkan bahwa contextual teaching learning bisa diterapkan untuk mengembangkan kemampuan grammar siswa. Penerapan contextual teaching learning dalam mempelajari grammar membantu siswa mampu menggunakan pola grammar secara efektif dan siswa juga termotivasi dan tertarik dalam mempelajari struktur bahasa Inggris.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. Praise and gratitude be to Allah for giving strength and guidance for the writer, so that this paper can be finished thoroughly. Peace and blessing be upon Prophet Muhammad SAW, his families, his relatives and all followers. This “skripsi” is presented to the faculty of Tarbiyah and Teachers’ Training State Islamic University Syarif Hidayatullah Jakarta in partial fulfillment of the requirement for the degree of Strata 1 (S1) at English Education Department. In this process of finishing this “skripsi”, the writer got many guidance and motivation from people around her. Therefore, the writer would like to express her deepest gratitude to her parents and her sibling who give support, love and pray for her. The writer would like to express her special gratitude to her honorable advisor; Dr. Ratna Sari Dewi, M.Pd who always gives advices, motivation and her time to finish this paper, hopefully Allah always bless her with her family, she is always healthy and May Allah grant all of her wishes. Besides, the writer would also deliver special thanks to: 1. Prof. Dr. Dede Rosyada, MA, as the Dean of Faculty of Tarbiyah and Teacher’s Training. 2. Drs. Syauki, M.Pd. and Neneng Sunengsih, S. Pd. as Head and Secretary of the English Department. 3. Drs. Nasrun Mahmud M.Pd. who accept my paper title. 4. All lecturers in the English Department, for teaching precious knowledge and for giving wonderful study experience. 5. The Head of SMP Al Mubarak, Pondok Aren, H. Nahrawi Mughni, S.Ag. 6. The English Teacher of SMP Al Mubarak, Pondok Aren, Dra. Romlah. 7. The writer’s great mother, Mrs. Nur Aini. 8. The writer’s great father, Mr. Mudori 9. The writer’s beloved sister, Hezmi Emimah and also my beloved Grandma iii
and Grandpa who motivated her in doing “skripsi” and thanks on your pray, motivation and love. 10. Ms. Reni Septiati, S.Pd thank you so much for your advice and support. 11. The students of seventh grade of SMP Al Mubarak who have contributed her in collecting data during the research. 12. The writer’s best friends, Mumut, Nina, Puji, Vivi, Ary, Zaki, Uvi, Riri, Yuning, Nia thanks for their help, support and motivation. 13. The writer friend, Deden, thanks for his support and pray for her. 14. She would also thank to all her friends at “C” class of English Education Department academic year 2006, thank you for being a good friend during her study at UIN. 15. All the writer’s wonderful friends the English Department whom the writer cannot write all their names, who have continuously given aid, great support and suggestion to the writer in finishing this paper. 16. To any other person who cannot be mentioned one by one for their any contribution to the writer during finishing her “Skripsi”. 17. Atma Jaya Library, PKBB. 18. Last, but not least thank to all the writer’s friends and teachers. Jakarta, Juni 2011 The Writer
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TABLE OF CONTENTS TITLE APPROVAL ENDORSEMENT SHEET OF EXAMINATION COMMITTEE ABSTRACT ..................................................................................................
i
ABSTRAK .....................................................................................................
ii
ACKNOWLEDGEMENT ............................................................................. iii TABLE OF CONTENTS ..............................................................................
v
LIST OF TABLES ........................................................................................ viii LIST OF FIGURES ...................................................................................... ix LIST OF APPENDICES ...............................................................................
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CHAPTER I INTRODUCTION A. The Background of the Problem .......................................
1
B. The Identification of the Problem .....................................
4
C. The Limitation of the Problem .........................................
4
D. The Formulation of the Problem .......................................
5
E. The Aim of the Research .................................................
5
F. The Significance of the Research .....................................
5
CHAPTER II THEORETICAL FRAMEWORK A. Present Continuous Tense ................................................
6
1. The Understanding of Present Continuous Tense .........
6
2. The Usage of Present Continuous Tense ...................... 11 3. The Form of Present Continuous Tense ....................... 12 B. Contextual Teaching Learning ………………………… ... 15 1. The Understanding of Contextual Teaching Learning . 15 2. The Characteristics of Contextual Teaching Learning . 17 3. The Strategies of Contextual Teaching Learning ......... 19 4. The Components of Contextual Teaching Learning ..... 21 C. Action Hypothesis ............................................................. 23 v
D. Relevant of the Study ........................................................ 24 CHAPTER III RESEARCH METHODOLOGY A. The Purpose of the Research ............................................. 25 B. The Time and the Place of the Research ............................ 25 C. The Method of the Research .............................................. 26 D. The Subject and the Object of the Research ....................... 26 1. The Subject of the Research ........................................ 27 2. The Object of the Research ......................................... 27 E. The Researcher’s Role on the Research ............................ 27 F. Research Design ............................................................... 27 G. The Classroom Action Research Procedure ...................... 30 1. Planning Phase ........................................................... 30 2. Acting Phase .............................................................. 30 3. Observing Phase ......................................................... 30 4. Reflecting Phase ......................................................... 31 H. The Result of Expected Action Intervention ...................... 31 I. The Data and Sources of Data ........................................... 31 J. The Instrument of Data Collection .................................... 32 K. The Technique of Collecting Data ..................................... 32 L. The Technique of Data Analysis ....................................... 33 M. The Trustworthiness of Study............................................ 35 1.
Validity of Data ...................................................... 35
2.
Discriminating Power .............................................. 37
3.
Difficulty Item ......................................................... 38
N. Criteria of the Action Success .......................................... 39 CHAPTER IV RESULT AND DISCUSSION A. The Descriptions of the Data ............................................. 40 1 The Result of Observation ................................. 40 2 The Result of Pre Interview ............................... 41 vi
3. The Result of Questionnaire ............................... 41 4. The Result of Pre-Test........................................ 44 B. The Implementation of Cycle 1 ......................................... 47 1. Planning .......................................................... 47 2. Acting ............................................................. 48 3. Observing ........................................................ 49 4. Reflecting ........................................................ 51 C. The Implementation of Cycle II .......................................... 51 1. Planning ........................................................... 51 2. Acting ............................................................. 51 3. Observing ........................................................ 53 4. Reflecting ........................................................ 54 D. The Data Analysis .............................................................. 54 1. The Result of Post Interview…………………. ... 54 2. The Result of Post Questionnaire ……………... . 55 3. The Result of Post Test……………………….. ... 59 a. The Result of Post Test in the First Cycle……. ... 59 b. The Result of Post Test in the Second Cycle…. ... 62 E. The Interpretation of Test Result......................................... 65 F. Discussion………………………………………………… . 68 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ....................................................................... 69 B. Suggestion ....................................................................... 70 BIBLIOGRAPHY ........................................................................................ 73 APPENDICES .............................................................................................. 75
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LIST OF TABLES Table 2.1 Example of Present Continuous Tense…. ........................................... 7 Table 2.2 Affirmative Form of Present Continuous Tense…. ............................. 11 Table 2.3 Negative Form of Present Continuous Tense…................................... 11 Table 2.4 Interrogative Form of Present Continuous Tense…. ........................... 12 Table 2.5 Use of Contraction in Present Continuous Tense…. ............................ 12 Table 2.6 Spelling of – ing in Present continuous Tense…. ................................ 13 Table 4.1 Result of Pre-Questionnaire…. ........................................................... 42 Table 4.2 Students’ Scores of Pre Test…. .......................................................... 45 Table 4.3 Result of Post Questionnaire…. .......................................................... 56 Table 4.4 Result of Questionnaire…. ................................................................. 58 Table 4.5 Students’ scores of post-test 1…. ........................................................ 59 Table 4.6 Students’ scores post-test 2…. ............................................................ 62 Table 4.4 Percentage of students’ grade improvement…. ................................... 66 Table 4.5 Data of Research Result…. ................................................................. 66 Table 4.6 Students’ Score of Pretest, Posttest 1, and Posttest 2…. ...................... 67
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LIST OF FIGURES Figure 3.1 Kurt Lewin’s Action Research Design…. .......................................... 28 Figure 3.2 The researcher design modified from Kurt Lewin…. ........................ 29 Figure 4.1 Students’ grade chart in pre-test…..................................................... 46 Figure 4.2 Students’ grade chart in post-test 1…. ............................................... 60 Figure 4.3 Students’ grade chart in post-test 2…. ............................................... 63 Figure 4.4 Students’ grade chart from pre-test to post-test 2…. .......................... 66
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LIST OF APPENDICES
Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix
1a Interview before CAR ..................................................................74 1b Result of interview before CAR ...................................................75 2a Interview after CAR .....................................................................77 2b Result of Interview after CAR......................................................78 3a Questionnaire for students before CAR ........................................81 3b Result of Questionnaire for students before CAR .........................82 4a Questionnaire for students after CAR ...........................................84 4b Result of Questionnaire for students after CAR ............................85 5a Instrument of Pre Test and Answer Key in Pre-test ......................87 5b Instrument of Post Test 1 and Answer Key in Post-test 1 .............90 5c Instrument of Post Test and Answer Key in Post-test 2.................93 6a List of Students’ Score .................................................................96 6b Students’ Score Progression Chart ...............................................97 7a Result of Pre-test .........................................................................98 7b Result of Post-test 1 .................................................................. 100 7c Result of Test of Post-test 2 ...................................................... 102 8a Item Analysis of Validity Test................................................... 104 8b Item Analysis of Pre-test ........................................................... 108 8c Item Analysis of Post-test 2....................................................... 111 9a Guideline Observer of Cycle 1 .................................................. 113 9b Guideline Observer of Cycle 2 .................................................. 115 10a Field Notes before CAR .......................................................... 117 10b Field Notes of Cycle 1 ............................................................ 118 10c Field Notes of Cycle 2 ............................................................. 119 11a Lesson Plan Cycle 1……………………………………………120 11b Lesson Plan Cycle 2 ................................................................ 129 12a Blueprint Pre-test .................................................................... 138 12b Blueprint Post-test 1................................................................ 139 12c Blueprint Post-test 2 ................................................................ 140
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CHAPTER 1 INTRODUCTION A. The Background of the Problem Language helps people understand themselves and the world around them. Whenever people think about language, they will think that languge is very important in their life, people use languange everywhere and everytime they do their activity. By language they can express their opinion, ideas, comments, suggestion, advice, and they can share their experiences and etc. People have to master English language, because English is global language in connecting people from various cultural background of countries in the world. They can communicate each other by using English to get some information and knowledge through written, electronic and spoken media. English is the first foreign language in Indonesia which has been taught in formal schools, starting from elementary school until universities. This is done simply to fulfill the need to master the language, which is important. The aim of English teaching in Indonesia especially 1
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for Junior High School is students have to master four skills. They are Listening, Speaking, Reading, and Writing. To master these four skills of the language, student can’t avoid studying grammar. With grammar people can express their ideas precisely in communication. One of important aspects of language that should be mastered by students is grammar, grammar divided into many parts, tense is one of them. Tense is verb form that shows the time of action; the present/past/future.
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Students will find tense when they learn English
language, but students doesn’t find tense in Indonesian language. This is one of the factor that make students have difficulty to understand about tenses. There are five of basic tenses, one of them is present continuous tense. Present continuous tense is stated in curriculum for the seventh grade of Junior High School. Present continuous tense is used to talk about actions and situations that are all ready going on at the moment of speaking.2 People actually use it when there are some points, some values in commenting people’s actions. Based on Competency Standard- Standar Kompetensi (SK) and Basic Competency- (KD), the objective of teaching present continuous tense for the student of seventh grade Junior High School are expected to be able to express meaningful ideas in term of functional text and simple short essay in the form of descriptive and procedure to interact with people in their nearest environment3 The purpose of this research is to solve students problem in learning grammar. Based on the writer experience during observation in the seventh year at SMP Al Mubarak Pondok Aren, the writer found the students’ error in making good sentences, after the students learn about present continuous tense, mostly they didn’t understand how to make a
1 2
p. 496
3
Oxford Dictionary (New York: Oxford University Press.2000), p. 445 Michael Swan, Practical English Usage, (Hongkong: Oxford University Press, 1980),
Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 13.
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good sentences by using present continuous tense, and they confused in add-ing form to verb, it is caused of many factors: First, the students’ understanding of grammar is low. Second, the students didn’t really pay their attention to the teacher explanation about the lesson. Third, the students felt bored in following teaching learning activities. It is hard to develop students’ ability in learning grammar. Therefore, to solve the problems, teachers have to use a new method or approach to develop the students’ ability in using present continuous tense. In the reality, not all of the students have good ability in using present continuous tense, but teachers can develop students’s ability in using present continuous tense through appropriate method or approach. In teaching tenses, there are many methods or approaches, contextual teaching learning (CTL) is one of approach that can be used to teach present continuous tense. Nowadays, contextual teaching and learning is one of new approach which socialized in Indonesia. Contextual Teaching Learning (CTL) is a learning concept, which helps teachers to chain between the teaching material and the real situation faced by the student. In addition it can help student to apply the knowledge in the real world. According to this concept the learning process goes naturally. It is not only students learn and do it, but also teacher transfer the knowledge to students. The teaching learning strategies are more important than the outcomes. Contextual Teaching and Learning (CTL) helps us to relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications to their life as family members, citizens, and workers and engage in the hard work that learning requires. Contextual teaching and learning have strategies, such as Problem-Based, Using Multiple Contexts, Drawing upon Student Diversity, Employing Authentic Assessment, Using Interdependent Learning Groups, Supporting Self-Regulated Learning.
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Many of these strategies are used in classrooms today. Activities such as team teaching, cooperative learning, integrated learning, workbased learning, service learning, problem-based learning, and others support CTL and are already occurring in many classrooms and schools. Many educators routinely use these activities to encourage inquiry, creative problem solving, and use of higher order thinking skills. These educators see these teaching and learning processes as methods to help all students meet state and local standards. To make CTL to be effective, all these strategies must be present in the teaching and learning experience. And the writer regards that the strategies in CTL method can help students to develop students understanding of present continous tense. In this research paper the writer will discuss about contextual teaching and learning as a method in developing students’ ability in using present continuous tense. Based on the problem above. The writer regards that CTL can help students develop their ability in using present continuous tense, then the writer entitle this research paper: Developing Students’’ Ability In Using Present Continuous Tense Through Contextual Teaching Learning (A Classroom Action Research at the seventh grade of SMP Al Mubarak Pondok Aren).
B. The Identification of the Problem Based on the background of the problem above, it can be identified some problems: 1. The students’ difficulties in making good sentences by using present continuous tense. 2. The students’ difficulties in add- ing form. 3. The students feel bore in following teaching learning activities.
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C. The Limitation of the Problem The writer limits the study to the implementation of contextual teaching learning to develop the students’ ability in using present continuous tense at VII grade students of SMP Al Mubarak Pondok Aren.
D. The Formulation of the Problem Through this paper, the writer would like to focus on ‘Contextual Teaching and Learning’ as an approach in teaching ‘present continuous tense’ in SMP Al Mubarak Pondok Aren Tangerang Selatan. To make the study easy to understand, the writer formulates the problem as follows: “Can Contextual Teaching Learning develop students’ ability in learning present continuous tense?” E. The Aim of the Research The aim of the research are to know wether Contextual Teaching and Learning (CTL) can develop students’ ability in using present continuous tense for the first year students of SMP Al Mubarak Pondok Aren Tangerang Selatan. F. The Significance of the Research After finishing her study, the writer hopes that, this research paper will be useful for other people. The contribution of this research are conveyed to: 1. For the teacher, especially to English teachers, the result of this research is expected to be able to give contribute about how to teach present continuous tense based on the contextual teaching and learning and give more variation of approaches or methods in teaching English grammar. 2. For the reader to give more information in teaching grammar through contextual teaching learning.
CHAPTER II THEORETICAL FRAMEWORK
A. Present Continuous Tense 1. The Understanding of Present Continuous Tense Present Continuous Tense consists of three words; present, continuous and tense which each word has its own meaning ethymologically. Present is period of time which is happening now not the past or the future. Continuous is without a pause or interruption. Tense is any of the form of a verb that which show the time at which an action happened.1 From the information above the writer conclude that present continuous tense is any of the form that which show the time that used to express an action on period of time which is happening now.
1
Cambridge Advanced Learner 6th ed. (New York: Oxford University Press, 2005), pp.269, 995, 1337
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7
The present continous tense also called present progressive tense is one of the important elements of English language. Some grammarian defines present continous tense using their own theory. Therefore, there are some theories of it. The first theory according to Betty Schrampfer Azar who stated that present continous tense has two functions: (1) Present progressive expresses an activity that is in progress at the moment of speaking. It began in the recent past, it is continuing at the present, and will probably end at some point in the future. For example: (a) John is sleeping right now, (b) I need an umbrella because it is raining, (c) John and Mary are talking on the phone. (2) Present progressive often express the activity of general nature: something generally in progress this week, this month, this year. For example: (d) I am taking five courses this semester. (e) John is trying to improve his work habits, (f) she is writing another book this year.2 Present continuous tens not only expresses the activity of general nature and the activity that is in progress at the moment of speaking, but present continuous tense also expresses future time. Present continuous may be used to express future time when the idea of the sentence concerns a planned event or definite intention. A future meaning for present continuous tense is indicated either by future time words in the sentence or by the context. For examples: (a) My wife has appoinment with a doctor. She is seeing Dr. North next Tuesday. (b) Sam has already made his plans. He is leaving at noon tomorrow. (c) A: what are you going to do this afternoon?
2
Betty Schrampfer Azar, Understanding and Using English Grammar 2nd ed, (New Jersey: Prentice Hall Regents, 1989), p. 11
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B: After lunch I am meeting a friend of mine. We are going shopping. Would you like to come along?3 In addition, Betty Schrampfer Azar explains in her book that the word always is used not only in simple present but also used in present continuous. But the usage of always in simple present tense is different with the usage of always in present continuous. In simple present always is used to describe habitual or everyday activites. But, in present continuous always is used to complain, such as to express annoyance or anger. For example:4 Table 2.1 · Mary always leaves for school at Simple present “always” is used to describe habitual
7:45.
· Mary is always leaving her dirty Present continuous socks on the floor for me to pick up! “as well as always the word forever Who does she think I am? Her maid? · I
am
and constantly are used with present
always/forever/constantly progressive to express annoyance.
picking up Mary’s dirty socks!
From the explanation above, present continuous tense also called present progressive tense. Present continuous tense have mutual function to expresses the activity of general nature, the activity that is in progress at the moment of speaking, and expresses future time when the idea of the
3
Betty Schrampfer Azar, Understanding and Using English Grammar,..., p. 50
4
Betty Schrampfer Azar, Understanding and..., p. 16
9
sentence concerns a planned. Present continuous also used to express annoyance or complain when add by “always/forever/constantly”. The second definition is derived from Michael Swan in his book Practical English usage which explains some function of present continuous tense.5 They are: § Present progressive tense is made with am/are/is+ing. The commonest use of present progressive tense is to talk about actions and situations that are already going on at the moment of speaking. Example: Hurry up we’re all waiting for you Why are you crying? Is something wrong? § Present progressive tense is often used to talk about developing or changing situations. Example : The weather’s getting better and better § Present progressive is used to talk about temporary situations. It is not used to talk about permanent situations, or about regular happenings or habit. Example : My sister living at home for the moment. § We sometime use present progressive in a more general way, to talk about something that may be going on at any time. Example : I dont like to be disturbed if I’m working. Referring to the definitions above, the writer may conclude that present continuous tense is giving expression to talk about developing or changing situations, to talk about something that may be going on at any time, and also used to talk about temporary situation. It means that present continuous tense is not used to talk about regular happenings or habit. The writer takes the third definition from Raymond Murphy who explains some functions of present continuous tense.6 5
496
Michael Swan, Practical English Usage, (Hongkong: Oxford University Press, 1980) p.
10
The first function is used to talk something that is happening at the time of speaking. § Let’s go out now. It isn’t raining anymore. § I’m tired. I’m going to bed now. Goodnight! The second is to talk about something that happening around the time of speaking, but not necessarily exactly at the time of speaking. § Catherine want to works in Italy, so she is learning Italian. It means that perhaps Catherine is not learning Italian exactly at the time of speaking. The third function is use to talk about something that is happening in a period around now such as today, this evening, etc. §
You’re working hard today. ‘Yes, I have a lot to do’.
