THE IMPLEMENTATION OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD AND PICTURES TO IMPROVE STUDENTS’ WRITING SKILL (A CAR OF THE EIGHTH GRADE STUDENTS OF SMP AL-USWAH SEMARANG) Submitted to the Board Examiners as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Teacher Training and Education Faculty
Directed By: NURUL KUSUMA WARDANI NIM 11311009 ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2015
DECLARATION
بسم هللا الرمحن الرحيم “In the name of Allah the Most Gracious and the most Merciful” Hereby the writer fully declares that this graduating paper is made by the writer and it is not containing materials written or has been published by other people except the information from references and also the writer is capable of accounting for this graduating paper if in future this is can be proven of containing others‟ ideas or in fact, the writer imitates the others‟ graduating paper. In addition, the writer really hopes that this declaration can be understood for all human being.
Salatiga, August 25th 2015 The Researcher
Nurul Kusuma Wardani NIM. 11311009
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA Jl. Tentara Pelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721 Website: www.stainsalatiga.ac.id email:
[email protected]
Salatiga, August 23th 2015 Rr. Dewi Wahyu Mustikasari, M.Pd. The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR’S NOTE Case: Nurul Kusuma Wardani‟s Graduating Paper Dear, Dean of Teacher Training and Education Faculty Assalamu’alaikum Wr. Wb. After reading and correcting Nurul kusuma Wardani‟s graduating paper entitled “THE IMPLEMENTATION OFCOOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD AND PICTURES TO IMPROVE STUDENTS’ WRITING SKILL (A CAR of the Eighth Grade Students of SMP Al-Uswah Semarang)”. I have decided and would like to propose that if it could be accepted by the Teacher Training and Education Faculty, I hope it would be examined as soon as possible. Wassalamu’alaikum Wr. Wb. Counselor
Rr. Dewi Wahyu Mustikasari, M.Pd. NIP. 197908212011012007
GRADUATING PAPER THE IMPLEMENTATION OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD AND PICTURES TO IMPROVE STUDENTS’ WRITING SKILL (A CAR OF THE EIGHTH GRADE STUDENTS OF SMP AL-USWAH SEMARANG) WRITTEN BY: NURUL KUSUMA WARDANI NIM: 113 11 009
has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on August 29th 2015 and hereby considered to complete the requirements for the degree of Sarjana pendidikan Islam (S.Pd.I) in English and Education. Board of examiners Head
: Moh. Khusen, M. Ag., M. A.
Secretary
: Rr. Dewi Wahyu Mustikasari, M. Pd.
1st Examiner
: Mashlihatul Umami, S. Pd. I., M. A.
2nd Examiner
: Setia Rini, M. Pd.
Salatiga, August 29th 2015 Dean of Teacher Training and Education Faculty
Suwardi, M.Pd.
NIP. 19670121 199903 1 002
MOTTO
ف ه ....سا إِّ هَل ُو ۡسعا اها ً ٱَّللُ ن ۡاف ُ اَل يُ اك ِّل Allah does not impose upon any soul a duty but to the extent of its ability (Qs. Al-Baqarah 2: 286)
DEDICATION This graduating paper is whole intended dedicated for: 1. My beloved parents (Dady Sumaksono and Isnaini) 2. My beloved brothers (Vendy Dani Saputra and Bekti Nugroho)
ACKNOWLEDGEMENT Assalamu’alaikum Wr. Wb. Alhamdulillahirabbil‟ alamin, thanks to Allah because the writer could complete this research as one of the requirements for getting Educational Islamic Studies (S.Pd.I) in the English Education Department of State Institute for Islamic Studies (IAIN) Salatiga in 2015. Peace and solution always be given to our last prophet Muhammad SAW who has guided us from the darkness to the brightness. However, this success would not be achieved without support from individual, people and institution. For all guidance, the researcher would like thanks to: 1. Dr. Rahmat Hariyadi, M.Pd, as the Rector of State Institute for Islamic Studies (IAIN) Salatiga. 2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga. 3. Noor Malihah, Ph. D., as the Head of English Education Department of State Institute for Islamic Studies (IAIN) Salatiga. 4. Rr. Dewi Wahyu Mustikasari, M.Pd., as the counselor who advice, support, suggestion, direction and guidance from the beginning until the end of this research.
5. All of lecturers in English Education Department and all staffs who helped me to process the thesis administration. 6. My beloved parents who always give support, trust, finance, encouragement, and all of your prayers for me. You are the best parents in this world. I love you. 7. My beloved brothers (Vendy and Bekti). Thank you for all of your prayers and support. I love you. 8. My friends Dewi, Niken, Fadilah, Dyah, Dewi N, and Ambar. Thank you for your help and support. 9. Mrs. Chabibah, the English teacher of SMP Al-Uswah Semarang, thanks for your guidance and support. 10. The big family of SMP Al-Uswah Semarang, thanks for your attention and support. 11. My friends in TBI who cannot mention one by one. Thanks for your support. Wassalamu’alaikum Wr. Wb.
Salatiga, August 25th 2015 The Researcher
Nurul Kusuma Wardani NIM. 113 11 009
TABLE OF CONTENTS TITLE ................................................................................................................ i DECLARATION ............................................................................................. ii ATTENTIVE COUNSELOR‟S NOTE .......................................................... iii PAGE OF CERTIFICATION ......................................................................... iv MOTTO.............................................................................................................v DEDICATION ................................................................................................ vi ACKNOWLEDGEMENT ............................................................................. vii TABLE OF CONTENTS ................................................................................ ix LIST OF TABLES ........................................................................................ xiii LIST OF FIGURES....................................................................................... xiv ABSTRACT ....................................................................................................xv CHAPTER 1 INTRODUCTION ...................................................................1 A. Background of the Study.......................................................................1 B. Problems of the Study ...........................................................................4 C. Limitation of the Problems ...................................................................4 D. Objectives of the Study .........................................................................5
E. Benefits of the Study .............................................................................5 F. Definition of Key Terms .......................................................................6 G. Graduating Paper Organization .............................................................8 CHAPTER II REVIEW OF RELATED LITERATURE ...........................9 A. Previous Studies ....................................................................................9 B. Related Theories..................................................................................10 1. Cooperative Integrated Reading and Composition (CIRC) ..........10 a. Cooperative learning ..............................................................10 b. CIRC Method .........................................................................12 c. Advantages of Using CIRC ....................................................14 d. Weaknesses of Using CIRC ...................................................15 2. Picture ...........................................................................................15 a. Medium of Teaching ..............................................................15 b. Definition of Picture ...............................................................17 c. Advantages of Picture ............................................................19 d. Disadvantages of Picture ........................................................20 3. Writing ..........................................................................................21 a. Definition of Writing ..............................................................21 b. Purpose of Writing .................................................................22 4. Simple Past Tense ........................................................................23 a. Simple Pattern Sentence .........................................................23 b. Simple Past Tense ..................................................................25 CHAPTER III METHOD OF RESEARCH...............................................30
A. Research Setting ..................................................................................30 1. General Description of Location ...................................................30 2. Research Schedule ........................................................................31 B. Research Methodology........................................................................32 1. Definition of CAR ........................................................................32 2. Characteristics of CAR ................................................................33 3. Principles of CAR ........................................................................33 4. Procedures of CAR ......................................................................34 a. Cycle1 ....................................................................................35 b. Cycle 2 ...................................................................................37 C. Objects of Research.............................................................................39 D. Techniques of Collecting Data ............................................................39 1. Observation ..................................................................................39 2. Interview and Questionnaire ........................................................39 3. Test ...............................................................................................40 4. Documentation .............................................................................40 E. Role of the Research ..........................................................................40 F. Analysis of Data ..................................................................................41 1. Qualitative Data ............................................................................41 2. Quantitative Data ..........................................................................41 CHAPTER IV RESEARCH FINDING AND DISCUSSION ...................44 A. Implementation of CIRC Method and Pictures...................................44 1. Cycle 1 ..........................................................................................44
2. Cycle 2 ..........................................................................................57 B. Description of Students‟ Writing Skill Improvement .........................70 1. Test Analysis .................................................................................70 2. Observation Analysis ....................................................................73 CHAPTER V CLOSURE .............................................................................75 A. Conclusion...........................................................................................75 B. Suggestions .........................................................................................76
REFERENCES
APPENDICES
LIST OF TABLES Table 2.1 Minimal Sentence .........................................................................25 Table 2.2 Basic Sentence ..............................................................................25 Table 2.3 Statement of Simple Past Tense in Form of to be ........................26 Table 2.4 Statement of Simple Past Tense in Form of Verb ........................27 Table 3.1 Research Schedule .......................................................................31 Table 4.1 Result of Pre-Test and Post-Test Cycle1 ......................................53 Table 4.2 Result of Pre-Test and Post-Test Cycle 2 .....................................65 Table 4.3 Result of Pre-Test 1, Post-Test 1, Pre-Test 2 and Post-Test 2......70 Table 4.4 Students‟ Mean Score ...................................................................71 Table 4.5 Result of t-test Calculation ...........................................................72
LIST OF FIGURES Figure 3.1 Model of CAR .............................................................................34 Figure 4.1 Students‟ Score Percentage .........................................................72
ABSTRACT Wardani, Nurul Kusuma (2015): The Implementation of Cooperative Integrated Reading and Composition (CIRC) Method and Pictures to Improve Students‟ Writing Skill (A CAR of the Eighth Grade Students of SMP Al-Uswah Semarang). Consultant: Rr. Dewi Wahyu Mustikasari, M.Pd. Keywords: Cooperative Integrated Reading and Composition (CIRC)Method, picture, and writing skill This research is aimed to improve students‟ writing skill through CIRC method and pictures. This research answer these basic questions (1) How is the implementation of CIRC method and pictures improve students‟ writing skill of the eighth grade students of SMP Al-Uswah Semarang? and (2) How is the students‟ writing skill improvement after being taught using CIRC method and pictures of the eighth grade students of SMP Al-Uswah Semarang? The methodology of this research used Classroom Action Research (CAR) and the data were analyzed by qualitative and quantitative data. It conducted in two cycles. Each cycle consists of planning, action, observation and reflection. From the result, the writer found several findings on it. The result of this research is there is an improvement of students‟ writing skill by using CIRC method and pictures. It can be seen from the mean score of pre-test and post-test. In cycle 1 post-test is higher than pre-test: 77,8 >64,1 then in cycle 2: 86,2>75,5. Besides that, the t-test calculation also show that t-test > t-table (2,76) in each cycle. T-test in cycle 1 is 3,92 and t-test in cycle 2 is 4,28. In addition, the percentage of students‟ score who pass the KKM in pre-test 1 is 53,57%, post-test 1 is 67,86%, pre-test 2 is 71,43% and post-test 2 is 89,29%. The KKM of English subject in this school was 70. The writer‟s target was 85%, it meant that 24 of 28 students must pass the KKM. While the result in post-test 2 was 89,29%, so 25 students was pass the KKM, thus the target was achieved. It meant that the use of CIRC method and pictures are able to improve students‟ writing skill.
CHAPTER I INTRODUCTION A. Background of the Study Learning language has four parts of skill. They consist of reading, writing, listening, and speaking. All of these language skills have relationship each other. If students only have mastering one of skill, they may not do the assignment well. For example, to write the narrative text, students must understand about the generic structures and language features of it. While, to understand about them, students have to take the reading comprehension previously. From this, they can write good narrative text correctly. In the teaching-learning process, the teachers are responsible for executing the process. Teaching is one of the competences of teachers, and they have to master it. To assist the four skills (reading, writing, listening, speaking), it needs teachers‟ proficiency to teach pedagogically. From that students can understand and comprehend the material being taught. However here are not just the teachers who participate in the process, students also have participated in it. In the 1975 curriculum, implementation of teaching-learning process is still concern in teachers, where students are just listening to the explanation from the teachers (teacher centering). Then, in the period of approximately 19 years, the curriculum was renewed. In the 1994 curriculum, had been applied to the system "Cara Belajar Siswa Aktif
(CBSA)", where students are expected to be active in the classroom (students centering), for example asking question, share their idea, group working, etc. For long time, students centering-based curriculum has some alteration, there are 2004 curriculum (KBK), 2006/school based curriculum (KTSP), and up to now, the 2013 curriculum which implemented character education in the system of education in school. Although, some schools have been back to the 2006/school based curriculum (KTSP) in second semester, because The Minister of Education stopped it. Therefore, between teachers and students have responsibility each other. Thus, in this context, it needs the teachers‟ creativity to teach the language for students. That it will be useful to stimulate students to be more active in the classroom. The writer takes the data questionnaire for students and interviews the English teacher to know what the problems are. It carries out when the writer take the observation in this school. In writing lesson, students in the eighth grade of SMP Al-Uswah often faced some problems. The problems are the lack of mastering vocabularies, the lack of comprehending structure, difficulty to find proper words, and difficulty to continue the words were made. Some of these problems cause students cannot improve their writing ability. Therefore to overcome these problems, teachers should use their creativity to assist students in writing sentence or paragraph.
Teachers can use many ways in language teaching, for example using method of language teaching. By using it, the teaching-learning process in the classroom is more comfortable and makes class enthusiasm. The methods are used should match with the students‟ necessary. Cooperative learning is the most appropriate solution for students, because from learn cooperatively they can help each other to comprehend the material easily from their friends‟ spoken. Many kinds of method of language teaching that included in cooperative learning, one of them is Cooperative Integrated Reading and composition (CIRC). This method is appropriate to improve students‟ writing skill. How students reached their comprehension after reading and discussing then implemented into compose a sentence or paragraph are the first points on this method. It includes cooperative learning which concern in group working. Typically, the involvements of friends rarely become the central activity, but in the CIRC program, students plan, revise, and edit their essays in closely collaboration with their teammates (Slavin, 2005: 204). To support the implementation of the CIRC method, it also takes other media. In this case the picture is suitable to assist students in writing a sentence or text. Picture can provide an imagination or overview so students can easily explore their ideas and implement it into a sentence or text. Starting from this problem, the writer wants to research how the method and media are implemented can improve students‟ writing skill. In English students (their mother tongue is English), Cooperative Integrated
Reading and Composition (CIRC) method typically used to students in 2-6 at elementary school. This time the writer tries to apply it in Indonesian students (their mother tongue is Indonesian) at junior high school. Therefore, the writer makes this research entitled “The Implementation of Cooperative Integrated Reading and Composition (CIRC) Method and Pictures to Improve Students’ Writing Skill (A CAR of the Eighth Grade Students of SMP Al-Uswah Semarang).” B. Problems of the Study In this research, the writer would like to focus on the following problems: 1. How is the implementation of CIRC method and pictures improve students‟ writing skill of the eighth grade students of SMP Al-Uswah Semarang? 2. How is the students‟ writing skill improvement after being taught using CIRC method and pictures of the eighth grade students of SMP Al-Uswah Semarang? C. Limitation of Problem This research is concentrated on the implementation of Cooperative Integrated Reading and Composition (CIRC) method and pictures to improve students‟ writing skill. The object of this research is the eighth grade students of SMP Al-Uswah. The topic must be limited in order to investigate and solve the problems more accurately, clearly and correctly. Therefore, this research especially would be focused on improve
students‟ writing sentence. The pattern of sentence is simple sentence on simple past tense. The contribution of students‟ writing is on writing recount and narrative text. Therefore, this research especially would be focused on how far students mastering writing skill to write simple past tense using CIRC method and pictures. D. Objectives of the Study Based on the problems of the study above, objectives of the research are as follow: 1. To describe the implementation of CIRC method and pictures to improve students‟ writing skill of the eighth grade students of SMP AlUswah Semarang. 2. To describe the students‟ writing skill improvement after being taught using CIRC method and pictures of the eighth grade students of SMP Al-Uswah Semarang. E. Benefits of the Study In this research, benefits of the study are: 1. Theoretical This research may useful for other English teachers in teaching and improving their creativity by using method of language teaching (CIRC) and medium of language teaching (picture).
