IMPROVING STUDENTS’ ABILITY IN USING CONDITIONAL SENTENCE TYPE 2 THROUGH CONTEXTUAL TEACHING AND LEARNING (A Classroom Action Research at the Second Grade of MAN Tarumajaya Bekasi)
By: Hadirotusholihah 106014000382
ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2013
Nurlena Rifa’i, M.A., Ph.D
ABSTRACT Hadirotusholihah. 2013. Improving Students’ Ability in Using Conditional Sentence Type 2 through Contextual Teaching and Learning (A Classroom Action Research at the Second Grade of MAN Tarumajaya Bekasi), Skripsi, English Education Department, Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor Keywords
: Dr. Fahriany, M.Pd. : Students’ Ability, Conditional Sentence Type 2, Contextual Teaching and Learning.
. This research is aimed to know whether Contextual Teaching and Learning can improve students’ ability in learning Conditional Sentence Type 2 at second grade of Social Class of MAN Tarumajaya Bekasi. The method of this research is Classroom Action Research (CAR). The writer uses Kurt Lewin’s model. It is done in two cycles, and each cycle has four phases: Planning, Acting, Observing and Reflecting. Meanwhile, the data gained from the interview, questionnaire, observation, and test (pretest and posttest). Based on the results of the study, it can be said that the use of contextual teaching and learning in teaching conditional sentence type 2 has been successful since the criteria of success is achieved, that is 75 % of students who passed the Minimum Mastery Criterion (KKM). KKM of the school is seventy (70). Contextual Teaching Learning has improved their achievement than before. Those are proved by the result of interview, questionnaire, and the result of the tests. The result of posttest 2 there are 22 from 26 students or 84.62% of them whose score has passed the KKM. It improves 40.47% from pretest which only gains 23.08% or there are only 6 from 26 students who have passed the KKM and also improve 22.37% from posttest 1 which gains 61.54% or there are about 16 from 26 students who have passed the KKM. It means there is significant improvement of the students’ abiliy in using conditional sentence type 2 in this research. In addition, the progress of the students can be seen by the results of post interview, observation, and questionnaire. Finally, it can be concluded that Contextual Teaching Learning can improve the students’ ability in using conditional sentence type 2 at the second grade of social class of MAN Tarumajaya Bekasi.
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ABSTRAK Hadirotusholihah. 2013. Meningkatkan Kemampuan Siswa dalam Menggunakan Kalimat Pengandaian Tipe 2 melalui Contextual Teaching and Learning (Penelitian Tindakan Kelas pada Tingkat II IPS MAN Tarumajaya Bekasi), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta. Pembimbing : Dr. Fahriany, M.Pd. Kata Kunci : Kemampuan Siswa, Kalimat Pengandaian Tipe 2, Contextual Teaching and Learning Penelitian ini bertujuan untuk mengetahui apakah Contextual Teaching and Learning dapat meningkatkan kemampuan siswa dalam mempelajari Conditional Sentence Type 2 pada kelas XI IPS Madrasah Aliyah Negeri Tarumajaya Bekasi. Metode pada penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penulis menggunakan model Kurt Lewin. Penelitian ini dilaksanakan dalam 2 siklus, dan disetiap siklus mempunya 4 tahap: rencana, tindakan, observasi, dan refleksi. Pada penelitian ini data diperoleh dari wawancara, angket, observasi dan tes (pretest dan posttest). Berdasarkan hasil penelitian yang didapat, penggunaan Contextual Teaching and Learning dalam pengajaran Conditional Sentence Type 2 telah berhasil karena kriteria kesuksesan dalam penelitian ini telah dicapai, 75% dari siswa dapat mencapai nilai sesuai dengan Kriteria Ketuntasan Minimal (KKM) sekolah yakni 70. Hal ini dapat dibuktikan melalui hasil wawancara, angket, dan hasil nilai siswa. Untuk hasil dari posttes 2 terdapat 22 siswa dari 26 siswa atau dengan kata lain persentesenya mencapai 84,62% yang telah melewati standar KKM. Hal ini menunujukkan adanya peningkatan sebanyak 40,47% dari hasil pretest yang mana hanya mendapatakan persentase sebanyak 23,08% atau hanya ada 6 siswa dari 26 siswa yang nilainya melewati standar KKM dan ini juga mengalami peningkatan 22,37% dari hasil posttest 1 yang mencapai peningkatan sebanyak 61,54% atau terdapat 16 siswa dari 26 siswa yang nilainya melewati standar KKM. Ini berarti bahwa ada peningkatan yang signifikan pada kemampuan siswa dalam menggunakan conditional sentence type 2 dalam penelitian ini. Sebagai tambahan, peningkatan siswa dapat dilihat dari hasil wawancara, observasi dan angket. Akhirnya, teknik Contextual Teaching and Learning ini dapat dikatakan mampu meningkatkan kemampuan siswa dalam menggunakan kalimat pengandaian tipe 2 dikelas XI IPS MAN Tarumajaya Bekasi.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent the Merciful.
All praise be to Allah, lord of the world, who has given the writer His blessing to finish this skripsi. The writer believes without his help, the writer couldn’t do anything. Peace and salutation is upon to the prophet Muhammad SAW, his family, his companion, and his followers. This is a proud of occasion, the writer would like to express her great honor to her beloved parents, Mr. Mustalab and Mrs. Ayanih who never stop giving their prayers and greatest efforts for the writer in finishing this skripsi. She also would like to say thanks a lot to her beloved brothers, Bunyamin, S.Pd.I, Kamaludin, Abdul Gofur S.Pd.I, Isomulloh, and her lovely sister, Muniroh S.Pd, all of them always give her support in finishing this skripsi, her beloved husband Ahmad Zarkasih who always supports her with his love and his smile the writer gets spirit and gets from her weakness up to finish this skripsi. The writer also would like to say her sincere gratitude to his advisor, Dr. Fahriany, M.Pd who has patiently given her help, guidance, and corrections to finish this skripsi. The writer also realizes that she would never finish writing this skripsi without help of some people around her. Therefore, he would like to say a lot of thanks to: 1.
All lecturers and staffs of English Education Department.
2.
Drs. Syauki, M.Pd, the head of English Education Department.
3.
Zaharil Anasy, M. Hum, the secretary of English Education Department.
4.
Nurlela Rifa’i, M.A, Ph.D, the Dean of the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
5.
Syarif Hidayat, S.Ag, the school principle of MAN Tarumajaya Bekasi.
6.
Drs. Ma’ali, the English teacher of MAN Tarumajaya Bekasi.
7.
All friends in English Department, especially her beloved friends of class “B” 2006.
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Finally, the writer realizes that this skripsi is far from being perfect, but the writer hopes this skripsi will be useful especially for her and for any readers or any researchers. Therefore, she would like to accept some suggestions to correct the weakness of this skripsi. Jakarta, 15 Mei 2013
The Writer
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TABLE OF CONTENTS ABSTRACT ....................................................................................................... i ABSTRAK ......................................................................................................... ii ACKNOWLEDGEMENT ................................................................................ iii TABLE OF CONTENTS.................................................................................. v LIST OF TABLES ........................................................................................... viii LIST OF FIGURES ......................................................................................... ix LIST OF APPENDICES ................................................................................. x CHAPTER I
CHAPTER II
: INTRODUCTION A. The Background of the Research .................................
1
B. The Limitation of the Research ....................................
4
C. The Formulation of the Study ......................................
4
D. The Objective of the Study ...........................................
4
E. The Significance of the Study ......................................
5
: THEORETICAL FRAMEWORK A. Conditional Sentence ....................................................
6
1. The Definitions of Conditional Sentence ...............
6
2. The Type of Conditional Sentence ........................
7
3. The Form of Conditional Sentence Type 2 ............
8
4. The Use of Conditional Sentence Type 2 ................ 10 B. Contextual Teaching and Learning .............................. 11 1. The Nature of Contextual Teaching and Learning . 11 2. The Components of Contextual Teaching and Learning ................................................................ 12 3. The Strategies of Contextual Teaching and Learning ................................................................. 13 4. The Benefits of Contextual Teaching and Learning 14 C. Previous Related Studies of Conditional Sentence Type 2 ........................................................... 15
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CHAPTER III
: RESEARCH METHODOLOGY A. The Method of the Research ........................................ 18 B. The Participants of the Research ................................... 19 C. The Place and Time ...................................................... 19 D. The Researcher’s Role on the Study ............................ 19 E. The Data and Data Sources .......................................... 19 F. The Research Design ..................................................... 21 G. The Classroom Action Research (CAR) Procedure ...... 23 H. The Technique of Data Analysis .................................. 24 I. The Trustworthiness of Study ...................................... 26 J. The Criteria of the Action Success ............................... 29
CHAPTER IV
: RESEARCH FINDINGS A. The Description of Data ............................................... 30 1. Findings of the Preliminary Study ................................. 30 a) The Result of Pre-Observation ............................... 30 b) The Result of Pre-Interview ................................... 32 c) The Result of Pre-Questionnaire ........................... 33 d) The Result of Pre-Test............................................ 36 2. Findings of the Cycle 1 .................................................. 37 a.
Planning ................................................................. 37
b.
Acting ..................................................................... 37
c.
Observing ............................................................... 39
d.
Reflecting ............................................................... 40
3. Findings of the Cycle 2 .................................................. 41 a.
Planning ................................................................. 41
b.
Acting ..................................................................... 42
c.
Observing ............................................................... 43
d.
Reflecting ............................................................... 44
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4. Finding after Implementing the Action .......................... 44 a.
The Result of Post Interview .................................. 45
b.
The Result of Post Questionnaire ........................... 46
c.
The Result of Post-Test .......................................... 48
B. The Analysis of the Data ............................................. 50 C. The Interpretation of the Data ..................................... 55
CHAPTER V
: CONCLUSION AND SUGGESTION A. Conclusion .................................................................... 57 B. Suggestion .................................................................... 58
BIBLIOGRAPHY ............................................................................................ 59 APPENDICES ................................................................................................... 61
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LIST OF TABLES Table 2.1 The Basic Form of Three Types of Conditional Sentence ...........
8
Table 2.2 The Form of Conditional Sentence Type 2 ...................................
9
Table 3.1 Discriminating Power Scale ..........................................................
27
Table 3.2 Item Difficulty Scale ………………………………………….. ..
28
Table 4.1 The Students’ Score of Pretest, Posttest 1, and Posttest 2 ............
49
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LIST OF FIGURES Figure 3.1 Kurt Lewins’ Action Research Design .........................................
21
Figure 3.2 The Writer’s Classroom Action Research Design .........................
22
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LIST OF APPENDECES Appendix 1 The Instrument for Pre-test ..........................................................
61
Appendix 2 The Instrument for Post-test1 ......................................................
65
Appendix 3 The Instrument for Post-test2 ......................................................
68
Appendix 4 The Answer key of Pre-test, Post test 1, and Post test 2 .............
71
Appendix 5a The English Teacher’s Interview and its Result before CAR ...
72
Appendix 5b The English Teacher’s Interview and its Result after CAR ......
74
Appendix 6a The Interview Guideline for Students before CAR ...................
76
Appendix 6b The Interview Guideline for Students after CAR ......................
77
Appendix 7a The Result of Students’ Interview before CAR ........................
78
Appendix 7b The Result of Students’ Interview after CAR ..........................
80
Appendix 8a The Questionnaire for Students before CAR .............................
83
Appendix 8b The Questionnaire for Students after CAR ...............................
84
Appendix 9a Recapitulation of Students’ Questionnaire before CAR ............
85
Appendix 9b Recapitulation of Students’ Questionnaire after CAR .............
86
Appendix 10a Field Notes in the First Cycle (First Meeting) .........................
87
Appendix 10b Field Notes in the First Cycle (Second Meeting) ....................
88
Appendix 11a Field Notes in the Second Cycle (First Meeting) .....................
89
Appendix 11b Field Notes in the Second Cycle (Second Meeting).................
90
Appendix 12 Observational Checklist for Teacher’s Activity ........................
91
Appendix 13 Lesson Plan ...............................................................................
92
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CHAPTER I INTRODUCTION This chapter presents the introduction, which is consisting of the background of the research, the limitation of the problem, the formulation of the problem, the objective of the study, and the significance of the study.
A. The Background of The Research All people in this world need to communicate with each other. When they communicate, they use a language absolutely. It can be spoken or written form. “Language is a system for the expression of meaning”.1 By using language, people can convey what they need, they want, and they mean. According to Steven E. Weisler and Slavko Milekic, “language is an amazing flexible tool that allows us a vast range of expressiveness”.
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So that, for
expressing and communicating what they mean, they absolutely need a language. Today, English has an important role in education curriculum, and one of the most influential languages in the world. English is not only used in education, but also in many sectors of life such as politics, science and technology, trading, and so on. Nowadays we had been facing a great challenge in this global era. Anna Pakir states on her book that “one of the greatest challenges facing language teachers in the classroom today is the rapid development of English as a lingua franca for an inter-connected world”.3 The teachers should be ready for great challenge above because English is developed rapidly as a lingua franca for inter-connected world. In mastering English, the students need to understand the English skill, because gaining a new language necessarily involves developing four 1
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1986), p. 71 2 Steven E. Welster and Slavko Milekic, Theory of Language, (London: Massachussets Institute of Technology Press, 2000), p. 9 3 Ho Wah Kam and Christoper Ward, Language in the Global Context, (Singapore: SEAMEO Regional Language Centre, 2000), p. iii
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modalities in varying degrees and combinations; listening, reading, speaking, and writing.4 They are supported by English components, such as grammar, vocabulary and pronunciation. If they master all above, they may be able to use English in spoken or written communication. Meanwhile, students who learn English will find a number of problems, especially with grammar as a component of English. “Grammar is the correct usage of the English language”.5 When they want to communicate either spoken or written, it should be correct. So, what they want to convey will be understood by others. The students sometimes find the difficulties in learning English at this component. They think of grammar is a difficult subject and it is confusing and hard to understand. Grammar need to be taught appropriately because it is the basic element of a language. Without the proper knowledge of grammar, the learners will find many problems to express their ideas and built up sentences for communication. There are many aspects discussed in English grammar. One of them is Conditional sentence. It is usually discussed after the basic verb forms. “Conditional sentence is the sentence contains two clauses: a dependent clause beginning with if (or another conjunction performing the same general function) and a main clause”.6 Conditional sentence as a part of grammar rules sometimes makes the students confused moreover on conditional sentence type 2 (unreal conditional sentence). Unlike conditional sentence type I that may be easier to understand because it has not a change in the verb. “Unreal conditional sentences are difficult for foreign students to understand because it seems that the truth value of a sentence is the opposite of the way
4
Rebecca L. Oxford, Language Learning Strategies: What Every Teacher Should Know, (New York: Heinle and Heinle Publishers, 1990), p. 5 5 Kathryn Riley and Frank Parker, English Grammar (New York: Chestnut Hill Enterprises, inc, 1998), p.1 6 George E. Wishon and Julia M. Burks, Lets Write English, (New York: Litton educational Publishing, 1980), p. 249
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the sentence appears”.7
Therefore students will find some difficulties in
learning conditional sentence because the value of a sentence is the opposite of the way the sentence appears, so that they often misunderstand the meaning. Besides, the students’ problem in learning conditional sentence is related to their previous knowledge in English. They have not mastered the simple past and also they have not mastered the irregular verb, so they face the difficulties in the verb change in conditional sentence type 2. “Ron Cowan stated on his book that the students have difficulties in mastering appropriate tense sequences across clauses”.8 Teaching and learning can be successful when the students can directly feel the advantages of learning materials by experiencing and learning it. There are many other factors supporting teaching and learning process, such as the using of appropriate media, learning materials which support teaching learning process, class management, and teacher's method in conveying the subjects, it means the teachers’ ability and creativity in developing and conveying the materials in learning process optimally. The teachers must apply the appropriate method in teaching and learning process. To improve students’ ability in using conditional sentence type 2, the teachers need to have the appropriate method to present the material in teaching and learning process. Because “method is an overall plan for the orderly presentation of language material, no contradicts, and all of which is based upon, the selected approach”.9 If the teachers use an appropriate method, the students will understand well and get high motivation to learn English. The writer use Contextual Teaching Learning as a suitable method in teaching conditional sentence to improve students’ ability in using Conditional 7
Michael A. Pyle and Mary Ellen Munoz Page, Test of English as a Foreign Language Preparation Guide, (New Delhi: Wiley Dreamlech, 2002), p. 115 8 Ron Cowan, The Teachers’ Grammar of English, (Cambridge: Cambridge University Press, 2008), p. 461 9 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1986), p. 15.