§
Ann is not watching her favorite program on TV this evening. She wants to studies for the exam. The fourth function is to talk about something that is happening to
changing situations. § The population of the world is raising very fast. § Is your condition getting better? Similar with simple present tense, we can use present continuous tense to talk about habitual action. We normally use simple present to refer to things we do on regular basis. However with certain time expression
6
1985) p. 2
Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press,
11
such as all the time, always, constantly, continually, forever, etc. We can use present continuous tense.7 § They’re forever asking me to visit them. We use present continuous tense in this way to stress the repetitiveness of an action and sometimes (but not necessarily) to express our irritation with this. From the definition above we know that between Michael Swan and Raymond Murphy they have same opinion about present continuous tense which is one of the functions of present continuous tense is to talk about something that is happening or developing to changing situations. Another definition showed that similar with simple present, present continuous tense used to express habitual action with certain time expression such as all the time, always, constantly, continually, forever. Present continuous tense used in this way to stress the repetitiveness of an action and sometimes to express irritation or anger.
2. The Usage of Present Continous Tense Considering of the explanation above, present continuous has a function that can be use to express many expression, the writer conclude the use of present continous tense they are: a) The present continuous tense express an activity that is in progress at the moment of speaking. · Be quiet! The baby is sleeping. b) To express the activity of general nature: something generally in progress this week, this month, this year,etc. · I am taking English course this month. 7
Martin Parrott, Grammar for English Language Teachers, (Cambridge: Cambridge University Press, 2000) p. 158
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c) The present continuous tense is use to talk about planned event in the future. · We are probably spending next weekend at home. d) To express complain by using always, such as to express annoyance, irritating or anger. · I am always forgetting people’s names. e) Present continuous tense is use to talk about something that is happening in developing or changing situations. · My father’s condition is getting better right now. f) Present progressive is used to talk about something that is happening in temporary situations. · She is living at flat for the moment. g) We sometime use the present progressive in a more general way, to talk about something that may be going on at any time. · You look lovely when you’re smiling. h) To talk about something that is happening around the time of speaking, but not necessarily exactly at the time of speaking. · Some friends of mine are building their own house. They hope it will be finished before next summer.
3. The Form of Present Continuous Tense According to A.J Thomson and A.V Martinet, the present continous tense is formed with the present tense of auxiliary verb to be + the present participle (infinitive + ing).8
8
A.J Thomson and A.V Martinet, A Practical English Grammar third edition. (New York: Oxford University Press, 1986) p. 139
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Table 2.2 Subject
To be
V1 + ing
I
am
working
are
working
is
working
You We
Affirmative
They He She It Table 2.3 Subject
To be
Not
V1 + ing
I
am
not
working
are
not
working
is
not
working
You Negative
We They He She It
Table 2.4 To be
Subject
V1 + ing
Am
I
working?
You Interrogative
Are
We
working?
They He Is
She It
working?
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In addition, there is also an explanation about the use of contraction, which is explained by Betty Azhar in her book Fundamentals of English Grammar:9 Table 2.5 Subject
To be
V1 + ing
I
am
I’m working You’re working
You We
are
We’re working
Contraction Pronoun + be
They
They’re working
He
He’s working
She
is
It
She’s working It’s working
In Betty azar’s book Understanding and Using English Grammar there is also an explanation about spelling of –ing. The explanation as follow:10 Table 2.6 1) Verbs that end in -e
a. hope – hoping date – dating
If the verb end in –e, drop the –e and add – ing.*
injure – injuring 2) Verbs that end in a vowel and a
One-Syllable Verbs b. stop-stopping
9 Betty Schrampfer Azar, Fundamentals of English Grammar, (New York: Longman, 1985), 3th Ed., p.4 10 Betty Schrampfer Azar, Understanding and Using English Grammar..., p. 9
15
consonant
rob-robbing
1 vowel – 2 consonants.**
beg-begging c. rain-raining fool-fooling
2 vowels – 1 consonant.
dream-dreaming Two-Syllable Verbs d. listen-listening offer-offering
1st syllable stressed – 1 consonant.
open-opening e. begin-beginning prefer-preferring
2nd syllable stressed – 2 consonants.
control-controlling 3) Verbs that end in two consonants
f. start-starting fold-folding
If the verbs end in two consonants, just add – ing.
demand-demanding 4) Verbs that end in -y
g. enjoy-enjoying
If –y is preceded by a
pray-praying
vowel, keep the –y, add –
buy-buying
ing.
h. study-studying try-trying
If –y is preceded by a
reply-replying
consonant: -keep the –y, add –ing.
5) Verbs that end in ie
i. die-dying lie-lying
Change –ie to –y, add – ing.
tie- tying * Exception: if a verb ends in –ee, the final –e is not dropped: see-seeing, agree-agreeing. ** Exception: -w and –x are not doubled: plow-plowing, fix-fixing, blowblowing.
16
Based on the explanation above if the verb end in –e, drop the –e and add – ing, for example: date-dating, if the verbs end in two consonants, just add – ing, example: starting. And if verbs that end in –y, y is preceded by a vowel, keep the –y and add –ing, for example: praypraying or y is preceded by a consonant and keep the –y and add –ing, for example: replay-replaying. Furthermore, if verbs that end in –ie, change – ie to –y and add –ing, for example: lie-lying
B. Contextual Teaching Learning (CTL) 1. The Understanding of Contextual Teaching Learning According to Johnson, contextual teaching and learning is an educational process that aims to help students see meaning in the academic material they are studying by connecting academic subjects with the context of their daily lives, that is with context of their personal, social, and cultural circumstance. To achieve this aim, the system encompasses the following eight component: making meaningful connection, doing significant work, self-regulated learning, collaborating, critical and creative thinking, nurturing the individual, reaching high standard, using authentic assesment.11 More spesific explanation Johnson said that the heart of contextual teaching and learning is the connection that leads to meaning. When young people can connect the context of an academic subject with their own experiences, they discover meaning, and meaning give them a reason for learning.12 Nurhadi
stated
in
Pembelajaran
Kontekstual
(CTL)
dan
Penerapannya dalam KBK, a definition of CTL based on the Washington 11 12
Elaine B. Johnson, Contextual Teaching & Learning, (Bandung: MLC, 2006), p. 19 Elaine B. Johnson, Contextual Teaching & Learning,..., p. 14
17
State Consortium for CTL, as follow: “contextual teaching is teaching that enables students top reinforce, expand and apply their academic knowledge and skills in a variety of in school and out-of-school settings in order to solve simulated or real world problems.”13 According to contextual learning theory, learning occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner worlds of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context—that is, in relation to the person’s current environment—and that it does so by searching for relationships that make sense and appear useful.14 Moreover in a CTL learning environment, students discover meaningful relationships between abstract ideas and practical applications in a real world context. Students internalize concepts through discovery, reinforcement, and interrelationships. Contextual Teaching and Learning creates a team, whether in the classroom, lab, worksite, or on the banks of a river. CTL encourages educators to design learning environments that incorporate many forms of experience to achieve the desired outcomes.15 Based on the explanation above. There are various definition of CTL from one source to another, but the meaning of CTL leads to the same perspectives. Based on the preceding definition of CTL, the writer concludes that Contextual Teaching and Learning (CTL) is a concept of teaching and learning that helps teachers relate subject matter content to
13
Nurhadi, et al. Pembelajaran Kontekstual dan Penerapannya dalam KBK, (Malang: Universitas Negeri Malang,2004), p.12 14 http://www.texascollaborative.org/WhatIsCTL.htm, November 23th, 2010 15 http://www.ateec.org/learning/instructor/contextual.htm, November 23th, 2010
18
real world situation, and helps students to get a better understanding about the knowledge as they relate to the context of real life.
2. The Characteristics of Contextual Teaching Learning According to Johnson, characterizes CTL into eight important elements as follows:16 1. Making Meaningful Connections Students can organize themselves as learners, who learn actively in improving their interest individually, person who can work individually or collectively in a group, and a person who can do learning by doing. 2. Doing Significant Work Student can make relationship among schools and the various existing contexts in the real world as business maker and as a citizen 3. Self-Regulated Learning Students do the significant work; it has purpose, it has connection with others, it has connection with decision making and it has the concrete results or products 4. Collaborating Students are able to work together. The teacher helps students in order to work effectively in a group and teacher helps them to understand the way how to persuade and communicate each others. 5. Critical and Creative Thinking 16
Elaine B. Johnson, Contextual Teaching & Learning,...pp. 65-66
19
Students are able to apply higher level thinking critically and effectively. They are able to analyze, to synthesize, to tackle the problem, to make a decision and to think logically. 6. Nurturing the Individual Students carry on themselves to understand, give attention, posses high wishes, motivate and empower themselves. Students can’t get the success without the support from adult people. Students should respect their companion and adult person. 7. Reaching High Standards Students know and reach the high standard. It identifies their purposes and motivates them to reach it. Teacher shows to students how to reach what called excellent. 8. Using Authentic Assessments Students use academic knowledge in the real world context to the meaningful purposes. For example, students may describe the academic information that have learnt in subject of science, health, education, math, and English subject by designing a car, planning the school menu, or making the serving of human emotion or telling their experience. These eight components make CTL different from other methods. These Characteristics became the main components in applying CTL method. It is also clearly seen that these eight characteristics asks the students for actively involving in classroom activity. Collaborating, nurturing the individual and creative and critical thinking ask the students to responsible for their own learning. The role of teacher in CTL is to facilitate student to find the fact or the meaning, concept, or principles for their selves. Once these eight characteristics applied in classroom, it will
20
help both students and teacher in creating a good atmosphere where the learners have a great responsibility in achieving their success in leaning.
3. The Strategies of Contextual Teaching Learning There are many strategies are used in classrooms to support CTL and are already occurring in many classrooms and schools. They are:17 · Problem-based. CTL can begin with a simulated or real problem. Students use critical thinking skills and a systemic approach to inquiry to address the problem or issue. Students may also draw upon multiple content areas to solve these problems. Worthwhile problems that are relevant to students’ families, school experiences, workplaces, and communities hold greater personal meaning for students. · Using Multiple Contexts. Theories of situated cognition suggest that knowledge can not be separated from the physical and social context in which it develops. how and where a person acquires and creates knowledge is therefore very important. CTL experiences are enriched when students learn skills in multiple contexts (i.e. school, community, workplace, family). · Drawing upon student diversity. On the whole, our student population is becoming more diverse, and with increased diversity comes differences in values, social mores, and perspectives. These differences can be the impetus for learning and can add complexity to the CTL experience. Team collaboration and group learning activities respect students’ diverse histories, broaden perspectives, and build interpersonal skills. · Supporting Self-regulated Learning. Ultimately, students must
17
Elaine B. Johnson, Contextual Teaching & Learning..., pp. 21-22
21
become lifelong learners. lifelong learners are able to seek out, analyze, and use information with little to no supervision. to do so, students must become more aware how they process information, employ problemsolving strategies, and use background knowledge. CTL experiences should allow for trial and error; provide time and structure for reflection; and provide adequate support to assist students to move from dependent to independent learning. · Using interdependent learning groups. Students will be influenced by and will contribute to the knowledge and beliefs of others. Learning groups, or learning communities, are established in workplaces and schools in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning communities are established in schools, educators act as coaches, facilitators, and mentors. · Employing Authentic Assessment. CTL is intended to build knowledge and skills in meaningful ways by engaging students in real life, or "authentic" contexts. assessment of learning should align with the methods and purposes of instruction. authentic assessments show (among other things) that learning has occurred; are blended into the teaching/learning process; and provide students with opportunities and direction for improvement. Authentic assessment is used to monitor student progress and inform teaching practices. · Reaching High Standard. High standard has a perception to be guarantee to make students confidently to choose their future. Teachers have to apply high standard to make their sudents become a competitive people. Based on the strategies above, the writer use problem based, interdependent learning groups and employing authentic assessment strategy in learning present continuous tense. It used to develop the students’ ability in grammar.
22
4. The Components of Contextual Teaching Learning Contextual teaching learning have seven main components. A classroom which apply CTL approach used this aim component in their teaching learning activity. The seven aim components of CTL, they are:18 1. Constructivism Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it is an interaction between their experiences and their reflexes or behavior-patterns. Constructivism is a based philosophy of contextual teaching learning approach. It means that knowledge is not a set of fact, concept, or norm that already to take and to memorize. People have to construct their knowledge and give them meaning through real experience. 2. Inquiry Inquiry is a main part in contextual teaching learning activity in classroom. Students’ knowledge is should not from memorize a set of fact. But, teachers should have plan activity that concern to inquiry activity. The cycle of inquiry are observation, questioning, hypothesis, data gathering, and conclusion. 3. Questioning Questioning is strategy in teaching learning activity based on CTL. Questioning as a learning tool. it is useful for improving student’s curiosity. The teachers allow the students to ask something related to
18 Departemen Pendidikan Nasional, Direktorat Jenderal Pendidikan Dasar dan Menengah, Pendekatan Kontekstual”Contextual Teaching and Learning (CTL),” (Jakarta: 2003), p. 10
23
the material to get information. Questioning is also useful to inspect students’ understanding about the material. 4. Learning Community In learning community students get the result of learning activity by sharing with other people. Through learning community, students are able to share knowledge, focus on goals, and allow all to teach and learn from each other. Teachers can make various kind of learning community. Jeremy Harmer stated in his book that there are various students grouping that can be made by teacher in classroom, they are lockstep, pairwork, groupwork, and ect.19 5. Modelling Modelling is needed to give the students an example in teaching learning activity, teachers can use modelling to operate something, modelling can applied in teaching any skill. In CTL approach, teacher is not the only one role model for students. It can involve students as a model or an outsider. For example, we can use native speaker as a model in teaching English language. 6. Reflection Reflection is also an important element in contextual teaching learning. Reflection is a way of thinking on what have students done in learning activity. reflection is a respond toward case, activity, or knowledge what have students accepted. Do the reflection in the end of learning to make student feel that they have learned something. Provide enough time to reflect, analyze, and respect all ideas that are expressed by all students. Teacher need to engage the students in 19
Jeremy Harmer, The Practice of English Language Teaching new edition, (New York: Longman, 1991), p. 243
24
searching the information that can be applied in solving the problem in their own life. So, the learning process will give them many benefits in their real life. 7. Authentic Assessment Authentic assessment refers to the procedures for evaluating learner progress using activities and tasks that integrate classroom goals, curricula and instruction and real-life performance. It emphasizes the communicative meaningfulness of evaluation and the commitment to measure that which we value in education.20 Authentic assessment is one kind of assessments that can be made by teacher, evaluates a students’ application of knowledge and complex thinking, rather than rote recall of factual information. The writer apply these seventh component of contextual teaching learning in teaching present continuous tense to the students in order to get the best result in developing student’s ability in learning grammar. C. Action Hypothesis Action hyphothesis is purpose in this research take this formula as follows: through contextual teaching learning in teaching present continous tense can develop students’ ability in using present continuous tense at VII grade students of SMP Al-Mubarak Pondok Aren.
20
Viljo Kohonen, Authentic Assessment in Affective Foreign Language Education, (Cambridge: Cambridge University Press, 1999), p. 284
25
D. Relevant of the Study The research about contextual teaching learning has been done by Iim Imaroh that was “Teaching Present Perfect Tense By Using CTL”. This research explains about the application of CTL in teaching Present Perfect Tense. She conducted the observation started on April 29th, 2009 to Mei 26th, 2009. She used the CTL to teach the present perfect tense in order to minimize the students’ errors. In fact, the result of analysis of interpretation of the data shows that teaching present perfect tense is probably more effective by using Contextual Teaching Learning it can be seen from the result of the test. By using Contextual teaching Learning, the researcher hopes that the students will be interested in grammar, and then it is easier for the researcher to transfer her knowledge to the students. Based on the result of the research has observed by Iim Imaroh. The writer continue the research about implementaion of contextual teaching learning. The writer expected contextual teaching learning help teacher to develop students’ ability in using present continuous tense.
CHAPTER III RESEARCH METHODOLOGY
A. The Purpose of the Research The purpose of this research is to know wheter to develop students’ ability in using present continuous tense through contextual teaching learning at VII grade of SMP Al Mubarak Pondok Aren, Tangerang Selatan. The writer hopes it will give a pleasant activity for students, so it will motivate them to develop their ability in studying English. B. The Time and the Place of Study This research take place at SMP Al Mubarak that is located in Jl. Jombang Raya, Pondok Aren, South Tangerang, Banten Province. It is established by the late KH. Abdullah Bin H. Syarmili and the late KH. Abdurrahman Bin H. Muasyim (both of them were passed away) and it is legitimated on Sunday, 11th of April 1993 by opening the first academic year 1993/1994. The school has 1 class for grade VII, 2 classes for grade VIII, 2 classes for grade IX, 1 principal’s room, 1 teacher’s room, 1administration
26
27
room, 1 counseling room, 1 mosque, 8 restrooms, 2 canteens, 2 libraries, 1 computer room, 1 science laboratory, 8 teachers’ official house, and 1 wide field for sport activity. In addition, this school has 2 English teachers graduated from Bachelor Academy program. This school is chosen as the field of the study for a reason that the researcher is a trainee-teacher during Praktek Profesi Keguruan Terpadu (PPKT) for 4 months, so the researcher knows the condition of this school, it’s make easier for her to identify the problems faced by students in learning tenses of grammar. C. The Method of the Research The writer used Classroom Action Research (CAR) in this study. CAR is a research activity that occurs in classroom. According to Wallace, Classroom Action Research is a type of classroom research used by teacher to solve problem faced in the classroom.1 Furthermore, Mills explains that “action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching/learning environment to gather information about how their particular schools operate, how they teach, and how well their students learn. This information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment (and on educational practices in general), and improving student outcomes and the lives of those involved”.2 It’s mean CAR aims to overcome problems in teaching learning process in order to improve the quality of educational practice.
1
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press,2006), pp. 4-5 2 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey: Merrill Prentice Hall, 2003), p. 5
28
CAR helps the teacher through any new methods and skills and helps to build self-awareness especially through pair-teaching regarding as collaborative study between the researcher and the teacher.3 Based on statements stated above, it can be concluded that CAR is conducted to overcome problems faced by teacher and students in teaching and learning activity in order to improve students’ achievement. In addition, CAR helps teacher to solve the problem by applying a new method or strategy as an alternative way leading to innovation. D. The Subject and the Object of the Research 1. The Subject of the Research The subject of this research is VII grade students of SMP Al Mubarak in 2010/2011 Academic Year. There are 32 students in VII grade. 2. The Object of the Research The object of this study is Contextual Teaching Learning Approach to develop students’ ability in using present continuous tense. E. The Researcher’s Role on the Research The role of researcher in classroom action research is observer and collabolator of English teacher at seventh grade of SMP Al Mubarak, the researcher also makes lesson plan, and watch out the process of teaching and learning activities and researches process of students’ activities in the classroom.