2. Practical
a.
By using CIRC method and pictures, students‟ writing skill is more advanced than before use this method.
b.
This research will help the writer herself to improve teaching English, especially in writing.
F. Definition of Key Terms This research is composed of four main terms which are essential to be described. The writer wants to explain the meaning of the title consideration briefly: 1. Cooperative Integrated Reading and Composition (CIRC) Method CIRC is a comprehensive program for teaching reading and writing in the upper elementary and middle grades (Stevens et al., 1987(David et al., 2014: 116)). It can also implement in junior or senior high school Indonesian students. Although the objects of this method are different, but the basic activities of CIRC program are same. It is clarified by Slavin: The main objective of the developers of CIRC program to writing lesson and language arts is to design, implement, and evaluate the approach of writing process for teaching writing and language arts that will take advantage of the presence of many friends (students) of the class. (Slavin, 2005: 204).
It means that main objectives of CIRC program are on the reading and writing. The activities are done by group, but its evaluation is individually. The students will increase their reading or writing skill, if their friends are present. 2. Picture
In most knowledge, picture is meant as a representation of something. It can made by painting, drawing, engraving, or photography. The purpose of providing picture is to enhance and hone the visual perception of students. Without the "critical looking" and "educated seeing" that students develop when visuals are used to support their writing skill, then students' creative writing capabilities will be significantly impaired and retarded (Scrivener, 1994: 134). Picture can increase students‟ writing skill, because it helps students to tell about how the picture‟s
condition easily. It also
enhance the students‟ interesting. 3. Writing Skill Writing can also, of course, be used as an integral part of a larger activity where the focus is on something else such as language practice, acting out, or speaking (Harmer, 2004: 33). Writing is represent of ideas into composing words become sentence, then sentence become paragraph. In this research, writing is focused on write simple pattern sentence. The pattern of simple sentence usually consists of subject, predicate, and object (optional).
G. Graduating Paper Organization In this section, the writer discusses about some parts of graduating paper organization. Chapter I is introduction, consists of the background of
the study, problems of the study, limitation of problem, objectives of the study, benefits of the study, definition of key terms, and graduating paper organization. Chapter II discusses about review of related literature, it contains of previous studies and related theories. Chapter III is method of research, consists of school and students profile, research methodology, the role of this research, technique of collecting data, and analysis of data. Chapter IV describes about research finding and discussion, consists of implementation of CIRC method and pictures and description of students‟ writing skill improvement. Chapter V is closure, it contains conclusions and suggestions.
CHAPTER II REVIEW OF THE RELATED LITERATURE A. Previous Studies The researches which almost same with writer‟s research has ever been done by other researchers. First, the research entitled “Using an Analytical Rubric to Improve the Writing of EFL College Students” by HuiChuan Liao and Lina Hsu, 2014, the students of National Kaohsiung University of Applied Sciences, Taiwan. This research had purpose to improve students‟ writing skill trough analytical rubric which used as both the writing guide and the scoring criteria. The object of this research was EFL College students. It was a descriptive quantitative research which using ANOVA to analyze the data and t-test in addition to descriptive statistic. Data were collected using a self-reported questionnaire and pre-, mid-, and post-test writing. Besides that, error feedback and writing comments from other students are used to support collecting data. From that, students would be motivated toward English writing so improved their writing performance. The secondary was taken from journal of University of Macau, China by Sylvia Sao Leng Ieong, 2003. The title was “Using Picture Dictation Exercises for Practising All Four Skills”. This research had purpose to make students mastering four skills; listening, speaking, reading, and writing using picture dictation. The object of this research was pre-intermediate students of China. It was a classroom action research. This research focused on choosing or preparing a text in clear visual terms so that it can be used for picture
dictation, which involves learners in all four skills of listening with attention, fun and interest, speaking with confidence, reading with care and purpose and writing with accuracy. Data were collected from the result of students‟ assignment: drawing a picture (from listening), writing the story by their own sentence, and retelling story (reading and speaking). The differences between the writer‟s research paper and the other researchers above were the writer‟s research focused on the implementation of CIRC method and pictures, while research from Hui-Chuan Liao and Lina Hsu focuses on the analytical rubric, but the object is same, that is improve students‟ writing skill.
Then, the research from Sylvia Sao Leng Ieong
focuses on the same media that is picture, but the object is different. The writer focused on only one skill that is writing. While Sylvia‟s research focused on the four skills that are listening, writing, reading, and speaking. Beside that, the writer used method of language teaching to support the media which is used. B. Related Theories 1. Cooperative Integrated Reading and Composition a. Cooperative learning Cooperative learning is a method of instruction that has students working together in groups, usually with the goal of completing a specific task. This method can help students develop leadership skills and the ability to work with others as a team. Cooperative learning refers to a variety of teaching method in which students work in small groups to help
one another learnt academic content. In academic classroom, students are expected to help each other, to discuss and argue with each other, to access each other‟s current knowledge and fill in gaps in each other understands (Slavin, 2005: 4). The role of classmates very helpful to develop students‟ interesting and motivation in the course. They may feel shy when asked anything that they are not know to the teacher than to their friends. It overcomes the students who have less confidence. It is why cooperative learning is important for students. Support from Vygotsky's theory of constructivism has put the importance of cooperative learning model. Vygotsky's constructivism emphasizes that knowledge is built and constructed mutually, learners within the context of sociohistories.Involvement with others opens the opportunity for them to evaluate and improve comprehension. In this way, the experience in a social context provides an important mechanism for the development of students‟ thinking. (Suprijono, 2011: 55). From Vygotsky‟s theory, it can conclude that cooperative learning has many advantages for students, such as build and construct knowledge, evaluate and improve students‟ comprehension, and develop students‟ thinking. Students who learn cooperatively have high responsibility than others, it means that they have to finished their work, because each student in group certainly has responsibility. Cooperative learning has several methods which often used by teachers. There are five methods of Cooperative learning according to Slavin:
1) Student Team Achievement Division 2) Team Game Tournament 3) Jigsaw II 4) Team Accelerated Instruction 5) Cooperative Integrated Reading and Composition(Slavin, 2005:11) Those methods often implemented on the teaching-learning activity from elementary up to senior high school even in the college. They emphasize on the grouping students in order to make students learn cooperatively. From cooperation, students can share their idea as a contribution of individual responsibility in group. For example, STAD and JIGSAW II, although students take a group working, but each member responsible to answer the assignment. Then, if their group do their assignment well, teachers give reward for that winner group. b. Cooperative Integrated Reading and Composition (CIRC) Method CIRC is a comprehensive program for teaching reading and writing in the upper elementary and middle grades (Slavin, 2005:16). In CIRC, teacher use novels or basal readers. Students are assigned to team composed of pairs of students from two or more different reading levels. The point of CIRC is instruction in reading comprehension, integrated writing, and language arts using writing process approach. Heterogeneous teams are composed of members of at least two different reading groups who read to one another, practice spelling and vocabulary words, and write a sentence related to the topic of the
course or also write the main idea of the story if the topic is about genre. As Slavin (2005: 18) Team members receive points based on individual performance on quizzes and composition which are "added" to produce a team score. Achievement criteria are specified; teams that meet the criteria receive certificates. Reward is needed when the students be able to do the assignment from teacher. It can influence students‟ learning motivation. It is not just about what they attained, but also how to engage students to be active in the classroom. Related to that, the stages in this method can help students to increase their brave and activeness during learning process. Learning stages in the CIRC by Suprijono (2011: 130) are as follows: 1) Forming groups of four members in heterogeneous 2) Teacher giving a discourse/ clipping/ other tasks in accordance with the topic of learning 3) Students work together to read each other, finding the main ideas or discussing the point/problem of task and give feedback on discourse/ clipping/ other tasks, and then write sentence or paragraph on paper. 4) Presenting/ read the results of the group 5) Teacherand students make conclusion together 6) Closing The reason why grouping students heterogeneously is to make the balance group‟s power of each group. The students who less confident are helped by their friends who have high mental. The material that disscussed not only text or story, but also can be made from sentence then students identify it. After that, students asked to write sentence or paragraph which should to present in front of class.
All of these measures, the teacher may add to or modify, in accordance creativity of each teacher. c. Advantages of using CIRC According to Suyitno (2005: 6), CIRC method has many advantages for students and teacher, there are: 1) CIRC is ideal to enhance students' skills in problem solving to solve problems 2) The dominance of the teacher in the learning decreases 3) Students are motivated on the results carefully, because working in groups 4) Students can understand the meaning of questions and check each job 5) Helping weak students 6) Improving learning outcomes especially in solving the problem in the form of problem-solving 7) Experience and learning activities students will always be relevant to the child's developmental level 8) All learning more meaningful for the students so that the learning outcomes of the students will be able to last longer. From the explanation above, the writer can conclude that some advantages of CIRC are students can solve the problem, help the weak students, increase students‟ activeness, and others. All those advantages are gotten by students if they did the CIRC program seriously and teacher be able to give direction for them. d. Weaknesses of using CIRC Each method of language teaching has disadvantage, likewise CIRC. Suyitno (2005:6) add two weaknesses of CIRC: 1) Requires substantial time
2) It is difficult to set the class to be quiet so that the classes tend to be crowded If the teacher not to be able organize students, it can make teaching-learning activity is not effectively, but weakness of CIRC is not too influence teaching-learning process in the classroom. It depends on creativity of teacher to carry the methods are used. That is why they must have pedagogical skill as a teacher. 2. Picture a.
Medium of Teaching The basis of the teaching - learning activity in the classroom is making communication itself between teacher and students, they are sharing opinion each other to increase ideas and knowledge. In the communication process often creates a problem, so it can cause the communication results are not efficient. One attempt to overcome that is by using the medium of teaching, in this case the medium of language teaching. Association for Education and Communication Technology (AECT) define that medium is all forms which used for a process of information distribution. .... Medium is something that is channeling messages and can stimulate the mind, feel, and the willingness of the audience (students) so it can encourage the learning process of themselves (Usman and Asnawir, 2002:11). From the explanation above, the writer can say that medium teaching is all forms which is used by teacher in the classroom to convey the information or message, so it can stimulate the students‟
willingness of the course. By using medium, it helps teachers to develop their creativity to extend the material for students. Medium also make circumstance of the classroom is not monoton. This caused students‟ interest is advance. Rudi Bretz (1977) as quoted by Usman and Asnawir (2002:27) classifies the main characteristic of the medium in the eight classifications: audio-visual motion; audio-visual silence; audio-semi motion; visual motion; visual silence; visual of audio-semi motion; and print. Students can receive the message through these medium if teachers use it appropriate with the necessary and material. Therefore, teachers must be able to choose a good and suitable media to teach their students. Along with the steady of these conceptions, functions of medium are not only as model/assist tools, but as carriers of information or message of teaching to students (Usman and Asnawir, 2002:24). Dick and Carey as quoted by Usman and Asnawir (2002:126) states that there are four criteria in the selection of medium: 1) The availability of local resources, it means that if the media is not found on the source, then it should be bought or made their own; 2) Whether to buy or producted itself has available funds, personnel, and facilities;
3) Factor is related on the flexibility, practicality, and durability of the medium which is used for long time, it means can used anywhere and anytime; 4) The effectiveness and cost for long time, even if it seems expensive but probably cheaper than any other medium that can only be used for disposal However, teachers can ask to the students about the selection of medium. By sharing information about this, students feel that they involve on the lesson plan and programs of education. Besides, the medium is suitable for students‟ necessary. b.
Definition of Picture Picture is one of media of language teaching which easily to get it, cheap, helpful, and easily to understood. Usman and Asnawir (2002:47) state that picture is the original form of reproduction medium in two dimensions. It is an effective visual tool because it can be visualized that will be described in more concrete and realistic. Through picture, students comprehend the meaning easily because it is like a real things. They also can predict the action of object in the picture or may determine the message of picture directly. All ESL writing teachers can find a valuable resource in picture: drawings,
photographs,
posters,
slides,
cartoons,
magazine
advertisements, diagrams, graphs, tables, charts, and maps (Raimes, 1983: 27). Pictures are needed also easily to looked for from the internet.
Using picture as a topic for several writing classes not only to develop a wide variety of tasks but also a sequence of task, gathering more vocabulary, knowledge of idiom and sentence structure, and organizational skills as they proceed (Raimes, 1983: 34). The picture can be used as a guidance for students to discuss a cultural phenomenon and their own experience related to the topic. Usman and Asnawir (2002: 49-50) explained that choose a good picture is required the following things: 1) The authenticity of picture, avoid using counterfeit picture. 2) Simplicity, especially in determining the color. Keep students interested in the picture used. 3) Forms of items, students receive the proper response of objects in picture. 4) The pictures are used let show the point is being discussed or being done. 5) Pay attention the value of photography. 6) The artistic aspect is also noteworthy. 7) The picture must be quite popular, it is known by students in part or in its whole. 8) The image should be dynamic, it showed a specific activity. 9) The image should carry a message that is suitable for teaching purposes are being discussed. All manner to choose pictures above are very useful for teachers. Teachers can use this media for students group or students individual working. The selection of picture must be pay attention. Such determining the color, if its color too incisive, students‟ interesting is not arise. The important to select the picture is it must suitable with the material and can carry themessage to students.
c.
Advantages of Picture When using picture as media of language teaching, it has some advantages, which are: 1) More concrete and realistic to raise the point, if compared with verbal language. 2) It is beyond space and time. 3) To overcome the limitations of the eye. 4) Clarify the problem in any field, and can be used for everyone regardless of age (Usman and Asnawir, 2002: 50). Besides that, if teachers use the interesting picture may stimulate students‟ motivation to learn more about the topic or event being present. It also can influence the students‟ comprehending the meaning or message of picture.
d.
Disadvantages of Picture However, picture has some disadvantages when it uses as media of language teaching. Usman and Asnawir (2002: 50-51) decribe it, that are: 1)
Teachers‟ explanation may different with interpretations according to each student‟s knowledge.
2)
The material which coveredis not complete enough, because picturejust showing the eyes sensory perception.
3)
Students who sit in the behind can not see the picture clearly than students who sit in the firts line.
When the picture is shown to students, they may have different imagination or interpretation automatically. To overcome this problem, teacher should to explain clearly before giving the picture for students. The other problem is when the picture is too small, it makes students who sit in the behind cannot see it clearly. Teacher should to make it bigger or reduplicate it.
3.
Writing a.
Definition of Writing In the language learning, students learn some of language skill. There are four language skills: speaking, writing, listening, and reading. Writing is one of language skill that should be given for Junior High School. In this chapter, the writer tries to explain the definition and purpose of writing. Some definitions are given by linguists about writing. According to Gelb (1952: 11), writing began at the time when man learned how to communicate his thoughts and feelings by means of visible signs; understandable not only to himself but also to all other persons more or less initiated into the particular system. It means that the person must be able to represent his thoughts for reader when he wrote.Furthermore, the reader know what the writer‟s mean and it can help what the reader needed.