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Sentence Type 2. Students will get higher ability and get the materials optimally when the material is related to their daily life. “Contextual Teaching Learning is a conception that helps teacher relate subject matter content to real world situation and motivates students to make members, citizens, and others”.10 It means that when teaching learning process, the materials should be connected to the real life so the students will have critical and creative thinking. By using CTL, the students may be able to make connections between what they are learning and how that knowledge will be used. Based on the background above, the writer is interested to choose the title of her research that is Improving Students’ Ability in Using Conditional Sentence Type 2 through Contextual Teaching Learning.
B. The Limitation of the Problem To clarify the problem, the writer limits this research in using ccontextual teaching learning to improve students’ ability in using conditional sentence type 2 at the second grade students of MAN Tarumajaya, Bekasi.
C. The Formulation of the Problem The writer formulates the problem as follows: “Can Contextual Teaching and Learning improve students’ ability in using conditional sentence type 2?”
D. The Objective of the Study The objective of the study in this Classroom Action Research is the writer would like to find out whether contextual teaching and learning can improve students’ ability in using conditional sentence type 2 or not?
10
2002), p. 39.
Ellaine B. Johnson, Contextual Teaching and Learning, (London: Corwin Press,
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E. The Significance of the Study This study is expected to give the contribution to the English teachers, the students, the school principal, and exclussively to the writer to try contextual teaching learning method to relate students’ real world situation and materials they get. Furthermore, the English teachers are hoped to explore their English teaching technique, especially in teaching conditional sentence type 2. The writer hopes that this technique will help the teacher and the student in teaching and learning process.
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CHAPTER II THEORETICAL FRAMEWORK This chapter discusses about the theoretical framework which is consisting of conditional sentence and contextual teaching and learning. Conditional sentence consists of definition, type of conditional sentence, form, and the use of conditional sentence type 2, whereas contextual teaching and learning consists of the nature of contextual teaching and learning, components, strategies, and the benefits of contextual teaching and learning.
A.
Conditional Sentence 1. The Definitions of Conditional Sentence Conditional sentence is almost appears in every English textbook. It usually comes after the chapters that present some of basic verb form or somewhere in more advanced section of the book. There are a lot of definitions of conditional sentence from the language experts. According to Marianne Celce-Murcia and Dianne Larsen-Freeman “conditional sentence is the sentences consisting of two clauses, a subordinate clause, and a main clause”.1 George E. Wishon stated that “conditional sentence is the sentence contains two clauses: a dependent clause beginning with if (or another conjunction performing the same general function) and a main clause”.2 In another definition of conditional sentence from Martin Parott “conditional sentences consist of two clausesa main („conditional‟) clause containing a verb with a form with will or would, and a subordinated clause that is introduced by if.”3
1
Marianne Celce Murcia and Diane Larsen-Freeman, The Grammar Book: An ESL/EFL Teacher’s Course, (Newbury: Heinle & Heinle Publisher, 1999), p. 545 2 George E. Wishon and Julia M. Burks, Lets Write English, (New York: Litton Educational Publishing, 1980), p. 249 3 Martin Parott, Grammar for English Language Teacher, (New York: Cambridge University Press, 2000), p. 231
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Based on the definitions above, the writer concludes that conditional sentence is a sentence which consists of two clauses; a main clause which containing modal auxiliary and a subordinated clause which begins with if, unless or adverb clauses.
2. The Types of Conditional Sentence There are three different types of conditional sentences. Each type is composed of a different combination of tenses. According to Marianne C. Murcia and Larsen Freeman “conditional sentence is divided into three types”, they are: a. Future conditional
: If I have money, I will take a vacation
b. Present conditional
: If I had money, I would take a vacation
c. Past conditional
:If I had had money, I would have taken a
vacation.4 George E. Wishon also stated that there are three types of conditional sentences: a. Future-Possible Condition b. Present-Unreal Condition c. Past-Unreal Condition.5 In the first type, the sentence expresses a future-possible condition refers to an action that may or not may take place in the future. The present tense of the verb is used in the if clause, and the future tense is used in the main clause. In present-unreal condition, the sentence describes a situation which does not exist or unreal. We do not expect the condition in the if clause to become a fact. The past tense of the verb is used in the if clause, and the modal would, should, could, and might are used in the main clause.
4 5
Murcia. loc. cit. Wishon. loc. cit.
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In this type, the subjunctives were in the if clause is used for all persons: if I were, if he were, if we were, if you were, etc. The third type of conditional sentence is past-unreal condition. This conditional sentence indicates past time and indicates an unreal and unfulfilled situation. In this conditional sentence, the past perfect is used in the if clause, and would have, should have, could have, and might have are used in the main clause.
3. The Form of Conditional sentence As stated in chapter I, the writer has limited the discussion only at conditional sentence type 2, but it is necessary to know the basic forms of each types of conditional sentence. Table 2.1 The Basic forms of three types of conditional sentence6 MEANING OF THE “IF CLAUSE” True
VERB FORM IN THE “IF CLAUSE” Simple present
VERB FORM EXAMPLES
IN THE “RESULT CLAUSE” Simple present, Simple future
(a) If I have enough time, I write to
in the present/ future
my parents every week. (b) If I have enough time tomorrow, I will write to my parents.
Untrue
Simple past
would + simple form
(c) If I had enough time, I would
In the present/future
write to my parents. ( in truth, I do not have enough time, so I will not write them.)
Untrue in the past
Past perfect
Would have + past participle
(d)
If I had had enough time, I would have written to my parents yesterday. (In truth, I did not have enough time, so I did not write to them.)
After the writer distinguishes three types of conditional sentence, the writer presents the form of conditional sentence type 2 further.
6
Betty Schrampfer Azar, Understanding and Using English Grammar, (London: Prentice-Hall Inc, 1989), p. 347
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Here are the forms of conditional sentence type 2: Table 2.2 Form of Conditional Sentence Type 2 7 Affirmative statements If Clause: Simple Past
Result Clause: Would + Base Form of Verb
If I knew his telephone number
I would call him Negative Statements
If I did not know his telephone number
I would not call him
Yes/No Question Result Clause
If Clause
Would I call him
If I knew his telephone number? Wh-Questions
What Would you do
If you knew his telephone number Short Answer
Affirmative Yes, I would
Negative No, I would not
General variants of conditional sentence type 2 The followings are possible variants of conditional sentence type 2:8 1. Using progressive verb form If it were not raining, I would go for a walk 2. Using could, might, and should If I were a bird, I could fly 7
Marjorie, Fuchs and Margaret Boner, Grammar Express for Self Study or the Classroom, (England: Pearson Education Limited, 2003), p.280 8 Azar, op. cit., p. 353.
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If you were a better student, you might get better grades I shouldn’t get to sleep at all if I lived next the noise 3. Omitting If Were I you, I wouldn’t do that 4. Verb form following wish I wish I could speak Japanese 5. Using as if She talked to him as if he were a child
4. The Use of Conditional Sentence Type 2 Every type of conditional sentence has a specific form and usage. The writer will try to describe the use of conditional sentence of type 2. a. It can describe improbable future event or situation. The condition is unlikely to be fulfilled because the future event is unlikely to happen. If the result of the test were positive, we would call you within two days. b. It can also describe a hypothetical current situation or event, i.e. one which is contrary to known facts. It is therefore impossible to fulfill the condition: If the police were confident of their case against Sykes, surely they wouldn’t hasitate to take him into custody? (The police aren‟t confident of their case.)9 Beside, the second conditional is used to express a variety functions: Giving advice If I were you, I would take her out of that school. Polite request 9
Mark Foley and Diane Hall, Advanced Learners’ Grammar, (Edinburg: Pearson Education Limited, 2003), p. 122
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If you could deal with this matter, I’d be very grateful. Desire/regrets If we didn’t have to work so hard, we could spend more time together.
B. Contextual Teaching and Learning 1. The Nature of Contextual Teaching and Learning In teaching and learning process the students need to get interesting method. They want to get the teaching method which is more fun and easy to be understood. Unlike the conventional point of view that knowledge which is given from the teacher should be memorized by the students. They have to memorize the concepts what the teachers gave. While, students will understand the materials if they connect the subject with their real life and it will be saved in long-term memory, and they do not need to memorize compulsory. Contextual teaching and learning will improve students‟ ability because it relates the students‟ real life to the subject matter. “Contextual Teaching Learning system is an academic material they are studying by connecting academic subjects with the context of their daily lives, that is, with the context of their personal, social, and cultural circumstances”.10 Susan Sears stated in her book that “contextual teaching learning is a concept that helps teachers relates subject matter to real-world situation”.11 By using Contextual Teaching Learning, students connect the subject to their context in real life situation. Making these connections, students see meaning in schoolwork. When students formulate projects or identify interesting problems, when they make choices and accept 10
Elain B. Johnson , Contextual Teaching and Learning (Thousand Oaks: Corwin Press, 2002), p. 25 11 Susan Sears, Contextual Teaching and Learning, (Bloomington: Phi Delta Kappa Educational foundation , 2002), p. 2
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responsibility, search out information and reach conclusion, when they actively choose, organize, touch, plan, investigate, questions, and make decisions to reach objectives, they connect academic content to the context of life‟s situation, and through those way the student will discover meaning. It means that students can get high understanding in their learning. From the definitions above, the writer concludes that contextual teaching and learning is a concept that helps teacher and students to relate academic material in teaching and learning process to the real word situations.
2. The Components of Contextual Teaching and Learning Here are seven components of contextual teaching learning:12 1. Constructivism Constructivism is a process to motivate or to organize new experience in students‟ cognitive structure based on their experience. In constructivism, knowledge can be formed by two importance factors; they are the object which is the source of the observing, and the ability of the subject to interpret the object itself.13 2. Inquiry Inquiry is the core of CTL process. While designing the tasks of activities in class, teachers should refer to an inquiry activity both in reading and speaking. Knowledge and skill that achieved by the students expected not from remembering the facts, but from self inquiry. The cycles of inquiry are observation, questioning, hypothesis data and gathering and conclusion. 3. Questioning Questioning is not new strategy. In teaching and learning process, teachers have already applied this strategy. What is new is that questioning is not only monopolized by the teacher but also is asked by the students. It is natural to say that curiosity means questioning. If someone in curious about something, she/he will ask questions concerning the things she/he is observing. Good questions can raise students‟ interest, motivate them and lead to attract their attention to the phenomena observed. 12 13
p. 264
Johnson, op. cit., p. 24 Wina Sanjaya, Strategi Pembelajaran, (Jakarta: Kencana Prenada Media Group, 2006),
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4. Learning community Learning community suggests that the result of teaching and learning is resulted from doing tasks with other student in group. In other word sharing is needed among friends, other groups, and between make out person and not. 5. Modeling Basically, modeling is verbalization of ideas, teacher demonstrates students to study and acting what the teacher need to be implemented by students. Modeling activity can be summarized into demonstrates the teacher‟s opinion and demonstrates how does the teacher wants the students learn. 6. Reflection Reflection is the ways of thinking about what the students have learned and thinking about what the students have done in the past. Reflection is a figuration of activity and knowledge that just have received. Teacher need to do the reflections in the end of teaching learning process. In the end of teaching learning process, teacher spends a little time and ask student to do the reflection. 7. Authentic Assessment Authentic assessment is the process of collecting the data that can give the description of student learning development. In the process of learning not only the teacher that can be placed to provide accurate assessments of students‟ performance, but also students can be extremely effective at monitoring and judging their own language production. 3. The Strategies of Contextual Teaching and Learning The following are the strategies of CTL:14 a. Problem-based Contextual Teaching Learning (CTL) can begin with a simulation or real problem. Students use critical-thinking and systematic approach to inquiry the problem or issue. Students may also draw upon multiple content areas to solve their problems. Worthwhile problems that are relevant to students‟ families, school experience, workplace, and communities hold greater personal meaning for students. b. Using multiple context Theories of situated cognition suggest that knowledge cannot be the physical and social context in which it develops. How and where a person acquires and creates knowledge is very important. CTL experiences are enriched when students learn skills in multiple contexts, such as school, community, workplace, and family.
14
http://www.cew.wisc.edu/teachnet/ctl
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c. Drawing upon student diversity Diversity is a valuable resource for the learning all of participants in the classroom community. From the diversity, the students can work together to achieve real goals with others who are quite different from themselves, they learn to understand and value different viewpoints and abilities and to collaborate effectively with students tend to retain higher-level knowledge and skills longer when their learning experience by contexts that are close to real life as possible. d. Supported self-regulated learning Ultimately, students must become lifelong learners. Lifelong learners are able to seek out, analyze, and use information with little to no supervision. To do so, students must become more aware how they process information, employ problem-solving strategies, and use background knowledge. CTL experiences should allow for trial and error; provide time and structure for reflection; and provide adequate support to assist students to move from dependent to independent learning. e. Using interdependent learning groups Learning groups, or learning communities, are established in workplaces and schools in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning communities are established in schools, educators act as coaches, facilitators, and mentors. f. Employing authentic assessment CTL is intended to build knowledge and skills in meaningful ways by engaging students in real life, or "authentic" contexts. Assessment of learning should align with the methods and purposes of instruction. Authentic assessments show (among other things) that learning has occurred; are blended into the teaching/learning process; and provide students with opportunities and direction for improvement. Authentic assessment is used to monitor student progress and inform teaching practices. 4. The Benefits of Contextual Teaching Learning The followings are the benefits of contextual teaching learning:15
Students are the subject of study (active)
Students learned by grouping activities, discussion, and sharing knowledge
15
Learning process is connected to the real world situation
Students‟ abilities are achieved through their experiences
Sanjaya, op. cit., p. 261.
15
Students have responsibilities to organize and to develop the learning process
C.
The ‘setting’ of learning process is contextually.
The Previous Related Studies of Conditional Sentence Type 2. Many researchers have taken conditional sentence type 2 for their research to get the students‟ problems in learning it. The previous researchers used various methods in solving students‟ problems. Widji Widjayanti stated that “the students who learn conditional sentence may understand the syntactic change of each type, but they may have difficulties in understanding the semantic all types”.16 Conditional sentence type 1 may be easier to understand since it has same meaning in Indonesian, but both conditional sentence type 2 and conditional sentences type 3 may cause problems since according to the students these types do not exist in Indonesian language. Indonesian students do not realize that unlike conditional sentence type 1, both conditional sentence type 2 and conditional sentence type 3 cannot be translated as jika, but seandainya. As in If I had wings, I would fly to the moon, which should be translated as seandainya (not jika) saya punya sayap, saya akan terbang ke bulan. Students‟ awareness of differences in the meaning of the three conditional sentences can be seen through the way they translate the conditional sentence. From the stated above the writer concluded that the students still have difficulties in the form and usage of conditional sentence type2, and they often make the mistakes that conditional sentence type 2 refers to present not past time.
16
Widji Widjayanti “ An Analysis on the Difficulties by the Students in Learning Conditional Sentence Type 2 at MAN Cibinong Bogor”, Skripsi of UIN Syarif Hidayatullah Jakarta, (Jakarta: Perpustakaan UIN Syarif Hidayatullah Jakarta, 2009), p. 3.