F. The Research Design In this Classroom Action Research the writer used the CAR procedure of Kurt Lewins’ design. It consist of four phase within one cylcle they are,
3
108
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 106-
29
planning, acting, observing, reflecting.4 If the first cycle finished and still found any problem and there was no improvement. It is necessary to continue to the second cycle with same phases which consist of four phases; planning, acting, observing, reflecting. Figure 3.1 Kurt Lewin’s Action Research Design Acting
Observing C Y C L E 1
Planning
Reflecting
Acting
Planning C Y C L E 2
Observing
4
Reflecting
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas , (Jakarta: PT Indeks, 2009), p. 20
30
In detailing the design of action research, the writer modifies the Action Research that according to Kurt Lewin Model: Figures 3.2 The Researcher Design Modified from Kurt Lewin Planning * * * * *
The teacher makes the lesson plan The teacher choices the appropriate material Preparing handout and students’ worksheet Teacher prepares observation sheet The teacher prepares form evaluation and posttest I
Acting * The teacher conducts the lesson plan * The teacher teaches present continuous tense and applies contextual teaching learning in teaching learning process * The teacher reviewes the material and students’ task * The teacher orders the students to make short diary
C Y C L E 1
Reflecting * The teacher and the observer discuss and analyzes collaboratively students’ achievement * Revises the lesson plan and the implementation if needed * Modifies the lesson plan for the next cycle and prepares for post-test 2 in order to know the improvement of students’ score
Observing * The observer observes the classroom situation * The observer observes the students’ behaviour during teaching learning process * The observer identifies the students’ achievement in learning grammar * Asks the students’ response after applying contextual teaching learning * Does the post-test 1 after the implemention in cycle 1 Acting
Planning * Revises the lesson plan and modifies the technique * Prepares hand out, media, and students’ worksheet * Prepares the form observation
Reflecting * Discuss about students’ responses and behaviour in classroom * Discuss with the observer about students’ achievement in classroom * Discuss with the observer the improvement of students’ score and also analyzes the result from post-test I to post-test II *
* The teacher teaches the material according to the lesson plan * The teacher gives other task and activity in order to make the students’ more enthusiasm and interresting in teaching learning activity * The teacher reviewes the material and students’ task * The teacher uses moving class to get new atmosphere
Observing * The observer identifies the theacher’s activity in classroom * The observer observes the students’ behaviour during teaching learning process * The observer observes students’ responses * Does the post-test 2 in ending of cycle 2
C Y C L E 2
31
G. The CAR Procedures In this Classroom Action Research (CAR), the writer used Kurt Lewin’s design. This research consists of two cycles and each cycle consists of four elements. Those are planning, acting, observing, and reflecting. After finished the first cycle, it will be probably found real problem in classroom. Therefore, it is necessary to continue to the next cycle. in line with the same concept of the first cycle. Here the explanation of each cycle: 1. Planning In this phase, the writer identified the problem and try to analize the cause of the problem. The writer makes the lesson plan, make an interview with the English teacher and uses observation list to get solution to solve the problem in the classroom. The writer also makes the instrument of pretest and post test to know about students’ achievements at the end of this cycle. 2. Acting Acting phase is the implementation of lesson plan prepared in planning phase. In this phase the writer and the teacher collaborates to carried out planned action. In the first meeting the writer give pre-test to know student’s understanding about present continuous tense. Then the writer analize student’s problem and try to solve the problem by using contextual teaching learning approach in teaching present continuous tense to the students in the next meeting. The writer and the teacher take the action phase during two weeks within two cycles in which each cycle consists of two meetings in action. 3. Observing In this phase,
the
writer
observes the
students’
responses,
participations, class situation, teacher’s performance and achievements which are found during the teaching and learning process. Observer also
32
collect the data derived from evaluation or post-test.When observing, the writer should notice and note all of activities in the classroom. 4. Reflecting In reflecting phase, the writer reflects and reviews the implemented actions. In this phase, the writer evaluates students’ progresses in their ability in using present continuous tense after taught using contextual teaching learning approach. The writer will also ask the English teacher’s opinion about students’ ability in using present continuous tense. Further more, data reduction will be used to decide a better plan for the next cycle. H. The Result of Expected Action Intervention The writer’s expected from the result of action research are: · The result of action research expected to be useful for students to make them easier to improve their ability in using present continuous tense, and motivated them to participate in learning grammar activity. · The result of action intervention also expected to be useful for English teacher to use the appropriate method in teaching grammar to their students. The appropriate method can make students fun and motivated them to learn English well. I. The Data and Source of Data The data of this research is the procedure and the result of teaching present continuous tense by using contextual teaching learning in developing students’ ability in using present continuous tense. The result is in the form of the comparison between pretest, post-test I and post test II score. The sources of data in this study are: 1. Event It is teaching present continuous tense to the students by using contextual teaching learning as an approach in developing students’ ability in using present continuous tense.
33
2. Informant The informants are the English teacher and the seventh grade students in SMP Al Mubarak. J. The Instrument of Data Collection The research instruments used in order to complete the data needed include pre test and post-test in order to know wether the students’ scores better after they are taught by using CTL approach. In order to support the data of teaching and learning process, the writer uses observation, questionnaire, and interview. K. The Technique of Collecting Data In this research, the writer used quantitative and qualitative data. the quantitative data used is pre-test and post-test.5 The qualitative data consist of observation, interview, and questionnaire. On other side, The writer used these technique in order to support the data of teaching and learning process.The explanation as follows: a. Observation In this phase, the writer observes directly toward English teaching and learning process in the classroom. The writer observed students’ ability in using present continuous tense in the sentences, and the writer observes students’ participation in learning grammar in the classroom. b. Interview In this phase, the writer asks the teacher before implementing CAR. It is to get more information about the teaching learning activities in the classroom. The writer asks about students’ difficulties in learning present continuous tense, students’ condition, and the method or any strategies usually adopted by the teacher in teaching present continous
5
Suharsimi Arikunto, Penelitian Tindakan Kelas, ..., pp. 127-132
34
tense. The interview also is carried out after CAR to know the teacher’s response and progress of students’ ability in using present continuous tense after implementing contextual teaching learning in teaching present continuous tense. c. Test The test used in this study is pre-test and post-test. The pre-test is done before implementing contextual teaching learning approach. It is to measure students’ ability in using present continuous tense at first. Meanwhile, the post-test is implemented after using contextual teaching learning approach in teaching present continuous tense. In this study, the test is done in form of multiple choices and fill in the blanks. The test is held on after the third action of each cycle. The test is used to compare students’ achievements before conducting the research and after conducting the research. d. Questioner The questioner was given to the students of VII grade of SMP Al Mubarak Pondok Aren in order to know their respond toward the process of teaching and learning present continuous tense by using CTL approach and also about their motivations and problems in learning grammar before and after they were taught using CTL. L. The Technique of Data Analysis The analysis qualitative data used in this study is the observation of students’ activities during teaching learning process to measure data from pre test and post test before and after CAR. In this case, the writer collected the entire data which have gained. In analyzing the numerical data, the writer gains the average of students’ score per action in one cycle.
35
It is used to measure how well students’ understanding of present continuous tense. It uses the formula:6 X =
Sx n
X : mean
X : mean x : individual score n : number of students Next, to know the class percentage which pass The Minimum mastery Criterion (KKM) 68 , the writer uses the formula:7
P =
F ´ 100 % N
P : the class percentage F : total percentage score N : number of students
After getting mean of students’ score per actions, the writer identifies whether or not there might have any improvement of students’ understanding in learning present continous tense by using CTL from pre-
6
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67. Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43 7
36
test up to students’ average score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:8 y - y1 P = ─── X 100% y
P : percentage of students’ improvement y : pre-test result y1 : post-test 1 y2 - y P = ─── X 100% y
P : percentage of students’ improvement y : pre-test result y2 : post-test 2
M. The Trustworthiness of the Research To analyze the examined test items, the writer implements the trustworthiness of the test. There are some phases including: 1. Validity of Data Validity is one of the essential requirements of good educational testing which can represent an acceptable of an action research. The other words 8
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores,(Iowa: Departmentof Physic and Astronomy, 2008), p.3
37
validity is the most requirements for instrument of evaluation. Arthur Hughes stated that “a test is said to be valid if it accurately what it is intended to measure”.9 It means that a test can be said valid if the test measures what it will be measured. Terminologically, in Indonesia “valid” is “shahih”. Validity is not an absolute feature from technique evaluation. It is a relative feature for a purpose which will be reached by the test maker. Validity should be determined by the purpose will be reached by using test. Therefore validity refers to extent to which the results of an evaluation procedure serve the particular uses for which they are intended. In this research the researcher adopts Anderson, Herr, and Nihlen’s criteria that mention that validity of action research including democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity.10 In this research she uses three kinds of validity are outcome, process, and dialogic validity. First, outcome validity requires that the action emerging from a particular research leads to the successful resolution of the problem that was being studied, that is, your research can be considered valid of you learn something that can be applied to the subsequent research cycle.11 Second, process validity is “the validity that requires a research has been conducted in a “dependable” and competent“manner”.12 The last, dialogic validity; “it involves having a critical conversation with peers about research finding and practices.”13 It could be concluded from the explanation above that we could be seen the outcome validity from the students’ result of the test. Moreover, in process validity the researcher notes all events happening during the CAR. Therefore, in these validities the research is said successful if the result of cycle II is better than cycle 1. Besides, if there might have some mistakes in the method of teaching, so the researcher should discuss this problem with 9 Arthur Hughes, Testing for Language Teachers second edition, (Cambridge: Cambridge University Press, 1989), p.26 10 Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 84. 11 Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 84 12 Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 84 13 Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 85
38
the teacher to modify the further strategies. Then, for dialogic validity, to avoid invalid data the researcher and the teacher discuss and assess the students’ test result of two cycles. 1. Discriminating Power The analysis of discriminating power of test items is to know the performance of the test through distinguishing students who have high achievement and low achievement. Discriminating power provides a more detailed analysis of the test items than does item difficulty, because it shows how the top scores and lower scores performed on each item.14 The computing of discriminating power uses the formula as following:15 U–L D = ──── N In which, D : The index of discriminating power U : The number of pupils in the upper group who answered the item correctly L : The number of pupils in the lower group who answered the item correctly N : Number of pupils in each of the groups Next, the discriminating scale uses:16
14
Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction, (London: Heinle & Heinle Publisher, 1998), p. 135. 15 Wilmar Tambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998), p. 139. 16 J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.
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DP
REMARK
≤ 0.40
Used
0.20 – 0.39
Revised
≤ 0.10
Discarded
2. Difficulty Item The difficulty item analysis concerns with the proportion of comparing students who answer correctly with all of students who follow the test. The formula as following:17 R P = ── T In which, P : Index of difficulty R : The total number of students who selected the correct answer T : The total number of students including upper and lower group The criterion that is used is as:
17
ID
REMARK
0 – 0.14
Difficult
0.15 – 0.85
Moderate
0.86 – 1.00
Easy
Norman E. Gronlund, Construction Achievement Test, (New York: Prentice Hall, 1982), p. 102.
40
N. The Criteria of Action Success The criteria of action success are emphasized on the process and the product of teaching-learning activities. This study are able to called successful when there is 75% of students achieve any improvement; gaining score 69 (sixty nine) of the test started from the pre-test until the second post-test in cycle two. It means that this research could be called success. Then the next action would be stopped. But, if it hasn’t met those criteria, it is called not successfull and need improvement to meet the targets, and the alternative action would be done in the next cycle.
CHAPTER IV RESULT AND DISCUSSION A. The Description of the Data There are three parts related to description of the data. Those are pre observation, pre interview, and pre test. Those explanations as following: 1. The Result of Pre Observation Pre observation was conducted to observe the process of teaching learning in grammar activity before implementing the action. It was held at VII grade of SMP Al Mubarak Pondok Aren, Tangerang Selatan academic year 2010/2011. There consisted of 32 students in the class. The preobservation was conducted on the 4th and 6th April 2011. It was started at 07.00 A.M and finished at 08.20 A.M. In general, during the teaching learning process in the classroom, the teacher liked to dominate the class. Hence, there was no opportunity for students to be active in the class. Next, the teacher gave simple explanation about the rule of tense to the students. But, there are many students are didn’t pay attention to the teacher’s explanation, the teacher’s gave unclear explanation. they were talking each other when the teaching learning process done. Then, the teacher asked them to answer the question in textbook or LKS, the students allowed to ask when they find the difficulties. After that the
41
42
teacher ask to the students to collect their work. When the teacher asked students to collect their work, they seemed not have motivation, most of them were hardly to finish the task. In other words, they could not finish the work on time and the teacher often ignored that behavior. Instead, he asked students to continue the task at home. Furthermore, as the teacher was asking them to give an example of tense that they have studied before to the in front of the class most of the students did not care to the teacher. Consequently, the students could not analyze the formula of tense that was given by the teacher because of their difficulties in understanding teacher’s explanation and their feel bored with the teacher technique in teaching grammar. They felt the way to teach English grammar was monotonous or not interesting. They needed a new technique to make them interesting in learning English lesson. Then, they were hardly to concentrate as they learn. They got sleepy while learning grammar because they thought it was a kind of boring activity. 2. The Result of Pre Interview Pre interview conducted in this study was the structured interview. It was held on Monday, April 11th 2011 started at 08.20 A.M and finished at 09.50 A.M. Based on the interview is known that most students like to study English. Although there are some students are not motivated to study English because they though that learning English is very difficult. The teacher told that the cause of students’ difficulty in learning grammar was students’ English background. Their understanding of grammar still low. And The teacher was tried to solve this problem by using another technique to make students fun and to improve students’ ability in learning grammar, but it is not really succeed to make an improvement. 3. The Result of Pre Questionnaire To gain the data about the students’ responses in the implementation of contextul teaching learning, the researcher gave the
43
questionnaires consist of ten questions. The questionnaires were in two times; before implementing the contextual teaching learning approach and after implementing the approach. The questionnaires before doing the actions was held on April 11th 2011 started from 10.00 – 10.45 a.m. the table below showed the result of pre questionnaire. Table 4.1 The Result of Pre Questionnaire The result of the students’ answer No 1
The students’ answer
Yes
Percentage (%)
No
Percentage (%)
The students’ response toward teaching-learning process. · The students were motivated in
the
teaching-learning
11
34.3%
21
65.6%
15
46.8%
17
53.1%
20
62.5%
12
37.5%
12
37.5%
20
62.5%
8
25%
24
75%
process. · The students understood to the teacher’s explanation. 2
The result of the students’ grammar activity. · The students were satisfied with their score in grammar. · The students answered the teacher’s
questions
about
grammar material. 3
The solution of the problems in grammar. · The
students
asked
their
difficulty in grammar to the
44
teacher. · The teacher implemented the suitable technique to solve
10
31.2%
22
68.7%
14
43.7%
18
56.2%
28
87.5%
4
12.5%
14
43.7%
18
56.2%
13
40.6%
19
59.3%
difficulties in grammar. · The technique could help students
in
developing
students’ ability in grammar easily. · The teacher gave exercise to develop students’ ability in grammar. · The students could do the task easily. · The
students
like
the
technique that the teacher used in teaching grammar material. Mean
45.3%
54.7%
From the result of pre questionnaire, the students gave response in the teaching-learning process. In the first category, it showed that there were 11 students (34.3%) who were motivated in the teaching-learning process of grammar. It can be said that teaching-learning was not really interesting. In addition, there were 17 students (53.1%) stated that they did not understand to the teacher’s explanation. Hence, it could be predicted that the teacher did not clearly explain the material. In the second category, it showed that there were 20 (62.5%) were satisfied with their grammar score. Even though many students were satisfied, but it could not be said that their scores were good because they might were satisfied with the scores they got though it was not really good. Then, only 12 students (37.5%) who could answer the materials. It could
45
be estimated that most of them could not understand the material and they were passive in the teaching-learning process. In the third category, showed that only 8 students (25%) who asked about their difficulty in grammar to the teacher. It was indicated that they were not actively involved in the teaching-learning process and they were shy to ask about their difficulty to the teacher. Then, 10 students (31.2%) stated the teacher implemented the suitable approach to solve their difficulties in grammar. It could be said that technique used by the teacher was not appropriate and could not solve their problems in grammar. 14 students (43.7%) stated that the technique used by the teacher could help them in developing their ability in grammar. It means that most of them thought the used technique could not help them in developing their ability in understanding grammar material easily. 28 students (87.5%) stated that the teacher gave exercise in grammar. On the other hand, 14 students (43.7%) stated that could do the task easily. Here, it could be predicted that they have problems in grammar or the used of technique was not appropriate with the given task. The last, there were 13 students (40.6%) stated that they like the techniques that was used by the teacher in teaching grammar. It means that most of students feel boring with technique that was given by the teacher in teaching grammar. It has an effect to students’ ability in learning grammar. Therefore, the writer also has to find the appropriate strategy to make them more motivated and feel confident when they are learning grammar material. 4. The Result of Pre Test The pretest had done before the CAR. It was conducted on Wednesday, April 13th 2011. It started at 10.00 A.M. The pre test used to measure students’ ability in using present continuous tense. There were actually 20 questions in multiple-choice form in which the students did the test during 50 minutes.
46
Table 4.2 Students’ Score of Pre-test STUDENTS’ NUMBER
PRETEST
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32
55 60 20 70* 65 60 75* 65 70* 60 60 70* 40 55 60 15 70* 60 55 55 55 45 50 50 40 65 60 65 50 70* 35 55
Mean
1780
47
*student who passed the KKM (68) The scores are processed from students’ answer sheets From the data above, it can be made a chart as follows: Figure 4.1 Students’ Grade Chart in Pre-test 30 25
The number of students who get score < KKM
20 15
The number of students who get score = KKM
10
The number of students who get score > KKM
5 0 < KKM
KKM 68
> KKM
The students’ scores from pretest showed that students’ ability in using present continuous tense were still low. It was proven that from 32 students, only 6 students who passed the KKM. Therefore, the researcher needed to apply the new approach which can solve students’ problems. To get the mean of the pretest score, the researcher calculated the data by using the following formula; -
C=
åx N
-
C : mean x : individual score n : number of students -
C= -
1780 32
C = 55.6
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Then, to the percentage of students who passed the KKM score, the researcher used the following formula: R=
F x 100 % N
R=
6x 100% 32
R = 18.75%
After calculating pretest scores, it showed that the means score of pretest was 55.6 means that only 6 students who passed the KKM and the percentage of the students who passed the KKM was 18.75%. It could be said that the students’ ability in using present continuous tense was still low. Afterwards, it needs to find out the solution to overcome this problem. The writer used Contextual Teaching Learning Approach in teaching present continuous tense as an innovation in teaching learning process. The action needed to develop students’ ability in using present continuous tense. B.The Implementation of the First Cycle a. Planning In this phase, To find the students’ ability in using present continuous tense, the writer planned a lesson plan, selected the appropriate material, picture, and exercise into lesson plan. Therefore, the handout related to grammar material that will be taught in classroom, preparing students’ worksheet. Beside that, the writer also prepare unstructured observation sheet to observe the teacher and students’ activities in teaching and learning process. And the writer also prepared the posttest 1 to collect the data and to measure students’ achievement from pretest to posttest. Determining the criteria of success with the collaborator (75% of 32 students or 24 students achieve the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) of English 64 or above).
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b. Acting The action of the cycle 1 was done on April 18th, 20th, and May 2th 2011. The writer as an English teacher did action by teaching VII grade students of SMP Al-Mubarak Pondok Aren using contextual teaching learning activities. She implemented the teaching learning process based on the lesson plan has been made. First Meeting (Monday, April 18th 2011) The teacher sat down in the back row and sometime come to infront of the class in order to observe and monitor all of the activities during the action, and also not disturb the teaching learning process. When the teacher started the class, she ask the students’ condition and asked them the question that related to the material. the teacher asked one student about his activity in the classroom, and the student answered that “He is studying English". The teacher write that sentence to the whiteboard and asked all of students to read that sentence. Furthermore, the teacher asked them to made another sentences with the same rule, and gave an explanation about present continous tense. The teacher also asked them to analyze the affirmative and negative sentences of present continous tense based on the text was given by the teacher. Second Meeting (Wednesday, April 20th 2011) The students continued their first task and revised with the teacher. The teacher asked them to make some sentences of present continous tense based on the picture that showed by the teacher in the whiteboard. Then the teacher made them a group of five to make a present continous sentences based on the given worksheet (find the affirmative, negative and interrogative sentences of present continous tense based on the picture in the worksheet). Then, the teacher gave homework to the
50
students. She ordered the students to make short diary, the students have to write their daily acitvity by using present continuous tense. Third Meeting (Monday, May 2nd 2011) The teacher and the students reviewed the material and the students task. Then, the teacher collected students’ worksheet. The teacher also asked the students to make good sentences by related their own experience. Afterwards, the teacher gave posttest cycle 1 in the next meeting to measure students’ achievement from pretest to posttest 1 . c. Observing In this observation, the researcher as the observer tried to notice all activities in the physical classroom activity on teaching learning process by using contextual teaching learning. The observer observed teaching learning process through observational notes. In spite of the class done follow the main activity based on the lesson plan but the class still had some problems such as: there are many student became the trouble maker, they made the class noisy, it arouse some students to make a joke and another noise by talking each other when the teacher explain the material, so the other student hard to get concentration. Then, the students couldn’t understand the material intensively and last they often cheat on their friends work. The observation note divided into two part, they are: ·
The first meeting in this cycle 1 showed that most students didn’t pay attention when the teacher explained the materials. Most of the students often made noise. There just a few students only who paid attention to the teacher’s explanation. When the teacher asked them to make the sentence of present continous tense based on their activity in the classroom, most of them felt difficult to make it, they took a long time to find a good sentence,
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because maybe they didn’t understand how to related their experience in real life to the material that they learn. ·
The second meeting observation showed that there was difference among the first meeting and the second meeting. In the second meeting some students seem paid attention to the teacher explanation though there were few students still made noise. When the teacher asked their previous task which became homework, there was only some student who did it. So, the teacher revised their work and repeated the same explanation about learning present continous tense. When teacher asked some questions related to the materials before, few of them could answer correctly while some of them couldn’t. Most of students felt difficulties in making good sentences especially to add-ing form to certain verb. And there were few students asked questions when the teacher gave chance in order to check their worksheet. When the teacher asked them to make a group of five to do the task that was given, some of them cheated among the groups. Nevertheless, the student was more involved when they work in a group than individually.