Other linguists, White as quoted by Nunan (1989: 36) said that:
Writing is not a natural activity. All physically and mentally normal people learn to speak a language. Yet all people have to be taught how to write. This is a crucial difference between the spoken and written forms of language. There are other important differences as well. Writing, unlike speech, is displaced in time. Indeed, this must be one reason why writing originally evolved since it makes possible the transmission of a message from one place to another. From White‟s statement, the writer can said that there is crucial difference between writing and speaking, it is about whether natural or unnatural process of them. It makes students think that writing rather difficult than speaking. According to Prior as quoted by Hyland (2002: 31) observes: actually writing is formed of tools (material and semiotic) and populated with others (past, present, and future).Writing does not stand alone as the discrete of a writer, but emerge as an influence of many streams of activity: reading, talking, observing, acting, making, thinking, and feeling as well as transcribing words on paper. The notion of writing is people not write directly without experience a long time process and through by various activities. When people write, they have to know the time of event. Such it is took place on the present, past, or future. Thus, the result of their writing is good and interesting. b.
Purpose of Writing
The purpose of writing, in principle, is the expression of ideas the conveying of a message to the reader; so the ideas themselves should arguably be seen as the most important aspect of the writing (Penny Ur, 1996: 163). It means that purpose of writing is express writer‟s idea to carry the message for reader. Then it useful for reader in the future. Most of such writing activities result the real purpose tasks (teacher can predict their students will probably need to perform at some stage) versus invented purpose tasks (however engaging, are unlikely to be directly relevant to their students‟ future needs) (Harmer, 2004: 39). Teacher should to know what the students‟ needs when they got an assignment to write sentences or paragraph. Then inform to students, what the purpose of their writing. From it, certainly students do the assignment disciplinary. 4. Simple Past Tense a.
Simple pattern sentence The meaning of simple pattern sentence is described by some linguists. This pattern is the basic of all sentences, before continue to the compound then complex sentences. Simple pattern sentence is also called independent clause, consist of a subject and a verb, and it states the complete thougths (Risdianto, 2010: 38). The first thing which people have to know that
sentence is understood by involved subject and verb. Both have importance wich related each other. From subject and verb, people understand what happen at that time, and they respond it directly. Bossone (1981: 4) said that ... you will have found the two basic elements in all sentences: the subject and the verb. The subject will name who or what is involved, and the verb will tell you what is happening in the sentence. Subject and verb are related each other. They support the sentence by explained the meaning of a sentence. The subject refer to who or what an agent of the sentence. While the verb explained the action or event of the sentence. In English, the structure of a basic sentence is relatively easy to teach because English has rigid word order. Hinkel (2004: 65) states that: The essential sentence elements and their position relative to one another are sometimes called slots, and in many sentences some slots can be empty (the verb is intransitive –does not require an object). However the verb slot is never empty because verbs are required for all sentences to be grammatical. The verb is devided into two parts, transitive and intransitive verb. Transitive verb require object such as send, give, and sell. Wheras intransitive verb does not require object or adjective for a sentence to be grammatical such as sleep, cry, and jump.
In general, the breakdown of a sentence into ordered and sequential slots is based on three fundamental principles. Hinkel clarified that: The first principle states that sentence units occur not in isolation, but in relationship to other sentence elements (Hinkel, 2004: 66). This is a table of a minimal sentence example: Table 2.1 Minimal Sentence Sentence Slots Subject
Verb expand. proliferate.
Particles Commercials
evolves. rises.
Computer technology The temperature (Hinkel, 2004: 66)
The second principle, the contexts in which sentence elements occur determine the variation among them. The third principle of the unit organization in a sentence specifies that sentence elements are organized according to a hierarchy based on their importance for a sentence to be grammatical (Hinkel, 2004: 68). This is a table of the basic sentence example: Table 2.2 Basic Sentence Sentence Slots Adverb/ prepositional phrase
In the evening/ Every day
Subject noun They/ Students/ Group Members
Predicate verb
Object noun
study (intransitive, optional object) review (transitive,object
class materials
required) (Hinkel, 2004: 68)
b.
Simple Past Tense Simple past tense used to state the past event (Risdianto, 2010: 77). For example, Marry brought her English book. According to Quirk et al., as quoted by Hinkel (2004: 148) verb used in the past tense refer to actions, events, or states that took place or existed in the past and no longer continue in the present. It means that verb in past tense (verb2) refer to specific pasttime activities and it is not happen again in the future. The pattern of simple past tense form of to beis in the table below: Table 2.3 Statement of Simple Past Tense in Form of to be Positive Statements
Negative Statements
Interrogative Statements
I was
I wasn‟t
Was I?
He was
He wasn‟t
Was he?
She was
Shewasn‟t
Was she?
It was
It wasn‟t
Was it?
You were
You weren‟t
Were you?
We were
We weren‟t
Were we?
They were
They weren‟t
Were they?
(Risdianto, 2010: 79)
The past form of verbs are regular verbs, take the marker –d or – ed and irregular verbs. Complete lists can found in practically every ESL grammar book or dictionary (Hinkel, 2004: 147).
Irregular verbs can not recognized from markers, but it can memorized or understood by accustom in using it. The pattern of simple past tense form of verb is in the table below:
Table 2.4 Statement of Simple Past Tense in Form of Verb
Verb Invinitive
Work
Eat
Positive Statement
Negative Statement
Interrogative Statement
I worked
I did not work
Did I work?
He worked
He did not work
Did he work?
She worked
She did not work
Did she work?
It worked
It did not work
Did it work?
You ate
You did not eat
Did you eat?
We ate
We did not eat
Did we eat?
They ate
You did not eat
Did they eat?
(Azar, 1992: 19)
From the table 2.3 and 2.4, the writer summarize that: Simple past tense form of to be (see table 2.3): (+) I/He/She/It + was + noun/adj They/We/You + were + noun/adj (-) I/He/She/It + was not + noun/adj They/We/You + were not + noun/adj (?) Was + I/He/She/It + noun/adj
Were + They/We/You + noun/adj For example:
(+) You were beautiful (-) You were not beautiful (?) Were you beautiful?
Simple past tense form of verb (see table 2.4): (+) I/He/She/It/They/We/You + verb 2 + object/complement (-) I/He/She/It/They/We/You + did not + verb 1 + object/complement (?) Did + I/He/She/It/They/We/You + verb 1 + object/complement For example:
(+) The students learnt about tenses (-) The students did not learn about tenses (?) Did the students learn about tenses?
The consistent usage of a tense in a context framed by adverbial phrases or other types of time switch markers is important to establish textual cohesion in the flow of discourse and information (Hinkel, 2004: 149). In the using of simple past tense, it can adding adverb or types of time to emphasize that the event of sentence was happen on the past. The switch time can take many forms, such as adverbs and phrases (eg., now/then, today/at that time, currently/in the past, in
today‟s society/in the early days) as well adjectives (e.g., new/old, recent/past, current/previous/early) or even other verbs with a different tense (Hinkel, 2004: 150). Based on the statement, the writer can say that sometimes, simple past tense also need an adverbial of time, such as the following example: 1) Mary walked downtown yesterday. 2) I slept for eight hours last night. 3) I ate breakfast this morning.
CHAPTER III METHOD OF RESEARCH A. Research Setting 1. General Description of Location The research was held in SMP Al – Uswah Semarang. The basic of this school is islamic which is one location with Islamic Boarding School. The school is under of foundation, namely Al-Uswah Islamic Boarding School Foundation.It is located in the rural area of Semarang Municipality, at Mr. Koesbiono Tjondro Wibowo Street, Pakintelan. This school is in Gunungpati Sub district and it is about 8 km southward of UNNES. This school was established and started to operate (teaching-learning activity) in academic year of 2000/2001. It was built on a land area of 10.630 m2 with a building area of 8000 m2. SMP-Al-Uswah has some visions and missions. The visions are “Sturdy in Faith and Piety” and “Progress on Knowledge and Technology Science”. Whereas, the missions are: develop students‟ competence and teachers‟ professionalism, optimize the teaching learning
process
to
increase
students‟
academic/nonacademic
achievement, and others. It also has purpose to: form students‟ bahaviour become “Akhlaqul Kharimah”, develop the learning instruments which appropriate with local or national necessary, and others.
The school has three classrooms consist of first grade, second greade, and third grade. The other rooms are library, computer laboratory, science laboratory, and teacher room. Whereas counseling, UKS, and OSIS room still become one area. This school has 23 staffs, consist of 20 teachers and 3 clericalists. In academic year 2014/2015 this school has 67 students (see appendix 1). 2. Research Schedule There is the sequences of research are done by researcher, it can see on the table below: Table 3.1 Research Schedule No
Activities
Time
1
Preparing the research proposal
January, 7th 2015
2
Propose to the Headmaster of SMP Al-Uswah‟s permission to take the research in there
January, 13th 2015
3
Observe the teaching-learning process between English teacher and eighth grade students
January, 19th 2015
4
Interview to the English teacher and take data questionnare for eight grade students
January, 19th2015
5
Cycle 1 implementation
January, 26th 2015
6 7 8
Cycle 2 implementation Data analysis Concluding the research
February, 3th 2015 August 2015 August 2015
B. Research Methodology
In this research methodology, the writer uses Classroom Action Research (CAR). 1.
Definition of CAR Some definition about CAR is described by linguists. They are: a.
According to Stephen Kemmis as quoted by Hopkins (1993: 44), Classroom Action Research is a form of self-reflective enquiry undertaken by participants in social (including educational) situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations in which the practices are carried out.
b.
Whereas, Dave Ebbut as quoted by Hopkins (1993: 45) states that CAR is about the systematic study of attemps to improve educational practice by groups of participants by means of their own reflection upon the effects of those actions.
c.
The third is from John Elliot as quoted by Hopkins (1993: 45), CAR might be define as „the study of social situation with a view to improving the quality of action within it.
d.
The last come from Suhardjono (2006: 58), define that CAR is action research that carried out with purpose to repair the quality of learning practice in the class.
From the definitions above, the writer can conclude that CAR is educational research that undertaken by teacher (researcher) in order to improve quality of learning, social practice, and other aspect of education in the class. Through CAR, the writer can know students‟ ability: what they are needed, how far they understand about the material, and what the way of their study.
In Classroom Action Research, the writer
focuses attention on a problem or question about classroom. 2.
Characteristics of CAR There are two main characteristics of CAR, those are: first, the problem will be carried is the teacher‟s problem which is faced in the classroom. Second, there is certain action to repair the process of teaching-learning in the classroom (Supardi, 2006: 108-109). Those characteristics will support the success of CAR, that is improve the quality of learning. If the teacher (researcher) does not know what are the students‟ problems in the class, automatically there is no certain action which aprropriate with students‟ needs, so objectives of CAR will not attained.
3.
Principles of CAR Hopkins (1993: 57) suggest the following six principles for CAR: a. The teachers‟ primary job is to teach, and any research method should not interfere with or disrupt the teaching commitment. b. The method of data collection must not be too demanding on the teachers‟ time.
c. The methodology employed must be reliable enough to allow teachers to formulate hypotheses confidently and develop startegies applicable to their classroom situation. d. The research problem undertaken by teachers should be one to which the are committed. e. Teacher-researchers to pay close attention to the ethical procedures surrounding their work. f. As far as possible classroom research should adopt a „classroom exceeding‟ perspective.
By comprehend those principles above, CAR researchers are expected to be able overcome the problems occur in the class and help students to develop their progress during learning activity. The problems of those usually are the lack of students‟ spirit to follow the process of CAR, teachers‟ unconvident during undertaken the CAR, and others. 4.
Procedures of CAR The writer carried out the research for two cycles. They called cycle 1 and cycle 2. Cycle 1 was held on January 26, 2015. Whereas Cycle 2 was held on February 3, 2015. This is a figure of CAR cycles:
Figure 3.1 Model of CAR (Kemmis & McTaggert in Howden: 2014)
a.
Cycle 1 1) Planning The writer would organize some preparations to start the action (the teaching-learning process using CIRC method and picture), such as : a)
Interview to their English teacher.
b) Observe the school especially class to know how to teach the eighth grade students and how much the capability of students. c)
Give data questionniare for the eighth grade students.
d) Adjust and determine the material will be teach based on the syllaby from the English teacher, it is simple past tense (positive statement). e)
Make cycle 1 lesson plan with English teacher guidance.
f)
Prepare teaching instrument.
2) Action The action was realization of language teaching using CIRC method and picture in writing skill. The teachinglearning process is divided into some sections based on the lesson plan: a)
Give pre-test 1 for students.
b) Explain the material using CIRC method and picture. c)
Give the opportunity for students to ask question.
d) Give the group assignment for students. e)
Give the opportunity for students to present their assignment.
f)
Give post-test 1 for students.
3) Observation The writer invited an observer to observe activities of teacher and students, it was wrote in observation sheet that explain about steps of teaching-learning activity which suitable of the lesson plan, the inhibit factors, support factors, and the solution. It also explain the students‟ responses to the teacher or the opposite. The lists of observation sheet of the activity in the class (see appendix 2), include: a)
Give greeting for students before start the lesson.
b) Pray together before start the lesson. c)
Check the students‟ attendance.
d) Apperception. e)
Inform the learning objectives.
f)
Explain about simple past tense on positive statement.
g) Use CIRC method and picture to teach simple past tense. h) Ask students to present their assignment i)
Give reinforcement for students.
j)
Make conclusion together.
4) Reflecting
In reflecting, the writer reflect on, evaluate, and describe the effects of the action. The action of cycle1 was reviewed by writer, observer, and the English teacher. This described about problems and real issue in action. It also seeks to memorize sense of process Moreover, the purpose of reflection is to understand the issue which have explored more clearly and decide to do further cycles of action research in order to improve the situation. Students minimum score (KKM) was 70. It means that students passed the test when students‟ score was 70 or above. The writer expected that 85% students could pass the test in the cycle 1. When the number of students who pass the KKM was below from 85%. Writer would take the cycle 2 in order to reach 85% students who passed the KKM. b. Cycle 2 1) Planning The writer would take planning of Cycle 2 as some steps include: a)
Reselect the material by disscussing with the English teacher
b) Choose simple past tense on positive, negative, and interrogative statement as the material for students.
c)
Make lesson plan of cycle 2 and prepare teaching instrument.
2) Action The action of cycle 2 is almost similar with cycle 1, the activities are: a) Give pre-test 2 for students. b) Explain about simple past tense on positive, negative, and interrogative statement. c) Give post-test 2 for students. 3) Observation The writer invited an observer again to observe activities of teacher and students, it is wrote in observation sheet. The lists were similar with cycle 1. 4) Reflection The
writer
evaluated
the
students
writing
skill
improvement. After teach, the writer make a consultation with English teacher. English teacher gave suggestion and advised for the future teaching performance. Besides, the writer asked about the students writing progress according to the English teacher. When the English teacher felt that the writer‟s research was not enough, the writer would to conduct cycle 3. However, when the expectation of writer was not
achieve, the result of cycle 2 was below than 85%, the writer would to conduct cycle 3.
C. Objects of research The research objects in this study werethe eighth grade students of SMP Al-Uswah in academic year 2014/2015. They were in the second semester of the year. The numbers of students were 28 students. They studied English four times a week in class lasting 40 minutes in each session. D. Techniques of Collecting Data In collecting data, it was conduted trough several steps: 1.
Observation The writer got the headmaster‟s permission to collect data by doing observation in the school, it was January 13, 2015. After the permission was given, the writer met the English teacher to make appointment to do the observation. Then, the writer observed the teaching-learning activity in the classroom to know how to teach the eighth grade students and how much the capability of students.
2.