16
In another studies, Lia Nurshohifah stated that “conditional sentence type 2 is difficult for the students to understand since the grammatical rule in terms the verb form of English and Indonesian language is totally different”.
17
It can be said that Indonesian language has no change in verb
form between present and past time, although in English it has a change of verb form between present and past time. In this research the writer tries to apply Contextual Teaching and Learning to improve students‟ ability in using conditional sentence type 2. The way of writer‟s teaching is totally different from the previous researcher. She related the subject material with the students‟ real life. By using contextual teaching and learning the writer connects the students‟ materials with their real life, such as what they were facing in their life, what they knew about the current issues around them, the most popular figure they knew, their experience and so on. It would make them creative and critical thinking to relate the subject matter. The writer begins the lesson by reminding the students about the irregular verb, because this was related to the material would be explained, that is Conditional Sentence Type 2. Besides, she wants to increase their vocabularies. She presents a slide within a picture of popular singer. The aim is to connect students‟ real life with the subject material. Then she gives them a question related to Conditional Sentence Type 2. Then she begins to explain the pattern and the use of conditional sentence type 2. She also explains the changes of the verb. The students are divided into some groups. One student of each group becomes a model to presents what they had got in group work. Because of modeling is one of Contextual Teaching and Learning components. She also gives some questions related to the conditional sentence type 2. Its aim is to get the respond from the students with the
17
Lia Nurshohifah, “ Improving Students’ Ability in Learning Conditional Sentence Type 2 through Songs”, Skripsi of UIN Syarif Hidayatullah Jakarta, (Jakarta: Library of UIN Syarif Hidayatullah Jakarta, 2011), p. 3
17
correct answer by grammatical pattern of the conditional sentence type 2. And also they are more active in teaching and learning process. The writer also applies fun learning. She uses a song lyric to motivate the students in getting higher understanding in using conditional sentence type 2. Then she gives assessment or evaluation to the students about conditional sentence type 2. All above is the writer‟s way of teaching which involved all of the components and strategies of contextual teaching and learning.
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CHAPTER III RESEARCH METHODOLOGY This chapter describes about The Method of Research, The Participants of the Research, Time and Place of the Research, The Researcher’s Role of the Research, The Research Design, The Classroom Action Research (CAR) Procedures, The Technique of Collecting Data, The Technique of the Data Analysis, The Trustworthiness of the study and Criteria of the Action Success.
A.
The Method of Research The method which is used by the writer in this research is Classroom Action Research (CAR). Some experts have definitions of classroom action research based on their opinions. According to Suharsimi Arikunto, “classroom action research is an action research which is carried out in the classroom aimed to improve learning practice quality”.1 Michael J. Wallace stated that “classroom action research is a type of classroom research carried out by the teacher in order to solve problems or to find answers toward context-specific issues”.2 In another definition from James H. Mc. Millan and Sally Schumacher, “action research is the process of using research principles to provide information that educational professional use to improve aspects of day-to-day practice”.3 From definitions above, the writer concludes that classroom action research is an action research carried out by the teacher to improve learning practice quality of day to day practice.
1
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2008), p. 5 Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p. 5 3 James H. Mc. Millan and Sally Schumacher, Research in Education, (Boston: Pearson Education, Inc, 2006), p. 414. 2
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19
B.
The Participant of the Research The participant of this research was students of Social Class at second grade of State Islamic Senior High School, Tarumajaya Bekasi, and academic year 2011/2012. The number of students is 26 (twenty six). In the first meeting with the English teacher who teach them, he suggests her to take the research at Social Class because he said that the students in social class has low motivation in learning English and their scores are very low, almost they could not achieve the minimal mastery level criterion (KKM) of that school. So the writer accepted the suggestion of the English teacher to hold the research in Social Class.
C. The Place and Time The place of this Classroom Action Research (CAR) is at MAN Tarumajaya Bekasi. The research started from May up to the middle of June, it held is about one half months.
D. The Researcher’s Role on the Study The writer held the research collaborates with the English teacher. The writer’s role is as a teacher who makes the lesson plan, prepares the teaching media, and makes the pre-test before conducting Classroom Action Research (CAR) and post-test after implementing the actions. Whereas, the English teacher as a collaborator. Then, the writer and the English teacher observe and analyze students’ activities and their abilities in teaching and learning process.
E. The Data and Data Sources In this Classroom Action Research (CAR), the researcher used qualitative data and quantitative data. The following are the research instruments of collecting data used by the researcher:
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a. Questionnaire “Questionnaire is a tool of collecting written data which consists of questions or statements and it arranged especially and used to get the information to be analyzed”.4 In this research, the researcher gave the questionnaire to the students of MAN Tarumajaya Bekasi grade eleventh to reveal students’ opinion of grammar class especially at conditional sentence type 2 had been conducted both before and after implementing CAR. b. Interview “Interview is a technique of collecting the data through directly communication (face to face) between interviewer (questions giver) and interviewee (questions receiver)”.5 In this classroom action research, researcher as an interviewer used interview guide to get the information from the students and English teacher. In this case students and English teacher are the interviewees. Interview activity involves 4 (four) components; questions, interviewer, respondent, and the situation during interview. Before implementing contextual teaching and learning in the classroom, the researcher asks to the English teacher to know about students’ ability, their motivations, and their scores in learning grammar especially in conditional sentence type 2. Then, after implementing the actions, the researcher also asks to the English teacher to give the feedback about the use contextual teaching and learning in teaching conditional sentence type 2. c. Observation Observation is used to observe the writer and students’ activities generally during the process of teaching learning in the classroom.
4
Djudju Sudjana, Evaluasi Program Pendidikan Luar Sekolah, (Bandung: PT Remaja Rosdakarya, 2006)p. 177 5 Ibid., p. 194
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d. Test “A test is a formal, systematic, usually paper-and-pencil procedure for gathering information”.6 The Researcher used the test to know the students’ score improvement before and after implementing the Classroom Action Research. In this CAR, the researcher used three kinds of test; pretest, posttest 1 and posttest 2.
F. The Research Design The writer uses Kurt Lewin design in this Classroom Action Research (CAR). The writer took two cycles in her research. His design consist of four phases; planning, acting, observing, and reflecting in each cycles. Figure 3.1 Kurt Lewin’s Action Research Design (Adapted from Suharsimi Arikunto)7
PLANNING
REFLECTING
CYLCE 1
ACTING
OBSERVING PLANNING REFLECTING
CYCLE II
ACTING
OBSERVING ?
6 7
Peter W. Airasian, Classroom Assessment, (New York: Mc Graw Hill, 2008) p. 9 Arikunto, op. cit., p.16
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From the figure above, we can see that CAR consists of four phases within one cycle. They are planning, acting, observing and reflecting. If the students cannot reach the criteria, so it is necessary to continue to the second cycle with the same concepts of the first cycle which uses identical phases. Based on the Kurt Lewins' Action Research Design above, the writer described the detailed steps in this following figure. Figure 3.2 The Writer’s Action Research Design PLANNING - Making lesson Planning - Preparing Teaching media - Preparing observation sheet ACTING
Cycle 1 REFLECTING - Evaluating teaching and learning process. - Analyze students’ achievement. - Revise the action planning for the next cycle. - Checking the result of posttest 1
OBSERVING - Asking students’ opinions or responses - Observing the class while students are practicing - Finding the students difficulties to improve for the next cycle
PLANNING
-
- Explain about materials - Giving the example of conditional sentence type 2. - Connected students’ subject materials with their real life situation - Practice (students make the sentences) - Giving Post-test 1 for students
- Identifying the problem cycle 1and finding the solution. - Revise the lesson plan.
REFLECTING Analyze students’ achievement. Discuss with the English teacher. Evaluation the result of the cycle II. Analysis students’ improvement in using conditional sentence type 2 based on their score of post-test 2.
ACTING
Cycle 2
OBSERVING - Observing students’ participation. - Observing students’ achievement.
?
- Preparing a song related to conditional sentence type 2. - Practice the learning process with their group. - Perform each group in front of the class.. - Giving Post-test 2 for students.
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G. The Classroom Action Research (CAR) Procedures The writer uses classroom Action Research which consists of four phases within one cycle. They are planning, acting, observing and reflecting. This research will be done on two cycles. If the first cycle has not been achieved, it will be continued to the next cycle with the identical phases of the first cycle. The following are the explanations about four phases: 1.
Planning phase The first phase in this research is making a planning before
implementing the action in the class. In this phase, the writer prepares what she needs to take the research, or what she uses in teaching and learning process. She prepares the materials, makes lesson plan based on the syllabus which is used at that school, prepares the teaching aids to facilitate the research and also she prepares research instrument such as: observation sheet, and the tests which are going to use in this Classroom Action Research. 2. Acting Phase Acting performed by the researcher to solve or answer the problem by analyzing classroom organization, or who needs to be a collaborator, and who will take the test. In this phase, both the researcher and the teacher collaborate to carry out the planned action. The researcher hold teaching learning process based on lesson planning which has been arranged, with the material has been planned based on the result of decision with observer. After making the planning, the researcher begins to implement the technique in the classroom and it is done in two meetings within each cycle. Before implementing the first meeting, she gives the students pretest in order to know their ability in conditional sentence type 2. 3. Observing Phase In this step, the researcher writes what all happened to know, and make document for each indicator from the result and process are obtained
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either is appeared by planning or not in the class during acting. Collecting the data needs observation or assessment format which is arranged to accurate of performing scenario acting from time to time and the impact toward the process of teaching and learning activity in the class. 4. Reflecting Phase Reflecting is the last phase of classroom action research. It is a step for processing the data which the researcher finds when acting observation. It is necessary to hold evaluation for completing the next cycle. The data are interpreted and analyzed by the writer. She works collaboratively with the English teacher. His participation in this phase is to help the researcher holds reflecting and evaluation accurately. However, if the students have not reached the KKM, the writer will continue to the next cycle with the same concepts which uses identical phases, they are; planning, acting, observing, and reflecting.
H. The Technique of Data Analysis In this research, the writer analyzes two kinds of data which have been collected during the Classroom Action Research, there are: qualitative and quantitative data. The qualitative data covers the observation of students’ activities during teaching learning process, the interview before and after Classroom Action Research and questionnaire. Besides, quantitative data is gained from the students’ score of pretest, posttest1 and posttest2. It is used to measure students’ ability in understanding the material given and also to know their improvement after learning the material by using the writer’s technique. To analyze this data, the writer uses formulas as follows: First, the writer calculate the average of students’ score each actions wit one cycle. It is used to know whether the students can reach the KKM or not. Here is the formula:8
8
Sudjana, Metode Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
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_ ∑x X = ── n
X : mean x : individual score n : number of students Then, the writer tries to get the class percentage which passes the minimal mastery level criterion (KKM) of that school which is 70 (seventy). It uses the formula:9 F P = ── X 100% N
P : the class percentage F : total percentage score N : number of students The last, after getting the mean of students’ score per actions, the writer identifies whether the students get improvement score in understanding Conditional Sentence Type 2 from pre-test up to post-test in cycle 1 and cycle 2. And to analyze it, he uses the formula:10 y1 - y P = ─── X 100% y
9
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006), p. 43. 10 Ibid., p.46.
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P : percentage of students’ improvement y : pre-test result y1 : post-test 1
y2 - y P = ─── X 100% y
P : percentage of students’ improvement y : pre-test result y2 : post-test 2
I.
The Trustworthiness of Study To analyze the examined test items, the writer implements the trustworthiness of the test; they are discriminating power and difficulty items. It is aimed to identify the quality of test items which will be used in this research. Besides, the writer also examines the tests which are used as the instrument of the study to get its validity. To analyze the examined test items, the writer implements the trustworthiness of the test. It is used as the evidence of the truth of this research. Furthermore, there are some phases including: 1) Discriminating Power The analysis of discriminating power of test items is to know the performance of the test through distinguishing students who have high achievement and low achievement.
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And to calculate the discriminating power the writer uses formula as follow:11 D = Ba – Bb Ja
Jb
In which, D
: The index of discriminating power
Ba
: The number of pupils in the upper group who answered the item correctly
Bb
: The number of pupils in the lower group who answered the item correctly
Ja
: Number of pupils in the upper group
Jb
: Number of pupils in the lower group
Furthermore, it uses the discriminating power scale as follow: Table 3.1 Discriminating Power Scale (Adapted from Suharsimi Arikunto)12 DP
REMARK
0.70 - 1.00
Excellent
0.40 - 0.70
Good
0.20 - 0.40
Satisfactory
0.00 - 0.20
Poor
Negative
Discarded
11
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 1993),
12
Ibid., p. 233
p. 218.
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2) Item Difficulty The difficulty item analysis concerns with the proportion of comparing students who answer correctly with all of students who follow the test. Item difficulty is how easy or difficult an item is form the viewpoint of the group of students or examinees taking the test of which that item is a part.13 The formula used as follow:14
B P = ── JS In which, P: Index of difficulty B: The total number of students who selected the correct answer JS: The total number of students including upper and lower group
In addition, the writer uses criterion scale of Item Difficulty as follow:
Table 3.2 Item Difficulty Scale
ID
REMARK
0.0 – 0.30
Hard
0.30 – 0.70
Moderate
0.70 – 1.00
Easy
13
John W. Oller, Language Test at School, (London: Longman Group Limited, 1979), p. 246.
14
Arikunto, op. cit., p. 212.
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J.
The Criteria of the Action Success Classroom Action Research can be called successful when it fulfills the criteria which have been determined, on the other hand it will be called failed when the result cannot achieve the determined criteria. In this study, the research will be success when there are 75% number of students can improve their achievements from the pre-test until the second post-test in cycle two and/or they can pass the target score of the minimal mastery level criterion, which is seventy (70). If the criteria mentioned above are achieved, the researcher will stop the cycle, or she doesn’t need to continue to the next cycle.
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CHAPTER IV RESEARCH FINDINGS This chapter presents the result and discussion based on the data collected from the implementation of Contextual Teaching and Learning to improve students’ ability in using Conditional Sentence Type 2 at second grade of Social class MAN Tarumajaya, Bekasi academic year 2011/2012. The discussion presented The Description of Data and Analysis of Data. The Description of Data consists of Finding of the Preliminary Study, Finding of Cycle 1, Finding of Cycle 2, and Finding after Implementing the Action. While Analysis of Data consists of data analysis based on the data has been collected and the data interpretation.
A. The Description of Data 1. Findings of the Preliminary Study The writer did the survey before implementing this research, and the aim is to know the detail information about the class condition which would be taken for this research. The further explanation will be explained as follow: a.