Therefore, it can be said that there was improvement from the first, the second, and the third meeting observation in the cycle one. Also, it can be seen that the students become little active than the first meeting. d. Reflecting In this phase, the teacher has to understand the issue of teaching learning process and the situation of class that to be taught. After the data has been collecting by observer and teacher, the teacher and observer will discuss and analyze the data of teaching-learning process and the data from pretest and posttest 1. The teacher will reflect herself by seeing and analyzing the result of the observation at VII grade students of SMP AlMubarak. The writer concluded that it is very important for her to give
52
more activities and medias that will make the students easier in understanding present continous tense. Most students have difficulties in implementing grammar rules in making present continous sentences, although they have a good comprehension of grammar rules. Therefore, it is very important to help them to make good sentences use correct rule of grammar. The writer should give more attention and motivation toke them motivating and interesting in learning grammar. C. The Implementation of the Second Cycle a. Planning After finding the fact that the students’ ability in using present continous tense was not good enough, which was proven by their pre-test and post-test 1 scores, the writer planned the strategies of the research by designing lesson plan, media, and the activity that will be conducted. The second cycle was carried out to solve the problem found in cycle 1, which were students’ ability in using present continous tense still low, especially to make good sentences and add –ing form to certain verb. The writer used different activities in each meeting to make students interesting in following teaching learning process. b. Acting In this phase, the writer conducted the teaching learning process in the second cycle to get better result that was significant in developing students’ ability in using present continous tense through contextual teaching learning. The writer divided planning phase of cycle two into three meetings. They are: First Meeting (Monday, May 9th 2011) In this phase the teacher taught the material according to lesson plan, the teacher started the teaching learning process by asking students’ conditions. Next, the teacher gave explanation to the students about the material that would taught in this meeting.
53
The teacher wrote some verb on the blackboard, and the students asked to add ing form for each verb that was written on the blackboard. Afterwards, the teacher gave an explanation about the way to add ingform to the verb. The teacher also gave chance for the students to asked when they got the difficulties in learning this material. Next, the teacher gave them colour papers, then, they have to found another students who have same colour with them and then made a group according to the colour they got. Then, the teacher gave a handout to every group, the handout consist of five verbs, and each group got different verbs. The teacher asked them to make sentences of present continous tense by using those verb contextually. The last action, the researcher concluded the result of instruction and asked students’ difficulties. Finally, students were asked to develop their ideas, opinions and gave positive response on each action was done together. Second Meeting (Wednesday, May 11th 2011) The teacher and the students reviewed the material that was studied in the previous meeting. Then the teacher explained the new material in this meeting. The teacher gave simple explanation about the function of present continous tense. She also gave opportunity for her students to asked her when they got the difficulties in learning this material. Next, the teacher gave handout to the students. The handout contain of the dialogue between two person. In the dialogue there are seven sentences of present continuous tense. The students have to match the sentences with the function of present continuous tense that was written in the worksheet. Then, the teacher asked the students to collect their work and check together. Third Meeting (Monday, 16th 2011) In the third meeting the teacher used moving class to get new athmosphere. The teacher asked the students to made a group of five and asked them to looked around and wrote the activity they found around
54
them. They have to write the activity by using present continuous tense. Next, the leader of each group have to present their group’s work to the other group. And the teacher gave a chance to the other group to gave their opinion and score for the other group’s work, it used to motivated them to make the best for their work. The teacher gave reward for the best group. The teacher asked wether there’s problem or difficulty. She also motivated students to develop their ability in using present continuous tense. Furthermore, the teacher give posttest cycle 2 in the next meeting to measure students’ ability in using present continuous tense from cycle 1 to cycle 2. c. Observing In this observation, the researcher observed the class done follow the main activity based on the lesson plan. There were fewer trouble makers so the class can drive easily. In this cycle the students more active in following teaching learning activity than in the cycle 1. Most of students want to participate in teaching learning process. And they also brave to asked the teacher if they get the difficulties in learning present continuous tense. When they work in a group, they work corporately by giving and share their idea to their own group, even there’s some student who work passively, but it’s not too disturbing the class. They are more confidence to work independently. It means they are not cheat to the other students’ work. Then, data from the second cycle observation showed that there was slight difference from the first cycle. This slight difference was good improvement of their performance in the class both work individually and in a group. Almost all of the student work well and the students more interesting and motivating in following teaching learning activity. Their concentration has already developed to the class and the teacher explanation.
55
d. Reflecting Based on the observation result of cycle 2, the observer found success by conducting given. By observing teaching learning process, it looked that students could develop their activities and creativities in doing assignments. It could be known from their ability in making good sentences of present continuous tense. Students could develop their cooperation within their group and also when they did the task individually. Almost all of them could participate in the activity and they didn’t need longer time to finish the task like in the first cycle whereas the teacher didn’t push them to finish their work soon. They could present their work in front of the class to share their idea to the other students. The new atmosphere in moving class make students more interesting in following teaching learning activity. The teacher also guided them intensively, especially when they got difficulty. D. The Data Analysis 1. The Result of Post Interview After implementing contextual teaching learning approach, the writer carried out the unstructured interview with the teacher. It was conducted on Thursday, May 19th 2011 after accomplishing cycle 2. It started at 08.20 A.M and finished at 09.00 A.M. It was to know the teacher’s response concerning contextual teaching learning through CAR that had been done. From the post interview. It was found that the students’ condition were better than before. In this sense, they could more focus on doing the exercises individually and them cooperatively on doing exercise in a group. Beside of the improvement of their ability in using present continuous tense, the contextual teaching learning approach was able to create students more active and creative in following teaching learning
56
activity. It could be proven from students’ motivation to participate in teaching learning process. The teacher also said about the difficulty in implementing contextual teaching learning approach that at the first time, she got difficulty in explaining the concept. The teacher was confused because she never uses this approach before. Moreover, most of students at first confused to follow this approach. It so difficult to handle them in the classroom. Hence, the teacher should be more explicit and creative in explaining the material. Another difficulty was the spending time toward students’ work in accomplishing exercises. But, this learning concept help her to managing her students and to improve her students ability in using present continuous tense. It also make her students more interesting in studying grammar. 2. The Result of Post Questionnaire After implementing contextual teaching learning approach, the writer gave questionnaire called post questionnaire. It was aimed to know the students’ responses in the teaching-learning process after contextual teaching learning was implemented. It was conducted on Monday, May 23th 2011. The result was shown in the table as follows:
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Table 4.3 The Result of Post Questionnaire No
The students’ answer
The result of the students’ answer Yes
Percentage
No
(%) 1
Percentage (%)
The students’ response toward teaching-learning process · The students are interested in 27
84.4%
5
15.6%
93.8%
2
6.2 %
90.6%
3
9.4%
87.5%
4
12.5 %
75 %
8
25 %
the teaching-learning process of
grammar
by
using
contextual teaching learning approach · The teaching-learning process 30 was
better
than
implementing
before
contextual
teaching learning · The students were motivated 29 in
the
teaching-learning
process
after
the
implementation of contextual teaching learning · Contextual teaching learning 28 was
suitable
implemented
to in
be
learning
grammar 2
The result of the students’ grammar activity · Contextual teaching learning 24 could
help
students
to
generate their motivation in
58
learning grammar · Contextual teaching learning 28
87.5 %
4
12.5 %
78.1 %
7
21.9 %
90.6%
3
9.4%
59.4%
13
40.6%
81.25 %
6
18.75%
was helpful in solving their difficulties
in
learning
grammar · The students could do the 25 grammar exercise easily after contextual teaching learning was implemented 3
The solution of the problems in grammar · The
gave 29
teacher
opportunities to the students to ask questions · The
students
used
the 19
opportunity to give answer · The
students’
ability
in 26
grammar was better than before contextual teaching learning was implemented Mean
82.8%
17.2%
In the first category, it showed that there were 27 students (84.4%) who were interested in the teaching-learning process of grammar by using contextual teaching learning. In addition, 30 students (93.8%) stated that the teaching-learning process was better than before implementing contextual teaching learning approach. Then, it showed that 29 students (90.6%) were motivated in the teaching learning process of grammar after implementation of CTL. Moreover, 28 students (87.5%) stated that
59
contextual teaching learning approach was suitable to be implemented in learning grammar. In the second category showed that 24 students (75%) stated that contextual teaching learning approach could help students to generate their motivation in learning grammar. Meanwhile, 28 students (87.5%) stated that contextual teaching learning was helpful in solving their difficulties in learning grammar. Next, 25 students (78.1%) stated that the students could do the grammar exercise easily after contextual teaching learning was implemented. After that, in the last category, 29 students (90.6%) stated that the teacher gave opportunities to the students to ask questions. Besides, 19 students (59.4 %) used the opportunity to give answer. The last, 26 students (81.25 %) claimed that their ability in grammar was better than before contextual teaching learning was implemented. Moreover, after the data was gathered from pre and post questionnaire, the writer utilized the data to know students’ improvement before and after implementing contextual teaching learning. Table 4.4 The Result of Questionnaire Mean Improvement
Pre Questionnaire
Post Questionnaire
45.3%
82.8% 37.5%
After discussing all the gathered data both before and after implementing contextual teaching learning, generally it could be concluded that there was improvement or good effects. It was known from the mean of pre questionnaire was 45.3% and the mean score of post questionnaire was 82.8%. Therefore, the improvement was 37.5 %. The students’ gave positive responses 82% to the implementation of contextual teaching learning in developing the students’ ability in using present
60
continuous tense. Therefore, an effort to develop students’ ability in using present continuous tense through contextual teaching learning was successful. 3. The Result of Post Test a. The Result of Post Test in the First Cycle The researcher had done post-test I after implementing Classroom Action Research. It was conducted on Wednesday, May 4th 2010. It started at 08.20-09.05 A.M. there are actually 20 questions in multiple-choice form in which the students carried out the test during 45 minutes. Table 4.5 Students’ Scores of Post-test 1 STUDENTS’ NUMBER
CYCLE 1 POSTTEST
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21
75* 65 45 75* 65 75* 85* 75* 65 70* 65 80* 55 45 75* 15 70* 70* 75* 70* 55
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S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32
35 55 85* 60 55 70* 60 55 80* 60 70*
MEAN
2055
*student who passed the KKM (68) The scores are processed from students’ answer sheets From the data above, it can be made a chart as follows: Figure 4.2 Students’ Grade Chart in Post-test 1
30 25
The number of students who get score < KKM
20
The number of students who get score = KKM
15 10
The number of students who get score > KKM
5 0 < KKM
KKM 68
> KKM
After conducting the posttest 1 of cycle 1, the researcher analyzed the numerical data to get the average of students’ grammar score within one cycle. It was used to know how well students’ score as a whole on grammar skill from the pretest to posttest 1 result. It used formula:
62
-
C=
åx N
-
C : mean x : individual score n : number of students -
C=
2055 32
-
C = 64.2 In the 1st cycle of post-test 1, there were 16 students who passed the KKM. If it was calculated into class percentage, it was derived 50% through the formula: P= P:
F ´ 100 % N
16 ´ 100% 32
P: 50% After calculating the scores of post-test 1, it showed that the mean scores of posttest 1 are 64.2 and the percentage score of posttest 1 is 50%. Compared with the scores of pre-test, it was known that there was improvement from post-test 1. The mean of post-test 1 improves 8.6 (64.255.6) and the class percentage which passed the KKM improved 31.75% (50% - 18.75 %). To get mean of students’ score per actions, the researcher wanted know whether there might have students’ improvement into percentage or not, she calculated as following: R=
y1 - y ´ 100% y
P=
64.2 - 55.6 ´ 100 % 55.6
P = 15.46 % P: percentage of students’ improvement
63
y: pre-test result y1: post-test 1 From the data above, it could be concluded that there was students’ improvement between pre-test and post-test 1 with the percentage 15.46%. The improvement was not enough so the researcher considered to continuing the action to the second cycle. b. The Result of Post Test in the Second Cycle After continuing the action to the second cycle, the researcher did the posttest 2 of cycle 2. It was conducted on May, 18th 2011. There are actually 15 questions in multiple-choice form and 10 questions in fill in the blank form in which the students carried out the test during 45 minutes. Then, she utilized the data from the posttest 2 by using the same formula as the previous. Table 4.6 Students’ Scores of Post-test 2 STUDENTS’ NUMBER
CYCLE 2 POSTTEST
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15
76* 68* 56 76* 72* 84* 84* 68* 68* 80* 76* 84* 68* 70* 80*
64
S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32
52 72* 80* 84* 56 76* 60 68* 68* 76* 48 80* 84* 60 84* 76* 72*
Mean
2306
*student who passed the KKM (68) The scores are processed from students’ answer sheets From the data above, it can be made a chart as follows: Figure 4.3 Students’ Grade Chart in Post-test 2 30 25
The number of students who get score < KKM
20
The number of students who get score = KKM
15 10
The number of students who get score > KKM
5 0 < KKM
KKM 68
> KKM
65
In the end of cycle two, the mean of students’ score in grammar posttest 2 gained 72.06. It was derived from: -
C=
åx N
-
C : mean
X: individual score n: number of students -
C=
2306 32
-
C = 72.06 In the second cycle of post-test 2, there were 26 students who passed the KKM. If it was calculated into class percentage, it was derived 81, 25% through the formula: P= P:
F ´ 100% N
26 ´ 100% 32
P: 81.25% After calculating the scores of post-test 2, it showed that the mean scores of posttest 2 are 72.06 and the percentage score of posttest 2 is 81.25%. Compared with the scores of pre-test it was known that there was improvement from post-test 2. The mean of post-test 2 improves 16.46 (72.06 – 55.6) and the class percentage which passed the KKM improved 62.5% (81.25% – 18.75%). To know the improvement from the pretest to posttest 2 into percentage, after getting the mean score 72.06, the writer made a percentage calculation as following: R=
y1 - y ´ 100% y
66
P=
72.06 - 55.6 ´ 100 % 55.6
P = 29.60 % P: percentage of students’ improvement y: pre-test result y2: post-test 2 Based on that computation, it could be seen that the posttest 2 had 29.60% improvement from the pretest. The implementation of cycle 2, was derived 81.25% (26 students) had achieved the target of minimum mastery criterion. It could be known from students’ score as follows: the highest score was 8.4 and the lowest score was 4.8. Based on the implementation of cycle 2, it could be concluded that 81.25% (26 students) with minimum mastery criterion 68 had achieved and did not continue to next cycle. E. Interpretation of Data The result of the research at VII grade of SMP Al Mubarak, Pondok Aren by using contextual teaching learning in teaching present continous tense shows that the students’ average in pre-test was 55.6, the average score in post-test 1 was 64.2 and the average score in post-test 2 was 72.06. While the improvement score from pre-test to post –test 1 was 15.46%, then from pre-test to post-test II was 29.60%. The percentage of the students’ improvement in pre-test to post-test 1 was 50%, and pre-test to post-test II was 81.25%. The students’ percentage who passed the Minimum Mastery Criterion-Criteria Ketuntasan Minimal (KKM) in pretest was 18.75%, in post-test 1 were 50%, and in post-test 2 were 81.25%. These data can be concluded that contextual teaching learning motivates the students to study English and develop their grammar ability in using present continuous tenses. In addition, the analysis of the data shows that there is a significant difference of students’ achievement in the pre-test and post-test. This is proved in cycle 2 students’ ability in using
67
present continuous tenses through contextual teaching learning has shown the target is achieved. Here, the researcher describes the result of CAR in every cycle on the table below: Table 4.4 Percentage of Students’ Grade Improvement No
Cycle
1 2
1 2
Students’ understanding of present continuous tense lowest Highest 1.5 8.5 4.8 8.4
Percentage 50 % 81.25 %
Table 4.5 Data of Research Result No 1 2 3
Test Activities Pre-test Post-test 1 Post-test II
Average
Percentage
55.6 64.2 72.06
18.75% 50% 81.25%
Here, the chart of analysis students’ grade from pre-test to post-test II Figure 4.4 Students’ Grade Chart from Pre-test to Post-test II
30 Pre-Test
20
Post-Test 1 10
Post-Test 2
0 < KKM
KKM 68
> KKM
Next, list of table students’ score of pre-test, post-test 1, and post-test 2:
68
Table 4.6 Students’ Score of Pretest, Posttest 1, and Posttest 2 STUDENTS’ NUMBER
PRETEST
CYCLE 1 POSTTEST
CYCLE 2 POSTTEST
S1 55 75* 76* S2 60 65 68* S3 20 45 56 S4 70* 75* 76* 65 65 72* S5 S6 60 75* 84* S7 75* 85* 84* S8 65 75* 68* S9 70* 65 68* S10 60 70* 80* S11 60 65 76* S12 70* 80* 84* S13 40 55 68* S14 55 45 70* S15 60 75* 80* S16 15 15 52 S17 70* 70* 72* S18 60 70* 80* 55 75* 84* S19 S20 55 70* 56 S21 55 55 76* S22 45 35 60 S23 50 55 68* S24 50 85* 68* S25 40 60 76* S26 65 55 48 S27 60 70* 80* S28 65 60 84* S29 50 55 60 S30 70* 80* 84* S31 35 60 76* 55 70* 72* S32 Mean 1780 2055 2306 *: The student who passed The Minimum Mastery Criterion (KKM) 68
69
F. Discussion This part covers the discussion of the teaching grammar by using contextual teaching learning. The discussion is based on how contextual teaching learning can develop the students’ ability in using present continous tense. The finding of the study proved that contextual teaching learning can develop the students’ ability in using present continuous tense. It can be seen from the improvement of the students score. The students’ average score of pretest was 55.6. After the implementation of contextual teaching learning approach, the average scores of posttest 1 cycle 1 was 64.2. Then the writer continued to the second cycle with the average of posttest 2 was 72.06 or 81.25% passed The Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 68 as the criterion of success determined. Besides, improving the students’ score, the implementation of contextual teaching learning got positive responses from students in their teachinglearning process of grammar. It was proven that 82.8 % of the students showed good or positive responses to the implementation of contextual teaching learning. Hence, contextual teaching learning can develop the students’ ability in using present continuous tense and can be used as an innovation and alternative technique in teaching grammar.
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion After conducting CAR at VII grade of SMP Al Mubarak, Pondok Aren academic year 2010/2011, The result of Classroom Action Research shows using contextual teaching learning can develop students’ ability in using present continuous tense effectively. Based on the research, the writer concludes that: 1. From the result of observation during the teaching-learning process of grammar, it showed that the students were motivated in the teachinglearning process. They also more active and creative in following teaching learning activity 2. From the result of interview, it showed that the class condition during teaching learning process was also quite good and creates the positive atmosphere in the classroom. The students more interesting in learning grammar 3. From the result of questionnaire, it proved that 82. 8% students gave positive responses to the implementation of contextual teaching learning in the teaching learning of grammar. 4. From the result of the analysis of the research, it is proven that the students’ score of grammar by implementing contextual teaching learning is better. This result has proven from the improvement of students’ ability and scores from pretest, post-test 1, and post-test 2 .
70
71
The result of mean score of the class in pre-test who passes the KKM (68) is 6 students or 18.75%. Then, in the post-test 1 of cycle I, the result is 16 students or 50%, next in the post-test 2 of cycle II, the students who pass the KKM is 26 students or 81.25%, It showed that learning grammar by using contextual teaching learning is successful. Therefore, contextual teaching learning can develop students’ ability in using present continuous tense. B. Suggestion After conducting the study, the writer would like to give some suggestions that might be useful in applying contextual teaching learning approach. The suggestions are as follow: 1. For the teachers The teacher should be active, creative, and innovative in teaching the students in the classrooms, it can influence the students’ responses in learning the material. Using contextual teaching learning approach is effective strategy to develop students’ ability. 2. For other researcher The result of the study can be used as an additional reference or further research with different discussion.