Interview and Questionnaire The writer interviewed the eighth grade‟s English teacher at January 19, 2015. Beside that,the writer also gave data questionnaire for students. Interview and questionare had function to know the problems of teacher (when the teacher teach English for the eighth
grade students) and students (when students learn English in the classroom) (see appendix 3). During took an interview with teacher, the writer asked all about eighth grade. Such as how much the “KKM”, what was the syllabus, and what the material was given. Then the writer checked off it with the material which used in the research. Between writer and teacher, they agreed that the material which used was “Simple Past Tense”, it included in Recount and Narrative point. 3.
Test The writer used pre-test and post test. Pre-test gave for students before the lesson (implementation of CIRC and picture) was begin. Whereas post-test gave for students after the teaching-learning activity. Those were, pre-test and post-test, used to know the differencess of students‟s comprehension in writing simple past tense between before and after the teaching-learning activity (see appendix 4).
4.
Documentation The writer took documentary during research, to add data collection. The documents were profile of school, list of eighth grade students‟ name (see appendix 5), syllabus (see appendix 6), printed material (see appendix 7), pre- and post-test answer sheet (see appendix 8), the students‟ score (see appendix 9),and photos (see appendix 11).
E. Role of the Research In this research, the writer as a teacher. It was agreed by the English teacher and the headmaster. To observe the process of learning (research), the writer invited an observer of research. The observer of research was one of student at IAIN Salatiga, named Nurul fadilah. She was in English Education Department 2011th. F. Analysis of Data To find out the effectiveness of the implementation of CIRC method and picture to improve students‟ writing skill. The writer analyze the data using qualitative and quantitative research. 1. Qualitative Data The qualitative data of this research consists of interview, data questionnare, and documentation. Those are used to analyze data by descriptive technique. 2. Quantitative Data The quantitative data of this research are the result of pre- and post-test from Cycle 1 and 2. Those were analyzed by statistical technique: a. Mean calculation Mean is the technique to calculate the average of the students‟ score. The formula is: M= Note:
M
: Mean
∑ Fx : The sum of student‟s score N
: The total number of students
b. Deviation Standard (SD) Calculation As Hartono (2004: 167), the formula used to calculate SD is as follow: SD = √
(
)
Note: SD
: Deviation Standard for one sample t-test
D
: Different between pre-test and post-test
N
: The total number of students
c. T-test Calculation After calculate the SD, the writer will calculate t-test with = 0,05 which the t-table = 2,76. As Hartono (2004: 167), the formula of t-test as follow: (
to =
(
√
) )
Note: to
: T-test for the differencess of pre-test and post-test
SD
: Deviation Standard for one sample t-test
D
: Different between pre-test and post-test
N
: The total number of students
d. Percentage Calculation The percentage calculation shows the class percentage of students who pass the KKM. The formula is: P=
x 100%
Note: P= percentage of students who pass the KKM F= number of students who pass the KKM N= total number of students
CHAPTER IV RESEARCH FINDING AND DISCUSSION In this chapter, the writer explaine about the implementation of research and description of students‟ writing skill improvement . These answer the problems of this research. A. Implementation of CIRC Method and Pictures In this implementation of research, the writer devide it into to cycles. They called Cycle 1 and Cycle 2. Each cycle consisted of planning, acting, observing, and reflecting. 1. Cycle 1 a.
Planning In this activity, the writer planned some activities: 1) Prepared the material of teaching that was simple past tense in positive statement. 2) Prepared the lesson plan as a guidance in teaching-learning activity (see appendix 10). 3) Prepared the students‟ list attendance. 4) Prepared the teaching instrument, it was pictures and example of simple past cards. 5) Prepared pre- and post-test for students. 6) Prepared the observation sheet.
b.
Acting
The writer did the research on Monday, January 26 th 2015 at 07.05. It was in the class of VIII which consists of 26 students because 2 students were not present. The condition of class was quiet when the English teacher, the writer, and the observer came to the class. Then the English teacher gave greeting for the students and introduced writer and observer. Furthermore the writer just introduced the observer, because last week, when the writer observed the learning-teaching activity in the class, she was introduced herself. Before started the lesson, the writer gave pretest for students. After it, the writer explained simple past tense. The situation was follow: Mrs. Chabibah
: “Assalamualaikum Wr. Wb”
Students
: “Wa’alaikumussalam Wr. Wb”
Mrs. Chabibah
: “Good afternoon students. How are you today?”
Students
: “Good afternoon mom, I‟m fine, thank you and you?”
Mrs. Chabibah
: “I‟m fine too, thank you. Let‟s we start the lesson today by reciting basmallah together”
Students
: “Bismillahirrahmanirrohiim”
Mrs. Chabibah
: “Ok students. We have special guests. As
you
see, there are two students from IAIN
Salatiga.
Have you remember with mbak
Nurul?” Students
: “Yes mom, I masih ingat.” (“Yes mom, I still remembered)
Mrs. Cabibah
: “Kalau yang mbak satunya? Tahu tidak?” (“If the other girl? Have you know?”)
Students
: “Tidak tahu bu.” (“We don‟t know mom.”)
Mrs. Chabibah
: “Nah, nanti mbak Nurul akan memperkenalkan temannya dan mereka
akan
melakukan apa, biar mbak-mbak saja yang menjelaskan” (“Later Ms. Nurul will introduce her friend
and
what will they do, they will explain it for
you.”) Students
: “Ok mom”
Mrs. Chabibah
: “Ok, Ms. Nurul and Ms. Fadilah, time is yours”
Writer
: “Good morning class”
Students
: “Good morning miss”
Writer
: “Once more, you have less of spirit. Good morning class”
Students
: “Good morning miss”
Writer
:”Wow, that sounds morning spirit. It still in
the
morning, so you must answer my greeting
with
your power.”
Students
: “Miss, jangan pakai bahasa Inggris to,
tidak
mudeng miss.” (“Miss, don‟t use English. We don‟t understand.”)
Writer
: “Ok, I will use English and Bahasa.”
Students
: “Temannya namanya siapa miss?” (“Miss, what is your friend‟s name?”)
Writer
: “O ya, ini teman saya, yang akan
membantu
mengamati
mengajar kita
kegiatan selama
namanya Ms.Fadilah . Kami
belajarpenelitian,
dari
Salatiga akan melakukan penelitian
IAIN untuk
skripsi. Maka dari itu, kami mohon bantuan dari adik-adik kelas VIII agar penelitiannya berjalan lancar.” (“She is my friend who help me to observe teaching-learning
activity
during
the
research is going on, her name is Ms. Fadilah. We come from IAIN Salatiga and we will do research for our undergraduating
paper. Furthermore, we hope all of you can help us in order to do the research.”) Students
: “Jadi, di sini menjadi bu gurunya kita
miss?” (Thus, here you are to be our teacher miss?) Writer
: “ Yes, absolutely, but just during research.
Ok,
before we started the lesson, let me check
your
attendance first.”
Then the writer check students‟ attendance. Writer
: “Ok class, still remember the last
material?” Students
: “Yes miss, it is about simple past.”
Writer
: “Good! Do you know what is it?
Students
: “Yes miss, We know”
Writer
: “Would you like to explain what is simple
past
tense?”
Students
: “Kalimat yang menyatakan kejadian yang sudah lampau miss.” (Simple past tence is the sentence that
described Writer
the past event miss) : “Good! Anyone else who want to give an example of simple past tense?”
Students
:“Saya coba ya miss, I ate fried rice
yesterday” (“I will try miss, I ate fried rice yesterday.”) Writer
:“Yes, it is correct. I ate fried rice yesterday, adalah contoh dari kalimat simple past,
yang kemarin,
menyatakan
bahwa
ia
sudah
makan
dan tidak terulang lagi hari ini waktu selanjutnya.”
maupun di
(Yes, it is correct. I ate fried rice yesterday, is explain
the example of simple past tense which that she ate yesterday and no
repeated this time
or next time.) “Ok class, i give you an assignment, this is a pre-test. It consists of five questions, please
do
it by yourself.
Students
: “Sulit-sulit gak miss solnya?” (“Miss, are those questions difficult?”)
Writer
: “No, those are easy questions for you”
Then students did the assignment until the time is up. Writer
: “Ok class, the time is up, please submitted your work . Next, attention please...., now I want to use CIRC method and picture in this
learning process. Do you know what is CIRC? Students
: “I do not know miss.”
Writer
:”Ok, CIRC is the method to teach students,
it
corncern on group working. Fokus pada
kerja
kelompok” (“Focuses on group working.”)
Students
: “Jadi belajarnya berkelompok ya miss?” (Thus, it is learning cooperatively miss?)
Writer picture. Students
:“Yes, of course. Ok class look at this Do you know, what the boys did? : “Sedang salaman miss” (they are shaking hand miss.)
Writer
: “Yes, correct. They meet together because may they are a friendship. A word „meet‟ is Irregular or regular?
Students
:”Kayaknya irregular miss, verb 2 nya
„met‟“ (“It seems irregular miss, its verb 2 is „met‟”) Writer
:”Good, now I will devide you into seven groups”
Students
:”Berhitung miss?” (“Counting miss?”)
Writer
: “Yes, please count until seven. Ok, now I
give
you sentence cards, then discuss the verbs
are
used and adverb of time”.
Students
: “Miss, tapi kerjanya boleh bareng?” (“Miss, but can we doing it together?” )
Writer
:”Yes, you can. Mas Riki, please try to read
the
sentence!”
Student
: “Yes miss, „My teacher taught mathematics three days ago‟.”
Writer
: “Good, any past verb in your sentence?”
Student
:”Ada miss, The verb 2 is „taught‟”
Writer
:”Good, then I want give you post-test. This
is 5
question with the picture then make simple
past
tense in the answer sheet. You may not cheat
to
your friend.”
Writer gave the assignment to the students. Then, students did the assignment until the time was up. Writer
:”Ok, I‟ll give you ten minutes again.”
Students
:”Yes miss”
Then, the students continued did their assignment. Writer assignment in
:”Ok
class,
please
submitted
the teacher‟s desk .”
your
Then, the students submitted their paper assignments. The writer and students checked the right answer. Then the teacher gave summary of the lesson at the day. The students felt more enthuasiasm with the teaching-learning activity.
c.
Writer
:”Thank you so much for your participation
and
the attention to day. You did a great job
today.
Before we closed the lesson today,
let‟s saying
Hamdallah together.”
Students
:”Alhamdulillahirabbilaalamiin”
Writer
:”Assalamualaikum Wr. Wb”
Students
:”Waalaikumsalam Wr. Wb”
Observing In the Cycle 1, the writer get the notes observation from the observer. By observed the students‟ activity in this teachinglearning process, writer saw that the students felt shy to answer the question. It may caused the teacher was unfamiliar for them, so they must adapted with the teacher again. The time was conducted less effectively because the introduction and pre –test wasted a long time. It made students did the post-test hurry. The result of pre-test and post-test in cycle 1 as follow:
Table 4.1 Result of Pre-Test and Post-test Cycle 1 No
Name
Pre-test 1
Post-test 1
Y-X
(X)
(Y)
(D)
D2
1
Student 1
60
65
5
25
2
Student 2
40
45
5
25
3
Student 3
90*
95*
5
25
4
Student 4
65
85*
20
400
5
Student 5
95*
95*
0
0
6
Student 6
0
0
0
0
7
Student 7
85*
100*
15
225
8
Student 8
90*
100*
10
100
9
Student 9
15
90*
75
5625
10
Student 10
55
100*
45
2025
11
Student 11
60
100*
40
1600
12
Student 12
80*
95*
15
225
13
Student 13
95*
100*
5
25
14
Student 14
95*
95*
0
0
15
Student 15
0
0
0
0
16
Student 16
100*
100*
0
0
17
Student 17
20
60
40
1600
18
Student 18
80*
80*
0
0
19
Student 19
100*
100*
0
0
20
Student 20
95*
90*
-5
25
21
Student 21
100*
100*
0
0
22
Student 22
100*
100*
0
0
23
Student 23
30
60
30
900
24
Student 24
40
55
15
225
25
Student 25
90*
95*
5
25
26
Student 26
80*
100*
20
400
27
Student 27
20
35
15
225
28
Student 28
15
40
25
625
1795
2180
385
14325
∑
*Students who pass KKM
1) Mean Calculation of Cycle 1
a) Mean of pre-test 1 M1 = M1= M1= 64,1 b) Mean of post-test 1 M2= M2= M2= 77,8 c) Mean of pre-test 1 = 64,1 and mean of post-test 1 = 77,8 d) Mean of pre-test ≤ mean of post test From the calculation above, it can be concluded that there were some improvement toward students‟ writing skill after implementation of CIRC method and pictures. It was proven by students‟ mean test result comparison between pre-test and post-test in cycle I, the mean of pretest was 64,1 whereas the mean of post-test was 77,8. 2) Deviation Standard (SD) Calculation of Cycle 1 SD = √ SD = √ SD = √
(
)
(
)
SD = √ SD = √ SD = 17,9 3) T-test Calculation of Cycle 1 to =
(
)
(
)
√
to =
(
)
(
)
√
to = √
to = to = to = 3,92 a) T-test calculation was 3,92 b) T-table < t-test = 2, 76 < 3,92 The t-test showed that there was an improvement of CIRC method and pictures in students‟ writing skill. It can be seen in the calculation that t-test was higher than t-table. The t-table was 2,76 while t-test in cycle 1 was 3,92. 4) Percentage Calculation of Cycle 1 The calculation which shows the class percentage of students who pass the KKM was:
P=
x 100%
P=
x 100%
P = 67,86 % The score percentage of students who pass the KKM was 67,86%. It means that there were only 19 students who pass the KKM. However, 9 students could not pass the KKM. The target of writer was 85% of students could pass the KKM. It means that the successful of cycle 1 was not reached yet. Finally, the writer would take the Cycle 2 so that 85% students could pass the KKM. d.
Reflecting The writer analyzed the result of the action in the Cycle 1, it said that the writing skill improved (between pre-test 1 and pre-test 2). It can be known by mean of post-test, which is higher than the mean of pre-test. However, the improvement was so low. The students who passed the KKM in post test were 67,86%. The writer expected that 85% students could pass the KKM. The result of cycle 1 was below than the writer‟s expectation, 67,86% < 85%. By analyze the result of cycle I, the writer would conduct cycle 2. From the definition above, the writer examined some weaknesses of the implementation of cycle 1. Besides, from the observation, the writer found some suggestions that could be
applied to conduct cycle 2 so that cycle 2 would get better result than cycle 1. For example, the writer had to manage the material well, such as the picture which was used in the teaching instrument. Besides that, the writer also organized the time so the time can be used effectively. The writer was used the same method and media, that are CIRC and picture. Furthermore to teach writing simple past tense, the writer using with the different materials for the next cycle to get better result. 2. Cycle 2 The next cycle is cycle 2, it was based on the result of cycle 1. a.
Planning The writer prepared the instrument of research before the next of teaching-learning activity, that were: 1) Prepared the material of teaching that was simple past tense in positive, negative, and interrogative statement. 2) Prepared the lesson plan as guidance in teaching-learning activity. 3) Prepared the students‟ list attendance. 4) Prepared the teaching instrument, it was pictures and example of simple past cards. 5) Prepared pre- and post-test for students. 6) Prepared the observation sheet
b. Acting
The second research, namely cycle 2, was conducted on Tuesday, February 3th 2015 at 10.15. It was still in the class of VIII which consists of 27 students because 1 student was sick. The writer and observer came to the class when the class condition was noisy. The students silent directly and prepare their self in learning activity. Before started the lesson, the writer gave pre-test for students. After it, the writer explained about simple past tense in positive, negative, and interrogative statement. The situation was follow: Writer
: “Assalamualaikum Wr. Wb”
Students
: “Wa’alaikumussalam Wr. Wb”
Writer
: “Good afternoon students. How are you today?”