The Result of Observation Pre observation was done in order to observe the teaching and learning activity of English grammar, especially in Conditional Sentence Type 2 before implementing the action. It was conducted at the second grade of social class of MAN Tarumajaya Bekasi academic year 2011/2012. There consisted of 26 students. The researcher did pre-observation on Wednesday, April 25th 2012. While writer observed on teaching and learning process, she also observed the way of the English teacher’s teaching and the condition of the students in grammar class especially in Conditional Sentence Type 2. The English teacher gave the explanation of the material without connecting simple past tense and irregular verb, although in 30
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Conditional Sentence is very related to those materials (simple past tense and irregular). Then he gave the formula of conditional sentence type 2 and he asked to the students to memorize it. He did not connect the subject matter with their life or what they had been facing in their real life. This teacher-oriented technique was less effective because the students were expected to remember the formula, consequently if they did not remember it they would not be able to make the sentences of the material was being taught. The teacher gave the example of conditional sentence type 2 was too far from the real situation or their real life so that they were difficult to understand the lesson. If he made the example using hot issues or the event which had been facing in their life, it would be easy to understand the lesson. Besides, the teacher also told too much during teaching learning process, therefore the students as good listeners without giving opportunities for the students to give ideas or opinions, comments, even to ask the questions. Finally, they got low scores in doing exercise. While observing, she also absolutely paid attention to the students during teaching and learning process. The students were lack of vocabulary. The writer stated this statement because while she was observing, many students asked the vocabularies they used in doing exercises to another student. Moreover they didn’t know the change of the verbs. They haven’t mastered either simple past tense or irregular verb. As the result, they still made much mistakes in completing the verb in conditional sentence type 2. It meant that the students got low achievement. Besides, the writer also observed the students’ motivation while teaching and learning process. She found that many students were not serious in learning. They did not pay full attention to the English teacher’s explanation. Some of students made a joke with their friends, some of students looked so bored and they were not care about the materials. From this observation, the writer concludes that
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the students need the best method in their learning process in the classroom. They need a method which can relate the subject matter with their real experience, their real situation in their life, with the realities they are facing in their life. So that they will understand the subject matter easily, they will be more fun in learning, and they will get higher motivation. As the result they will achieve the minimal mastery level criterion (KKM) of the school.
b. The Result of Pre-Interview Pre-interview in this research was done on Wednesday, May 2nd 2012. It was started from 10.30 a.m until 11.30 a.m. In this part, the writer asked the English teacher some questions and she divided the questions into three categories. They were students’ general condition in grammar class especially at conditional sentence type 2 and their performance, the difficulty faced by students and their participation, and the last is about the method used by the teacher in teaching and learning process. First category discussed about students’ general condition in grammar class especially at conditional sentence type 2, their performance and motivation. The teacher said that most of students at social science second class of MAN Tarumajaya still got low achievement in English grammar especially in Conditional Sentence Type 2. They also were not serious and enthusiastic in teaching and learning process. It could be seen from their attention in teacher’s explanation, their response to the teacher’s question, moreover in the result of their tasks were given by the teacher, it was far from KKM of the school, which was seventy (70). The second category was about the difficulty faced by students in learning conditional sentence type 2. Based on the English teacher’s answer, the students had difficulties in understanding conditional sentence type 2. They did not know the structure of conditional
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sentence type 2, they could not make right sentence based on the pattern of conditional sentence type 2, they did not know the use of conditional sentence type 2, and also they did not understand the change of the verb. It meant that they also had low understanding in simple past tense and irregular verb. At the last category was about the teacher’s method. At the result of teacher’s interview that he used speech and giving tasks. Based on the teacher’s answer of those questions above, writer concludes that the students need an appropriate and interesting way in teaching and learning process in order to get higher understanding in using conditional sentence type 2. Then, in interviewing the students the writer asked about their feeling or interest in learning conditional sentence type 2, their difficulty in understanding conditional sentence type 2, and their response to the learning method of their English teacher. Based on the result of pre interview with the students, the writer concluded that they had low interest in learning conditional sentence type 2. Then they had difficulties in the change of the verb in conditional sentence type 2, most of them did not know the structure and the use of conditional sentence type 2. Besides, the way of their English teacher made them confused, and they wanted to get more interesting method to get higher understanding in using conditional sentence type 2.
c. The Result of Pre-Questionnaire Questionnaire is a tool of collecting written data which consists of questions or statements and it arranged especially and used to get the information to be analyzed.1 In this research pre-questionnaire was taken on Thursday, May 3rd 2012. The result of pre-questionnaire would be described as follow: 1
Djudju Sudjana, Evaluasi Program Pendidikan Luar Sekolah, (Bandung: PT Remaja Rosdakarya, 2006)p. 177
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1. The students’ interest in learning grammar, especially in conditional sentence type 2 by using their English teacher’s method. The result of questionnaire showed that 34.62% or 9 students like studying English, especially in conditional sentence type 2 through their English teacher method, and the rest of them 65.38% or 17 students did not like studying English, especially in conditional sentence type 2 through their English teacher method. It can be concluded that most of the students of social science second grade of MAN Tarumajaya did not like learning grammar with their English teacher’s method. 2. The students’ enthusiasm in teaching and learning process There were only 6 or 23.08% students felt enthusiast in teaching and learning process, and majority 20 students or 76.92% students did not feel enthusiast in teaching and learning process. The researcher concluded that most of students did not feel enthusiast in teaching and learning process. 3. The student knew the structure of conditional sentence type 2 The result of questionnaire showed that 73.08% or 19 students did not know the structure of conditional sentence type 2, and there were only 26.92% or 7 students who knew it. It could be concluded that most of them did not know the structure of conditional sentence type 2. 4. The students understood conditional sentence type 2 through their English teacher’s method. There were only 4 or 15.38% students understood the conditional sentence type 2, and the rest 22 or 84.62% students did not understand conditional sentence type 2. It could be concluded that most of students did not understand conditional sentence type 2 through English teacher’s method.
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5. Feeling satisfied with their English score which had been achieved. The result of questionnaire showed that 11.53% or only 4 students felt satisfy with their English Score, and 88.54% or 23 students did not feel satisfy with their score. The writer concluded that they did not feel satisfy with their English score. 6. The students wanted to get a higher score The result of questionnaire showed that 100% or 26 students wanted to get a higher score. They did not want to get low score because most of them had not passed the minimum mastery level (KKM). 7. The students could answer or response the teacher’s question about conditional sentence type 2. The researcher concluded based on the result of questionnaire that only15.38% or 4 students could answer the teacher’s question, and 84.62% or 22 students could not answer it. It meant that most of them did not have ability to answer or response the teacher’s question. 8. The students always did the task given by the teacher The result of questionnaire showed that 26.92% or there were only 7 students who did the task given by the teacher, and 73.08% or 19 students did not do the task given by the teacher. It could be concluded that most of students seldom do the task. 9. Feeling bored with the teacher’s method The researcher concluded that most of students were bored with their English teacher’s method. It could be known from the percentage of the questionnaire result, that was 88.46% or 23 students felt bored with their English teacher’s method, and there were only 11.54% or 3 students felt not bored.
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10. The students wanted to get more interesting method, more fun, and easy to be understood. Based on the result of questionnaire, it showed that 100% or 26 students of second grade social class of MAN Tarumajaya Bekasi wanted to get more interesting method, more fun, and easy to be understood.
d. The Result of Pre Test According to Wiliam Wiersma and Stephen G. Jurs “pretest is a measure or test given to the subjects prior to the experimental treatment”.2 Writer gave pretest to the students of second grade of MAN Tarumajaya Bekasi on Monday, May 7th 2012. It was started at 09.15 A.M – 10.35 A.M. The questions consisted of twenty (20) multiple choices which must be finished on thirty five (35) minutes. The pre test was used to know the students’ understanding in using Conditional Sentence Type 2 before implementing Classroom Action Research (CAR). From the result of pre test was done, the mean score of pretest was 58.46, it can be seen from 26 students in the classroom there were only 6 students who got the score above the KKM which is seventy (70) and 20 students could not achieve KKM. It meant that they got the scores were under the available criterion. If it was showed into the percentage, there were only 23.08% of the students who passed the KKM. From the result above, the writer concluded that most of the students had not understood or they had low ability in using Conditional Sentence Type 2.
2
William Wiersma and Stephen G. Jurs, Research Methods in Education, (Boston: Pearson Educational, 2009), p. 144.
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2. Findings of Cycle 1 As it is stated in the previous chapter that this research has two cycles within each cycle has four phases, they are: planning, acting, observing and reflecting. Here, the writer will try to explain what she and the English teacher had done in each cycle and each phase of the Classroom Action Research. a) Planning In this phase the writer made a lesson plan for the action based on the needs of the students, and it was corrected by the teacher. Furthermore, the lesson plan contained about teaching material, teaching procedure, evaluation and some exercises. In this case, the writer made lesson plan for each meeting. Besides, the writer also prepared structured observation sheet to observe her performance, students’ response, and class situation during the teaching learning process. In addition, the writer was accompanied by the English teacher who was observer. Then, the writer also prepared field notes to write some additional information which were not covered in the observation sheet. The last, she prepared the posttest to know whether there is any improvement in students’ score from pretest to posttest or not, and it was given at the end of the second meeting in every cycles. b) Acting This phase was conducted on Monday, May 7th 2012. The writer tried to implement the teaching learning process based on the lesson plan had been made. She hoped all indicators stated in the lesson plan could be reached. Before the researcher implemented the method and explain the material would be conveyed to the students, she wanted remind them the irregular verb, because this was very important and related to the material would be explained in this research. Besides, the researcher had the aim is to remind and increase their vocabularies. So, in this first meeting she gave a game
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which is related to the material, so the students could remind the change of the verbs. Because of this game, the students were very enthusiastic. Then, she began the lesson by greeting and gave a game as it is stated above to motivate the students. Before explaining conditional sentence type 2, she presents a slide within a picture of Justin Bieber who was very popular singer in students’ circle who were teenagers. After the researcher shows that picture, she could see that the students got higher motivation in learning process. Then the researcher asked the students with the questions “what would you do if you met Justin Bieber?”. The researcher connected the subject matter with the students’ real life or the students’ experience or real situation. Some of them answered “they would take his picture, they would pinch his cheeks” and the others response with the different answers. But, they responded with ungrammatical sentence, or they used wrong pattern of conditional sentence type 2. From this case, the researcher explained the conditional sentence type 2, and she also reminds them each type of conditional sentence so they would know change of the verbs. Then, the students were divided becomes some groups, and the researcher gave different questions with the identical pattern, they began discuss with their groups, and one of them in each groups is asked to be a model, then he/she answered what his/her group had discussed orally. Then, the teacher asked the other groups to correct his/her answer. In this activity the students looked more enthusiastic. At the second meeting of the first cycle on Friday, May 11th 2012, the teaching and learning process is more fun the teacher began the lesson with reviewing the last material in order to remind the students about the pattern of conditional sentence type 2. The teacher as usual worked with the English teacher collaboratively. The teacher divided the students became some groups. Then the students got a piece of cardboard to write their answer within a
39
question on it, which was “what would you do if you were a Regent of Bekasi?” The aim of the researcher was she wanted to relate the students’ subject matters with their real experience because as the inhabitants of Bekasi, they absolutely knew that the Regent Election of Bekasi was a current issue which was very popular. They were asked to write three (3) questions on it. Then, one student of each group came forward to write their answer on the whiteboard, and the teacher asked the other groups to correct their answer. Besides, the writer gave some questions, and she asked the students to respond with the right pattern of conditional sentence type 2 based on the real situation in the classroom (contextually). At the last activity is giving a post-test 1 to measure the students’ ability in using conditional sentence type 2 through contextual teaching and learning. c) Observing In this phase, the observer observed all activities which happened during teaching and learning process, such as the writer’s performance, the students’ activities and the class condition during the teaching and learning process. At the part of writer’s performance the English teacher said it was good enough but he suggested her to explain each type of conditional sentence step by step, so the students would not be confused with the pattern of conditional sentence type 2. Besides, some of the students were still shy or afraid to answer or to respond the writer’s question because that was the first meeting in teaching and learning process with the researcher, and there were some of them just silent. Some of them did not pay full attention to writer explanation, but she tried to make students’ attention focus on the lesson they were studying. But, some of the students were active to answer or respond, and paid full attention during teaching and learning process. They looked enjoy and got high motivation in teaching and learning process.
40
At the second meeting, writer explained the lesson better than previous meeting. She explained the structure of Conditional Sentence Type 2 step by step, so the students’ understanding in using Conditional Sentence Type 2 could be improved. Besides, in this meeting the students looked more enjoy following the teaching and learning process. It could be seen from their cooperation in each groups, their response to writer’s questions, they looked more active than the first meeting. After teaching learning process of cycle one, it was continued with post test 1. It was used to measure whether there were any improvements or not from pretest to posttest 1. Based on the result of post test 1 there was 13.08 points of improvements. Because, the mean score in pretest was 58.46 and the mean score of posttest 1 was 71.54 which were 16 students or about 22.37 % of them who passed the KKM. d) Reflecting In the last phase of this Classroom Action Research, the writer and the English teacher discussed about what they had gotten collaboratively; they discussed the conclusion of implementing the action in this first cycle. Then, they tried to continue the action for the next cycle in order the students could get more understanding in using Conditional Sentence Type 2, and also 75% of students in the class could pass the minimal mastery level criterion because the result of posttest 1 showed only 61.54% students who passed minimal mastery level criterion. Furthermore, they had some reasons to continue to the next cycle. These are the descriptions:3
In the teaching learning process, there were some groups could not finish their tasks and they could not use available time.
When the writer gave the opportunity for students, they were afraid to ask the questions, or to respond writer’s statements.
3
See Appendix 8a and 8b
41
The writer still had difficulties in conditioning the students. It could be seen from the students’ attention to the researcher’s explanations, some of them made a joke with their friend, so they didn’t look serious in learning process. But in this situation the researcher tried to make the students more focus on the learning process.
Writer’s explanation made students confused to understand the lesson. It was hoped would be clearer on the next cycle.
The students’ understanding in using Conditional Sentence Type 2 is still low. It could be known by their score in evaluations, either in their individual task or grouping task, and their homework. Although there were some improvements, but it was still below the target of Classroom Action Research (CAR) success. From the reflecting phase above, there must be more efforts to
improve students’ ability in using Conditional Sentence Type 2 through Contextual Teaching and Learning. Besides, it needed to be improved more in the next cycle in order to reach the target of Classroom Action Research (CAR) success; that was 75% of students must reach the KKM.
3. Findings of Cycle 2 a) Planning There was the identical way with the planning phase of the first cycle, the researcher made a lesson plan and it was corrected by the English teacher absolutely. In addition, she prepared teaching media and some exercises for the students. In this planning phase of the second cycle, the researcher modified and completed the previous lesson plan based on the result of reflecting phase in the first cycle. She tried to make the teaching and learning process more interesting, so the students would get more understanding and more enthusiastic.
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Then, she also prepared the observation sheet that would be filled by the observer during the teaching and learning activity. And she also prepared the posttest 2 that would be given to the students at the end of the second meeting in this cycle. It was used to measure the improvements of the students’ achievement from posttest 1 to posttest 2. b) Acting In this phase, the researcher tried to make the teaching and learning process clearly and they could understand the structure of Conditional Sentence Type 2, she divided the students became some groups. Then, she gave a game with preparing a lot of papers contained conditional sentence type 2. Then, one of the students from each group was asked to take those papers. They did the game with their group collaboratively. She asked the students to take their answer onto the wall which had pointed by the researcher. She gave only 7 minutes to make the students more active in the teaching and learning process. Consequently, she gave a reward for a group which was the winner. The last, she gave contextual questions or the questions which were connected to what they were facing in the classroom before closing the lesson. The next activity in this phase is evaluation. The researcher gave a text for each student. They had to complete it with structure of conditional sentence type 2. She prepared the questions which connected with the students experience in their real life, she prepared the text about Justin Bieber who was very popular in teenagers’ circle. Most of them had known him so they were very enthusiastic to answer it. From this activity the class looked very pleasant. The second meeting of this cycle, the researcher tried to give more interesting way to improve students’ motivation in teaching and learning process, with the aim is getting higher understanding in using conditional sentence type 2. So they would achieve higher
43
score or they could achieve KKM. The researcher showed a slide containing a song which is related to the Conditional Sentence Type 2. She asked the students to listen the song. While they were paying attention to the song, she explained the materials with pointing the verb in conditional sentence type 2. Then she explained the pattern of conditional sentence type 2. The students looked so enthusiastic and teaching and learning process looked very interesting. Almost the students followed the lesson. After explaining the lesson, she presented another song. Almost all of lyrics of that song were conditional sentence type 2. So it would make easier the students in understanding the change of the verbs in conditional sentence type 2. In evaluation of this meeting, she gave a song lyric, and they had to complete it with the conditional sentence type 2. From the students’ answer, the researcher concluded that they had understood in using conditional sentence type 2. The last activity of this meeting is giving posttest 2. She gave them 30 minutes to do the test. c) Observing The observation was done in teaching learning process involved researcher and students’ activities and their improvements in using conditional sentence type 2 through contextual teaching and learning. The researcher observed what all happened during teaching and learning activity. In the beginning lesson in this cycle, students looked more enthusiastic than before. It could be seen from the students who were ready to follow the lesson and when they followed the grammar lesson, most of them were enthusiastic to answer some questions given by her. This condition showed that grammar lesson is not always boring. To complete the data, the English teacher who became an observer filled the observation sheet. It showed that there were some improvements. Based on his notes in the observation sheet, the researcher explained the lesson more
44
clearly, she could explain the structure of the conditional sentence type 2 step by step, and it meant that without confusing way to explain it. Then, the students’ attention showed significant improvement. It could be seen from their responses to answer the researcher questions, and they were brave to give ideas and give the questions what they wanted to know or what they needed to convey. They looked more active, more enthusiastic, and more serious than before. d) Reflecting The last phase of this Classroom Action Research (CAR) is reflecting. This phase is to know what the researcher and collaborator got during cycle 2 of Classroom Action Research (CAR). Here are the explanations:4 The students’ understanding in using conditional sentence type 2 had improved. It could be seen from their evaluation in the end of each meeting, their response to the researcher’s questions either orally or written, and absolutely in posttest which got significant improvement score. All groups of learning could work cooperatively. They looked so enthusiast to follow the lesson. The teacher could handle the students well. They looked serious in paying attention to the researcher’s explanation.