72 BIBLIOGRAPHY
Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009 Azar, Betty Schrampfer, Understanding and Using English Grammar (2nd edition), New Jersey: Prentice Hall Regents, 1989 Bailey, Kathleen M, Learning about Language Assessment: Dillemas, Decisions, and Direction, London: Heinle & Heinle Publisher, 1998 Cambridge Advanced Learner (6th edition), New York: Oxford University Press, 2005 Departemen Pendidikan Nasional, Direktorat Jenderal Pendidikan Dasar dan Menengah. Pendekatan Kontekstual”Contextual Teaching and Learning (CTL)”, Jakarta: 2003 Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, Jakarta: 2003 Gronlund, Norman E, Construction Achievement Test, New York: Prentice Hall, 1982 Heaton, J. B, Classroom Testing, New York: Longman Inc, 1990 Hughes, Arthur, Testing for Language Teachers second edition, Cambridge: Cambridge University Press, 1989 Harmer, Jeremy, The Practice of English Language Teaching new edition, New York: Longman, 1991 Johnson, Elaine B, Contextual Teaching & Learning, Bandung: MLC, 2006 Kohonen, Viljo, Authentic Assessment in Affective Foreign Language Education, Cambridge: Cambridge University Press, 1999 Kusumah, Wijaya and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, Jakarta: PT Indeks, 2009 Meltzer, David E, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores,(Iowa: Department of Physic and Astronomy, 2008 Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, Ohio: Merrill Prentice Hall, 2003 Murphy, Raymond, English Grammar in Use, Cambridge: Cambridge University Press, 1985 Nurhadi, et al. Pembelajaran Kontekstual dan Penerapannya dalam KBK, Malang: Universitas Negeri Malang,2004 Oxford Dictionary, New York: Oxford University Press.2000
73 Parrott, Martin, Grammar for English Language Teachers, Cambridge: Cambridge University Press, 2000 Sudijono, Anas, Pengantar Statistika Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008 Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002 Swan, Michael, Practical English Usage, Hongkong: Oxford University Press, 1980 Tambunan, Wilmar, Evaluation of Student Achievement, Jakarta: Depdiknas, 1998 Thomson, A.J and A.V Martinet, A Practical English Grammar third edition. New York: Oxford University Press, 1986 Wallace, Michael J, Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006 http://www.texascollaborative.org/WhatIsCTL.htm http://www.ateec.org/learning/instructor/contextual.htm
74 APPENDIX 1a
INTERVIEW BEFORE CAR
1. Selama ibu mengajar di kelas VII ini, apa masalah yang menjadi kendala dalam proses pembelajaran di kelas? 2. Menurut ibu, apakah muridnya aktif dalam pelajaran bahasa Inggris? 3. Berapa KKM untuk pelajaran Bahasa Inggris? Dan bagaimana dengan hasil perolehan nilai siswa-siswi ibu dalam pelajaran bahasa Inggris? 4. Bagaimana tanggapan siswa-siswi ibu mengenai pelajaran grammar dalam bahasa
Inggris? Apakah mereka mengalami kesulitan dalam pelajaran grammar? 5. Bagaimana cara Ibu mengajar grammar kepada anak-anak? 6. Bagaimana respon mereka terhadap tugas-tugas yang ibu berikan? 7. Bagaimanakah kemampuan murid kelas VII dalam pelajaran grammar?
8. Pernahkah ibu melibatkan mereka dalam aktifitas yang menuntut mereka untuk berbicara tanpa harus dihapal? 9. Dalam pelajaran grammar, jenis tenses apa yang harus dikuasai oleh siswa-siswi kelas VII? Dan jenis tenses apa yang sudah ibu berikan kepada mereka? 10. Metode apa yang ibu gunakan dalam mengajar grammar? 11. Apakah sejauh ini metode itu sangat efektif untuk mengembangkan pemahaman siswa
tentang grammar?
75 APPENDIX 1b THE RESULT OF INTERVIEW BEFORE CAR SCRIPT WAWANCARA DENGAN GURU BAHASA INGGRIS KELAS VII SMP AL MUBARAK PONDOK AREN Pewawancara
: Ulfianti Ulfa
Pihak yang diwawancarai : Dra. Romlah Jabatan
: Guru Bahasa Inggris
Hari/ Tanggal
: Senin, 11 April 2011
Waktu
: 08.20 – 09.50
Tempat
: Ruang Guru
Interviewer : Selama ibu mengajar di kelas VII ini, apa masalah yang menjadi kendala dalam proses pembelajaran di kelas? Interviewee : Ada beberapa hal yang menjadi kendala dalam proses belajar mengajar, salah satunya adalah latar belakang kemampuan siswa dalam berbahasa Inggris. Terlebih lagi mereka lulusan dari sekolah dasar. Mereka masih malu untuk mengekspresikan kemampuan mereka dalam bahasa Inggris. Dan ada beberapa siswa yang latar belakang kemampuan berbahasa Inggrisnya masih dibawah standar. Interviewer : Menurut ibu, apakah muridnya aktif dalam pelajaran bahasa Inggris? Interviewee : Terkadang mereka aktif, namun terkadang mereka kurang merespon. Interviewer : Berapa KKM untuk pelajaran Bahasa Inggris? Dan bagaimana dengan hasil perolehan nilai siswa-siswi ibu dalam pelajaran bahasa Inggris? Interviewee : Untuk pelajaran bahasa Inggris KKM nya 68. Dan mengenai perolehan nilai siswa sudah hampir 70% memenuhi KKM. Interviewer : Bagaimana tanggapan siswa-siswi ibu mengenai pelajaran grammar dalam bahasa Inggris? Apakah mereka mengalami kesulitan dalam pelajaran grammar? Interviewee : Sebagian dari mereka belum memahami grammar dengan baik, hal ini dikarenakan ada beberapa kendala yang membuat mereka sulit memahaminya, salah satunya adalah latar belakang kemampuan siswa yang kuran baik dalam pelajaran bahasa Inggris.
76 Interviewer : Bagaimana cara Ibu mengajar grammar kepada anak-anak? Interviewee : Biasanya dengan memberikan rumus kalimat dan contoh kalimatnya, kemudian anak-anak diberikan penjelasan mengenai rumus dan contoh kalimat tersebut, setelah itu mereka mengerjakan latihan yang ada dibuku mengenai grammar, bahkan kadang-kadang saya meminta mereka membuat contoh kalimat berdasarkan rumus kalimat yang sudah diberikan. Interviewer : Bagaimana respon mereka terhadap tugas-tugas yang ibu berikan? Interviewee : Sangat baik, tapi biasanya butuh waktu cukup lama untuk mereka supaya maju ke depan kelas. Dan terkadang tugas-tugas yang diberikan tidak dapat segera diselesaikan oleh siswa, dan dijadikan pekerjaan rumah Interviwer : Bagaimanakah kemampuan murid kelas VII dalam pelajaran grammar? Interviewee : Lumayan, tapi mereka butuh waktu untuk memikirkan contoh kalimat yang harus mereka buat. Interviwer
: Pernahkah ibu melibatkan mereka dalam aktifitas yang menuntut mereka untuk berbicara tanpa harus dihapal?
Interviewee : Ya, kadang-kadang. Tapi sangat sulit untuk mencari kegiatan-kegiatan seperti itu, dan juga takutnya memakan waktu yang lama. Interviwer
: Dalam pelajaran grammar, jenis tenses apa yang harus dikuasai oleh siswasiswi kelas VII? Dan jenis tenses apa yang sudah ibu berikan kepada mereka?
Interviewee : mereka harus menguasai simple present tense dan present continous tense. Untuk simple present tense sudah mereka pelajari pada semester pertama, dan untuk present continous tense baru akan diajarkan pada semester kedua ini. Interviewer : Metode apa yang ibu gunakan dalam mengajar grammar? Interviewee : Metode yang digunakan biasanya menggunakan metode lama yaitu memberikan rumus kalimat terlebih dahulu dan kemudian memberikan contoh kalimatnya kepada siswa. Interviewer : Apakah sejauh ini metode itu sangat efektif untuk mengembangkan pemahaman siswa tentang grammar? Interviewee : Ya, sejauh ini mereka bisa mengikuti pelajaran grammar dengan baik, meskipun ada sebagian siswa yang masih kurang pemahamannya tentang grammar. Interviewer
Interviewee
ULFIANTI ULFA
Dra. ROMLAH
77 Appendix 2a Interview After Classroom Action Research 1. Apa pendapat anda, setelah meilhat pembelajaran grammar dengan menggunakan contextual teaching learning? 2. Bagaimana kondisi siswa ibu dalam pembelajaran grammar (present continuous tense) setelah menggunakan pendekatan contextual teaching learning? 3. Apakah Ibu merasa termotivasi setelah melihat penggunaan contextual teaching learning dalam pembelajaran di kelas? 4. Bagaimana kemampuan pemahaman siswa ibu terhadap materi present continuous tense setelah menerapkan contextual teaching learning dalam pembelajaran grammar? 5. Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam proses pembelajaran grammar dengan menggunakan contextual teaching learning? 6. Kendala apa yang terlihat ketika belajar grammar menggunakan contextual teaching learning? 7. Menurut anda, bagaimana cara mengatasi kendala itu? 8. Bagaimana partisipasi siswa ketika pembelajaran grammar menggunakan contextual teaching learning berlangsung? 9. Setelah mengobservasi pembelajaran grammar dengan menggunakan contextual teaching learning, apakah strategi pembelajaran contextual teaching learning efektif diterapkan pada pembelajaran grammar? 10. Setelah menjadi observer, Menurut anda, apakah strategi pengajaran contextual teaching learning dapat meningkatkan kemampuan siswa dalam memahami grammar (present continuous tense)?
78 Appendix 2b The result of post interview in the last of classroom action research VII grade Junior High School of SMP Al Mubarak
Pewawancara
: Ulfianti Ulfa
Pihak yang diwawancarai : Dra. Romlah Jabatan
: Guru Bahasa Inggris
Hari/ Tanggal
: Kamis, 09 mei 2011
Waktu
: 08.20 – 09.00
Tempat
: Ruang Guru
Interviewer: Apa pendapat anda, setelah meilhat pembelajaran grammar dengan menggunakan contextual teaching learning? Interviewee: Saya melihat para siswa termotivasi dalam pembelajaran grammar, apalagi ketika anak-anak diminta untuk bekerja dalam kelompok, mereka terlihat aktif dan kompak. Mereka juga mau berpartisipasi dalam setiap kegiatan belajar mengajar di kelas. Interviewer: Bagaimana kondisi siswa ibu dalam pembelajaran grammar (present continuous tense) setelah menggunakan pendekatan contextual teaching learning? Interviewee: Saya sangat senang melihat perkembangan kemampuan siswa dalam mempelajari grammar (present continous tense). Dilihat dari hasil test yang dilakukan mereka telah mengalami kemajuan dalam memahami materi present continuous tense. Interviewer: Apakah Ibu merasa termotivasi setelah melihat penggunaan contextual teaching learning dalam pembelajaran di kelas? Interviewee: Kegiatan yang dilakukan sangat bagus untuk melatih kerjasama dan kreatifitas siswa, Belajar dengan cara menghubungkan materi yang diajarkan dengan kegiatan atau pengalaman siswa membuat siswa lebih mudah memahami materi present continuous tense yang diajarkan oleh guru. Saya pun merasa termotivasi untuk menggunakan contextual teaching learning.
79 Interviewer: Bagaimana kemampuan pemahaman siswa ibu terhadap materi present continuous tense setelah menerapkan contextual teaching learning dalam pembelajaran grammar? Interviewee: Setelah menggunakan contextual teaching learning siswa terlihat lebih aktif dan berpartisipasi dalam kegiatan belajar mengajar, sehingga kemampuan mereka dalam memahami materi present continuous tense menjadi lebih baik. Interviewer: Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam proses pembelajaran grammar dengan menggunakan contextual teaching learning? Interviewee: Menurut pendapat saya aktivitas dengan menggunakan contextual teaching learning yang sangat efektif dan memotivasi siswa dalam belajar serta membuat siswa tertarik dengan kegiatan pembelajaran di kelas. Interviewer: Kendala apa yang terlihat ketika belajar grammar menggunakan contextual teaching learning? Interviewee: Kendala yang terlihat yaitu ketika siswa harus membuat kalimat present continuous tense. Kebanyakan dari mereka kekurangan vocabulary untuk membuat kalimat yang sesuai dengan apa yang dimaksud oleh mereka Interviewer: Menurut anda, bagaimana cara mengatasi kendala itu? Interviewee: Seperti yang telah kita diskusikan bersama bahwa untuk mempermudah siswa dalam membuat kalimat dibutuhkan media yang dapat membantu mereka menambah kosakata seperti kamus. Jadi setiap siswa dianjurkan untuk membawa kamus minimal dalam satu kelompok 1 orang membawa kamus. Interviewer: Bagaimana partisipasi siswa ketika pembelajaran grammar menggunakan contextual teaching learning berlangsung? Interviewee: Siswa terlihat bersemangat dalam mengikuti pelajaran, hal ini sangat baik, siswa yang tadinya tidak begitu percaya diri dan pemalu, sekarang sudah mulai tertarik dan percaya diri untuk berpartisipasi dalam kegiatan belajar mengajar dengan menggunakan contextual teaching learning. Interviewer: Setelah
mengobservasi
pembelajaran
grammar
dengan
menggunakan
contextual teaching learning, apakah strategi pembelajaran contextual teaching learning efektif diterapkan pada pembelajaran grammar?
80 Interviewee: Ya, saya melihat pendekatan contextual teaching and learning sangat efektif digunakan untuk pembelajaran grammar, karena contextual teaching and learning dapat meningkatkan motivasi dan kreatifitas anak dalam belajar. Belajar dengan cara menghubungkan pengalaman siswa dengan materi yang diajarkan membuat siswa lebih mudah untuk memahami materi yang mereka pelajari. Interviewer: Setelah menjadi observer, Menurut anda, apakah strategi pengajaran contextual teaching learning dapat meningkatkan kemampuan siswa dalam memahami grammar (present continuous tense)? Interviewee: Ya, menurut saya contextual teaching learning dapat meningkatkan kemampuan siswa karena dapat mempermudah siswa dalam memahami grammar. Hal ini juga dapat terlihat dari kemampuan siswa yang semakin baik pada setiap siklus.
Interviewer
Interviewee
Ulfianti Ulfa
Dra. Romlah
81 APPENDIX 3a
Questionnaire for students before CAR Kelas : Petunjuk: 1. Tulislah nama dan kelas di tempat yang telah disediakan 2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak” 3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya! 4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab pertanyaan 5. Terimakasih atas bantuan dan kerjasamanya. No 1
Pertanyaan Apakah kamu merasa bersemangat ketika mengikuti pelajaran bahasa Inggris?
2
Apakah kamu dengan mudah memahami materi present continous tense dalam bahasa Inggris selama ini?
3
Apakah kamu merasa puas dengan nilai bahasa Inggris selama ini?
4
Apakah kamu dapat menjawab pertanyaan dari guru mengenai materi bahasa Inggris yang diajarkan?
5
Apakah kamu sering bertanya kepada guru jika ada kesulitan dalam materi present continous tense?
6
Apakah kamu merasa teknik yang digunakan guru dapat mengatasi kesulitan dalam memahami materi present continous tense?
7
Apakah teknik yang digunakan guru dapat membantumu mengembangkan kemampuanmu dalam memahami bentuk kalimat present continous tense?
8
Apakah guru sering memberikan latihan untuk mengembangkan kemampuanmu dalam memahami kalimat present continous tense?
9
Apakah kamu dapat mengerjakan tugas membuat kalimat present continous tense dengan mudah?
10
Apakah kamu suka dengan metode yang digunakan oleh gurumu dalam mengajarkan materi present continous tense?
Ya
Tidak
81
82 Appendix 3b Result of Questionnaire for students before CAR The result of the students’ answer No 1
The students’ answer
Yes
Percentage (%)
No
Percentage (%)
The students’ response toward teaching-learning process. · The students were motivated in
the
teaching-learning
11
34.3%
21
65.6%
15
46.8%
17
53.1%
20
62.5%
12
37.5%
12
37.5%
20
62.5%
8
25%
24
75%
10
31.2%
22
68.7%
14
43.7%
18
56.2%
process. · The students understood to the teacher’s explanation. 2
The result of the students’ grammar activity. · The students were satisfied with their score in grammar. · The students answered the teacher’s
questions
about
grammar material. 3
The solution of the problems in grammar. · The
students
asked
their
difficulty in grammar to the teacher. · The teacher implemented the suitable technique to solve difficulties in grammar. · The technique could help students
in
developing
students’ ability in grammar
83 easily. · The teacher gave exercise to develop students’ ability in
28
87.5%
4
12.5%
14
43.7%
18
56.2%
13
40.6%
19
59.3%
grammar. · The students could do the task easily. · The
students
like
the
technique that the teacher use in teaching grammar material. Mean
45.3%
54.7%
84 Appendix 4a
Questionnaire for students after CAR Kelas : Petunjuk: 1. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak” 2. Jawablah dengan jujur sesuai dengan keadaan sebenarnya! 3. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab pertanyaan 4. Terimakasih atas bantuan dan kerjasamanya. No 1
Pertanyaan
Ya
Siswa tertarik dengan proses pembelajaran grammar dengan pendekatan contextual teaching learning.
2
Proses belajar mengajar terlihat lebih baik setelah guru menggunakan pendekatan contextual teaching learning didalam kelas.
3
Siswa memiliki motivasi dalam proses belajar mengajar setelah guru menggunakan contextual teaching learning.
4
Contextual teaching learning sangat cocok digunakan dalam mempelajari grammar.
5
Contextual teaching learning dapat membantu siswa memiliki motivasi dalam mempelajari grammar.
6
Contextual
teaching
learning
sangat
membantu
siswa
menyelesaikan masalah mereka dalam mempelajari grammar. 7
Siswa dapat mengerjakan soal-soal grammar dengan mudah setelah pendekatan contextual teaching learning diberlakukan di dalam kelas.
8
Guru memberikan kesempatan kepada siswa untuk menjawab pertanyaan.
9
Siswa menggunakan kesempatan tersebut uuntk menjawab pertanyaan.
10
Siswa
memiliki
kemampuan
grammar
yang
lebih
baik
dibandingkan sebelum diberlakukannya pendekatan contextual teaching learning dalam proses pembelajaran grammar.
Tidak
85
85 APPENDIX 4b
Result of Questionnaire for students after CAR No
The students’ answer
The result of the students’ answer Yes
Percentage
No
(%) 1
Percentage (%)
The students’ response toward teaching-learning process · The students are interested in 27
84.4%
5
15.6%
93.8%
2
6.2%
90.6%
3
9.4%
87.5%
4
12.5%
75%
8
25%
the teaching-learning process of
grammar
by
using
contextual teaching learning approach · The teaching-learning process 30 was
better
than
implementing
before
contextual
teaching learning · The students were motivated 29 in
the
teaching-learning
process
after
the
implementation of contextual teaching learning · Contextual teaching learning 28 was
suitable
implemented
to in
be
learning
grammar 2
The result of the students’ grammar activity · Contextual teaching learning 24 could
help
students
to
86 generate their motivation in learning grammar · Contextual teaching learning 28
87.5%
4
12.5%
78.1%
7
21.9%
90.6%
3
9.4%
the 19
59.4%
13
40.6%
in 26
81.25%
6
18.75%
was helpful in solving their difficulties
in
learning
grammar · The students could do the 25 grammar exercise easily after contextual teaching learning was implemented 3
The solution of the problems in grammar · The
gave 29
teacher
opportunities to the students to ask questions · The
students
used
opportunity to give answer · The
students’
ability
grammar was better than before contextual teaching learning was implemented Mean
82.8%
17.2%
87 Appendix 5a Instrument of Pre-Test Name :
Date
Class : Choose the best answer by crossing (X) a, b, c, or d! 1. Dimas : Do you can drive a car? Fabian : I can not drive a car yet. But now I............................it. a. are learning c. is learning b. am learning d. learn 2. Today is Sunday. Fira is ....................... a. not go to school b. not going to school
c. go to school d. goes to school
3. It is a long holiday. My parents ................ a. are working b. is work
c. are not works d. are not working
4.
5.
6.
7.
8.
9.
10.
11.
(At school) Najwan : Good morning, Naufal. Are you going to English course today? Naufal : No, ........................... a. are you c. I am not d. am I b. you are not Ari is holding a ball. He .................. basket ball with his friend today. a. was playing c. is playing b. play d. is not playing Are you ............... at me? a. looking c. looks b. look d. looked We ............................ English at the moment. a. are studying c. studies b. study d. is studying Look ! She ....................... very fast. a. run c. runs b. is running d. are running Be quiet! The baby ..................... a. sleep c. is sleeping d. is not sleeping b. are sleeping (At kitchen) Falen : What are you cooking, mom? Mother : .......................... a steak. a. I grill c. I am not grilling b. I am grilling d. am I grilling (At garden)
:
88
12.
13.
14. 15. 16. 17.
18. 19. 20.