Students
: “Good afternoon mom, I‟m fine, thank you and you?”
Writer
: “I‟m very well, thank you. Let‟s we start the lesson today by reciting basmallah together”
Students
: “Bismillahirrahmanirrohiim”
Writer
:” Have you remember me?”
Students
: “Yeees, miss Nurul.”
Writer
: “Wow, thank you for remember me”
Students
: “Kembali kasih miss.” (“You are welcome miss.”)
Writer
: “Ok class, have you remember, the last week what we learnt about?”
Students
: “Maksudnya miss?” (“What do you mean miss?)
Writer
: “Maksudnya, pelajaran minggu lalu masih ingat apa tidak? Kita belajar tentang apa?” (“It means, have you remembered what we learnt about?)
Students
: “Owh, yes miss, masih ingat, tentang kalimat simple past tense” (“Yes miss, still remember, about simple past tense”)
Writer
: “Sudah pernah diajarkan bagaimana membuat simple past tense dalam bentuk negative dan interrogative?” (“Have you been taught how to make simple past tense in form of negative and interrogative statement?)
Students
:”Sudah miss, tapi sedikit.” (“Yes I have, but little”)
Writer
: “Ok, I want give you pre-test first”
Students
: “Oke miss, kayak kemarin kan?”
Writer
: “ya, hampir sama, tetapi ini ditambah bentuk negatif dan introgatif”
(“Yes, almost similar, but it adds into negative and interrogative statement) Students
: ”Owh, oke miss”
Then students did the pre-test until time is up. After that, they submitted the assignment. Writer
: “Now, we will learn about simple past tense in form of positive, negative, and interrogative.”
Then the writer writes the pattern of positive, negative, and interrogative simple past tense. Writer
: ”Please write this on your book!” “If we use verb, dengan kata kerja seperti met, listened, or cheated, gunakan did untuk kalimat interrogative atau tanya. If we use to be, was and were, maka gunakan was were juga untuk kalimat tanya.” (If any verb such met, listened, or cheated, so use did in interrogative sentence. If any to be, was and were, so use was were to in interrogative sentence)
Students
: “Miss, if any did, apakah verbnya kembali ke bentuk verb 1?” (“Miss, if any did, is the verb return to verb 1 form?”)
Writer
: “Of course!”
Students
: “oke miss, cara belajarnya masih yang pakai metode CIRC?” (“Ok miss, is the method of learning still use CIRC?”)
Writer
:“Yes, of course. Ok class, look at the picture. Do you know, what the mother did?
Students
: “Make a cake miss”
Writer
: “Yes, correct. There are mother, her son and daughter make a cake together. Can you make a negative statement?”
Then, one of students raising her hand. Students
: “Saya coba ya miss, tapi kalau salah nggak apaapa?” (“I will try miss, but if any error, does it matter?”)
Writer
: “It doesn‟t matter. Jangan takut salah, yang penting sudah mau berusaha.” (“It doesn‟t matter. Don‟t affraid to make a mistake, importantly, you have tried”)
Students
: ”Ok miss. My mother did not make a cake”
Writer
: “That‟s right, anything else? ada lagi?”
Students
:” Yang interrogative statement ya miss?.Did Doni and his mother make a cake?”
Writer
:”Great! Give applause for them.
Now
I will
devided you into seven group” Students
:”Kayak kemarin miss?” (“Like yesterday miss?”)
Writer
: “Yes. Ok, now I give you sentence cards, these consists of positive, negative, and interrogative sentence. Then discuss the verbs or to be are used and mention the sentence form and its change.”
Students
: ”Maksudnya kalimatnya positive, negative, atau tanya terus dirubah ke bentuk yang belum ada?begitu miss?” (“It means to mention the sentence whether positive, negative, or interrogative then change it into the other form? Is it right miss?)
Writer
: “Ya betul, itu tau, tanpa miss pakai Bahasa Indonesia” (“Yes, that‟s right, you know without I use Bahasa.”)
Then, students start to disscuss until they finished. The writer asked volunteer to present their assignment. Writer
: “Any volunteer to present your group result in front of the class?”
Students
:”I will try miss”
Writer
:”Ok, please attention to Mahardika”
Student
: “Hello friends, saya mewakili kelompok untuk mempresentasikan hasil kerja kami. (“ I represent our group to present the assignment.”) The sentence is: Last week, Ahmad sent you a letter. It is simple past tense positive form. The verb 2 is sent, verb 1 nya is send.” “Kemudian saya akan menuliskan perubahan kalimat positive ke dalam negative dan kalimat tanya.” (“Then I write the change of positive sentence into negative and interrogative statement”)
Then, Mahardika writes his answer on the whiteboard. After it, the writer and students clarify that together. Writer
:”Good, then I want give you post-test. There are 5 questions with the picture then make simple past tense based on the direction in the answer sheet. You may not to cheat each other.”
Writer gave the assignment to the students. Then, students did the assignment until the times up. Writer
:”Ok, I‟ll give you five minutes again.”
Students
:”Yes miss”
Then, the students continued did their assignment. Writer
:”Ok class, please submitted your assignment in the teacher‟s desk.”
Then, the students submitted their paper assignments. The writer and students checked the right answer. Then the teacher gave summary of the lesson at the day. The students felt more enthuasiasm with the teaching-learning activity. Writer
:”Thank you so much for your participation and the attention to day. You did the great job today. Before we closed the lesson to day, let‟s say Hamdallah together.”
Students
:”Alhamdulillahirabbilaalamiin”
Writer
:”Once more, thank you for your helping during our research. Terimakasih banyak atas bantuan kalian selama saya melakukan penelitian di sini.Good bye and Wassalamualaikum Wr. Wb”
Students
:”Good bye miss, Waalaikumsalam Wr. Wb”
c. Observing In the cycle 2, the writer‟s observation focused more to improve students‟ writing skill in simple past tense. The material was developed in negative and interrogative statement. In this second meeting, most of students showed their ability and idea when the writer asked about simple past tense. Moreover the writer be able to
organized her time during classroom. Thus, it made students did the assignment on time. Therefore, the timing management of teachinglearning activity was used effectively. The result of post-test in cycle 2 was more increase than pre-test in cycle 2. This similar with post-test in the cycle 2, it was more increase than post-test cycle 1. The following table of the result of Cycle 2: Table 4.2 Result of Pre-test and Post-test Cycle 2 Pre-test 2
Post-test 2
Y-X
(X)
(Y)
(D)
Student 1
100*
95*
-5
25
2
Student 2
60
70*
10
100
3
Student 3
75*
85*
10
100
4
Student 4
100*
100*
0
0
5
Student 5
70*
95*
25
625
6
Student 6
90*
100*
10
100
7
Student 7
80*
90*
10
100
8
Student 8
80*
100*
20
400
9
Student 9
75*
70*
-5
25
10
Student 10
60
95*
35
1225
11
Student 11
70*
100*
30
900
12
Student 12
65
95*
30
900
13
Student 13
70*
95*
25
625
14
Student 14
95*
95*
0
0
15
Student 15
85*
95*
10
100
16
Student 16
95*
100*
5
25
17
Student 17
60
90*
30
900
18
Student 18
100*
100*
0
0
19
Student 19
95*
95*
0
0
20
Student 20
100*
100*
0
0
21
Student 21
0
0
0
0
22
Student 22
100*
95*
-5
25
No
Name
1
D2
23
Student 23
85*
95*
10
100
24
Student 24
55
60
5
25
25
Student 25
70*
100*
30
900
26
Student 26
100*
95*
-5
25
27
Student 27
45
75*
30
900
28
Student 28
35
30
-5
25
∑
2115
2415
300
8150
*Students who pass KKM
1) Mean Calculation of Cycle 2 a) Mean of pre-test 2 M1 = M1= M1= 75,5 b) Mean of post-test 2 M2= M2= M2= 86,2 c) Mean of pre-test 2 = 75,5 and mean of post-test 2 = 86,2 d) Mean of pre-test 2 ≤ mean of post-test 2 From the calculation above, it can be concluded that there were some improvement toward students‟ writing skill after implementation of CIRC method and pictures in cycle 2. It was proven by students‟ mean test result comparison between pre-test and post-test in cycle 2, the mean of pretest is 75,5 whereas the mean of post-test is 86,2.
2) Deviation Standard (SD) Calculation of Cycle 2 SD = √
(
SD = √
(
)
)
SD = √ SD = √ SD = √ SD = 13,2 3) T-test Calculation of Cycle 2 to =
(
)
(
)
√
to =
(
)
(
)
√
to = √
to = to = to = 4,28 a) T-test calculation was 4,28 b) T-table < t-test = 2, 76 < 4,28 The t-test showed that there was an improvement of CIRC method and pictures in students‟ writing skill. It
can be seen in the calculation that t-test was higher than t-table. The t-table was 2,76 while t-test was 4,28. 4) Percentage Calculation of Cycle 2 The calculation which shows the class percentage of students who pass the KKM was: P=
x 100%
P=
x 100%
P = 89,29% From the calculation above, 89,29% students pass the KKM. There were 25 students who pass the KKM. Meanwhile, 3 students didn‟t pass the KKM. One student was not present and the others could not attain the KKM. It can be concluded that there was students‟ progress in their writing skill, especially in the simple past tense. Thus, the implementation of CIRC method and pictures to improve students‟ writing skill was successful. Besides, students increased their cooperatively during teaching-learning activity.
d. Reflecting All of the implementation of CIRC method and pictures finished to improve students‟ writing skill, especially in writing simple past tense. The data was taken from the action of Cycle 2 showed that
students had progress in their writing skill and it was proven from the calculation. The observer and English teacher agreed that between cycle 1 and 2 there was the systematic change which occur in the eighth grade students about their learning ways. The method and media of language teaching were chosen by means arise students‟ interesting and help students‟ problem, so they construct the comprehending of material. If students comprehended the material easily, they created an enjoyable learning circumstance for themselves. Likewise CIRC method and pictures, the writer chose them by means catch the students‟ interest, so they felt happy during the action of the cycles. The writer and English teacher felt pleasant and satisfied with the students‟ writing skill improvement. Students who pass the KKM were 89,29 %. The result of cycle 2 was above from the writer expectation. Writer expected that 85% students could pass the KKM. It meant that the result of cycle 2 higher 4,92% than writer‟s expectation. Eventhough, 3 students could not pass the KKM but the improvement was high. The result of cycle 2 showed that the implementation of CIRC method and pictures to improve students‟ writing skill was successfull. In conclusion, the writer did not need to conduct more cycle because the expectation of the writer was achieved. B. Description of Students’ Writing Skill Improvement 1. Test Analysis
The result of the whole test was compared to know the significant difference of the implementation. The following table is the result of pre-test and post-test both cycle 1 and cycle 2: Table 4.3 Result of Pre-test 1, Post-test 1, Pre-test 2 and Post-Test 2
1.
Student 1
Pre-Test 1 60
2.
Student 2
40
45
60
70*
3.
Student 3
90*
95*
75*
85*
4.
Student 4
65
85*
100*
100*
5.
Student 5
95*
95*
70*
95*
6.
Student 6
0
0
90*
100*
7.
Student 7
85*
100*
80*
90*
8.
Student 8
90*
100*
80*
100*
9.
Student 9
15
90*
75*
70*
10.
Student10
55
100*
60
95*
11.
Student 11
60
100*
70*
100*
12.
Student 12
80*
95*
65
95*
13.
Student 13
95*
100*
70*
95*
14.
Student 14
95*
95*
95*
95*
15.
Student 15
0
0
85*
95*
16.
Student 16
100*
100*
95*
100*
17.
Student 17
20
60
60
90*
18.
Student 18
80*
80*
100*
100*
19.
Student 19
100*
100*
95*
95*
20.
Student 20
95*
90*
100*
100*
21.
Student 21
100*
100*
0
0
22.
Student 22
100*
100*
100*
95*
23.
Student 23
30
60
85*
95*
No.
Students
Post-Test 1 65
Pre-Test 2 100*
Post-Test 2 95*
24.
Student 24
40
55
55
60
25.
Student 25
90*
95*
70*
100*
26.
Student 26
80*
100*
100*
95*
27.
Student 27
20
35
45
75*
28.
Student 28
15
40
35
30
*Students who pass KKM
The following table was the result of students‟ mean score in pre-test and post-test of each cycle: Table 4.4 Students’ Mean Score Total score
Pre-test 1
Post-test 1
Pre-test 2
Post-test 2
Students‟ Mean Score
64, 1
73,7
75,5
86,2
The following table was the result from t-test calculation of cycle 1 and cycle2: Table 4.5 Result of t-test Calculation Cycle 1
Cycle 2
0,005
0,005
t-table
2,76
2,76
t-test
3,92
4,28
The following figure below showed the students‟ score percentage who pass the KKM:
100%
89.29%
90% 80% 67.86%
70% 60%
71.43%
53.57%
50% 40% 30% 20% 10% 0% Pre-test 1
Post-test 1
Pre-test 2
Post-test 2
Figure 4.1 Student’ Score Percentage
The table and the chart displayed the improvement of the students‟ writing skill. The improvement was significant from cycle 1 and cycle 2. It means that the implementation of CIRC method and pictures can improve students‟ writing skill.
2. Observation Analysis The writer did the observation on January, 13th 2015, then the writer asked permission to the Headmaster of SMP Al-Uswah Semarang to conduct the research in there. The observation in this research was by used interview, questionnaire, and observation of teaching-learning activity in the eighth grade classroom. Those activities was on January, 19th 2015.
The writer interviewed the English teacher about the teaching problems when taught the writing subject for eighth grade. The main point of the interview was students‟ improvement of writing skill. Besides, the writer interviewed about target of success from this research, it was 85% from all of students. KKM must be achieved by students was 70 for English course. Thus, approximately 24 students were needed to achieve the success of this research. Then, questionnaire gave for students when the writer observed the teaching-learning process. The questions on this questionnaire refer to the problems of students faced when they write, the favourite manner of learning, and the form of assignment. It helped them to understand the material. After conducting cycle 2, the writer interviewed the students orally. Students also asked to give opinion about CIRC method and picture. They were happy with the usage of method and picture. The group working also motivated them to support their friends. They were enthusiastic to read more and discover new knowledge. The observation in the class had objectives to know how to teach the Eighth grade, and how far the capability of students in writing skill. From the explanation, it can be concluded that teaching writing by using CIRC method and picture were effective to interest students‟ motivation and learn cooperatively.
CHAPTER V CLOSURE A. Conclusions To end the study, based on the analysis of the data in pre- and post-test of Cycle I and II, the writer presents the conclusion in this chapter. The conclusion is useful for reader to make the generalization of the study. The conclusion can be described are as follows: 1.
The implementation of CIRC method and pictures are effective and can improve students‟ writing skill, especially in the simple past tense.
It can be proven by the data instrument such as
observation result that shows active students‟ participation. The result also indicate that in cycle 1, many students who cannot pass the KKM. Thus the writer conduct cycle 2 then find the progress from cycle 1 to cycle 2. Many students who pass KKM which suitable with the target of writer. Furthermore, the writer stop it and does not conduct cycle 3. The students seem more interested and motivated in writing a simple past. They also shows enthusiastic in the reading activity and actively evaluating other group presentation. Although sometimes they are still noisy. 2.