4. Finding after Implementing the Action The data of this research after implementing the Classroom Action Research were taken from three sources, they are: post interview, post test and post questionnaire. Here are further explanations:
4
See Appendix 9a and 9b
45
1. The Result of Post Interview This interview was taken on Wednesday, May 30th 2012. The researcher interviewed ten (10) questions, and divided them into three categories; First is about the condition of English class. The teacher said enthusiastic that the students had got many changes, they were active in teaching and learning process, they were more focus on teacher’s explanation. They looked very happy, enthusiast, and interested in learning. It meant that they had higher motivation in teaching and learning. Moreover they were easier to be conditioned. Second category is the students’ improvement in using conditional sentence type 2 through Contextual Teaching and Learning. The students had got higher understanding in learning conditional sentence type 2. They could response teacher’s questions either orally or written questions. And it also could be seen from their improvement in the result of posttest 1, and posttest 2.
And the
teacher said that this technique was very good to be applied to his students. The last is about the implementation of Contextual teaching and Learning in teaching and learning process. The English teacher said that this method gave a great influence for his students. They were very enthusiastic in learning grammar, especially in conditional sentence type 2. It was very different than before the researcher implementing her method. As additional answer from the English teacher that the most important was they had a significant improvement in understanding conditional sentence type 2 by using this method, finally they got higher score and they could achieve KKM of the school. In interviewing students of post interview, the writer concluded based on students’ answer that they got higher understanding in using conditional sentence type 2, they felt happy and more enthusiasts in
46
teaching and learning process, they were enthusiastic on the researcher’s method of teaching because they learned with connecting the subject matter with their real experience.
2. The Result of Post Questionnaire Post questionnaire is taken after implementing contextual teaching and learning. It was taken on Monday, June 4th 2012. It was started from 10.30 a.m until 11.30 a.m. The following was the explanation of post questionnaire result: 1. The students’ score were improved after learning conditional sentence type 2 using contextual teaching and learning The result of post questionnaire showed that 84.62% or 22 students’ score were improved after learning conditional sentence type 2 using contextual teaching and learning, and only 15.38% or 4 students could not improve their score. 2. Feeling bored with contextual teaching and learning method The researcher concluded that all students of second grade social class of MAN Tarumaja Bekasi were not bored with the researcher’s method. It could be known from the percentage of the questionnaire result that was 100% or 26 students were not bored. They felt happy and interested with contextual teaching and learning method. 3. Contextual teaching and learning could make easier in understanding conditional sentence type 2 It could be concluded that contextual teaching and learning could make easier in understanding conditional sentence type 2. It could be seen from the percentage of questionnaire result that 88.46% or 23 students felt easier to understand the conditional sentence type 2, and there were only 3 students did not feel easier to understanding it.
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4. Contextual Teaching and Learning makes easier in understanding the change of the verb at conditional sentence type 2. The researcher concluded that there were 88.46% or 23 students felt that contextual teaching and learning could make easier to understand the change of the verb. The rest only 11.53% or 3 students refused it. 5. The students always did the task either individual task or grouping task The result of questionnaire showed that most of students did the individual and grouping tasks (84.64% or 22 students), and 15.38% or 4 students did not do it. 6. The students liked giving opinion or question to the teacher since learning trough contextual teaching and learning. Most of students liked to give opinion or respond. It can be seen from the result of questionnaire there were 18 students or 69.23%. And only 8 students or 30.77% did not give responds. 7. Paying attention to the teacher’s explanation in learning conditional sentence type 2 There were only 15.38% or 4 students did not pay attention to the teacher’s explanation, and most of students paid attention to the teacher’s explanation (84.62% or 22 students) 8. The students liked learning conditional sentence through contextual teaching and learning The researcher concluded that most students liked and enjoyed learning conditional sentence type 2. It could be known from the percentage of the questionnaire result, it was 100% or 26 students of second grade social class of MAN Tarumajaya Bekasi felt enjoyed learning conditional sentence type 2 through contextual teaching and learning.
48
9. Reviewing conditional sentence type 2 at home The result of questionnaire showed that 80.77% or 21 students reviewed the lesson, and there were only 19.23% or 5 students did not review conditional sentence type 2. 10. The students wanted contextual teaching and learning still be applied in teaching and learning process with their English teacher. The result showed that all students of social class second grade of MAN Tarumajaya Bekasi wanted Contextual Teaching and Learning was still applied in their learning process.
3.
The Result of Post Test “Posttest is a measure taken after experimental treatment has been applied”.5 It was given to the students in the end of every cycle. The amount of question in each test of each cycle was twenty (20) of multiple choices. Besides, before those posttests were given to the students, the writer had done the trustworthiness of the tests using discriminating power and difficulty item. There were thirty questions of each test, but the writer threw ten questions of each test away. Furthermore, to support the explanation of the test result, the writer had listed the students’ score of pretest, posttest 1 and posttest 2. The following table is a further explanation.
5
Wiersma . loc. cit.
49
Table 4.1 The Students’ score of Pretest, Posttest 1, and Posttest 2 Students’
Pre Test
Post Test 1
Post Test 2
Number
Score
Score
Score
S1
55
70*
80*
S2
65
85*
85*
S3
60
85*
90*
S4
70*
90*
95*
S5
45
55
65
S6
50
65
75*
S7
65
70*
90*
S8
35
50
50
S9
55
75*
85*
S10
70*
85*
100*
S11
65
65
85*
S12
50
65
60
S13
65
75*
90*
S14
75*
90*
100*
S15
50
60
75*
S16
55
70*
80*
S17
65
60
75*
S18
55
65
80*
S19
40
55
60
S20
70*
80*
95*
S21
45
65
70*
S22
65
75*
90*
S23
70*
80*
95*
S24
60
75*
85*
S25
70*
75*
100*
S26
50 1520
75* 1860
80* 2135
Total Mean:
58.46 71.54 82.12 _ ∑x X = ── N *: The student who passed the minimal mastery level criterion (70)
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B. The Analysis of the Data To analyze the comparison between pretest and posttest of each cycle, the writer used the calculation of the mean score of the class, the calculation of class percentage who passed the KKM, and the calculation of percentage of students’ improvement score from pretest to posttest 1 and posttest 2. So, to get the mean score of the class in pretest was used the formula as follows: _ ∑x X =─ n It was known that: ∑x
: 1520
n
: 26
_ 1520 X = ─── 26 _ X = 58.46
From that calculation, it was known that the mean score of the class in pretest before using Contextual Teaching and Learning or before implementing Classroom Action Research (CAR) is only 58.46. The score above is still below the KKM. It meant that the students’ ability in using conditional sentence type 2 is still low. Then, the writer calculated the percentage of students’ score who passed the KKM (70) in pretest. It was calculated by using formula as follows: F P = ── X 100% N It was known that: F: 6 N: 26
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6 P = ── X 100% 26 P = 23.08% From the calculation above, it was showed that the percentage of the students whose score passed KKM in pre-test was only 23.08% or there were only 6 students who passed the KKM (70) and the rest of them; those were 20 students could not passed it, or they were still below the KKM. The next was calculation of post-test 1. It was done to know the students’ score improvement from the pretest to posttest 1. There were three steps to know this improvement. They were; calculation the students’ mean score, the students’ improvement score from pretest to post-test 1, the last was calculation the percentage of students’ score who passed the KKM (70). The first was calculation of the mean score of posttest 1. Here was the explanation: ∑x X = ── N it was known that: ∑x
: 1860
n
: 26
_ 1860 X = _____ 26 _ X = 71.54 Based on the calculation above, the mean score of the class in postest 1 is 71.54. It meant that there were some improvements from pretest mean score to post-test 1 mean score. It could be seen from the pretest mean score (58.46) to the posttest 1 mean score (71.54). It meant that was improved 13.08 points (71.54 – 58.46).
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Then, to get the percentage of students’ improvement score from pretest to posttest 1. The following is the calculation: y1 - y P = ─── X 100% Y it was known: y1
: 71.54
y
: 58.46
71.54 – 58.46 P = ───────── X 100% 58.46 13.08 P = ──── X 100% 58.46 P = 22.37 % Based on calculation above, the percentage of the students’ improvement score from pre-test to posttest 1 was 22.37 %.
The last step was to know the percentage of the students whose score had passed the KKM (70). It used the calculation as follows: F P = ── X 100% N It was defined: F
: 16
N
: 26
16 P = ── X 100% 26 P = 61.54%
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Based on the calculation above, the percentage of students’ score who passed the KKM in post-test 1 was 61.54%. It meant that there were ten (10) students whose score are below the KKM and the rest or sixteen (16) students could pass KKM. The students’ improvement who passed the KKM was 38.46% (61.54% - 23.08%). Besides, the improvement of students also could be known from the table of the students’ score of pretest, posttest 1 and posttest 2 above which had presented by the writer. It showed at the beginning of pretest there were only 6 students who passed KKM, and the rest or 20 students were still below it. Then, in posttest 1 there were 16 students whose score passed KKM, and 10 students had not reached yet. It meant that there was any improvement from pretest to posttest 1. It improved 10 students; from 6 students who could reach KKM in pretest became 16 students in posttest 1. The researcher still needed to continue the next cycle because this research had not reached 75% yet as the criterion of successful Classroom Action Research. In cycle 2, the writer calculated the result of posttest 2. It was used in order to know the score improvement either from the result of pretest or posttest 1. It also used the identical way with the calculation of pre-test 1 score improvement. She calculated the mean score of the class, calculated the percentage of the students’ improvement score from pretest to posttest 2, and calculated the percentage of the students who passed the minimum mastery level criterion (70). The first is calculating the mean score of the class in posttest 2. It used the calculation as follows: _ ∑x X = ── N it was known that: ∑x
: 2135
n
: 26
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_ 2135 X = ── 26 _ X = 82.12 From the computation above, the mean score of the class in posttest 2 was 82.12. The writer concluded that there were some improvements from the mean score of class in posttest 1 to the mean score of the class in posttest 2. The improvement was 10.58 points (82.12– 71.54). Next is calculating the percentage of the students’ improvement score from pretest to posttest 2. It used the calculation as follows: y2 - y P = ──── X 100% y It was known that: y2
: 82.12
y
: 58.46
82.12– 58.46 P = ───────── X 100% 58.46 23.66 P = ──── X 100% 58.46 P = 40.47 % The calculation above showed that the percentage of students’ improvement from pretest to posttest 2 was 40.47 % or it improved 18.10 % from posttest 1 to posttest 2; it was gained from the computation “40.47 % – 22.37 %”.
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The last step is calculating the percentage of students who passed the minimum mastery level criterion (70). It used the calculation as follows: F P = ── X 100 N It was defined: F
: 22
N
: 26
22 P = ── X 100% 26 P = 84.62 % In the end of cycle two, the result of the posttest 2 showed that 84.62% students who passed the KKM or there were 22 students whose score passed the KKM and there were 4 students whose score below the KKM. From the result above, it could be concluded that the Classroom Action Research (CAR) was succeed because it had reached the target of Classroom Action Research successful criterion, and the writer would not need the next cycle because there was more than 75% students had passed the KKM.
C.
The Interpretation of the Data The interpretation of the data based on the result of the research among the pretest, posttest of cycle 1 and posttest of cycle 2 are as following: Before implementing classroom action research, the writer got the mean score of students’ pretest was 58.46. It is the students’ score before they used contextual teaching and learning. The data showed that there were only 6 students from 26 students who could pass the KKM. Meanwhile, the
56
class percentage of the students who passed the KKM is 23.08 %. It meant that they got the scores were under the available criterion. Beside In post-test1 there were some improvements, 16 or 61.54% students could reach KKM, and the mean score of posttest 1 was 71.54. Then, the result of post-test2 was there were 22 students or 84.62% whose score could reach KKM, and the mean score of posttest 2 was 82.12. There were some significant improvements of students score. It meant that the students’ ability in using conditional sentence type 2 can improve after using contextual teaching and learning. Besides, she got the result of students’ interview before implementing the action, that they had low interest in learning conditional sentence type 2. Most of them had low ability in using conditional sentence type 2. They had difficulties in the change of the verb, and most of them did not know the structure and the use of conditional sentence type 2, and the way of their English teacher in conveying the materials was confusing.6 After they got contextual teaching and learning in teaching and learning process, the students’ ability in using conditional sentence type 2 was improved. They felt happy and more enthusiastic in teaching and learning process.7 Finally contextual teaching and learning could improve students’ ability in using conditional sentence type 2.
6 7
See Appendix 7a See Appendix 7b
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CHAPTER V CONCLUSION AND SUGGESTION The last chapter of this research contained conclusion and suggestion. The writer presents some conclusions based on the results which have been collected during the research. Besides, the writer also gives some suggestions based on her conclusions.
A. CONCLUSIONS Based on the research conducted in XI grade of MAN Tarumajaya Bekasi Academic Year 2011/2012, it can be concluded that Contextual Teaching and Learning can improve students’ ability in using conditional sentence type 2. It can be seen from the result of the test, there were some improvements of students’ score in using conditional sentence type 2. Before implementing the action, it means in pretest the data showed that there were only 6 students whose score passed KKM or only 23.08%, and the mean score of pretest was 58.46. In post-test1 there were some improvements, 16 or 61.54% students could reach KKM, and the mean score of posttest 1 was 71.54. The researcher continued to the next cycle because that had not fulfill yet the target which was 75%, and the result of post-test2 was there were 22 students or 84.62% whose score reach KKM, and the mean score of posttest 2 was 82.12. Besides, the students’ vocabularies which were one of their problems in learning Conditional Sentence Type 2 got significant improvement. It could be seen from their responds in teaching and learning processes were more active and enthusiastic.1 Then using Contextual Teaching and Learning, the students can understand the change of the verb in conditional sentence type 2. It could be seen from their evaluation in completing the sentence of conditional sentence
1
See Appendix 9a and 9b
57
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type 2, their response of the researchers’ question either orally or written questions. And also there were some significant improvements in their posttest score at the end of each cycles. In another words the students’ simple past and irregular verb were improved. The last is Contextual Teaching and Learning makes easier to understand the conditional sentence type 2 because it relates the subject matters with students’ real experience so they do not need to memorize the pattern of the conditional sentence type 2. They will have creative thinking to follow the lesson.
B. SUGGESTIONS The writer would like to give some suggestions based on the result of Classroom Action Research which has been done. The following were the suggestions: The English teacher should try to implement contextual teaching and learning in teaching English grammar especially in conditional sentence type 2 to improve students’ ability in using conditional sentence type 2. This method makes students relate the subject matter with their real experience so it will make them easier to understand the lesson. The students are expected to be more active in teaching and learning process. They may give their ideas or opinion, or what they want to convey. From this research, it is expected that there will be any further research in order to complete more of this research.