Mayang : What are you doing Putri? Putri : I ........................ flowers. a. water c. am water b. am watering d. am not watering Yulianto and his friends ...................... in the lake at the moment. a. are swimming c. swim b. is wimming d. were swimming Zhiva ........................ Jakarta now. a. leave c. was leaving b. is leaving d. leaves Everyone ............................ very hard today. a. are working c. works b. is working d. work They ......................... around the school at the moment. a. looks c. is looking b. look d. are looking Are you................ for Dina? a. wait c. waiting b. waits d. waited Alisa : Is it ....................? Rifa : No, not right now a. rain c. rains b. raining d. was raining You have studied hard. Your English is ................. better now. a. get c. got b. gets d. getting I’m tired. I .................... to bed now. Goodnight! a. is going c. go b. am going d. are going He .................... with some friends until he find a flat. a. live c. are living b. lives d. is living
**GOOD LUCK**
89
ANSWER KEY OF PRE TEST 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
B B D C C A A B C B B A B B D C B D B D
90 Appendix 5b Instrument of Post-Test 1 Name :
Date :
Class : Choose the best answer by crossing (X) a, b, c, or d! 1. He .................. basket ball with his friend in the field. a. was playing c. is playing b. play d. is not playing 2. I am ................. to English course today. a. not going c. don’t go b. not go d. didn’t go 3. I’m tired. I .................... to bed now. Goodnight! a. is going c. go b. am going d. are going 4. They ......................... around the school at the moment. a. looks c. is looking b. look d. are looking 5. Alisa : Is it ....................? Rifa : No, not right now a. rain c. rains b. raining d. was raining 6. She .................... in my house until she find a flat. a. live c. are living b. lives d. is living 7. Are you ............... my socks? a. washing c. washed b. wash d. washes 8. Yulianto and his friends ...................... in the lake at the moment. a. are swimming c. swim b. is wimming d. were swimming 9. (At garden) Mayang : What are you doing Putri? Putri : I ........................ flowers. a. water c. am water b. am watering d. am not watering 10. Look ! She ....................... very fast. a. run c. runs b. is running d. are running 11. Today is Sunday. Fira is ....................... a. not go to school c. go to school b. not going to school d. goes to school 12. Dimas : Do you can drive a car? Fabian : I can not drive a car yet. But now I............................it.
91 a. are learning c. is learning b. am learning d. learn 13. (At kitchen) Falen : What are you cooking, mom? Mother : .......................... a steak. a. I grill c. I am not grilling b. I am grilling d. am I grilling 14. Audy’s condition ................. better now. a. get c. got b. gets d. is getting 15. It is along holiday. My parents ................ a. are working c. are not works b. is work d. are not working 16. Be quiet! The baby ..................... a. sleep c. is sleeping b. are sleeping d. is not sleeping 17. Zhiva ....................... here now. a. stay c. was staying b. is staying d. stayed 18. We ............................ English at the moment. a. are studying c. studies b. study d. is studying 19. Everyone ............................ very hard today. a. are working c. works b. is working d. work 20. Are you................ for Dina? a. wait c. waiting b. waits d. waited
92
ANSWER KEY OF POST TEST 1
1. C 2. A 3. B 4. D 5. B 6. D 7. A 8. A 9. B 10. B 11. B 12. B 13. B 14. D 15. D 16. C 17. B 18. A 19. B 20. C
93 Appendix 5c Instrument of Post-Test 2 Class
:
Date
Name :
I. Choose the right answer by crossing (X) a, b, c, or d! 1. You ................. a lot of noise. Could you be quieter? I have to concentrate. a. make c. are making b. makes d. is making 2. Alena ........................... to school today. She is ill. a. are not going c. go b. goes d. is not going 3. We can go out now. It ........................... any more. a. was not raining c. rain b. is not raining d. rains 4. Suzi like music. She is ................... guitar now. a. plays c. played b. playing d. play 5. Gilang is .................... coffee at the moment. a. drinks c. drinking b. drank d. drink 6. Stop! Are you ..................... the notice? a. see c. seeing b. saw d. seen 7. He is .................. his boy to ride. a. teach c. taught b. teachs d. teaching 8. The traffic ............... so much noise. a. is making c. make b. are making d. makes 9. Sabrina ............ the pop songs. a. are singing c. is singing b. was singing d. sings 10. Tom ..................... a newspaper at the moment. He is watching television. a. is not reading c. was not reading b. not read d. didn’t read 11. Anita .......................... her dirty clothes. a. washes c. was washing b. is washing d. washed 12. We ...................... going to the cinema. Our mother forbidden us. a. are not going c. go b. not go d. went 13. They ............................. in the night. a. sleep c. are sleeping b. was sleeping d. sleeping
:
94 14. She ...................... a her favorite food. a. cook b. are cooking 15. My brother .............................. home today. a. comes b. came
c. cooks d. is cooking c. are coming d. is coming
II. Fill in the blanks with the correct answer! 1. I am ................... (sit) on the chair right now. 2. The sun ............................ (shine) bright today. 3. You ....................... (write) a letter now. 4. I .............................(enjoy) the concert right now. 5. He ............................ (travel) around the Europe to promote his new album this year. 6. Eliza ......................... (take) English course this month. 7. We are probably ........................ (spend) our long holiday in the village. 8. I am always ............................ (lose) my pen. 9. Mr. and Mrs. Dayat ......................... (live) in Malang now. 10. Mr. Budi ............................ (smoke) a cigarrete.
95
ANSWER KEY OF POST TEST 2 MULTIPLE CHOICE 1. C 2. D 3. B 4. B 5. C 6. C 7. D 8. A 9. C 10. A 11. B 12. A 13. C 14. D 15. D ESSAY 1. Sitting
6. Taking
2. Shinning
7. Spending
3. Writing
8. Losing
4. Enjoying
9. Living
5. Traveling
10. Smoking
96 Appendix 6a LIST OF STUDENTS’ SCORE
STUDENTS’ NUMBER
PRETEST
CYCLE 1 POSTTEST
CYCLE 2 POSTTEST
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31 Student 32
55 60 20 70* 65 60 75* 65 70* 60 60 70* 40 55 60 15 70* 60 55 55 55 45 50 50 40 65 60 65 50 70* 35 55
75* 65 45 75* 65 75* 85* 75* 65 70* 65 80* 55 45 75* 15 70* 70* 75* 70* 55 35 55 85* 60 55 70* 60 55 80* 60 70*
76* 68* 56 76* 72* 84* 84* 68* 68* 80* 76* 84* 68* 70* 80* 52 72* 80* 84* 56 76* 60 68* 68* 76* 48 80* 84* 60 84* 76* 72*
Mean
1780
2055
2306
*The student who passed The Minimum Mastery Criterion (KKM) 68
97
Students' Score Progression Chart
80 PRE TEST 60
POST TEST 1 POST TEST 2
40 20 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32
98 APPENDIX 7a RESULT OF STUDENTS’ PRE-TEST PRETEST STUDENTS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
NILAI
xt
xt2
S1
1
0
1
1
0
0
1
0
0
1
1
1
0
0
1
1
0
1
1
0
55
11
121
S2
1
0
0
1
1
0
1
1
1
1
0
0
1
1
1
1
0
0
0
1
60
12
144
S3
0
0
0
0
0
0
1
0
1
0
0
0
1
0
0
0
0
0
1
0
20
4
16
S4
1
1
1
1
1
0
1
1
0
1
1
0
1
0
1
0
0
1
1
1
70
14
196
S5
1
1
1
0
1
1
0
1
1
0
1
0
1
1
1
1
0
0
1
0
65
13
169
S6
1
0
0
0
1
1
1
1
0
1
1
1
0
0
1
1
0
0
1
1
60
12
144
S7
1
0
1
1
1
0
1
1
1
1
1
1
1
0
1
1
0
1
1
0
75
15
225
S8
1
0
1
0
1
1
1
0
1
1
0
0
1
1
1
1
0
1
0
1
65
13
169
S9
1
0
1
1
1
0
1
1
0
0
1
1
1
1
1
1
1
0
1
0
70
14
196
S10
1
1
1
0
1
0
1
0
1
0
1
1
0
1
0
1
1
0
1
0
60
12
144
S11
1
0
1
1
1
1
0
0
0
1
1
0
1
1
0
0
1
0
1
1
60
12
144
S12
1
1
1
1
0
0
1
1
1
1
1
1
1
0
1
0
0
0
1
1
70
14
196
S13
1
0
0
0
1
1
1
0
0
0
1
1
1
0
0
0
0
0
0
1
40
8
64
S14
1
0
0
0
1
0
1
0
1
1
1
0
1
0
0
1
0
1
1
1
55
11
121
S15
0
1
1
1
0
0
1
0
1
0
1
0
1
1
0
0
1
1
1
1
60
12
144
S16
1
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
1
0
15
3
9
S17
1
1
1
1
0
0
0
1
1
1
1
1
0
1
0
1
0
1
1
1
70
14
196
S18
1
0
1
1
0
1
1
0
0
1
1
1
0
1
1
0
1
1
0
0
60
12
144
S19
1
0
1
1
0
0
1
0
0
1
1
1
0
0
1
1
0
1
1
0
55
11
121
S20
0
1
0
1
1
0
1
0
1
0
1
0
1
1
0
1
1
1
0
0
55
11
121
S21
1
1
0
1
0
0
1
0
1
0
1
0
1
1
1
0
1
0
0
1
55
11
121
S22
1
0
1
1
1
0
1
0
1
1
1
0
1
0
0
0
0
0
0
0
45
9
81
S23
1
0
0
1
1
0
0
1
0
1
0
1
0
0
1
0
1
1
0
1
50
10
100
99 S24
0
1
0
1
0
1
0
1
0
0
1
0
0
1
1
1
1
0
1
0
50
10
100
S25
1
0
1
1
0
1
1
0
0
1
1
0
0
0
1
0
0
0
0
0
40
8
64
S26
0
1
0
1
1
0
1
0
1
0
1
1
1
0
1
1
0
1
1
1
65
13
169
S27
1
1
1
0
0
1
0
1
1
0
1
0
1
1
0
1
1
0
0
1
60
12
144
S28
1
1
1
0
1
0
0
1
1
0
1
1
0
0
1
1
1
1
1
0
65
13
169
S29
0
1
0
1
0
1
0
0
1
0
1
1
1
0
0
1
0
1
0
1
50
10
100
S30
1
1
1
1
1
1
1
0
1
0
1
1
0
1
0
0
1
1
1
0
70
14
196
S31
1
0
0
1
1
0
0
0
0
0
1
0
0
0
1
0
0
1
1
0
35
7
49
S32
1
1
0
1
1
0
0
0
1
1
0
1
1
0
1
0
0
1
0
1
55
11
121
14 19
17
12
17 20
16
Jumlah
26 15 18 22 19 11 21 12 19 16 27 16 19
1780 356 4198
100 APPENDIX 7b RESULT OF STUDENTS’ POST-TEST 1 POST TEST 1 STUDENTS
1
2
3
4
5
6
7
8
9 10 11 12 13 14
S1
1
0
1
0
1
1
1
1
0
1
1
0
1
1
0
1
1
1
1
1
S2
1
1
1
1
1
0
1
0
1
0
1
1
0
1
1
0
1
0
1
0
S3
0
1
1
1
0
0
1
0
0
1
0
1
0
1
1
0
1
0
0
0
S4
1
1
0
1
1
1
0
1
1
0
1
1
1
0
1
1
0
1
1
1
S5
1
0
1
0
0
1
1
1
1
1
0
1
0
1
0
1
0
1
1
1
S6
0
1
1
1
1
1
0
1
0
1
1
1
1
1
0
0
1
1
1
1
S7
1
1
1
1
1
1
1
1
1
1
1
0
1
0
1
1
1
0
1
1
S8
0
1
1
1
0
1
0
0
1
1
1
0
1
1
1
1
1
1
1
1
S9
0
0
1
1
1
1
0
0
1
0
1
1
1
0
1
1
1
1
1
0
S10
1
1
1
1
0
0
0
1
1
1
1
1
0
1
0
1
0
1
1
1
S11
1
1
1
0
1
0
0
1
1
0
1
1
0
0
1
1
1
1
1
0
S12
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
0
1
1
0
0
S13
0
1
0
1
1
0
1
1
1
0
1
1
0
1
1
0
1
0
0
0
S14
0
1
1
1
1
0
0
1
1
1
0
1
0
0
0
0
0
1
0
0
S15
1
1
0
1
1
1
1
1
1
0
1
0
1
1
1
1
1
0
0
1
S16
0
1
0
1
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
S17
1
1
1
1
1
1
0
0
1
1
1
1
1
1
1
0
1
0
0
0
S18
1
1
1
1
1
0
1
1
1
1
1
1
0
0
1
1
0
0
1
0
S19
1
1
1
1
1
1
1
1
0
1
1
1
1
0
1
1
0
0
0
1
S20
1
1
1
1
0
0
0
1
1
1
1
1
0
1
0
1
0
1
1
1
S21
0
1
0
1
1
0
1
0
1
0
1
0
1
1
0
1
1
1
0
0
15 16 17
18 19 20 NILAI
75 65 45 75 65 75 85 75 65 70 65 80 55 45 75 15 70 70 75 70 55
xt2
xt
15
225
13
169
9
81
15
225
13
169
15
225
17
289
15
225
13
169
14
196
13
169
16
256
11
121
9
81
15
225
3
9
14
196
14
196
15
225
14
196
11
121
101 S22
1
0
0
1
1
0
0
0
0
1
0
1
1
0
1
0
0
0
0
0
S23
1
1
0
1
1
0
0
0
1
1
0
1
1
0
1
0
0
1
0
1
S24
1
1
1
1
0
1
1
1
1
0
0
1
1
1
1
1
1
1
1
1
S25
1
1
0
1
1
1
1
1
1
1
0
0
0
1
1
1
0
0
0
0
S26
1
1
1
0
0
0
0
1
1
1
1
0
0
0
1
1
1
0
1
0
S27
1
1
1
1
0
0
0
1
1
1
1
1
0
1
0
1
0
1
1
1
S28
1
1
1
0
0
1
0
1
1
0
1
0
1
1
0
1
1
0
0
1
S29
0
0
1
1
1
0
1
1
0
1
0
1
1
1
0
1
0
1
0
0
S30
0
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
0
1
0
S31
1
1
1
1
0
1
1
0
0
0
1
1
0
1
1
0
0
0
1
1
S32
0
1
1
1
0
1
1
1
1
0
1
1
1
1
0
1
1
0
1
1
Jumlah
21 27 24 27 20 17 17 22 24 20 23 22 18 21
20 21 18
16 18 16
35 55 85 60 55 70 60 55 80 60 70 2055
7
49
11
121
17
289
12
144
11
121
14
196
12
144
11
121
16
256
12
144
14
196
411
5549
102 APPENDIX 7c RESULT OF STUDENTS’ POST-TEST 2 POST TEST 2 xt2
xt
STUDENTS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
NILAI
S1
1
0
1
0
1
1
1
1
1
0
1
0
1
1
1
1
1
1
0
1
1
1
0
1
1
76
19
361
S2
1
1
0
1
1
0
0
0
1
0
1
0
1
1
1
1
1
1
0
1
1
0
1
1
1
68
17
289
S3
1
1
1
1
0
0
0
0
1
0
1
0
0
0
1
1
1
1
0
1
1
1
0
1
0
56
14
196
S4
1
1
1
1
0
1
1
0
0
0
1
1
1
1
1
1
1
1
0
1
1
1
1
1
0
76
S5
1
0
1
1
1
0
1
0
1
0
1
1
1
0
1
1
1
1
0
1
1
1
0
1
1
72
19 18
361 324
S6
1
1
1
1
0
0
1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1
0
1
1
84
21
441
S7
0
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
0
1
1
84
21
441
S8
1
1
1
0
1
1
1
0
1
0
1
0
0
1
1
1
1
0
1
1
1
1
0
1
0
68
17
289
S9
1
1
0
1
1
0
1
1
1
1
0
0
0
1
0
1
1
1
0
1
1
1
0
1
1
68
S10
1
0
1
1
1
0
1
1
1
0
1
1
1
1
1
1
1
0
1
1
1
1
0
1
1
80
17 20
289 400
S11
1
1
1
1
0
1
1
0
0
0
1
1
1
1
0
1
0
1
1
1
1
1
1
1
1
76
19
361
S12
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
0
1
0
1
84
21
441
S13
1
1
1
1
0
1
1
1
0
1
0
0
1
1
1
1
1
1
0
1
0
1
0
0
1
68
17
289
S14
1
1
1
1
0
0
1
1
1
1
1
0
1
0
1
1
1
0
0
0
1
1
1
1
1
72
S15
1
1
1
1
1
1
1
0
1
1
1
0
1
0
1
1
1
1
1
1
1
1
1
0
0
80
18 20
324 400
S16
1
1
1
0
1
0
0
0
0
1
0
0
0
1
0
0
1
0
1
1
1
0
1
1
1
52
13
169
S17
1
1
1
1
1
1
1
1
0
0
1
1
1
1
1
0
0
0
1
1
1
1
1
0
0
72
18
324
S18
1
1
1
1
1
1
1
0
1
1
1
0
1
0
1
1
1
1
1
1
1
1
1
0
0
80
20
400
S19
1
1
1
1
1
0
1
1
1
1
0
0
1
1
1
1
1
1
1
1
1
1
1
1
0
84
S20
1
0
0
1
0
0
1
1
0
0
1
1
1
0
0
1
1
1
0
0
0
1
1
1
1
56
21 14
441 196
S21
1
1
1
1
1
1
1
1
0
1
1
1
1
0
0
1
1
1
1
0
0
1
1
0
1
76
19
361 225
S22
1
1
1
1
0
0
1
0
1
1
1
0
1
0
0
1
0
0
1
1
0
1
1
1
0
60
15
S23
1
1
1
1
1
0
0
0
0
1
1
1
0
1
1
0
0
1
1
1
1
0
1
1
1
68
17
289
S24
0
1
1
1
1
1
0
0
1
1
0
1
0
1
1
1
0
1
0
1
1
0
1
1
1
68
17
289
103 S25
1
0
1
1
1
1
1
1
1
0
0
1
1
1
1
1
1
1
1
1
0
1
1
0
0
76
19
361
S26
1
1
1
1
0
0
0
0
0
1
1
0
1
0
1
0
1
0
0
1
1
0
0
1
0
48
12
144
S27
1
1
1
1
1
1
1
1
1
0
0
1
1
1
1
1
1
1
1
1
0
1
1
0
0
80
S28
1
1
1
1
1
1
0
0
1
1
0
1
1
1
1
0
1
1
1
1
1
1
1
1
1
84
20 21
400 441
S29
0
1
1
1
1
0
0
1
0
1
1
0
1
1
1
0
1
1
0
1
1
0
1
0
0
60
15
225
S30
1
1
1
1
1
1
1
1
0
1
1
1
1
0
0
1
1
1
0
1
1
1
1
1
1
84
21
441
S31
1
1
1
1
1
1
0
1
0
0
1
1
0
0
1
1
1
1
1
1
1
1
1
1
0
76
19
361
S32
1
1
0
1
0
1
0
1
1
1
1
0
1
1
0
0
1
1
1
1
1
0
1
1
1
72
18
324
577
10597
Jumlah
29 27 28 29 22 16 22 18 20 19 24 17 25 21 24 25 27 24 18 29 25 24 22 23 19
2308
104 APPENDIX 8a ITEM ANALYSIS OF VALIDITY TEST ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS UNTUK SISWA KELAS I MTsN. 8 JAKARTA TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N)
: 20 siswa
Siswa Kelompok Tengah (MG)
: 10 siswa
Siswa Kelompok atas(UG)
: 5 siswa
Siswa Kelompok Bawah (LG)
: 5 siswa
NO. BUTIR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
PILIHAN
GROUP UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG
A 5 5
B 5 4
C
1 4 2 5 5 5 5 5 5
1 1
1 4 5
1 1 1 1 2 1 4 2
1
4 4 4 4 5 4 4 3 2
1 2 5 2 3 5 4 5
1 1 3 2 1
3 5 2
DIF (UG+LG) /10
0 (BAD) 0.2 (OK) 0.2 (OK) 0.4 (GOOD) 0 (BAD) 0 (BAD) 0 (BAD) 0 (GOOD) -0,2 (BAD) 0 (GOOD) 0.2 (OK) 0.2 (OK) 0.2 (OK) 0.4 (GOOD) 0.6 (GOOD) 0.6 (GOOD) 0.2 (OK) 0.2
0% (HIGH) 90 % (LOW) 90 % (LOW) 60 % (MED) 0% (HIGH) 0% (HIGH) 0% (HIGH) 80 % (LOW) 90 % (LOW) 80 % (LOW) 90 % (LOW) 70 % (MED) 50 % (MED) 60 % (MED) 70 % (MED) 70 % (MED) 90 % (LOW) 90 %
REMARK
D
1
5 4 1 3
DES (UG-LG) /5
DROPPED USED USED REVISED DROPPED DROPPED DROPPED DROPPED DROPPED DROPPED USED REVISED REVISED USED USED USED USED USED
105 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
4 5 4 5 5 2 4
1 4 3
1 1 2
3 1 5 4
1 1 2 5 5 1 1
1 5 1
1 3 2
1
1
1
5 2 5 3
2 1 1 5 3
4 2 2 5 4 1
1
5 4
1
1 4 2 3 0
2 1 1
4 3
1
1 5 3
3 2 5 1 4 2
2
1 5 4
1
5 3
1 2 1
5 2 1
1
(OK) 0.2 (OK) 0.2 (OK) 0 (BAD) 0.4 (GOOD) 0.2 (OK) 0.4 (GOOD) 0.8 (VGOOD) 0 (BAD) 0.2 (OK) 0.2 (OK) 0.4 (GOOD) 0.2 (OK) 0.4 (GOOD) 0.2 (OK) 0.4 (GOOD) 0.2 (OK) 0.6 (GOOD) 0.4 (GOOD) 0.4 (GOOD) 0.6 (VGOOD) 0.6 (GOOD) 0.4 (GOOD)
(LOW) 90 % (LOW) 70 % (MED) 0% (HIGH) 40 % (MED) 90 % (LOW) 80 % (MED) 60 % (MED) 0% (HIGH) 70 % (MED) 90 % (LOW) 60 % (MED) 50 % (MED) 80 % (LOW) 90 % (LOW) 80 % (LOW) 90 % (LOW) 70 % (MED) 80 % (LOW) 60 % (MED) 30 % (HIGH) 70 % (MED) 60 % (MED)
USED REVISED DROPPED USED USED USED USED DROPPED REVISED USED USED REVISED USED USED USED USED USED USED USED USED USED USED
106 Right Answer
PEDOMAN PENILAIAN DESCRIMINATION -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0
BAD OK GOOD VERY GOOD
0% - 30 % HIGH DROPPED USED USED USED
DIFFICULTY 30 % - 79% MEDIUM DROPPED REVISED USED USED
80% - 100% LOW DROPPED USED USED USED
REVISED 4. Fira is a student at SMP Bina Nusa. His father is a director of textile industry in this town, and his mother is an English teacher at SMP Taruna in this town, too. Today is Sunday. Fira ........(3). Her parents .....................(4) a. are working b. work
c. is not working d. are not working
It is along holiday. My parents ................ a. are working c. is work
c. are not works d. are not working
12. Ari is playing basket ball with his friend today. He ........................... the ball. a. was holding c. is holding b. hold d. is not holding Ari is holding a ball. He .................. basket ball with his friend today. c. was playing c. is playing d. play d. is not playing 13. Are you .......................... English next semester? a. take c. takes b. took d. taking Are you ............... at me? a. looking b. look
c. looks d. looked
20. Zhiva has already made her plans. She ........................ Jakarta tomorrow. a. leave c. was leaving b. is leaving d. leaves
107
Zhiva ........................ Jakarta now. a. leave b. is leaving 27. Your English is ................. better. a. get b. gets
c. was leaving d. leaves
c. got d. getting
You have studied hard. Your English is ................. better now. a. get c. got b. gets d. getting 30. The world ................... Things never stay the same. a. is changing c. are changing b. change d. was changing Things never stay the same, because the world ..................... c. is changing c. are changing d. change d. was changing
108 APPENDIX 8b ITEM ANALYSIS OF PRETEST ANALISIS BUTIR SOAL POSTES 1 BAHASA INGGRIS UNTUK SISWA KELAS I SMK JAKARTA TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N)
: 32 siswa
Siswa Kelompok Tengah (MG)
: 20 siswa
Siswa Kelompok atas(UG)
: 6 siswa
Siswa Kelompok Bawah (LG)
: 6 siswa
NO. BUTIR
PILIHAN
GROUP A
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
2 4 2
4 2 6 4 1 1 3 1 1 1 4 1 3 3 6 2 3 1 4
B 6 5 4 1 1 1 3 1 2 3 2 4 1 1 4 1 6 5 1 4 4 2 3 0 1 4 2 0
C
1 6 2 1 2
1 1 4 4 1 1 4
1 2
1 1 2 1
2 0 2
DIF (HG+LG) /12
0, 16 (OK) 0, 5 (GOOD) 0, 66 (VGOOD) 0,33 (OK) 0,33 (OK) 0,33 (OK) 0,33 (OK) 0, 5 (GOOD) 0, 5 (GOOD) 0, 5 (GOOD) 0, 16 (OK) 0, 5 (GOOD) 0,33 (OK) 0, 5 (GOOD) 0, 5 (GOOD) 0,33 (OK) 0,33 (OK)
91, 6% (LOW) 41, 6% (MED) 66,6 (MED) 66,6 (MED) 66,6 (MED) 50% (MED) 83, 3% (LOW) 41, 6% (MED) 41, 6% (MED) 41, 6% (MED) 91, 6% (LOW) 41, 6% (MED) 50% (MED) 25% (HIGH) 58, 3% (MED) 16, 6% (HIGH) 16, 6% (HIGH)
REMARK
D 1
1 5 3 5 3
DES (HG-LG) /6
5 2 2 3 1 2
USED USED USED REVISED REVISED REVISED USED USED USED USED USED USED REVISED USED USED USED USED
109 18
UG LG UG LG UG LG
19 20
2 2
1
2 6 5 3 4
1 1
3 1
0,33 (OK)
33, 3% (MED)
3 1
0, 16 (OK) 0,33 (OK)
91, 6% (LOW) 33, 3% (MED)
1
REVISED USED REVISED
PEDOMAN PENILAIAN DESCRIMINATION -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0
BAD OK GOOD VERY GOOD
0% - 30 % HIGH DROPPED USED USED USED
DIFFICULTY 30 % - 79% MEDIUM DROPPED REVISED USED USED
80% - 100% LOW DROPPED USED USED USED
Right Answer REVISED 4. (At school) Najwan
: Good morning, Naufal. Are you going to English course today?