CIRC method and pictures are able to improve students‟ writing skill. It can be seen on the data result that shows 89,29% of students‟ score had passed the KKM. Students mean‟s score in the pre-test 1 is 64,1 and post-test 1 is 77,8 Then, students‟ mean
score in the pre-test 2 is 75,5 and post-test 2 is 86,2. Whereas, the percentage of students‟ mean score of pre-test 1 is 53,57%, posttest 1 is 67,86%, pre-test 2 is 71,43% and post-test 2 is 89,29%. The writer‟s target is 85% and the result of post-test 2 is 89,29%. Besides that, the t-test calculation also show that t-test > t-table (2,76) in each cycle. T-test in cycle 1 is 3,92 and t-test in cycle 2 is 4,28. From the definition, it can be meant that 25 of 28 students can pass the KKM after learning by using CIRC method and pictures. As the conclusion, the implementation of CIRC method and pictures to improve students‟ writing skill is success. B. Suggestions At the end of this chapter, the writer would like to propose some suggestions. Suggestions are the contribution from the writer after completing the research which hopefully would be useful for English teachers, students and other research. 1.
For the English Teachers a. Give different experience, reinforcement, and practices of teaching material to students from days to days teaching. b. Use creativity and interesting materials to improve students participation. c. Pay more attention to the students‟ needs to select the media of teaching process.
d. Make a participation and checklist in order to know which students who were active and which students who were passive. e. Use group working effectively such CIRC method by monitoring and guiding to the right track without mentioning the answer. f. Encourage students to do the mistake, and evaluating their mistake so that students can learn something by their mistake. 2. To Students a. Use the media appropriately and effectively. Such pitures, they should help students to solve the problem and comprehending the material easily. b. Use English confidently, do not be affraid to combine it with Bahasa. c. Motivate their self to write more, to construct their idea.. d. Do not affraid with the mistakes, they are the best teacher for all people. Doing mistake is one step closer to the success. 3. To Other Research a. Use the creativity and add more media to combine with any method. Select it and analyze it for further research b. Use this as an additional reference for further research with different subject and skill.
REFERENCES Arikunto, Suharsimi., Suhardjono, and Supardi. 2006. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara Azar, Betty Schrampfer. 1992. Fundamental of English Grammar 2nd ed. New Jersey: Regents/Pretince Hall. Bossone, Richard Michael. 1981. English Proficiency (Book one). New York: McGraw Hill. Gelb, Ignace Jay. 1963. A Study of Writing. Chicago: The University of Chicago Press. Harmer, Jeremy. 2004. How to Teach Writing. England: Pearson Education Limited. Hartono. 2004. Statistik untuk Penelitian. Yogyakarta: Pustaka Pelajar. Hinkel, Eli. 2004. Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar. London: Lawrence Erlbaum Associates. Hopkins, David. 1993. A Teacher’s Guide to Classroom Research: Second Edition. Buckingham: Open University Press. Hyland, Ken. 2002. Teaching and Researching Writing. Great Britain: Pearson Education. Levinson, David., Peter Cookson, and Alan Sadovnic. 2014. Education and Sociology: An Encyclopedia. England: Routledge Published. Nunan, David. 1989. Designing Tasks for The Communicative Classroom. New York: Cambridge University Press. Penny Ur. 1996. A Course in Language Teaching: Practice and Theory. New York: Cambridge University Press. Raimes, Ann. 1983. Techniques in Teaching Writing. New York: Oxford University Press. Risdianto, Faizal. 2010. Contextual english Grammar. Salatiga: STAIN Salatiga Press. Scrivener, Jim. 1994. Learning Teaching: a Guidebook for Teachers. Oxford: Heinemann Publishers. Slavin, Robert. 2005. Cooperative Learning: Teori, Riset, dan Praktik. Translated by Narulita Yusron. 2010. Bandung: Nusa Media.
Suprijono, Agus. 2011. Cooperative Learning, Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Pelajar. Suyitno, Amin. 2005. Mengadopsi Pembelajaran CIRC dalam Meningkatkan Ketrampilan Siswa Menyelesaikan Soal Cerita. Semarang: FMIPA UNNES Usman, Basyirudin and Asnawir. 2002. Media Pembelajaran. Jakarta: Ciputat Pers. Howden, Bruce J. 2014. Using Action Research to Enhance Teaching of Writing. (http://www.iier.org.au/qjer/qjer14/howden.html. is access on Monday, July 27th 2015) . Ieong, Sylvia Sao Leng. 2003. Using Picture Dictation for Practicing All Four Skills. The Internet TESL Journal, Vol. IX, No. 2, February 2003. (http://iteslj.org/Techniques/Ieong-Dictation.html. is access on Friday, August 7th 2015). Liao, Hui-Chuan and Lina Hsu. 2014. Using an Analytical Rubric to Improve the Writing of EFL College Students. The Asian of EFL Journal Quarterly March 2014, Vol. XVI, Issue 1. Korea: Asian EFL Journal Press. (pdf is access on Tuesday, February 24th 2015).
CURRICULUM VITAE
Name
: Nurul Kusuma Wardani
Place/Date of Birth
: Magelang/December 8th 1992
Address
: Lobang, RT 01/RW 04. Kedungwungu, Tegowanu Subdistric, Grobogan Regency
Mobile Phone
: 085 717 259 333
Faculty
: English Education Department of Teacher Training and Education Faculty
Education History
:
1. TK Mekar Sari 1
(1999)
2. SD N Klepu 01
(2005)
3. SMP Al-Uswah Semarang
(2008)
4. SMA Al-Uswah Semarang
(2011)
5. IAIN Salatiga
(2015)
Salatiga, August 27th 2015
Nurul Kusuma Wardani NIM: 113 11 00
APPENDIX 1 SCHOOL PROFILE
YAYASAN PON.PES. AL-USWAH SEMARANG
Akte Notaris : No.64 tgl 22 Pebruari th. 2000 SMP AL – USWAH SEMARANG A lamat : Jl.Koesbiono Tjondro Wibowo Pakintelan, Gunungpati , Semarang 50227 (024) 70244300
PROFIL SEKOLAH SMP AL - USWAH SEMARANG TAHUN 2014 / 2015
1. Nama Sekolah
: SMP AL – USWAH SEMARANG
2 Alamat
: Jln. Mr. Koesbiono Tjondro Wibowo
Kelurahan
: Pakintelan
Kecamatan
: Gunungpati
Kota
: Semarang
Provinsi No. telp. Email 3. Nama Kepala Sekolah
: Jawa Tengah : ( 024 ) 70244300 :
[email protected] : Tatik Yuliati, S.Pd.
Pendidikan
: S-I, Bahasa Indonesia
Mulai Menjabat
: 1 Oktober 2008
Alamat
: Perum Kandri Pesona Asri C1/5, Kandri, Gunungpati, Semarang
No. Telp./HP.
: 081326973411
4. Kategori Sekolah
: Rintisan SSN
5. Tahun didirikan /Th.Beroperasi
: 2000 / 2000
6. Kepemilikan Tanah /Bangunan
: Milik Yayasan
a. Luas Tanah /Status
: 10.630 m /Hibah
b. Luas Bangunan
: 8.000 m
7. Data Siswa dalam 3 Tahun Terakhir
Th. Pelaja ran
Jml Pendftr (Cln Siswa baru)
Jml Siswa
Jml Rombel
Juml Siswa
Jml Rombel
Jml Siswa
Jml Rombel
Jml Siswa
Jml Rombel
2012/ 2013
35
20
1
18
1
27
1
59
3
2013/ 2014
40
26
1
12
1
11
1
49
3
2013/ 2014
40
25
1
28
1
14
1
67
3
Kelas VII
Kelas VIII
Jumlah (Kls.(VIIVIII+IX)
Kelas IX
8. Data Kondisi Ruangan Jenis Ruang
Jumlah Ruang
Jml. Ru yg.kondisinya baik
Jml. Ru yg.kondisinya rusak
Ruang Kelas
3
3
3
Rusak Ringan
Perpustakaan
1
-
-
Baik
Lab. TIK
1
-
-
Belum memiliki
-
-
-
-
1
Baik
Multimedia Laboratorium IPA
1
Kondisi/ Keadaan
Ruang Guru
1
Ruang BK
1
-
-
Baik Masih jadi satu ruangan
Ruang UKS Ruang OSIS
Masih jadi satu dg ruang lain
9..Data Guru Jumlah Guru / Staf
Bagi SMP Negeri
Bagi SMP Swasta
1. Guru Tetap (PNS)
5 orang
2. Guru tdk. Tetap /Guru Bantu
15 orang
Keterangan
3. Guru PNS Dipekerjakan (DPK) 4.Staf Tata Usaha
3 orang
10. Visi, Misi dan Tujuan SMP Al-Uswah Semarang 1. Visi SMP Al Uswah Semarang ”Kokoh dalam Imtak, Maju dalam IPTEK”. Kami memiliki visi ini untuk tujuan jangka panjang, jangka menengah dan jangka pendek. Visi ini menjiwai sekolah kami untuk selalu mewujudkannya setiap saat dan berkelanjutan dalam mencapai tujuan sekolah. Indikator Visi tersebut itu diatas adalah : -
Meningkatkan sumber daya peserta didik, pendidik dan tenaga kependidikan yang kompetentif.
-
Terwujudnya KTSP yang sesuai dengan potensi, karakteristik dan sosial budaya.
-
Terlaksananya Pembelajaran Aktif, Kreatif, Efektif dan menyenangkan.
-
Meningkatkan Iman, Takwa dan Berbudi Pekert
2. Misi Sekolah
Untuk mencapai visi di atas, SMP Al Uswah mengembangkan Misi sebagai berikut : 1) Meningkatkan kopetensi peserta didik, profesionalisme pendidik dan tenaga pendidikan. 2) Melaksanakan pengembangan KTSP. 3) Mengoptimalkan pelaksanaan PMB untuk meningkatkan prestasi akdemik dan non akademik. 4) Menciptakan lingkungan belajar yang aman, nyaman dan kondusif. 5) Membina IMTAK menuju kegiatan nyata untuk membentuk budi pekerti / akhlak mulia. 3. Tujuan 1. Sekolah membentuk kepribadian siswa yang berakhlakul karimah. 2. Sekolah membentuk pengetahuan siswa yang luas dan kokoh dalam keimanan. 3. Sekolah mengembangkan perangkat pembelajaran sesuai dengan kebutuhan lokal maupun nasional. 4. Sekolah memiliki dan mengembangkan sarana prasarana sesuai dengan standar dan pelayanan minimal. 5. Sekolah memiliki standar minimal pencapaian kompetensi ketuntasan pembelajaran dan kelulusan. 6. Sekolah mampu meningkatkan prestasi akademik dan nonakademik siswa. 7. Sekolah mampu meningkatkan standar kelulusan setiap tahun. 8. Sekolah mampu meningkatkan kinerja guru dan tenaga kependidikan serta mengembangkan profesionalisme guru dan tenaga kependidikan. 9. Sekolah mampu meningkatkan proses pembelajaran menuju terciptanya lingkungan belajar yang kondusif. Semarang, 14 Juli 2014 Kepala SMP Al-Uswah Semarang
Tatik Yuliati, S.Pd
APPENDIX 2 OBSERVATION SHEET
APPENDIX 3
INTERVIEW AND QUESTIONNAIRE
INTERVIEW QUESTIONS FOR TEACHER
1. Berapa jumlah murid di kelas 8 dan berapa KKM untuk mata pelajaran bahasa Inggris? 2. Cara belajar apa yang sering digunakan guru ketika mengajar writing? Ex. ceramah, diskusi, dll. 3. Metode/strategi/teknik apa saja yang sering atau pernah digunakan guru ketika mengajar writing? 4. Problem apa saja yang sering ditemui guru ketika mengajar writing? ANSWER
1. Jumlah murid dikelas 8 itu ada 26 anak, terus untuk KKM nya itu 70. 2. Biasanya ceramah, kemudian juga sering menggunakan PPT, setelah itu anak-anak bertanya tentang materi yang dipelajari. 3. Bisa menggunakan gambar kemudian mereka membuat deskripsi tentang gambar tersebut. Yang lainnya misalnya, kata atau kalimat acak kemudian menyusunnya menjadi suatu kalimat atau paragraf yang padu. 4. Biasanya penguasaan kosakata anak.
QUESTIONNAIRE FOR STUDENTS
1. Masalah apa yang sering kalian temui ketika akan menulis suatu paragraf? misalnya dalam menulis procedure atau discriptive text, dll. a. Vocabulary (kosakata) b. Grammar (tata bahasa) c. Meneruskan kalimat/kata yang telah dibuat d. Lainnya _________________________________________________________ 2. Cara pembelajaran apa yang kalian sukai agar kalian dapat memahami pelajaran dengan mudah? a. Diskusi kelompok b. Mendengarkan penjelasan guru, kemudian latihan (tugas) c. Lainnya _________________________________________________________ 3. Jika kalian diberi tugas setelah pembelajaran, tugas yang bagaimana yang kalian sukai? a. Kelompok b. Individu
QUESTIONNAIRE FOR STUDENTS
1. Masalah apa yang sering kalian temui ketika akan menulis suatu paragraf? misalnya dalam menulis procedure atau discriptive text, dll. a. Vocabulary (kosakata) b. Grammar (tata bahasa) c. Meneruskan kalimat/kata yang telah dibuat d. Lainnya _________________________________________________________ 2. Cara pembelajaran apa yang kalian sukai agar kalian dapat memahami pelajaran dengan mudah? a. Diskusi kelompok
b. Mendengarkan penjelasan guru, kemudian latihan (tugas) c. Lainnya _________________________________________________________ 3. Jika kalian diberi tugas setelah pembelajaran, tugas yang bagaimana yang kalian sukai? a. Kelompok b. Individu
APPENDIX 4 STUDENTS’ WORKSHEETS
Pre-test Cycle 1
Name : __________________________________
Class : __________________________________
Choose 5 verbs, then write simple past tense based on verbs given!
-Buy
1. 2. 3. 4. 5.
-Sleep
-Drink -Draw
-Go -Sweep
-Eat
-Cook
Post-test Cycle 1
Name : ______________________________ Class
: ______________________________
Choose 5 pictures, then write simple past tense based on pictures given!
BUY – VEGETABLES – MARKET
EAT – FRIED CHICKEN – DINING ROOM
DRINK – TEAGUESTROOM
GO – SCHOOL
SLEEP – BEDROOM
SWEEP – YARD
COOK – CHICKEN SOUP KICHEN
1.
DRAW – TREES – DRAWING BOOK
SING – ROCK SONGS SWIM SWIMMING POOL
2.
3.
4.
5.
Pre-test Cycle 2 Name : ________________________ Class
: ________________________
Choose 5 words, then write simple past tense based on the direction of each number! lazy
walk
clean
watch
know
fly
grow
1. positive (+) __________________________________________________________________ 2. negative (-) __________________________________________________________________ 3. interrogative (?)