BIBLIOGRAPHY
Airasian, Peter W. Classroom Assessment, New York: Mc Graw Hill, 2008. Arikunto, Suharsimi. Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara, 1993. -----, Penelitian Tindakan Kelas, Jakarta: PT. Bumi Aksara, 2008. -----, Penelitian Tindakan Kelas, Jakarta: PT. Bumi Aksara, 2008. Azar, Betty Schrampfer,, Understanding and Using English Grammar, London: Prentice-Hall Inc, 1989. Johnson, Ellaine B, Contextual Teaching and Learning, London: Corwin Press, 2002. Kam, Ho Wah, and Ward, Christoper. Language in the Global Context, Singapore: SEAMEO Regional Language Centre, 2000. Mark Foley and Diane Hall, Advanced Learners’ Grammar, Edinburg: Pearson Education Limited, 2003. Mc. Millan, James H. and Sally Schumacher, Research in Education, Boston: Pearson Education, Inc, 2006. Murcia, Marianne Celce and Diane Larsen-Freeman, The Grammar Book: An ESL/EFL Teacher’s Course, Newbury: Heinle & Heinle Publisher, 1999. Oller, John W. Language Test at School, London: Longman Group Limited, 1979. Oxford, Rebecca L, Language Learning Strategies: What Every Teacher Should Know, New York: Heinle and Heinle Publishers, 1990. Parott, Martin, Grammar for English Language Teacher, New York: Cambridge University Press, 2000. Pyle, Michael A. and Mary Ellen Munoz Page, Test of English as a Foreign Language Preparation Guide, New Delhi: Wiley Dreamlech, 2002. Richards, Jack C. and Theodore S. Rodgers, Approaches and Methods in Language Teaching, New York: Cambridge University Press, 1986.
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Riley, Kathryn and Frank Parker, English Grammar, New York: Chestnut Hill Enterprises, inc, 1998. Sanjaya, Wina, Strategi Pembelajaran, Jakarta: Kencana Prenada Media Group, 2006. Sears, Susan, Contextual Teaching and Learning, Bloomington: Phi Delta Kappa Educational foundation. Sudiyono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2006. Sudjana, Djudju, Evaluasi Program Pendidikan Luar Sekolah, Bandung: PT Remaja Rosdakarya, 2006. -----, Metode Statistika, Bandung: PT. Tarsito, 2002. Tambunan, Wilmar, Evaluation of Student Achievement, Jakarta: Depdiknas, 1998. Wallace, Michael J. Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006. Welster, Steven E. and Slavko Milekic, Theory of Language, London: Massachussets Institute of Technology Press, 2000. Wiersma, William and Stephen G. Jurs, Research Methods in Education, Boston: Pearson Educational, 2009. Wishon, George E. and Julia M. Burks, Lets Write English, New York: Litton Educational Publishing, 1980. http://www.cew.wisc.edu/teachnet/ctl
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Appendix 1 PRE-TEST Name : ……………………………. Class : ……………………………. Choose the correct answer by crossing (X) a, b, c, or d! 1. If I had much money, I ….. a car a. will buy b. would have bought c. would buy d. would had bought 2. If I met Justin Bieber, I …… his picture a. would take b. would took c.
will take
d.
would had taken
3. I …………… my grandmother’s house if I had free time tomorrow a. would visited b. will visit c. would had visited d.
would visit
4. What would you do if you …….. $100.00 on the street? a. find b. found c. had been found d. have been found 5. If I loved him, I ……. a chocolate. a. Will give b. Would give
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c. Would gave d. Would have gave 6. If I went to the cinema, I …….. my friend, Risa. a. would had met b. would meet c.
would met
d. will meet 7. I would watch football championship last night if I ……… not sleep a. do b. will c. did d. would 8. Which one is conditional sentence type 2? a. If I have much money, I will buy a new hand phone b. If I had much money, I would buy a new hand phone c. If I have had much money, I would have bought a new hand phone d. If I had had much money, I would had bought a new hand phone 9. If I got the ticket, I ………….. to the movie a. will go b. would had gone c. would go d. would went 10. What would you do if you ……….. the best score? a. got b. get c. have been got d. had been got 11. He ………… us If he were here right now a. would helped b. will help c. would help
63
d. would have help 12. Complete this sentence! If I had a lot of ingredients, I …… a. would make some cakes b. would have made some cakes c. will make some cakes d. would made some cakes 13. He would call you If he ………… your telephone number a. know b. had known c. have known d. knew 14. If I …………. that chapter, I would explain it to you a. understand b. had understand c. understood d. have understood 15. What would you do if you ………….. a new bicycle? a. has b. had c. have d. have had 16. I would buy a new handphone if I ..…. Rp.10.000.000,a. had found b. have found c. find d. found 17. If I had two rubbers, I …………. one for you a. would give b. will give c. would have given
64
d. would gave 18. I would bring your book, if I …. not forget. a. do b. did c. am d. had 19. If she ……… the music, she would go to the concert. a. have enjoyed b. enjoy c. had enjoyed d. enjoyed 20. Change this sentence becomes conditional sentence type 2! He will go to Europe if he has much money. a. He would went to Europe if he had much money b. He would have gone to Europe if he had had much money c. He would go to Europe if he had much money d. He will go to Europe if he had much money
65
Appendix 2 POST-TEST 1 Name : ……………………………. Class : ……………………………. Choose the correct answer by crossing (X) a, b, c, or d! 1. If I had a large house, I ………….. a new gate a. will make b. would have made c.
would make
d.
would made
2. If I …….. much money, I would build a school. a. had b. have c.
had have
d.
have had
3. Fani ………… my house, if she had free time a. would visited b. will visit c. would have visited d. would visit 4. Change this sentence becomes conditional sentence type 2! If I have birthday party, I will invite you. a. If I had had birthday party, I would have invited you b. If I had birthday party, I would have invited you c. If I had birthday party, I would invite you d. If I had birthday party, I would invited you
66
5. I would give you, if I ……….. some cakes. a. made b. make c. had made d. have made 6. Lisa would answer the phone, if she ………. In her house. a. is
b. has
c. were
d. had
7. If I had much money, I …… the money at the Bank. a. would save b. will save c. would have saved d. would saved 8. If I met Sule, I ……..………. him. a. will bite
b. would bite
c. would have bitten d. would bite
9. What would you do if you ……….. the best score? a. got
b. get
c. have been got
d. had been got
10. Complete this sentence to be a good sentence! If he had a screwdriver, ........ a. he would have repaired your bicycle b. he would repaired your bicycle c. he would repair your bicycle d. he will repaired your bicycle 11. If you were naughty, she ………..you a. would not taught b. would have not taught c. would not teach d.
will not teach
12. If I ……. Rhoma Irama, I would take his picture. a. meet
b. have met
c. had met
d. met
67
13. Which one is conditional sentence type 2? a. If I have two apples, I will give one for you b. If I had had two apples, I would have given one for you c. If I had two apples, I would gave one for you d. If I had two apples, I would give one for you 14. He would tell you if he ……….. the news a. know
b. knew
c. have known
d. had known
15. What would you do, if you ……….. a new car? a. have bought
b. had had bought
c. bought
d. buy
16. Complete this following sentence! I would watch the film, …….. a. If I get the ticket b. If I have got the ticket c. If I got the ticket d. If I had got the ticket 17. If I loved Dani, I ………….. his love a. will receive b. would received c. would receive d. would have received 18. He would ……… to your band if he could play guitar a. joined
b. join
c. have joined
d. had joined
c. have loved
d. had loved
19. If I …..you, I would miss you. a. love
b loved
20. Change this sentence becomes conditional sentence type 2! I will sing a song if I have a good voice a. I would sang a song if I had a good voice b. I would have sung a song if I had had a good voice c. I would sing a song if I had a good voice d. I would sing a song if I have a good voice
68
Appendix 3 POST-TEST 2 Name : ……………………………. Class : ……………………………. Choose the correct answer by crossing (X) a, b, c, or d! 1. If I were you, I …………….. the best. a. would do
b. would have done
c. will do
d. would did
2. What would you do if you ……….. Norman Kamaru? a. meet
b. have met
c. met
d. had met
3. Change this sentence becomes conditional sentence type 2! If I love the film, I will watch it. a. If I love the film, I would watched it b. If I had loved the film, I would have watched it c. If I loved the film, I would watch it d. If I have loved the film, I would had watched it 4. He ……….his loan if he had a lot of money a. would paid
b. will pay
c. would have paid
d. would pay
5. Rini ……….. in English if he had ability. a. would have spoken b. would spoke c. would speak d. will speak 6. If I …. two pencils, I would give one for you. a. have
b. had
c. had had
7. If I had a drawing book, I …………… a flower. a. will draw b. would draw c. would drew d. would have drawn
d. have had
69
8. Complete this sentence! If I met her, I ………… a. I will say thanks to her b. I would said thanks to her c. I would have said thanks to her d. I would say thanks to her 9. What would you do if you ……….. him? a. found
b. find
c. have found
d. had found
10. Change this sentence becomes conditional sentence type 2! I will dance with you if I have ability a. I would danced with you if I had ability b. I would dance with you if I had ability c. I would have dance with you if I had had ability d. I will dance with you if I had ability 11. If I got the best dress, I ………….... another. a. would not bought b. would have not bought c. would not buy d. will not buy 12. Which one is conditional sentence type 2? a. If I love the song, I will sing it for you b. If I loved the song, I would sang it for you c. If I loved the song, I would sing it for you d. If I had loved the song, I would have sing it for you 13. I would do the homework if I ……….. the pages. a. know
b. knew
c. have known
d. had known
14. If I ….. some cakes, I would give for you a. had made
b. have made c. make
d. made
15. What would you do, if you ……….. a new car? a. have bought
b. had bought
c. bought
d. buy
70
16. Complete this following sentence! I would come to your house ……………………….. a. If you invite me b. If have invited me c.
If you invited me
d.
If you had invited me
17. Which one is conditional sentence type 2? a. She will write a letter if she know your address b. She would wrote a letter if she knew your address c. She would have written a letter if she had known your address d. She would write a letter if she knew your address 18. If I were a President …………… punish the corruptors a. would punish b. would punished c. will punish d. would have punished 19. Change this sentence becomes conditional sentence type 2! He will send a message if he know your number a. He would sent a message if he know your number b. He would send a message if he knew your number c. He would have sent a message if he had known your number d. He would had send a message if he had known your number 20. If I were you I would … a flower for him a. gave b. give c. had given d. have given
71
Appendix 4
Answer Key of Pre-Test, Post-Test 1, and Post-Test 2 No
Pre-test
Post-Test 1
Post-Test 2
1
C
C
A
2
A
A
C
3
D
D
C
4
B
C
D
5
D
A
C
6
B
C
B
7
C
A
B
8
B
B
D
9
C
A
A
10
A
C
B
11
C
A
C
12
A
D
C
13
D
D
B
14
C
B
D
15
B
C
C
16
D
C
C
17
A
C
D
18
B
B
A
19
D
B
B
20
C
C
B
72
Appendix 5a Interview Guideline for English Teacher of MAN Tarumajaya, Bekasi (Before Classroom action Research) Interviewer
: Hadirotusholihah
Interviewee
: Drs. Maali
Jabatan
: Guru Bidang Study Bahasa Inggris
Hari/Tanggal
: Wednesday, May 2th 2012
R:
Bagaimana keadaan atau kondisi siswa Bapak dalam pengajaran
Bahasa Inggris didalam kelas? T:
Selama saya mengajar mereka, mereka memang kurang antusias dengan bahasa inggris, mereka tidak terlihat serius dalam KBM , makanya waktu anda mau mengadakan penelitian, saya sangat berminat dan meminta anda untuk melakukannya di kelas IPS ini.
R:
Apa yang bapak lakukan untuk menghadapi siswa Bapak?
T:
Awalnya saya tegur, kemudian saya beri tugas.
R:
Metode apa yang bapak gunakan dalam pengajaran di kelas?
T:
seperti metode-metode yang digunakan pada umumnya. Ceramah, diskusi, dan pemberian tugas
R:
Skil Bahasa Inggris apa yang paling sulit bagi siswa Bapak?
T:
Kalau pada kelas yang ini (IPS) memang hampir semua skil juga sulit buat mereka karena kalau dilihat dari nilai mereka jauh sekali untuk dapat mencapai KKM. Hanya beberapa siswa saja yang dapat mencapai KKM sekolah. Tapi Mungkin Grammar yang paling sulit bagi mereka.
73
R:
Apakah siswa Bapak mengalami kesulitan dalam mempelajari Grammar, khususnya pada materi Conditional Sentence Type 2?
T:
Iya, mereka memang lemah sekali di Grammar. Pada Kalimat pengandaian Tipe 2 juga mereka masih belum mengerti tentang perubahan kata kerja, bahkan banyak yang belum tahu rumusnya, dan penggunaannya.
R:
Kalimat Pengandaian tipe berapa yang paling sulit bagi siswa
Bapak?
T:
Yang paling sulit ya Conditional sentence Tipe 2 dan Tipe 3.
R:
Bagaimana minat atau ketertarikan siswa Bapak dalam belajar Bahasa Inggris?
T:
Rendah sekali. Seperti yang saya katakan sebelumnya, siswa kelas XI IPS ini memang sangat lemah minat belajarnya, apalagi kemampuan bahasa Inggrisnya sangat rendah.
R:
Menurut Bapak, bagaimana cara meningkatkan motivasi pada
siswa bapak dalam mempelajari Bahasa Inggris? T:
Sepertinya mereka membutuhkan cara mengajar yang lebih menarik dan menyenangkan. Oleh karena itu saya meminta anda untuk membantu saya untuk meningkatkan minat mereka sehingga nilai mereka bisa lebih baik dan dapat mencapai KKM sekolah.
R:
Berapa KKM Bahasa Inggris yang harus dicapai oleh siswa di
sekolah ini Pak? T:
KKM yang harus dicapai yaitu tujuh puluh (70)
74
Appendix 5b Interview Guideline for English Teacher of MAN Tarumajaya, Bekasi (After Classroom action Research) 1. Bagaimana keadaan siswa Bapak dalam pembelajaran grammar khususnya materi Conditional Sentence Type 2 setelah menggunakan metode Contextual Teaching and Learning? Keadaan siswa sangat berbeda dari sebelumnya, mereka terlihat sangat antusias dalam belajar bahasa inggris, dan sangat memperhatikan penjelasan guru tidak seperti dulu banyak becandanya. 2. Bagaimana kemampuan pemahaman grammar siswa Bapak khususnya pada materi conditional sentence type 2 setelah saya menerapkan metode CTL? Alhamdulillah sudah jauh meningkat, saya dapat melihat perkembangan mereka dari keaktifan mereka didalam KBM dan pastinya dari nilai mereka yang jauh lebih baik. 3. Bagaimana partisipasi siswa dalam KBM setelah menggunakan metode CTL? Seperti yang saya bilang tadi bahwa siswa sangat tertarik untuk belajar, ini terlihat dari keaktifan mereka dalam menyampaikan pendapat, mengajukan pertanyaan, dan mereka juga dapat merespon pertanyaan guru. 4. Apakah siswa menjadi terlihat tertarik dengan pembelajaran grammar khususnya, conditional sentence Type 2? Iya, mereka terlihat sangat tertarik dan bersemangat. 5. Setelah metode Contextual teaching and Learning yang diterapkan dalam KBM dikelas, apakah siswa dapat memahami dengan baik materi conditional sentence type 2 yang mereka anggap paling susah? Iya, mereka sudah jauh lebih mengerti dengan materi conditional sentence tipe 2, sebelumnya mereka tidak bisa memahami perubahan kata kerja didalamnya.