Naufal
: No, ...........................
a. are you b. you are not
c. I am not d. am I
I am ................. to English course today. a. not going b. not go
c. don’t go d. didn’t go
5. Ari is holding a ball. He .................. basket ball with his friend today. a. was playing b. play
c. is playing d. is not playing
He .................. basket ball with his friend today. a. was playing b. play
c. is playing d. is not playing
110 6. Are you ............... at me? a. looking b. look
c. looks d. looked
Are you ............... my socks? a. washing b. wash
c. washed d. washes
13. Zhiva ........................ Jakarta now. a. leave b. is leaving
c. was leaving d. leaves
Zhiva ....................... here now. a. stay b. is staying
c. was staying d. stayed
18. You have studied hard. Your English is ................. better now. a. get b. gets
c. got d. getting
Audy’s condition ................. better now. a. get b. gets
c. got d. is getting
20. He .................... with some friends until he find a flat. a. live b. lives
c. are living d. is living
She .................... in my house until she find a flat. a. live b. lives
c. are living d. is living
111 APPENDIX 8c ITEM ANALYSIS OF POST-TEST 2 ANALISIS BUTIR SOAL POSTES 1 BAHASA INGGRIS UNTUK SISWA KELAS I SMK JAKARTA TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N)
: 32 siswa
Siswa Kelompok Tengah (MG)
: 20 siswa
Siswa Kelompok atas(UG)
: 6 siswa
Siswa Kelompok Bawah (LG)
: 6 siswa
DES (HG-LG) /6
DIF (HG+LG) /12
REMARK
0.16 (OK) 0,5 (GOOD) 0.5 (GOOD) 0.16 (OK) 0,33 (OK) 0,5 (GOOD) 0.5 (GOOD) 0,66 (VGOOD) 0.16 (OK) 0,66 (VGOOD) 0.5 (GOOD) 0,66 (VGOOD) 0.16 (OK) 0.16 (OK) 0,5 (GOOD)
91.6% (LOW) 41,6% (MED) 58.3% (MED) 75% (MED) 83,3% (LOW) 75% (MED) 58,3% (MED) 50% (MED) 91.6% (LOW) 66,6% (MED) 58,3% (MED) 50% (MED) 91.6% (LOW) 91.6% (LOW) 41,6% (MED)
NO. BUTIR
PILIHAN
GROUP A
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
1 4 1 1 2 5 4
B 1 2 5 2
6 2 1 2 5 1
1
1 1 6 4 6 3
1 3 2 2 5 1
C 6 5
1 1
2 5 2
1 2 3 6 5 1
1
2 1 3 6 5
1
1 4 1
2
D 1 2 1 1 2 1 5 2 1 1 1
6 5 2 3
USED USED USED REVISED USED USED USED USED USED USED USED USED USED USED USED
112 PEDOMAN PENILAIAN DESCRIMINATION -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0
BAD OK GOOD VERY GOOD
0% - 30 % HIGH DROPPED USED USED USED
Right Answer REVISED 4. Suzi .................. guitar right now. a. is playing b. are playing
c. was playing d. plays
Suzi like music. She is ................... guitar now. a. plays b. playing
c. played d. play
DIFFICULTY 30 % - 79% MEDIUM DROPPED REVISED USED USED
80% - 100% LOW DROPPED USED USED USED
113 APPENDIX 9a GUIDELINE OBSERVER OF CLASSROOM ACTION RESEARCH CYCLE I Developing Student’s Ability In Using Present Continous Tense By Through Contextual Teaching Learning at Seventh Grade of Al- Mubarak Junior High School Pondok Aren Tangerang Selatan Give cheklist sign to the statements below! No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Hasil
Pernyataan Aktivitas Siswa Siswa mengamati contoh kalimat yang disediakan guru Siswa aktif dalam mengikuti proses pembelajaran Siswa dapat menemukan informasi dalam kalimat yang berbentuk present continous tense Siswa dapat menemukan gambaran umum tentang present continous tense Siswa mampu melakukan tanya jawab secara lisan mengenai kalimat-kalimat dalam bentuk present continous tense Siswa mampu membuat kalimat present continous tense sesuai dengan contoh yang diberikan guru Siswa mencocokkan gambar dengan kalimat present continuous tense yang disediakan guru Siswa membuat kalimat dari gambar yang disediakan guru Siswa mampu bekerjasama dengan baik dalam kelompok Siswa senang dengan kegiatan pembelajaran yang dilakukan Aktivitas Guru Guru membacakan teks dari wacana yang telah disediakan Guru menulis kalimat present continous tense Guru memberikan kesempatan kepada siswa untuk bertanya Guru memberikan kesempatan kepada siswa untuk bekerjasama dalam satu kelompok Guru memperbaiki kalimat present continous tense yang dibuat siswa Guru memberikan saran terhadap hasil kalimat present continous tense yang dibuat oleh siswa Guru memberikan reward kepada siswa yang berhasil membuat kalimat present continous tense dengan baik Guru memberikan kesempatan kepada siswa untuk mencocokkan gambar dengan kalimat present continuous yang telah disediakan Guru memberikan kesempatan kepada siswa untuk membuat kalimat present continous tense berdasarkan gambar yang telah disediakan Guru memberikan reward kepada kelompok siswa yang mampu
1
2
Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö
3
114 melakukan kerjasama dengan baik Jumlah Nilai Jumlah Skor Persentase Kriteria Penilaian:
7
13 33 55%
3 = Baik 2 = Cukup 1 = Kurang Persentase = Jumlah Skor yang diperoleh x 100 = Jumlah Seluruh Pernyataan
Observer
Dra. Romlah
0
115 APPENDIX 9b GUIDELINE OBSERVER OF CLASSROOM ACTION RESEARCH CYCLE 2 Developing Student’s Ability In Using Present Continous Tense Through Contextual Teaching Learning at Seventh Grade of Al- Mubarak Junior High School Pondok Aren Tangerang Selatan Give cheklist sign to the statements below! No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.
Hasil
Pernyataan Aktivitas Siswa Siswa mengamati contoh kalimat yang disediakan guru Siswa aktif dalam mengikuti proses pembelajaran Siswa dapat menemukan informasi dalam kalimat yang berbentuk present continous tense Siswa dapat menemukan gambaran umum tentang present continous tense Siswa mampu melakukan tanya jawab secara lisan mengenai kalimat-kalimat dalam bentuk present continous tense Siswa mampu membuat kalimat present continous tense sesuai dengan contoh yang diberikan guru Siswa mampu mencocokkan kalimat present continuous tense berdasarkan fungsi kalimat Siswa menuliskan aktivitas disekelilingnya dengan menggunakan kalimat present continuous tense Siswa mampu bekerjasama dengan baik dalam kelompok Siswa senang dengan kegiatan pembelajaran yang dilakukan Aktivitas Guru Guru membacakan teks dari wacana yang telah disediakan Guru menulis kalimat present continuous tense Guru memberikan kesempatan kepada siswa untuk bertanya Guru memberikan kesempatan kepada siswa untuk bekerjasama dalam satu kelompok Guru memperbaiki kalimat present continuous tense yang dibuat siswa Guru memberikan saran terhadap hasil kalimat present continuous tense yang dibuat oleh siswa Guru memberikan reward kepada siswa yang berhasil membuat kalimat present continuous tense dengan baik Guru memberikan kesempatan kepada siswa untuk mencocokkan kalimat present continuous tense berdasarkan fungsi kalimat tersebut Guru memberikan kesempatan kepada siswa untuk menuliskan kegiatan yang sedang berlangsung disekitar siswa dalam bentuk kalimat present continous tense.
2
1
3
Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö Ö
116 20.
Guru memberikan reward kepada kelompok siswa yang mampu melakukan kerjasama dengan baik 0 Jumlah Nilai Jumlah Skor Persentase
Ö 12 48 80%
Kriteria Penilaian: 3 = Baik 2 = Cukup 1 = Kurang Persentase = Jumlah Skor yang diperoleh Jumlah Seluruh Pernyataan
Observer
Dra. Romlah
8
117 APPENDIX 10a FIELD NOTES Action
: Before CAR
Date
: 4th and 6th April 2011
Time
: 07.00 – 08.20
1. Good points From the teacher’s side: · The teacher like dominate the class · The teacher gives simple explanation about the rules of tenses · The teacher reminded the students that they should pay attention to the content and organization. From the students’ side: · Some students pay attention on teacher’s explanation · Some students finish the task
2. Things to consider From the teacher’s side: · The teacher gives unclear explanation · The teacher speaks slowly · The techer should choose the appropriate method to make student’s interresting to the teaching learning process From the students’ side: · The students don’t pay attention to the teacher’s explanation · Most of students can’t finish their task · Some students talking each other
Observer
Ulfianti Ulfa
118 APPENDIX 10b FIELD NOTES Action
: Cycle 1
Date
: April 18th, 20th 2011 and May 2th 2011
1. Good points From the students’ side: · Some students pay attention to the teacher’s explanation · Some students can answer the question from the teacher From the teacher’s side: · The teacher give clear explanation · The teacher gives a good activity and also good choice to get the goal of teaching. They are divided into some groups. · The teacher uses pictures as media in teaching grammar
2. Things to consider From the students’ side: · Most of studentst became the trouble maker in the classroom · Most of students can’t make good sentences by using present continuous tense · Some students cheat on their friends’ work · Some students are not enthusiasm to the teaching learning activity From the teacher’s side: · Before starting to a new activity, teacher should explain or describe clearly what the students are going to do. · The teacher should make the students pay attention to her explanation · The teacher should guide intensively · Teacher sometimes forgot to give reward to the students who succeed in accomplishing his / her task early.
Observer
Dra. Romlah
119 APPENDIX 10c FIELD NOTES Action
: Cycle 2
Date
: 9th, 11th, 16th May 2011
3. Good points From the students’ side: · Most of the students pay attention to the teacher’s explanation · Most of the students can answer the question from the teacher · Most of the students are participate in teaching learning activity · Most of the students can understand present continuous tense · The students can make good sentences by using present continuous tense · The students are not cheat each other · Students looks so cooperated, it’s good. They discuss the work to make a good sentences From the teacher’s side: · The teacher give clear explanation · The teacher gives a good activity and also good choice to get the goal of teaching. They are divided into some groups · The teacher uses moving class to get new atmosphere · The teacher checked the students’ work by walking to their table and giving comments · Teacher spoke more loudly and clearly 4. Things to consider From the students’ side: · Students need to explore their vocabulary hard. Some students don’t look to try hard to find out the vocabulary they need.
Observer
Dra. Romlah
120 APPENDIX 11a RENCANA PELAKSANAAN PEMBELAJARAN CYCLE 1 (PERTEMUAN ke-1) ·
Nama Sekolah
: SMP Al Mubarak
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII/1
Alokasi Waktu
: 2 x 45 menit
Materi
: Present Continuous Tense
Tahun Pelajaran
: 2010/2011
Hari/Tanggal
: Senin/18 April 2011
I. STANDAR KOMPETENSI Memahami ungkapan-ungkapan dasar pada interaksi sosial untuk kepentingan kehidupan. II. KOMPETENSI DASAR Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam berkomunikasi sehari-hari. III. INDIKATOR a. Siswa mampu mengidentifikasi –to be sesuai dengan subjeknya dalam kalimat present continous tense. b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative, negative, dan interrogative. IV. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu: a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous tense. b. Menemukan gambaran umum tentang present continous tense. c. Menemukan informasi dalam teks yang berbentuk present continous tense. d. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present continous tense. V. MATERI POKOK Present Continous Tense
121 VI.
MATERI PEMBELAJARAN Guru memberikan penjelasan tentang present continous tense beserta contohnya masingmasing. Ø Rumus Present Continous Tense Positif Subject + To be + V1+ ing + Object Example: I am looking for my key Negatif Subject + To be + not + V1 + ing + Object Example: You are not driving a car Interrogative Tobe + Subject + V1 + ing + Object + ? Example: Is he watching a movie? In the Morning
It’s 7.00 A.M, and Haryadi’s family are in their kitchen. Mrs. Haryadi is sitting at the breakfast table. She is reading a newspaper. Mr. Haryadi is pouring a cup of coffee.Falen is Mr and Mrs. Haryadi son. He is not drinking a coffee. He likes milk. There is a cartoon on TV. But they aren’t watching it. I. Find the affirmative sentences and the negative sentences of present continous tense from the text! Positive Negative _______________ _________________ _______________ _________________ _______________ _________________ _______________ _________________ VII. METODE PEMBELAJARAN/TEKNIK Contextual Teaching and Learning VIII. LANGKAH-LANGKAH KEGIATAN 1. Sebagai kegiatan pembuka guru menanyakan kepada siswa tentang a. Minat mereka pada pelajaran bahasa Inggris b. Kegiatan yang sedang mereka lakukan 2. Guru menulis sebuah kalimat di papan tulis, kemudian kalimat tersebut dibaca bersama-sama. 3. Siswa diminta membuat bentuk kalimat yang sama berdasarkan dari kegiatan yang sedang berlangsung disekitar mereka.
122 4. Guru menjelaskan kepada siswa tentang bentuk kalimat present continous tense dan kegunaannya. 5. Siswa dibagi dalam lima kelompok. Per kelompok menyebar mencari tempat, boleh di lantai, dan juga boleh menghadap meja dengan menyatukan dua meja. 6. Masing-masing kelompok diberikan handout yang berisi teks present continous tense. 7. Siswa diminta untuk mengelompokkan kalimat present continous tense kedalam jenis kalimat affirmative dan negative 8. Siswa menempatkan kalimat yang telah dipisahkan kedalam kolom yang telah disediakan. 9. Setelah selesai mengerjakan tugasnya, siswa menyampaikan secara lisan hasil penemuannya. 10. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan. 11. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan baik. 12. Sebagai kegiatan akhir, siswa diminta untuk menjelaskan tentang present continous tense berdasarkan pemahaman mereka. SUMBER BELAJAR · · · ·
Buku teks Handout Syllabus SMP kelas VII Kurikulum Bahasa Inggris (grade VII)
IX. PENILAIAN Penilaian untuk kegiatan ini didasarkan pada : (1) Kerjasama dalam kelompok (2) Format lembar kerja yang telah diisi oleh siswa (3) Catatan yang dibuat siswa X. PEDOMAN PENILAIAN a. b. c. d.
Untuk setiap jawaban benar diberi score =2 Nilai maksimal = 5 x 2 = 10 Nilai maksimal = 10 Nilai siswa
10 Mengetahui,
Pondok Aren, 18 April 2011
English teacher
Observer
Dra. Romlah
Ulfianti Ulfa
123
RENCANA PELAKSANAAN PEMBELAJARAN CYCLE 1 (PERTEMUAN ke-2) Nama Sekolah
: SMP Al Mubarak
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII/1
Alokasi Waktu
: 2 x 45 menit
Materi
: Present Continuous Tense
Tahun Pelajaran
: 2010/2011
I. STANDAR KOMPETENSI Menghasilkan tuturan sederhana yang cukup untuk fungsi-fungsi dasar. II. KOMPETENSI DASAR Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam berkomunikasi sehari-hari. III. INDIKATOR a. Siswa mampu mengidentifikasi –to be sesuai dengan subjeknya dalam kalimat present continous tense. b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative, negative, dan interrogative. c. Siswa mampu melakukan tanya jawab secara lisan mengenai kalimat-kalimat dalam bentuk present continous tense. d. Siswa mampu merespon pertanyaan dalam bentuk present continous tense. e. Siswa mampu menemukan informasi dalam kalimat yang berbentuk present continous tense. IV. TUJUAN PEMBELAJARAN a. b. c. a.