__________________________________________________________________ 4. negative (-) __________________________________________________________________ 5. interrogative (?) __________________________________________________________________
Post-test Cycle 2
Name : ________________________ Class
: ________________________
Choose 5 pictures, then write simple past tense based on the direction of each number!
lazy
watch-television
1. positive (+)
fly-in the sky
know-Nia’s house
clean-the blackboard
study-English
feel-happy
drive-car
beautiful
walk-to library
__________________________________________________________
2. negative (-) __________________________________________________________
3. interrogative (?) __________________________________________________________
4. negative (-)
__________________________________________________________
5. interrogative (?) __________________________________________________________
APPENDIX 5 LIST OF THE EIGHTH GRADE
Number
Students’ Name
NISN
NIS
1
Aditya Nor Raharjo
13.325
2
Afri Bramasta
13.326
3
Anis Mardiyani
13.327
4
Bagas Dwi Santoso
13.328
5
Bintang Anif Pattama
13.329
6
Erma Puspitasari
13.331
7
Fitri Maryani
13.332
8
Imelda Rahmalia
13.333
9
Mochammad Khoerul Arifin
13.334
10
Muhamad Toifur Rois
0020236235
List Of Eighth Grade Students’ Name
13.335
11
Maulana Malik
0017255968
13.336
12
Mohamad Rizki Adha Zomarsel
13
Muhammad Fauzi
14
Nafila Cahyaningtyas
15
Navis Fariskha Aini
16
Putra Mahardika
13.342
17
Riki Kurnia Ajie Saputra
13.343
18
M Saiful Alif
19
Siti Noer Aisyah
13.345
20
Sofina Qudrotunnada
13.346
21
Solikhah
22
Triara Salsabila
23
Elvina Fijri
24
Herry Setiawan
25
Nova Handi Alimi
000712030
14.384
26
Nur Riyatul Munawaroh
0010719657
14.385
27
Arifin sudarmawan
28
Juan Fery A
13.337 0013392429
13.338 13.339
0017678402
0002634162
0011406350
13.340
13.344
13.347 13.349
0003034886
13.357 14.383
APPENDIX 6 SYLLABUS
APPENDIX 7 PRINTED MATERIAL
Simple Past Tense Material
1. What is simple past tense? Simple past tense used to state the past event. The verb that used is V2 in form of regular and irregular. 2. The pattern of simple past tense
Simple past using to be: (+) I/He/She/It + was + noun/adj They/We/You + were + noun/adj (-) I/He/She/It + was not + noun/adj They/We/You + were not + noun/adj (?) Was + I/He/She/It + noun/adj Were + They/We/You + noun/adj Ex. (+) Fina was sick yesterday. (-) Fina was not sick yesterday. (?) Was Fina sick yesterday? Simple past tense using verb: (+)
I/He/She/It/They/We/You + verb 2 + object/complement
(-) I/He/She/It/They/We/You object/complement (?)
Ex.
+
did
not
+
verb
Did + I/He/She/It/They/We/You + verb 1 + object/complement
(+) The baby cried loudly an hour ago. (-) The baby did not cry an hour ago. (?) Did the baby cry an hour ago?
3. Time signal of simple past tense a. b. c. d. e. f. g. h. i. j. k.
1
Yesterday Yesterday morning The day before yesterday Last week Last day An hour ago Two days ago A few minute ago A moment ago Several days ago A year ago
SENTENCE CARD FOR GROUP
+
He worked in the bank last year.
I waited you in the class ten minutes ago.
The lazy student cheated his friend an hour ago.
Last week, Ahmad sent you a letter.
My teacher taught mathematics three days ago.
Aisha was dilligent two days ago.
We were in the mosque last night.
PICTURE INSTRUMENT OF CYCLE 1
MEET- MY BEST FRIEND
PICTURE INSTRUMENT OF CYCLE 2
MAKE - A CAKE
APPENDIX 8 EXAMPLES OF STUDENTS’ ANSWER SHEET
APPENDIX 9 STUDENTS’ SCORE
No
Aspect of Each Question (sentence)
Score 4
3
2
1
0
One of aspects : (1, 2, 3) incorrectly or most words spelled correctly
Two of aspects : (1, 2, 3) incorrectly or some words spelled correctly
Three of aspects : (1, 2, 3) incorrectly or few words spelled correctly
All of aspects : (1, 2, 3) incorrectly or no one word spelled correctly
1
V2/ to be (was,were)
Using v2/ to be (was, were) correctly
2
Adverb of time
Using adverb of time correctly
3
Structure of sentence
Using sentence structure
Writing Rubric Assessment Writing Rubric Assessment
correctly 4
Vocabulary (spelling words)
All words spelled correctly
Value = ∑ Score x 5
Lembar Penilaian Pre-test (cycle 1)
No Soal No
Nilai Score
Nama Siswa 1
2
3
4
5
Jumlah Score
Keterangan
Jml Score x 5
KKM
Tuntas(T)/ Belum Tuntas(BT)
1
Aditya Nor Raharjo
4
1
3
1
3
12
60
70
BT
2
Afri Bramasta
3
1
2
2
0
8
40
70
BT
3
Anis Mardiyani
3
4
3
4
4
18
90
70
T
4
Bagas Dwi Santoso
3
2
3
3
2
13
65
70
BT
5
Bintang Anif Pattama
4
4
4
4
3
19
95
70
T
6
Erma Puspitasari
0
0
0
0
0
0
0
70
BT
7
Fitri Maryani
3
3
3
4
4
17
85
70
T
8
Imelda Rahmalia
3
3
4
4
4
18
90
70
T
9
Mochammad Khoerul Arifin
2
1
0
0
0
3
15
70
BT
10
Muhamad Toifur Rois
2
2
2
3
2
11
55
70
BT
11
Maulana Malik
4
4
4
0
0
12
60
70
BT
12
Mohamad Rizki Adha Zomarsel
3
3
3
3
4
16
80
70
T
13
Muhammad Fauzi
4
4
4
3
4
19
95
70
T
14
Nafila Cahyaningtyas
3
4
4
4
4
19
95
70
T
15
Navis Fariskha Aini
0
0
0
0
0
0
0
70
BT
16
Putra Mahardika
4
4
4
4
4
20
100
70
T
17
Riki Kurnia Ajie Saputra
3
1
0
0
0
4
20
70
BT
18
M Saiful Alif
2
3
3
4
4
16
80
70
T
19
Siti Noer Aisyah
4
4
4
4
4
20
100
70
T
20
Sofina Qudrotunnada
4
4
3
4
4
19
95
70
T
21
Solikhah
4
4
4
4
4
20
100
70
T
22
Triara Salsabila
4
4
4
4
4
20
100
70
T
23
Elvina Fijri
2
3
0
0
1
6
30
70
BT
24
Herry Setiawan
3
2
3
0
0
8
40
70
BT
25
Nova Handi Alimi
3
4
4
4
3
18
90
70
T
26
Nur Riyatul Munawaroh
4
4
4
4
0
16
80
70
T
27
Arifin Sudarmawan
2
1
1
0
0
4
20
70
BT
28
Juan Fery A
1
1
1
0
0
3
15
70
BT
Jumlah Score Seluruh Siswa
1795
Jumlah Siswa
28
Jumlah kelulusan Siswa
15
Presentase Kelulusan
53.57%
Lembar Penilaian Post-test (cycle 1)
No Soal No
Nilai
Nama Siswa
Score 1
2
3
4
5
Jumlah Score
Keterangan
Jml Score x 5
KKM
Tuntas(T)/ Belum Tuntas(BT)
1
Aditya Nor Raharjo
3
2
2
3
3
13
65
70
BT
2
Afri Bramasta
2
2
2
2
1
9
45
70
BT
3
Anis Mardiyani
4
4
4
3
4
19
95
70
T
4
Bagas Dwi Santoso
4
4
3
3
3
17
85
70
T
5
Bintang Anif Pattama
3
4
4
4
4
19
95
70
T
6
Erma Puspitasari
0
0
0
0
0
0
0
70
BT
7
Fitri Maryani
4
4
4
4
4
20
100
70
T
8
Imelda Rahmalia
4
4
4
4
4
20
100
70
T
9
Mochammad Khoerul Arifin
3
3
4
4
4
18
90
70
T
10
Muhamad Toifur Rois
4
4
4
4
4
20
100
70
T
11
Maulana Malik
4
4
4
4
4
20
100
70
T
12
Mohamad Rizki Adha Zomarsel
3
4
4
4
4
19
95
70
T
13
Muhammad Fauzi
4
4
4
4
4
20
100
70
T
14
Nafila Cahyaningtyas
3
4
4
4
4
19
95
70
T
15
Navis Fariskha Aini
0
0
0
0
0
0
0
70
BT
16
Putra Mahardika
4
4
4
4
4
20
100
70
T
17
Riki Kurnia Ajie Saputra
4
4
4
0
0
12
60
70
BT
18
M Saiful Alif
4
4
3
3
2
16
80
70
T
19
Siti Noer Aisyah
4
4
4
4
4
20
100
70
T
20
Sofina Qudrotunnada
3
4
3
4
4
18
90
70
T
21
Solikhah
4
4
4
4
4
20
100
70
T
22
Triara Salsabila
4
4
4
4
4
20
100
70
T
23
Elvina Fijri
3
3
2
2
2
12
60
70
BT
24
Herry Setiawan
2
3
2
2
2
11
55
70
BT
25
Nova Handi Alimi
4
4
3
4
4
19
95
70
T
26
Nur Riyatul Munawaroh
4
4
4
4
4
20
100
70
T
27
Arifin Sudarmawan
3
1
1
1
1
7
35
70
BT
28
Juan Fery A
1
1
2
2
2
8
40
70
BT
Jumlah Score Seluruh Siswa
2180
Jumlah Siswa
28
Jumlah kelulusan Siswa
19
Presentase Kelulusan
67.86%
Lembar Penilaian Pre-test (cycle 2)
No Soal No
Nilai Score
Nama Siswa 1
2
3
4
5
Jumlah Score
Keterangan
Jml Score x 5
KKM
Tuntas(T)/ Belum Tuntas(BT)
1
Aditya Nor Raharjo
4
4
4
4
4
20
100
70
T
2
Afri Bramasta
4
2
2
1
3
12
60
70
BT
3
Anis Mardiyani
4
3
3
2
3
15
75
70
T
4
Bagas Dwi Santoso
4
4
4
4
4
20
100
70
T
5
Bintang Anif Pattama
4
3
3
3
1
14
70
70
T
6
Erma Puspitasari
4
4
3
3
4
18
90
70
T
7
Fitri Maryani
4
2
4
3
3
16
80
70
T
8
Imelda Rahmalia
4
3
4
2
3
16
80
70
T
9
Mochammad Khoerul Arifin
4
3
3
3
2
15
75
70
T
10
Muhamad Toifur Rois
4
4
2
1
1
12
60
70
BT
11
Maulana Malik
4
4
4
1
1
14
70
70
T
12
Mohamad Rizki Adha Zomarsel
4
2
3
1
3
13
65
70
BT
13
Muhammad Fauzi
4
4
4
1
1
14
70
70
T
14
Nafila Cahyaningtyas
4
4
3
4
4
19
95
70
T
15
Navis Fariskha Aini
4
4
3
3
3
17
85
70
T
16
Putra Mahardika
4
4
3
4
4
19
95
70
T
17
Riki Kurnia Ajie Saputra
4
3
2
2
1
12
60
70
BT
18
M Saiful Alif
4
4
4
4
4
20
100
70
T
19
Siti Noer Aisyah
4
4
4
4
3
19
95
70
T
20
Sofina Qudrotunnada
4
4
4
4
4
20
100
70
T
21
Solikhah
0
0
0
0
0
0
0
70
BT
22
Triara Salsabila
4
4
4
4
4
20
100
70
T
23
Elvina Fijri
4
4
3
3
3
17
85
70
T
24
Herry Setiawan
1
2
3
2
3
11
55
70
BT
25
Nova Handi Alimi
4
3
4
2
1
14
70
70
T
26
Nur Riyatul Munawaroh
4
4
4
4
4
20
100
70
T
27
Arifin Sudarmawan
3
3
1
1
1
9
45
70
BT
28
Juan Fery A
4
1
1
1
0
7
35
70
BT
Jumlah Score Seluruh Siswa
2115
Jumlah Siswa
28
Jumlah kelulusan Siswa
20
Presentase Kelulusan
71.43%
Lembar Penilaian Post-test (cycle 2)
No Soal No
Nilai
Nama Siswa
Score 1
2
3
4
5
Jumlah Score
Keterangan
Jml Score x 5
KKM
Tuntas(T)/ Belum Tuntas(BT)
1
Aditya Nor Raharjo
3
4
4
4
4
19
95
70
T
2
Afri Bramasta
4
4
4
1
1
14
70
70
T
3
Anis Mardiyani
4
3
3
3
4
17
85
70
T
4
Bagas Dwi Santoso
4
4
4
4
4
20
100
70
T
5
Bintang Anif Pattama
4
3
4
4
4
19
95
70
T
6
Erma Puspitasari
4
4
4
4
4
20
100
70
T
7
Fitri Maryani
4
2
4
4
4
18
90
70
T
8
Imelda Rahmalia
4
4
4
4
4
20
100
70
T
9
Mochammad Khoerul Arifin
3
3
3
3
2
14
70
70
T
10
Muhamad Toifur Rois
3
4
4
4
4
19
95
70
T
11
Maulana Malik
4
4
4
4
4
20
100
70
T
12
Mohamad Rizki Adha Zomarsel
4
3
4
4
4
19
95
70
T
13
Muhammad Fauzi
4
4
4
3
4
19
95
70
T
14
Nafila Cahyaningtyas
3
4
4
4
4
19
95
70
T
15
Navis Fariskha Aini
3
4
4
4
4
19
95
70
T
16
Putra Mahardika
4
4
4
4
4
20
100
70
T
17
Riki Kurnia Ajie Saputra
4
4
4
3
3
18
90
70
T
18
M Saiful Alif
4
4
4
4
4
20
100
70
T
19
Siti Noer Aisyah
4
4
4
4
3
19
95
70
T
20
Sofina Qudrotunnada
4
4
4
4
4
20
100
70
T
21
Solikhah
0
0
0
0
0
0
0
70
BT
22
Triara Salsabila
4
4
4
3
4
19
95
70
T
23
Elvina Fijri
4
4
4
4
3
19
95
70
T
24
Herry Setiawan
4
2
1
2
3
12
60
70
BT
25
Nova Handi Alimi
4
4
4
4
4
20
100
70
T
26
Nur Riyatul Munawaroh
4
4
4
3
4
19
95
70
T
27
Arifin Sudarmawan
1
3
4
4
3
15
75
70
T
28
Juan Fery A
2
4
0
0
0
6
30
70
BT
Jumlah Score Seluruh Siswa
2415
Jumlah Siswa
28
Jumlah kelulusan Siswa
25
Presentase Kelulusan
89.29%
APPENDIX 10 LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP )
SATUAN PENDIDIKAN
: SMP AL - USWAH SEMARANG
MATA PELAJARAN
: BAHASA INGGRIS
KELAS / SEMESTER
: VIII / 2 (DUA)
MATERI POKOK ALOKASI WAKTU
: SIMPLE PAST : 2 x 40 Menit
A. Standar Kompetensi: Menulis
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar. B. Kompetensi Dasar :
6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative. C. Indikator : 6.2.1 Menulis kalimat simple past berdasarkan gambar yang telah disediakan. 6.2.2 Mengidentifikasi verb atau to be yang digunakan dan perubahannya ke dalam simple past. D. Tujuan Pembelajaran Setelah selesai mempelajari unit ini, diharapkan peserta didik mampu: 1. Mengetahui penggunaan waktu untuk kalimat simple past. 2. Mengidentifikasi verb atau to be pada kalimat simple past. 3. Menyusun dan menulis kalimat simple past berdasarkan gambar yang disediakan. Karakter Siswa yang diharapkan:
1. 2. 3. 4.