75
6. Apakah setelah melihat penggunaan metode CTL, Bapak termotivasi untuk menerapkan metode ini dikelas? Iya, saya termotivasi untuk memberikan pengajaran yang tidak membosankan dan menyenangkan seperti metode ini. 7. Apakah ada peningkatan dengan nilai yang diperoleh siswa dengan metode CTL ini? Iya, sangat jauh meningkat. Sebelumnya hanya beberapa siswa saja yang dapat mencapai KKM, tapi Alhamdulillah sekarang hampir semua dapat mencapai KKM. 8. Apakah siswa Bapak masih mengalami kesulitan setelah saya menerapkan metode Contextual Teaching and Learning yang ini? Ohh tidak, mereka sudah tidak mengalami kesulitan lagi. Meskipun memang masih ada beberapa siswa yang memang nilai bahasa inggris mereka masih dibawah KKM. 9. Menurut Bapak, apakah metode CTL yang saya terapkan dikelas, dapat meningkatkan motivasi siswa dalam mata pelajaran bahasa inggris? Iya. Metode ini sangat memotivasi siswa untuk belajar bahasa inggris lebih baik dari sebelumnya. 10. Apakah menurut bapak metode pembelajaran CTL efektif diterapkan dalam pembelajaran grammar khususnya conditional sentence type 2? Iya. Metode ini sangat efektif apalagi dikelas IPS ini mereka banyak sekali mengalami kemajuan.
76
Appendix 6a Interview Guideline for Students ( Before Classroom Action Research ) Kelas
: XI IPS
Waktu wawancara
: Rabu, 2 Mei 2012 Pukul 10.30-11.30
1. Bagaimana perasaan kamu ketika mempelajari conditional sentence type 2? 2. Apakah kamu mengalami kesulitan memahami conditional sentence type 2? 3. Dimana letak kesulitan kamu dalam mempelajari conditional sentence type 2? 4. Metode apa yang di gunakan oleh guru bahasa inggrismu dalam menyampaikan materi conditional sentence type 2? 5. Apakah kamu merasa senang dengan teknik atau metode yang di gunakan oleh guru selama ini?
77
Appendix 6b Interview Guideline for Students ( After CAR) Kelas
: XI IPS
Waktu wawancara
: Rabu, 30 Mei 2012 Pukul 10.30-11.30
1. Bagaimana perasaan kamu ketika mempelajari conditional sentence type 2? 2. Apakah kamu merasa lebih mudah mempelajari conditional sentence type 2? 3. Apa yang membuatmu merasa lebih mudah dalam memahami materi conditional sentence type 2? 4. Apakah dengan metode Contextual Teaching and Learning kamu merasa lebih tertarik dan termotivasi mempelajari conditional sentence type 2? 5. Apakah kamu masih merasa kesulitan dalam mempejari conditional sentence type 2?
Appendix 7a The Result of Students’ Interview (Before Classroom Action Research) Satuan Pendidikan : MAN Tarumajaya
No 1
Kelas
: XI IPS
Waktu
: 2 Mei 2012, Pukul 10.30
Pertanyaan
Nama Responden Dewi Pujianti
Ahmad Ubaidillah
Andini Puspita.S Siti Nur Fadilah
Haidar G. Putra
Bagaimana perasaan kamu
Mmmm… gimana
Kalau saya ngerti
Biasa aja Kak,
Gimana yah, kadang
Perasaan saya biasa
ketika mempelajari
ya bu kadang saya
ya saya senang
soalnya saya gak
seneng kadang
aja karena saya tidak
conditional sentence type 2.
ngerasa BT
Kak..
ngerti..
enggak.
ngerti penjelasan
soalnya saya gak
guru saya.
ngerti.. 2
Apakah kamu memahami
Iya… Karena saya
kesulitan memahami materi
tidak paham materi iya..
saya memang tidak
conditional sentence type 2.
itu.
paham.
Kadang-kadang
Iya, susah Kak.
Iya, sedikit Bu.
Pasti Kak, Karen
78
3
Dimana letak kesulitan
Saya tidak paham
Saya kurang paham
Saya bingung
Saya masih keliru Bu
Penjelasan guru saya
kamu dalam mempelajari
rumusnya bu.
Kak dengan kata
dengan rumusnya
dengan tipe 1 dan tipe
bikin saya bingung
kerjanya.
Kak.
2 kalimat
Kak.
conditional sentence type 2.
pengandaian. 4
5
Metode apa yang digunakan Apa yah bu,
Saya tidak tahu
Saya nggak ngerti Saya tidak tahu
Duh.., saya kurang
Kak..
namametodenya Kak,
tahu Kak tapi guru
oleh guru bahasa Inggrismu
hmmm…,
Kak, guru saya
dalam menyampaikan
biasanya guru saya
langsung
yang saya tahu guru
saya sering ngasih
materi conditional sentence
langsung
menjelaskan aja.
saya memberikan
tugas.
type 2.
menjelaskan
rumusnya dan disuruh
setelah itu latihan.
menghafalkannya.
Apakah kamu merasa senang dengan metode
Biasa saja bu..
Hmmm…lumayan
Nggak Kak, biasa
Kadang senang
senang sih Kak.
aja..
kadang engga tapi
pembelajaran yang
saya ingin yang lebih
digunakan oleh gurumu
menarik.
Tidak Kak.
selama ini.
79
Appendix 7b The Result of Students’ Interview (After Classroom Action Research) Satuan Pendidikan : MAN Tarumajaya
No 1
Kelas
: XI IPS
Waktu
: 30 Mei 2012, Pukul 10.30
Pertanyaan
Nama Responden Dewi Pujianti
Ahmad Ubaidillah
Andini Puspita.S
Siti Nur Fadilah
Haidar G. Putra
Bagaimana perasaan kamu
Saya seneng
Seneng Kak, saya
Hmmm…seneng
Senang Kak, saya
Enjoy Kak, saya
ketika mempelajari
banget Bu soalnya
ngerasa jadi
sih Kak..
ingin belajar seperti
suka.
conditional sentence type 2
asyik.
semangat belajar
ini terus, jadi saya
bahasa Inggris
kan bisa pinter
daripada
bahasa Inggris..
dengan gurumu saat ini.
sebelumnya. 2
Apakah kamu merasa lebih
Iya Bu
Iya Kak dan saya
Gimana ya Kak,
Iya, sekarang saya
Alhamdulillah saya
mudah mempelajari materi
Alhamdulillah saya jadi lebih paham.
menurut saya sih
lebih ngerti materi
sudah lebih mengerti
conditional sentence type 2.
jadi lebih paham
masih sulit.
ini Kak.
sekarang.
80
Mungki karena saya memang tidak suka dengan mata pelajaran bahasa Inggris. Soalnya susah sih Kak. 3
Apa yang membuatmu
Cara ngajarnya
Kakak ngajarnya
Sama aja Kak,
Sebelumnya saya
Penjelasan
merasa lebih mudah dalam
asyik Bu,
asyik, terus Kakak
susah.
tidak mengerti kata
rumusnya jelas Kak
memahami materi
penjelasannya juga
menampilkan
kerjanya, tapi kakak
tidak belibet. Saya
conditional sentence type 2.
jelas, jadi saya
gambar-gambar.
cara mengajarnya
jadi paham
lebih paham deh.
Apalagi waktu
enak, dijelaskan
perubanah kata
ditampilkan gambar
simple past dahulu
kerjanya.
Justin Bieber
atau kata kerja
soalnya saya ngefans
irregular jadi saya
banget Kak.
merasa lebih paham deh.
81
4
Apakah dengan metode
Iya Bu, saya
Iya kak, saya sangat
Kalau cara Kakak
Iya Kak, saya jadi
Iya benar Kak saya
Contextual Teaching and
seneng dengan
termotivasi dengan
mengajar
semangat belajar.
jadi lebih semangat
Learning kamu merasa
metodenya Ibu,
metode yang Kakak
memang lebih
karena kakak cara
lebih tertarik dan
gak bikin BT.
gunakan. Saya ingin
menarik dan lebih
mengajarnya asyik,
termotivasi mempelajari
Apalagi waktu
metode ini dipakai
membuat saya
kami jadi bisalebih
conditional sentence type 2.
belajar pakai
terus dalam proses
semangat, tapi
aktif di kelas.
dengerin lagu. Itu
belajar.
sayangnya saya
bikin suasana kelas
memang sulit
jadi hidup.
untuk memahami pelajaran bahasa Inggris.
5
Apakah kamu masih merasa Sekarang udah
Tidak. Justru saya
Tahu nih Kak,
Alhamdulillah udah
Nggak lah Kak
kesulitan dalam
enggak Bu
lebih mengerti
saya juga
enggak lagi Kak.
malah saya jadi
mempelajari conditional
Alhamdulillah..
dibandingkan
bingung. Saya
Justru sekarang saya
lebih ngerti.
sebelumnya.
memang gak suka
jauh lebih paham
pelajaran bahasa
dibandingkan
Inggris, Jadi saya
sebelumnya.
sentence type 2.
masih kesulitan.
82
83
Appendix 8a
The Students’ Questionnaire Before Implementing Classroom Action Research (CAR) Name
:
Class
:
Date/Day
:
Petunjuk Pengisian Angket: 1. Isilah nama, kelas, tanggal dan hari pada kolom yang telah disediakan! 2. Berilah tanda thick (V) pada salah satu jawaban yang tersedia pada kolom Ya atau Tidak! No.
Pertanyaan
1
Apakah kamu suka mempelajari grammar, khususnya materi conditional sentence type 2 dengan metode yang dipakai guru selama ini. Apakah kamu merasa bersemangat ketika mengikuti pelajaran bahasa Inggris pada materi conditional sentence type 2 selama ini.
2
3
Apakah kamu tahu struktur kalimat pengandaian tipe 2
4
Apakah kamu dapat memahami materi conditional sentence type 2 dengan teknik pengajaran gurumu di kelas selama ini. Apakah kamu merasa puas dengan nilai Bahasa Inggris yang kamu peroleh selama ini.
5 6 7 8 9 10
Apakah kamu ingin mendapatkan nilai bahasa inggris yang lebih baik Apakah kamu bisa menjawab pertanyaan gurumu tentang kalimat pengandaian tipe 2 Apakah kamu mengerjakan tugas yang diberikan oleh gurumu tentang materi kalimat pengandaian tipe 2 Apakah kamu bosan dengan metode pengajaran yang digunakan oleh gurumu. Apakah kamu ingin mendapatkan metode pengajaran yang lebih menarik, menyenangkan dan mudah dipahami.
Jawaban Ya Tidak
84
Appendix 8b
The Students’ Questionnaire After Implementing Classroom Action Research (CAR) Name
:
Class
:
Date/Day
:
Petunjuk Pengisian Angket: 1. Isilah nama, kelas, tanggal dan hari pada kolom yang telah disediakan! 2. Berilah tanda thick (V) pada salah satu jawaban yang tersedia pada kolom Ya atau Tidak! No.
Pertanyaan
1
Apakah nilaimu meningkat setelah mempelajari kalimat pengandaian tipe 2 dengan metode Contextual Teaching and Learning. Apakah metode Contextual Teaching and Learning yang di terapkan oleh gurumu saat ini membuat kamu bosan. Apakah metode pengajaran Contextual Teaching and Learning dapat memudahkanmu dalam memahami materi kalimat pengandaian tipe 2. Apakah kamu lebih memahami perubahan kata kerja dalam kalimat pengandaian tipe 2 dengan menggunakan Contextual Teaching and Learning. Apakah kamu selalu mengerjakan tugas yang diberikan gurumu secara individual ataupun kelompok Apakah kamu suka memberikan opini ataupun pertanyaan kepada gurumu semenjak belajar dengan metode ini. Apakah kamu memperhatikan penjelasan gurumu ketika mempelajari kalimat pengandaian tipe 2. Apakah kamu suka dengan metode pengajaran Contextual Teaching and Learning yang diterapkan gurumu saat ini.
2 3
4
5 6
7 8
9 10
Apakah kamu mengkaji ulang materi kalimat pengandaian tipe 2 yang diberikan oleh gurumu dirumah. Apakah kamu ingin metode Contextual Teaching and Learning tetap diterapkan oleh guru bahasa inggrismu dalam proses pengajaran.
Jawaban Ya Tidak
85
Appendix 9a RECAPITULATION OF THE STUDENTS’ QUESTIONNAIRE RESULT BEFORE CLASSROOM ACTION RESEARCH
1.
The Result of Students’ Answer
Students’ Answer
No
Yes
Percentage
No
Percentage
9
34.62%
17
65.38%
6
23.08%
20
76.92%
7
26.92%
19
73.08%
4
15.38%
22
84.62%
3
11.54%
23
88.54%
26
100%
0
0%
4
15.38%
22
84.62%
7
26.92%
19
73.08%
23
88.46%
3
11.54%
26
100%
0
0%
Feeling interested in learning grammar, especially in conditional sentence type 2 by using their English teacher’s method.
2.
Feeling enthusiastic in teaching and learning process
3.
Knowing
the
structure
of
conditional
sentence type 2. 4.
Understanding Conditional Sentence Type 2 through their English Teacher’s method.
5.
Feeling satisfied with their English score which had been achieved.
6.
The Students wanted to get a higher score.
7.
The students could answer or response the teacher’s question about conditional sentence type 2.
8
The students always did the task given by the teacher
9.
Feeling bored with the English teacher’s method.
10
Wanted to get more interesting method, more fun, and easy to be understood.
86
Appendix 9b RECAPITULATION OF THE STUDENTS’ QUESTIONNAIRE RESULT AFTER CLASSROOM ACTION RESEARCH
1.
The Result of Students’ Answer
Students’ Answer
No
Yes
Percentage
No
Percentage
22
84.62%
4
15.38%
0
0%
100
100%
23
88.46%
3
11.54%
23
88.46%
3
11.53%
22
84.62%
4
15.38%
18
69.23%
8
30.77%
22
84.62%
4
15.38%
26
100%
0
0%
21
80.77%
5
19.23%
26
100%
0
0%
The students’ score were improved after learning conditional sentence type 2 using contextual teaching and learning.
2.
Feeling bored with contextual teaching and learning method.
3.
Contextual Teaching and Learning could make easier in understanding conditional sentence type 2.
4.
Contextual Teaching and Learning makes easier in understanding the change of the verb at conditional sentence type 2.
5.
The students always did the task either individual task or grouping task.
6.
Giving opinion or question to the teacher since learning trough Contextual Teaching and Learning.
7.
Paying attention to the teacher’s explanation in learning conditional sentence type 2.
8
The students liked learning conditional sentence through contextual teaching and learning.
9.
Reviewing conditional sentence type 2 at home.
10
The students wanted contextual teaching and learning still be applied in teaching and learning process with their English teacher.
87
Appendix 10a
FIELD NOTES DURING CLASSROOM ACTION RESEARCH (CAR) Siklus
: Pertama
Pertemuan
: Pertama
Hari/Tgl
: Senin, 7 Mei 2012
No 1.
Penjelasan Siswa masih terlihat takut dan malu untuk aktif dalam mengikuti KBM dikelas
2.
Guru masih belum dapat mengkondisikan siswa dengan baik
3.
Guru menjelaskan materi pelajaran dengan baik, namun terlalu cepat
4.
Guru menggunakan media dengan baik
5.
Masih ada beberapa siswa yang tidak mendengarkan penjelasan guru
6.
Siswa belum maksimal dalam memahami perubahan bentuk kata kerja
7.
Beberapa siswa masih suka bercanda dengan temannya
8.
Ada 1 kelompok yang belum menyelsaikan tugasnya tepat waktu
88
Appendix 10b
FIELD NOTES DURING CLASSROOM ACTION RESEARCH (CAR) Siklus
: Pertama
Pertemuan
: Kedua
Hari/Tgl
: Jumat, 11 Mei 2012
No.
Penjelasan
1.
Guru menggunakan media yang tepat
2.
Minat belajar siswa mulai berkembang
3.
Siswa mulai aktif mengikuti dalam mengikuti kegiatan belajar mengajar
4.
Siswa sudah mulai memahami perubahan kata kerja
5.