Pada akhir pembelajaran siswa mampu: Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous tense. Menemukan gambaran umum tentang present continous tense. Menemukan informasi dalam teks yang berbentuk present continous tense. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present continous tense.
124 V. MATERI POKOK Present Continous Tense VI. MATERI PEMBELAJARAN a. Guru memberikan penjelasan tentang present continous tense beserta contohnya masing-masing. b. Siswa diminta untuk membuat kalimat present continous tense dalam bentuk affirmative, negative, dan interrogative Ø Rumus Present Continous Tense Positif Subject + To be + V1+ ing + Object Example: I am looking for my key Negatif Subject + To be + not + V1 + ing + Object Example: You are not driving a car Interrogative Tobe + Subject + V1 + ing + Object + ? Example: Is he watching a movie? Make the affirmative, negative, and interrogative sentences of present continous tense based on the picture below!
VII. METODE PEMBELAJARAN/TEKNIK Contextual Teaching and Learning VIII. LANGKAH-LANGKAH KEGIATAN 1. Guru menjelaskan rencana kegiatan , yaitu membedakan bentuk kalimat affirmative, negative, dan interrogative. 2. Guru memperlihatkan beberapa gambar kepada siswa. 3. Siswa diminta membuat bentuk kalimat present continous tense dalam bentuk affirmative, negative, dan interrogative berdasarkan gambar yang telah disediakan. 4. Guru menjelaskan kepada siswa tentang bentuk kalimat present continous tense dan kegunaannya.
125 5. Siswa dibagi dalam lima kelompok. Per kelompok menyebar mencari tempat, boleh di lantai, dan juga boleh menghadap meja dengan menyatukan dua meja. 6. Masing-masing kelompok diberikan handout yang berisi gambar. 7. Siswa diminta untuk membuat kalimat present continous tense kedalam jenis kalimat affirmative, negative, dan interrogative berdasarkan gambar yang telah disediakan 8. Setelah selesai mengerjakan tugasnya, siswa menyampaikan secara lisan hasil penemuannya. 9. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan. 10. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan baik. 11. Sebagai kegiatan akhir, guru memberikan tugas kepada siswa untuk mencatat setiap kegiatan sehari-hari yang dilakukan oleh siswa dengan menggunakan kalimat present continuous tense. IX. SUMBER BELAJAR · Buku teks · Handout · Syllabus SMP kelas VII · Kurikulum Bahasa Inggris (grade VII) X. PENILAIAN Penilaian untuk kegiatan ini didasarkan pada : (1) Kerjasama dalam kelompok (2) Format lembar kerja yang telah diisi oleh siswa (3) Catatan yang dibuat siswa XI. PEDOMAN PENILAIAN e. f. g. h.
Untuk setiap jawaban benar diberi score =2 Nilai maksimal = 5 x 3 = 15 x 2 : 3 = Nilai maksimal = 10 Nilai siswa
10 Mengetahui, English Teacher
Dra. Romlah
Pondok Aren, 20 Mei 2011 Observer
Ulfianti Ulfa
126 RENCANA PELAKSANAAN PEMBELAJARAN CYCLE 1 (PERTEMUAN ke-3) Nama Sekolah
: SMP Al Mubarak
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII/1
Alokasi Waktu
: 2 x 45 menit
Materi
: Present Continuous Tense
Tahun Pelajaran
: 2010/2011
Hari/Tanggal
: Senin/ 2 Mei 2011
I.
STANDAR KOMPETENSI Memahami ungkapan-ungkapan dasar pada interaksi sosial untuk kepentingan kehidupan.
II. KOMPETENSI DASAR Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam berkomunikasi sehari-hari. III. INDIKATOR a. Siswa mampu mengidentifikasi –to be sesuai dengan subjeknya dalam kalimat present continous tense. b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative, negative, dan interrogative. IV. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu: a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous tense. b. Menemukan gambaran umum tentang present continous tense. c. Menemukan informasi dalam teks yang berbentuk present continous tense. d. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present continous tense. V. MATERI POKOK Present Continous Tense VI.
MATERI PEMBELAJARAN Guru memberikan penjelasan tentang present continous tense beserta contohnya masingmasing.
127
Ø Rumus Present Continous Tense Positif Subject + To be + V1+ ing + Object Example: I am looking for my key Negatif Subject + To be + not + V1 + ing + Object Example: You are not driving a car Interrogative Tobe + Subject + V1 + ing + Object + ? Example: Is he watching a movie?
VII. METODE PEMBELAJARAN/TEKNIK Contextual Teaching and Learning VIII. LANGKAH-LANGKAH KEGIATAN Sebagai kegiatan pembuka guru menanyakan kepada siswa tentang 1. Minat mereka pada pelajaran bahasa Inggris 2. Guru menulis sebuah kalimat di papan tulis, kemudian kalimat tersebut dibaca bersama-sama. 3. Siswa diminta membuat bentuk kalimat yang sama berdasarkan dari kegiatan yang sedang berlangsung disekitar mereka. 4. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan. 5. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan baik. 6. Sebagai kegiatan akhir, siswa diminta untuk menjelaskan tentang present continous tense berdasarkan pemahaman mereka. SUMBER BELAJAR · · · ·
Buku teks Handout Syllabus SMP kelas VII Kurikulum Bahasa Inggris (grade VII)
PENILAIAN Penilaian untuk kegiatan ini didasarkan pada : 1. Kerjasama dalam kelompok 2. Format lembar kerja yang telah diisi oleh siswa
128 3. Catatan yang dibuat siswa PEDOMAN PENILAIAN 1. 2. 3. 4.
Untuk setiap jawaban benar diberi score =2 Nilai maksimal = 5 x 2 = 10 Nilai maksimal = 10 Nilai siswa
10
Mengetahui,
Pondok Aren, 2 Mei 2011
English teacher
Observer
Dra. Romlah
Ulfianti Ulfa
129 APPENDIX 11b RENCANA PELAKSANAAN PEMBELAJARAN CYCLE 2 (PERTEMUAN ke-1) Nama Sekolah
: SMP Al Mubarak
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII/1
Alokasi Waktu
: 2 x 45 menit
Materi
: Present Continuous Tense
Tahun Pelajaran
: 2010/2011
Hari/Tanggal
: Senin/ 9 Mei 2011
I.
STANDAR KOMPETENSI Menjelaskan secara sederhana kegiatan yang sedang terjadi.
II. KOMPETENSI DASAR Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam berkomunikasi sehari-hari. III. INDIKATOR a. Siswa mampu mengidentifikasi –to be sesuai dengan subjeknya dalam kalimat present continous tense. b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative, negative, dan interrogative. c. Siswa mampu melakukan tanya jawab secara lisan mengenai kalimat-kalimat dalam bentuk present continous tense. d. Siswa mampu merespon pertanyaan dalam bentuk present continous tense. e. Siswa mampu menemukan informasi dalam kalimat yang berbentuk present continous tense. IV. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu: a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous tense. b. Menemukan gambaran umum tentang present continous tense. c. Menemukan informasi dalam teks yang berbentuk present continous tense. d. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present continous tense.
130 V. MATERI POKOK Present Continous Tense VI. MATERI PEMBELAJARAN The Spelling of present participle: 1. When a verb ends in a single –e, this –e is dropped before –ing: Example : Hate hating Love loving Hope hoping Except
: Age ageing Dye dyeing a verb ending in –ee is also dropped before –ing: Example : See seeing Agree agreeing 2. When a verb of one syllable has one vowel and ends in single consonant, this consonant is doubled before –ing. Example : Run running Stop stopping Hit hitting 3. Verbs or two or more syllables whose last syllable contains only one vowel and ends in single consonant double this consonant if the stress falls on the last syllable. Example : Admit admitting Prefer preferring Begin beginning Exception
: Enter entering Budget budgeting (Stress not on the last syllable) A final l after a single vowel is, however, always doubled Example : Signal Signaling Travel traveling Except : in American English 4. –ing can be added to averb ending in y without affecting the spelling of the verb: Example : Carry carrying Hurry hurrying Enjoy enjoying Make a sentence based on the verb provided! Enter Carry Admit Look Type
Hurry See Hate Agree Write
Enjoy Love Begin Stand Swim
VII. METODE PEMBELAJARAN/TEKNIK Contextual Teaching and Learning
Travel Enjoy Stop Walk Shine
Age Hope Sit Cry Laugh
131
VIII. LANGKAH-LANGKAH KEGIATAN 1. Guru menjelaskan rencana kegiatan, yaitu membuat kalimat present continous tense dengan menggunakan Spelling of present participle. 2. Siswa dibagi dalam lima kelompok. Per kelompok menyebar mencari tempat, boleh di lantai, dan juga boleh menghadap meja dengan menyatukan dua meja. 3. Masing-masing kelompok diberikan handout yang berisi beberapa kata kerja 4. Siswa diminta untuk membuat kalimat present continous tense kedalam jenis kalimat affirmative, negative, dan interrogative berdasarkan kata kerja yang telah disediakan 5. Setelah selesai mengerjakan tugasnya, siswa menyampaikan secara lisan hasil penemuannya. 6. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan. 7. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan baik. 8. Sebagai kegiatan akhir, guru meminta siswa untuk melakukan pekerjaan rumah yaitu membuat kalimat present continous tense dengan menggunakan kata kerja berdasarkan kegiatan yang dilakukan disekitar mereka. IX. SUMBER BELAJAR · Buku teks · Handout · Syllabus SMP kelas VII · Kurikulum Bahasa Inggris (grade VII) X. PENILAIAN (1) Partisipasi setiap siswa dalam kerja kelompok (2) Format lembar kerja yang telah diisi siswa (3) Catatan yang dibuat siswa (4) Hasil pekerjaan rumah yang dibuat oleh siswa XI. PEDOMAN PENILAIAN a. b. c. d.
Untuk setiap jawaban benar diberi score =2 Nilai maksimal = 5 x 2 = 10 Nilai maksimal = 10 Nilai siswa
10 Mengetahui,
Pondok Aren, 09 Mei 2011
English teacher
Observer
Dra. Romlah
Ulfianti Ulfa
132
RENCANA PELAKSANAAN PEMBELAJARAN CYCLE 2 (PERTEMUAN Ke-2) Nama Sekolah
: SMP Al Mubarak
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII/1
Alokasi Waktu
: 2 x 45 menit
Materi
: Present Continuous Tense
Tahun Pelajaran
: 2010/2011
Hari/Tanggal
: 11 Mei 2011
I. STANDAR KOMPETENSI Menghasilkan tuturan yang sederhana yang cukup untuk fungsi-fungsi dasar. II. KOMPETENSI DASAR Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam berkomunikasi sehari-hari. III. INDIKATOR a. b. c. d. e.
Siswa mampu mengidentifikasi –to be sesuai dengan subjeknya dalam kalimat present continous tense. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative, negative, dan interrogative. Siswa mampu melakukan tanya jawab secara lisan mengenai kalimat-kalimat dalam bentuk present continous tense. Siswa mampu merespon pertanyaan dalam bentuk present continous tense. Siswa mampu menemukan informasi dalam kalimat yang berbentuk present continous tense.
IV. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu: a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous tense. b. Menemukan gambaran umum tentang present continous tense. c. Menemukan informasi dalam teks yang berbentuk present continous tense. d. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present continous tense.
133 V. MATERI POKOK Present Continous Tense VI.
MATERI PEMBELAJARAN
Guru memberikan penjelasan tentang fungsi present continous tense beserta contohnya masing-masing. · The Usage of Present Continous Tense a) To express an activity that is in progress at the moment of speaking. Example: Look! It is raining. b) To express the activity of general nature: something generally in progress this week, this month, this year,etc. Example: I am taking English course this month. c) To talk about planned event in the future. Example: We are probably spending next weekend in the beach. d) To complain by using always, such as to express annoyance, irritating or anger. Example: I am always losing my keys. e) To talk about something that is happening in developing or changing situations. Example: My father’s condition is getting better right now. f) To talk about something that is happening in temporary situations. Example: She is living at her friend’s home untill she finds a new flat. g) To talk about something that is happening around the time of speaking, but not necessarily exactly at the time of speaking. Example: She is wrting her new novel ( She may not be writing her new novel at the moment of speaking).
WORKSHEET Conversation : Amira : Hello. May I speak to Bowo. Bowo : This is Bowo, who is speaking? Amira : Hi, this is Amira. How about your condition, Bowo? Bowo : I’m going better now. What are you doing Amira? Amira : I’m just watching TV with my brother. But, he is always disturbing me. Bowo : Oh, that’s so unenjoyable. what is your planning on this holiday? Amira : I am probably spending my holiday to the village. I am living there untill the last holiday. And how about you? Bowo : I’m taking music course this weekend. Amira : Oh, that’s fun. By the way, how about your mother?
134 Bowo : She is agreeing with my plan. Amira : That’s good. Ok. See you next time. Bowo : See you too. Put the sentences of present continous tense in the dialogue based on the function below! 1. Express an activity that is in progress at the moment of speaking: __________________________________________________________ 2. Express the activity of general nature: __________________________________________________________ 3. Talk about planned event in the future: __________________________________________________________ 4. Express annoyance, irritating or anger:
__________________________________________________________ 5. Talk about something that is happening in developing or changing situations: ___________________________________________________________ 6. Talk about something that is happening in temporary situations:
____________________________________________________________ 7. Talk about something that is happening around the time of speaking: ______________________________________________________________
VII. METODE PEMBELAJARAN/TEKNIK Contextual Teaching and Learning VIII. LANGKAH-LANGKAH KEGIATAN 1. Guru menjelaskan rencana kegiatan, yaitu membuat kalimat present continous tense berdasarkan fungsi kalimatnya. 2. Guru menulis beberapa kalimat present continous tense di papan tulis, kemudian menjelaskan fungsi kalimat tersebut. 3. Siswa dibagi dalam lima kelompok. Per kelompok menyebar mencari tempat, boleh di lantai, dan juga boleh menghadap meja dengan menyatukan dua meja. 4. Masing-masing kelompok diberikan handout berisi beberapa peristiwa yang berdasarkan fungsi kalimat present continous tense. 5. Siswa diminta untuk membuat kalimat berdasarkan peristiwa yang telah disediakan. 6. Setelah selesai mengerjakan tugasnya, siswa menyampaikan secara lisan hasil penemuannya.
135 7. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan. 8. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan baik. 9. Sebagai kegiatan akhir, guru meminta siswa untuk melakukan pekerjaan rumah yaitu membuat kalimat present continous tense berdasarkan fungsi kalimat yang berkaitan dengan keadaan disekitar mereka. SUMBER BELAJAR · · · · 10.
Buku teks Handout Syllabus SMP kelas VII Kurikulum Bahasa Inggris (grade VII)
PENILAIAN (1) Partisipasi setiap siswa dalam kerja kelompok (2) Format lembar kerja yang telah diisi siswa (3) Catatan yang dibuat siswa (4) Hasil pekerjaan rumah yang dibuat oleh siswa
Mengetahui, English teacher
Dra. Romlah
Pondok Aren, 11 Mei 2011 Observer
Ulfianti Ulfa
136 RENCANA PELAKSANAAN PEMBELAJARAN CYCLE 2 (PERTEMUAN Ke-3) Nama Sekolah
: SMP Al Mubarak
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII/1
Alokasi Waktu
: 2 x 45 menit
Materi
: Present Continuous Tense
Tahun Pelajaran
: 2010/2011
Hari/Tanggal
: 16 Mei 2011
I.
STANDAR KOMPETENSI Menghasilkan tuturan yang sederhana yang cukup untuk fungsi-fungsi dasar.
II. KOMPETENSI DASAR Siswa mampu merespon ungkapan-ungkapan menggunakan ungkapan yang benar dalam berkomunikasi sehari-hari. III. INDIKATOR a. Siswa mampu mengidentifikasi –to be sesuai dengan subjeknya dalam kalimat present continous tense. b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative, negative, dan interrogative. c. Siswa mampu melakukan tanya jawab secara lisan mengenai kalimat-kalimat dalam bentuk present continous tense. d. Siswa mampu merespon pertanyaan dalam bentuk present continous tense. e. Siswa mampu menemukan informasi dalam kalimat yang berbentuk present continous tense. IV. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu: a. Bereaksi atau merespon dengan benar kalimat yang berbentuk present continous tense. b. Menemukan gambaran umum tentang present continous tense. c. Menemukan informasi dalam teks yang berbentuk present continous tense. d. Menafsir makna kata, frase, kalimat berdasarkan konteks pada kalimat present continous tense. V. MATERI POKOK
137
Present Continous Tense VI.
METODE PEMBELAJARAN/TEKNIK Contextual Teaching and Learning
VII. LANGKAH-LANGKAH KEGIATAN 1. Guru menjelaskan rencana kegiatan, yaitu membuat kalimat present continous tense berdasarkan kegiatan yang sedang berlangsung dilingkungan sekitar. 2. Guru menggunakan moving class agar siswa mendapatkan suasana baru dalam belajar 3. Siswa dibagi dalam lima kelompok. Per kelompok menyebar mencari tempat 4. Masing-masing kelompok diberikan handout 5. Siswa diminta untuk membuat kalimat berdasarkan kejadian yang sedang berlangsung disekitar mereka. 6. Setelah selesai mengerjakan tugasnya, siswa menyampaikan secara lisan hasil penemuannya. 7. Guru memberikan komentar kepada hasil dari tugas yang telah diberikan. 8. Guru memberikan reward kepada siswa yang telah mengerjakan tugasnya dengan baik. SUMBER BELAJAR · · · ·
Buku teks Handout Syllabus SMP kelas VII Kurikulum Bahasa Inggris (grade VII)
PENILAIAN (2) Partisipasi setiap siswa dalam kerja kelompok (2) Format lembar kerja yang telah diisi siswa (3) Catatan yang dibuat siswa (4) Hasil pekerjaan rumah yang dibuat oleh siswa
Mengetahui, English teacher
Dra. Romlah
Pondok Aren, 16 Mei 2011 Observer
Ulfianti Ulfa
138 Appendix 12 a KISI – KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011 Nama Sekolah
: SMP AL MUBARAK
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20 (tiga puluh)
Kurikulum Acuan
: KTSP
Semester
: II (genap)
KOMPETENSI DASAR 1.1
INDIKATOR
Jenis soal
Siswa mampu merespon a. Siswa mampu mengidentifikasi –to be sesuai dengan MC ungkapan-ungkapan subjeknya dalam kalimat present continous tense. menggunakan ungkapan yang benar dalam berkomunikasi sehari-hari.
Nomor soal
Jumlah
1, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 18,19,20
20 b. Siswa mampu membuat kalimat present continous tense MC dalam bentuk affirmative, negative, dan interrogative.
2, 3, 4, 6,16, 17
English Teacher
__________________
139 Appendix 12b KISI – KISI PENULISAN SOAL POSTTEST 1 CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011 Nama Sekolah
: SMP AL MUBARAK
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20 (tiga puluh)
Kurikulum Acuan
: KTSP
Semester
: II (genap)
KOMPETENSI DASAR 1.1
INDIKATOR
Jenis soal
Nomor soal
Siswa mampu merespon a. Siswa mampu mengidentifikasi –to be sesuai dengan MC ungkapan-ungkapan subjeknya dalam kalimat present continous tense. menggunakan ungkapan yang benar dalam berkomunikasi sehari-hari.
1, 2, 4, 6, 8, 9, 10, 12, 13, 14, 16, 17, 18, 19
b. Siswa mampu membuat kalimat present continous tense MC dalam bentuk affirmative, negative, dan interrogative.
3, 5,7. 11, 15, 20
Jumlah
English Teacher
20
140 Appendix 12c KISI – KISI PENULISAN SOAL POSTTEST 2 CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011 Nama Sekolah
: SMP AL MUBARAK
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20 (tiga puluh)
Kurikulum Acuan
: KTSP
Semester
: II (genap)
KOMPETENSI DASAR 1.1
INDIKATOR
Jenis soal
Siswa mampu merespon a. Siswa mampu mengidentifikasi –to be sesuai dengan MC ungkapan-ungkapan subjeknya dalam kalimat present continuous tense. menggunakan ungkapan yang benar dalam berkomunikasi sehari-hari. b. Siswa mampu membuat kalimat present continous tense dalam bentuk affirmative, negative, dan interrogative. c. Siswa mampu membuat kalimat present continuous tense ESSAY dengan benar dan tepat.
Nomor soal
Jumlah
1, 4, 5, 7, 8, 9, 11, 12, 13,15
2, 3, 6, 10, 14 25 1 - 10
English Teacher