Dapat dipercaya (trustworthines) Bekerjasama (cooperative) Tekun (diligence) Rasa hormat dan perhatian (respect)
E. Materi Ajar (Pokok) Simple past tense F. Metode Pembelajaran: Cooperative Integrated Reading and Composition (CIRC) G. Strategi Pembelajaran: Lecturing Discussion Write sentence based on picture H. Kegiatan Pembelajaran Tahap
Uraian Kegiatan
Alokasi
Pembelajaran
Waktu Apersepsi
Pendahuluan
Kegiatan Inti
Guru mengawali pembelajaran dengan: memberi salam, berdoa, menanyakan kabar siswa warming up Menanyakan dan mengulas materi minggu lalu. Guru memancing peserta didik untuk menyebutkan halhal yang berkaitan dengan simple past: verb, to be, adverb of time. (Eksplorasi) Guru menjelaskan kembali tentang simple past beserta contohnya dengan gambar. (Eksplorasi) Peserta didik mendengarkan serta memahami materi yang dijelaskan oleh guru. (Eksplorasi) Peserta didik menanyakan materi yang belum dipahami. (Konfirmasi) (Pelaksanaan metode CIRC dan pictures) Guru membentuk peserta didik menjadi 7 kelompok secara acak/heterogen, kemudian setiap kelompok diberi contoh kalimat simple past. (Elaborasi) Setiap kelompok membaca bersama-sama contoh kalimat tersebut dengan lantang. (Elaborasi) Setiap kelompok berdiskusi untuk mengidentifikasi kata kerja (verb2) atau to be (was,were) yang dipakai dalam kalimat teresbut kemudian menyebutkan V1 nya beserta artinya. (Elaborasi) Guru menyediakan beberapa gambar yang di dalamnya sudah terdapat kata kunci, setiap kelompok mengambil/mendapat 5 gambar. (Elaborasi) Setiap peserta didik dalam satu kelompok membuat kalimat simple past berdasarkan gambar tersebut dan menulisnya di lembar jawab yang tersedia. (Elaborasi) Peserta didik mempresentasikan hasilnya di depan kelas.(Elaborasi) Membahas bersama-sama tugas yang telah dikerjakan. (Konfirmasi) Guru memberi kesempatan peserta didik melakukan refleksi dan penguatan dengan cara menanyakan kesulitan yang dialami peserta didik dalam mengerjakan
10‟
60‟
No
Aspect of Each Question (sentence)
Penutup
Score
dan memahami materi yang telah diajarkan. ( Konfirmasi) Bersama-sama dengan peserta didik menyimpulkan materi yang telah dipelajari. Guru memimpin do‟a dan mengucapkan salam penutup.
I. Sumber Belajar Buku pegangan peserta didik Media: Papan tulis, PPT, gambar J. Penilaian 1. Teknik penilaian : Product 2. Bentuk instrumen : Penugasan 3. Contoh Instrumen : Choose 5 pictures, then write simple past tense based on pictures given!
10‟
4
3
2
1
0
One of aspects : (1, 2, 3) incorrectly or most words spelled correctly
Two of aspects : (1, 2, 3) incorrectly or some words spelled correctly
Three of aspects : (1, 2, 3) incorrectly or few words spelled correctly
All of aspects : (1, 2, 3) incorrectly or no one word spelled correctly
1
V2/ to be (was,were)
Using v2/ to be (was, were) correctly
2
Adverb of time
Using adverb of time correctly
3
Structure of sentence
Using sentence structure correctly
4
Vocabulary (spelling words)
All words spelled correctly
Writing Rubric Assessment Lembar Penilaian
Jumlah Skor
No. Soal No
Score
Nama Siswa 1
1
Aditya Nor Raharjo
2
Afri Bramasta
3
Anis Mardiyani
4
Bagas Dwi Santoso
5
Bintang Anif Pattama
6
Erma Puspitasari
7
Fitri Maryani
8
Imelda Rahmalia
9
Mochammad Khoerul Arifin
10
Muhamad Toifur Rois
Nilai
2
3
4
5
Jumlah Skor x5
11
Maulana Malik
12
Mohamad Rizki Adha Zomarsel
13
Muhammad Fauzi
14
Nafila Cahyaningtyas
15
Navis Fariskha Aini
16
Putra Mahardika
17
Riki Kurnia Ajie Saputra
18
Saiful Alif
19
Siti Noer Aisyah
20
Sofina Qudrotunnada
21
Solikhah
22
Triara Salsabila
23
Elvina Fijri
24
Herry Setiawan
25
Nova Handi Alimi
26
Nur Riyatul Munawaroh
27
Arifin Sudarmawan
28
Juan F. A
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP )
SATUAN PENDIDIKAN
: SMP AL - USWAH SEMARANG
MATA PELAJARAN
: BAHASA INGGRIS
KELAS / SEMESTER
: VIII / 2 (DUA)
MATERI POKOK ALOKASI WAKTU
: SIMPLE PAST : 2 x 40 Menit
A. Standar Kompetensi: Menulis
7. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar. B. Kompetensi Dasar : 7.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative. C. Indikator : 7.2.1 Menulis kalimat simple past ke dalam bentuk positive, negative, dan interrogative berdasarkan gambar yang telah disediakan. 7.2.2 Mengidentifikasi verb atau to be yang digunakan dan perubahannya ke dalam simple past. D. Tujuan Pembelajaran Setelah selesai mempelajari unit ini, diharapkan peserta didik mampu: 4. Mengetahui penggunaan waktu untuk kalimat simple past. 5. Mengidentifikasi verb atau to be pada kalimat simple past. 6. Mengetahui perubahan kalimat simple past dari positive ke negative maupun interrogative. 7. Menyusun dan menulis kalimat simple past ke dalam bentuk positive, negative, dan interrogative berdasarkan gambar yang disediakan. Karakter Siswa yang diharapkan:
5. Dapat dipercaya (trustworthines)
6. Bekerjasama (cooperative) 7. Tekun (diligence) 8. Rasa hormat dan perhatian (respect)
E. Materi Ajar (Pokok) Simple past tense (positive, negative, interrrogative form) F. Metode Pembelajaran: Cooperative Integrated Reading and Composition (CIRC) G. Strategi Pembelajaran: Lecturing Discussion Write sentence based on picture H. Kegiatan Pembelajaran Tahap Pembelajaran
Uraian Kegiatan
Alokasi Waktu
Apersepsi Pendahuluan
Kegiatan Inti
Guru mengawali pembelajaran dengan: memberi salam, berdoa, menanyakan kabar siswa warming up Menanyakan dan mengulas materi minggu lalu. Guru memancing peserta didik untuk menyebutkan lagi hal-hal yang berkaitan dengan simple past: verb, to be, adverb of time. (Eksplorasi) Guru menjelaskan tentang simple past dalam bentuk positive, negative, dan interrogative beserta contohnya dengan gambar. (Eksplorasi) Peserta didik mendengarkan serta memahami materi yang dijelaskan oleh guru. (Eksplorasi) Peserta didik menanyakan materi yang belum dipahami. (Konfirmasi) (Pelaksanaan metode CIRC dan pictures) Guru membentuk peserta didik menjadi 7 kelompok secara acak/heterogen, kemudian setiap kelompok diberi contoh kalimat simple past dalam berbagai bentuk yaitu
10‟
60‟
Penutup
positive, negative, dan interrogative. (Elaborasi) Setiap kelompok membaca bersama-sama contoh kalimat tersebut dengan lantang serta menerjemahkan kalimatnya. (Elaborasi) Setiap kelompok berdiskusi untuk mengidentifikasi kata kerja (verb) atau to be (was,were) yang dipakai dalam kalimat tersebut kemudian menyebutkan bentuk kalimat dan perubahannya. (Elaborasi) Guru menyediakan beberapa gambar yang di dalamnya sudah terdapat kata kunci dan petunjuk, setiap anak dalam satu kelompok mengambil/mendapat 5 gambar. (Elaborasi) Setiap peserta didik dalam satu kelompok membuat kalimat simple past berdasarkan gambar dan petunjuk (apakah bentuk positive, negative, dan interrogative) kemudian menulisnya di lembar jawab yang tersedia. (Elaborasi) Peserta didik mempresentasikan hasilnya di depan kelas.(Elaborasi) Membahas bersama-sama tugas yang telah dikerjakan. (Konfirmasi) Guru memberi kesempatan peserta didik melakukan refleksi dan penguatan dengan cara menanyakan kesulitan yang dialami peserta didik dalam mengerjakan dan memahami materi yang telah diajarkan. (Konfirmasi) Bersama-sama dengan peserta didik menyimpulkan materi yang telah dipelajari. Guru memimpin do‟a dan mengucapkan salam penutup.
I. Sumber Belajar Buku pegangan peserta didik Media: Papan tulis, gambar J. Penilaian 4. Teknik penilaian : Product 5. Bentuk instrumen : Penugasan 6. Contoh Instrumen :
10‟
Choose 5 pictures, then write simple past tense based on the direction of each number!
No
Aspect of Each Question (sentence)
Score 4
3
2
1
0
One of aspects : (1, 2, 3) incorrectly or most words spelled correctly
Two of aspects : (1, 2, 3) incorrectly or some words spelled correctly
Three of aspects : (1, 2, 3) incorrectly or few words spelled correctly
All of aspects : (1, 2, 3) incorrectly or no one word spelled correctly
1
V2/ to be (was,were)
Using v2/ to be (was, were) correctly
2
Adverb of time
Using adverb of time correctly
3
Structure of sentence
Using sentence structure correctly
4
Vocabulary (spelling words)
All words spelled correctly
Writing Rubric Assessment
Lembar Penilaian No. Soal Skor No
Nama Siswa 1
2
3
4
5
Jumlah Skor
Nilai
Jumlah Skor x 5
1
Aditya Nor Raharjo
2
Afri Bramasta
3
Anis Mardiyani
4
Bagas Dwi Santoso
5
Bintang Anif Pattama
6
Erma Puspitasari
7
Fitri Maryani
8
Imelda Rahmalia
9
Mochammad Khoerul Arifin
10
Muhamad Toifur Rois
11
Maulana Malik
12
Mohamad Rizki Adha Zomarsel
13
Muhammad Fauzi
14
Nafila Cahyaningtyas
15
Navis Fariskha Aini
16
Putra Mahardika
17
Riki Kurnia Ajie Saputra
18
Saiful Alif
19
Siti Noer Aisyah
20
Sofina Qudrotunnada
21
Solikhah
22
Triara Salsabila
23
Elvina Fijri
24
Herry Setiawan
25
Nova Handi Alimi
APPENDIX 11 PHOTOS OF THE RESEARCH
Photos of the Research
DAFTAR SKK Nama
: Nurul Kusuma Wardani
Jurusan
: TBI
NIM
: 113 11 009
P.A
: Dr. Sa’adi, M.Ag.
No
Kegiatan
Waktu
Keterangan
Skor
1
Orientasi Pengenalan Akademik Dan Kemahasiswaan (OPAK) Sekolah Tinggi Agama Islam Negeri (STAIN) Salatiga
20 – 22 Agustus 2011
Peserta
3
2
Achievement Motivation Training (AMT) ITTAQO dan CEC
23 Agustus 2011
Peserta
2
3
Orientasi Dasar Keislaman (ODK) LDK Darul Amal
24 Agustus 2011
Peserta
2
4
Seminar Entreprenuership dan Koperasi oleh KOPMA dan KSEI
25 Agustus 2011
Peserta
2
5
User Education oleh UPT Perpustakaan STAIN Salatiga
19 September 2011
Peserta
2
6
Seminar Regional Kejurnalistikan oleh LPM Dinamika
6 Oktober 2011
Peserta
4
7
Seminar Nasional Penguasaan Bahasa Inggris (50 Grammar) oleh K-RIMA Institute
30 Oktober 2011
Peserta
8
8
English Frienship Tour 2011 CEC
22 – 23 Oktober
Peserta
2
2011 9
English Public Speaking Training (EPST) oleh CEC
17 Maret 2012
Peserta
2
10
Public Hearing I “Optimalisasi Kinerja Lembaga Melalui Kritik dan Saran Mahasiswa” oleh Senat Mahasiswa
24 Maret 2012
Peserta
2
11
Practicum Program (Pronounciation and Intensive Course) oleh TBI STAIN Salatiga
28 April 2012
Peserta
2
12
Pelatihan Jurnalistik oleh UPB Pon-Pes Edi Mancoro
27 Mei 2012
Peserta
2
13
Seminar Bahasa“Problematika dan Solusi Pengajaran Bahasa” oleh ITTAQO STAIN Salatiga
2 Juni 2012
Peserta
2
14
Bimbingan Belajar Menghadapi UAS SIBA BHS. INGGRIS & BHS ARAB oleh CEC dan ITTAQO STAIN Salatiga
29 Juni 2012
Peserta
2
15
Seminar “Fun English Talk” oleh CEC dan IIWC
10 Juli 2012
Peserta
2
16
Practicum Program (Magazine Writing dan Public Speaking)
24 September 2012
Peserta
2
17
Seminar Nasional dan Dialog Publik “Minimnya Pasokan Energi dalam Negeri; Pembatasan Subsidi BBM dan Peran Masyarakat dalam Penghematan Energi”
20 April 2013
Peserta
8
18
Teacher Training Workshop “Classroom Management: How to engage students in the classroom” oleh IALF Bali
18 Juni 2014
Peserta
2
Language Centre 19
TOEFL Prediction Score Certificate of Achievement oleh Easy Language Education Salatiga
2 Oktober 2014
Peserta
2
20
Seminar Nasional“Berkontribusi Untuk Negeri Melalui Televisi” oleh KPI STAIN Salatiga
5 November 2014
Peserta
8
21
Diklat Microteaching oleh HMPS PAI Jurusan Tarbiyah
8November 2014
Peserta
2
22
Seminar Nasional “Perbaikan Mutu Pendidikan melalui Profesionalitas Pendidikan” oleh HMJ Tarbiyah
13 November 2014
Peserta
8
23
Seminar Nasional Entrepreneurship oleh Racana Kusuma Dilaga STAIN Salatiga
16 November 2014
Peserta
8
24
Seminar Nasional “Perlindungan Hukum Terhadap Usaha Mikro Menghadapi Pasar Bebas Asean” oleh HMPS AS
Desember 2014
Peserta
8
25
Lomba TPA Menggambar “Maret Ceria Bersama AlQur’an”
15-18 Maret 2015
Juri
4
26
Lomba TPA Hafalan Surat Pendek “Maret Ceria Bersama Al-Qur’an”
15-18 Maret 2015
Juri
4
27
Lomba TPA Hafalan Do’a Sehari-Hari “Maret Ceria Bersama Al-Qur’an”
15-18 Maret 2015
Juri
4
28
Lomba TPA Praktek Shalat “Maret Ceria Bersama Al-
15-18 Maret 2015
Juri
4
Qur’an” 29
Seminar Bedah Buku “Aktualisasi Dakwah dalam Membentuk Generasi yang Bertakwa, Berilmu, dan Berakhlak Mulia” oleh LDK IAIN Salatiga
5 mei 2015
Peserta
2
30
Seminar Sesorah Bahasa Jawa “Aktualisasi Dakwah dalam Membentuk Generasi yang Bertakwa, Berilmu, dan Berakhlak Mulia” oleh IAIN Salatiga
7 Mei 2015
Peserta
2
31
Training Kepribadian di IAIN Salatiga
19 Mei 2015
Peserta
2
Jumlah
109