Siswa sudah mulai mampu memahami materi kalimat pengandaian tipe 2 sehingga mereka diantara mereka sudah dapat menjawab pertanyaan dengan benar
6.
Siswa mulai berani merespon pertanyaan dan pernyataan guru
7.
Penjelasan guru lebih dipahami siswa dibandingkan dengan pertemuan pertama
8.
Guru sudah mulai mampu mengkondisikan siswa
89
Appendix 11a
FIELD NOTES DURING CLASSROOM ACTION RESEARCH (CAR) Siklus
: Kedua
Pertemuan
: Pertama
Hari/Tgl
: Senin, 14 Mei 2012
No
Penjelasan
1.
Guru dapat mengkondisikan siswa dengan baik
2.
Guru menggunakan media dengan tepat
3.
Siswa lebih fokus mengikuti kegiatan belajar mengajar
4.
Saswa lebih antusias dalam mengikuti pelajaran
5.
Ada beberapa siswa yang masih bingung dengan materi kalimat pengandaian tipe 2
6.
Semua kelompok aktif mengerjakan tugasnya
90
Appendix 11b
FIELD NOTES DURING CLASSROOM ACTION RESEARCH (CAR) Siklus
: Kedua
Pertemuan
: Kedua
Hari/Tgl
: Jumat, 18 Mei 2012
No.
Penjelasan
1.
Siswa sangat bersemangat mengikuti KBM
2.
KBM terlihat sangat menyenangkan ketika ditampilkan gambar tokoh yang sedang popular dan diperdengarkan lagu-lagu yang terkait dengan materi kalimat pengandaian tipe 2
3.
Semua siswa terlibat dalam kelompok kerja
4.
Siswa sudah memahami materi kalimat pengandaian tipe 2
5.
Siswa sangat bersemangat mengikuti KBM
91
Appendix 12 Observational Checklist
No
Aspek yang Diamati
I
Kegiatan Awal 1. Menertibkan siswa sebelum KBM di mulai 2. Mengaitkan pelajaran sekarang dengan terdahulu 3. Melakukan apersepsi 4. Menyampaikan tujuan pembelajaran 5. Memotivasi siswa Kegiatan Inti 6. Penguasaan materi 7. Menjelaskan materi pelajaran 8. Menggunakan alat/ media 9. Memancing pendapat /opini siswa 10. Kualitas interaksi pembelajaran 11. Kualitas pengelolaan kelas 12. Gaya mengajar 13. Situasi kelas 14. Sikap guru terhadap siswa Kegiatan Akhir 15. Memberikan evaluasi/latihan 16. Menyimpulkan pelajaran 17. Memberikan kesempatan kepada siswa untuk bertanya yang belum dipahami
II
III
Nilai 1
2
3
4
Jumlah Kategori Penilaian Total Keterangan Skala Penilaian: 1. Tidak Baik 2. Kurang Baik 3. Baik 4. Sangat Baik Kategori Penilaian Total: 20-35: Tidak Baik 36-50: Cukup 51-65: Baik 66-80: Sangat Baik
Bekasi,
Mei 2012
Observer
Drs. Ma’ali
92
Appendix 13 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan
: MAN Tarumajaya
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: XI (Sebelas) /II
Aspek/ Skill
: Berbicara
Alokasi Waktu
: 2 x 45 menit
Tahun Pelajaran
: 2011/2012
I. Standar Kompetensi Mengungkapkan
makna
dalam
teks
percakapan
transaksional
dan
interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan seharihari dan mengakses ilmu pengetahuan.
II. Kompetensi Dasar Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi dalam ragam lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari – hari.
III. Indikator 1. Mengungkapkan kalimat pengandaian tipe 2 2. Merespon kalimat pengandaian tipe 2 3. Menggunakan kalimat pengandaian tipe 2
IV. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Mengungkapkan kalimat pengandaian tipe 2 2. Merespon ungkapan pengandaian tipe 2 3. Menggunakan kalimat pengandaian tipe 2.
93
4. Merespon ungkapan guru dengan menggunakan struktur kalimat pengandaian tipe 2. 5. Menjawab pertanyaan guru dengan menggunakan struktur kalimat pengandaian tipe 2.
V. Materi Pembelajaran Conditional Sentence There are three types of conditional sentence: 1. Conditional sentence type 1 / Future conditional If I have much money, I will buy a car 2. Conditional Sentence type 2 / Present conditional If I had much money, I would buy a car 4. Conditional Sentence type 3 / Past conditional: If I had had much money, I would have bought a car a. Conditional Sentence Type 1 Form If Clause
Main Clause
Simple Present
Subject + Will/Shall + Plain Infinitive (verb)
If I have much money
I will buy a car
Or If + S + V1, S + will + V1
94
b. Conditional Sentence Type 2 Form If Clause
Main Clause
Simple Past
Subject + would/should+ Plain infinitive (verb)
If I went to the cinema
I would meet Lisa Or
If + S + V2, S + would + V2
c. Conditional Sentence Type 3 Form If Clause
Main Clause
Past Perfect
Subject + would/should+ have + past participle
If you had come early
We should have begun the work
Or IF + S + had + V3, S + would have + V3
VI. Metode Pembelajaran: Contextual Teaching Learning
VII. Langkah-langkah Kegiatan: a. Kegiatan Pendahuluan Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Apersepsi/mengabsen siswa. Memberikan motivasi berupa permainan
95
b. Kegiatan Inti
Guru menampilkan sebuah gambar penyanyi yang sedang populer di kalangan pelajar
Guru memberikan pertanyaan terkait dengan nama penyanyi yang telah disebutkan.
Guru mengaitkan antara nama penyanyi tersebut dengan materi yang akan dibahas.
Guru memberikan ungkapan-ungkapan yang sesuai dengan materi yang dibahas.
Guru membagi siswa menjadi beberapa kelompok.
Guru bertanya kepada siswa terkait dengan struktur kalimat pengandaian.
Siswa merespon dengan ungkapan – ungkapan / kalimat sesuai materi dengan menggunakan struktur kalimat pengandaian.
Guru
memberikan
beberapa
ungkapan
terkait
struktur
kalimat
pengandaian.
Siswa secara berkelompok mendiskusikan ungkapan guru terkait struktur kalimat pengandaian.
Salah satu siswa diminta untuk menjadi model di tiap-tiap kelompok untuk menjawab pertanyaan guru secara oral.
Guru meminta siswa lain untuk mengkoreksi jawaban temannya.
c. Kegiatan Penutup
Menyimpulkan materi pembelajaran.
Menanyakan kesulitan siswa selama KBM.
Menugaskan siswa untuk menggunakan ungkapan-ungkapan yang dipelajari dalam situasi yang sesungguhnya.
VIII. Sumber Belajar a. Buku teks tekait. b. Kurikulum bahasa Inggris (grade XI) c. LKS d. English Grammar
96
IX. Penilaian a. Teknik
: Merespon ungkapan / pertanyaan secara lisan
b. Bentuk
: Oral test (siswa mengungkapkan kalimat pengandaian tipe 2 sesuai dengan struktur kalimat).
Mengetahui,
Bekasi, Mei 2012
Researcher
EnglishTeacher
Hadirotusholihah 106014000382
Drs. Ma’ali 196610102007011060
97
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan
: MAN Tarumajaya
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: XI (Sebelas) / II
Aspek/ Skill
: Menulis
Alokasi Waktu
: 2 x 45 menit
Tahun Pelajaran
: 2011/2012
I. Standar Kompetensi Mengungkapkan makna dalam teks monolog/esei tulis berbentuk narrative, spoof, dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan. II. Kompetensi Dasar Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks yang berbentuk: narrative, spoof, dan hortatory exposition. III. Indikator 1. Membuat kalimat pengandaian tipe 2 2. Melengkapi kalimat pengandaian tipe 2 3. Mengubah kalimat pengandaian tipe 1 menjadi tipe 2 4. Menentukan kalimat pengandaian tipe 2
IV. Tujuan Pembelajaran Pada akhir pembelajaran, diharapkan: 1. Membuat kalimat pengandaian tipe 2 2. Melengkapi kalimat pengandaian tipe 2
98
3. Mengubah kalimat pengandaian tipe 1 menjadi tipe 2 4. Menentukan kalimat pengandaian tipe 2
V. Materi Pembelajaran
Conditional Sentence Conditionals are statements with if or unless. You can use conditional clauses to talk about a possible situation and its result. 1. Factual/Real Conditionals When you are talking about something which may possibly happen in the future, you use this type of conditional. Condition If
Subject
V
Result ,
Subject
Will
(present) If
I
see her
V1
+
object ,
I
will
borrow her book
2. Unreal/Contrary-to fact of conditional. When you are talking about something that you think is unlikely to happen, you use this type of conditional. Condition If
Subject
V (past)
Result ,
Subject
would
V1
+
object If
I
had
,
I
would
much money
The fact is: I don’t have much money, so I won’t buy a car.
buy a car
99
3. Unreal In the Past Time Form if + Past Perfect, main clause with Conditional II Example: If I had found her address, I would have sent her an invitation The main clause can also be at the beginning of the sentence. In this case, don't use a comma. Example: I would have sent her an invitation if I had found her address. VI. Metode Pembelajaran / Teknik: Contextual Teaching Learning. VII. Langkah-langkah Kegiatan: a. Kegiatan Pendahuluan Greeting (memberi salam dan tegur sapa). Tanya jawab berbagai hal terkait kondisi siswa. Mengulang materi pertemuan yang lalu untuk dikaitkan dengan materi yang akan dipelajari. b. Kegiatan Inti
Guru membagi siswa kedalam beberapa kelompok belajar
Guru memberikan selembar karton kepada masing-masing kelompok
Guru mengungkapkan sebuah pertanyaan kalimat pengandaian (what would you do if you were a Regent of Bekasi?)
Guru meminta siswa untuk menuliskan jawaban mereka sebanyak 3 buah kalimat pengandaian tipe 2, untuk masing-masing kelompok
Siswa mendiskusikan jawaban mereka dan menuliskannya di selembar karton
Salah satu siswa dari masing-masing kelompok menjadi model untuk menuliskan jawaban kelompok mereka kedepan papan tulis.
Kelompok lain diminta mengoreksi jawaban temannya.
Guru memberikan pertanyaan terkait dengan struktur kalimat pengandaian sesuai dengan keadaan yang nyata didalam kelas
100
(contextual).
Siswa menjawab pertanyaan terkait dengan struktur kalimat pengandaian sesuai dengan keadaan yang nyata didalam kelas (contextual).
Siswa diminta untuk mengembangkan kreatifitas mereka dalam membuat kalimat pengandaian sesuai dengan pengetahuan atau keadaan yang nyata dalam kehidupan mereka sehari-hari (contextual). c. Kegiatan Penutup Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM. Menugaskan siswa untuk menggunakan ungkapan-ungkapan kalimat pengandaian dalam situasi yang sesungguhnya. VIII. Sumber Belajar a. Buku teks (Grace, Eudia dan Th. M. Sudarwati. “Look Ahead”) for senior high school students, Erlangga, 2007, Jakarta. b.
Buku teks “Progress”
b. LKS “Gemilang”, Cipta Pustaka. c. Kurikulum bahasa Inggris (grade XI) d.
Syllabus SMA (grade XI)
IX. Penilaian a. Teknik
: Tes tulisan
b. Bentuk
: Tulisan
c. Instrumen
: Terlampir
101
X. Pedoman Penilaian a. Untuk tiap jawaban benar diberi skor = 1 b. Nilai maksimal = 10 c. Nilai siswa = Skor Perolehan x 10 Skor Maksimal
Mengetahui,
Bekasi,
Mei 2012
English Teacher
Researcher
Drs. Ma’ali 1966101020070110
Hadirotusholihah NIM.106014000382
102
Lembar Kegiatan Belajar Mengajar ----------------------------------------------------------------------------Complete the following conditional sentences type 2 with the words in parentheses! 1. If I ………. (be) you, I would not love him. 2. If I ………. (meet) Syahrini, I would take her picture. 3. If I found $ 100.00 on the street, I………………… (will buy) a new handphone. 4. If he ………..(have) your telephone number, he would call you. 5. She..…………..(will pass) the exam if she studied last night. 6. If I had five pens, I ……………. (will give)one for you. 7. If he……….. (love) Sally, he would give her a flower. 8. She would watch the concert if she ……….. (get) a ticket yesterday. 9. I would explain to you if I …………….. (understand) the lesson. 10. He would tell you if he (know) the story.
103
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan
: MAN Tarumajaya
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: XI (Sebelas) / 2
Aspek/ Skill
: Menulis
Alokasi Waktu
: 2 x 45 menit
Tahun Pelajaran
: 2011/2012
I. Standar Kompetensi Mengungkapkan makna dalam teks monolog/esei tulis berbentuk narrative, spoof, dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan. II. Kompetensi Dasar Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks yang berbentuk: narrative, spoof, dan hortatory exposition. III. Indikator 1. Membuat kalimat pengandaian tipe 2 2. Menyusun kalimat pengandaian tipe 2 3. Melengkapi kalimat pengandaian tipe 2 4. Menentukan kalimat pengandaian tipe 2 IV. Tujuan Pembelajaran Pada akhir pembelajaran, diharapkan: 1. Membuat kalimat pengandaian tipe 2tipe 2 2. Menyusun kalimat pengandaian 3. Melengkapi kalimat pengandaian tipe 2 4. Menentukan kalimat pengandaian tipe 2
104
V. Materi Pembelajaran
Conditional Sentence Conditionals are statements with if or unless. You can use conditional clauses to talk about a possible situation and its result. 1. Factual/Real Conditionals When you are talking about something which may possibly happen in the future, you use this type of conditional. Condition If
Result Subject
V
,
Subject
Will
(present) If
I
see her
V1
+
object ,
I
Will
borrow her book
2. Unreal/Contrary-to fact of conditional. When you are talking about something that you think is unlikely to happen, you use this type of conditional. Condition If
Result Subject
V (past)
,
Subject
Would
V1
+
object If
I
had
,
I
Would
much money The fact is: I don’t have much money, so I won’t buy a car.
buy a car
105
3. Unreal In the Past Time Form: if +S+ Past Perfect, would have +past participle
Example: If I had found her address, I would have sent her an invitation The main clause can also be at the beginning of the sentence. In this case, don't use a comma. Example: I would have sent her an invitation if I had found her address. VI. Metode Pembelajaran / Teknik: Contextual Teaching Learning. VII. Langkah-langkah Kegiatan: a. Kegiatan Pendahuluan Greeting (memberi salam dan tegur sapa). Tanya jawab berbagai hal terkait kondisi siswa. Mengulang materi pertemuan yang lalu untuk dikaitkan dengan materi yang akan dipelajari. b. Kegiatan Inti
Guru membagi siswa kedalam bebeapa kelompok belajar
Guru menjelaskan kembali rumus conditional sentence type 2
Siswa merespon penjelasan guru
Guru memberikan permainan dengan menyediakan potongan kertas yang berisi kalimat pengandaian tipe 2
Salah satu siswa dari masing-masing kelompok diminta untuk mengambil potongan kertas tersebut
Siswa diminta untuk bekerja sama untuk menyusun kata-kata tersebut menjadi sebuah kalimat pengandaian tipe 2
Guru meminta siswa untuk menjawab pertanyaan tersebut dengan menempelkan potongan kertas tersebut ke dinding yang telah ditentukan oleh guru
106
Guru memberikan waktu selama 5 menit untuk mengerjakan permainan tersebut
Guru memberikan reward kepada siswa yang paling cepat dan dapat menyusun kalimat dengan benar
Guru memberikan pertanyaan terkait dengan struktur kalimat pengandaian sesuai dengan keadaan yang nyata didalam kelas (contextual).
Siswa menjawab pertanyaan terkait dengan struktur kalimat pengandaian sesuai dengan keadaan yang nyata didalam kelas (contextual).
c. Kegiatan Penutup Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM. Menugaskan siswa untuk menggunakan ungkapan-ungkapan kalimat pengandaian dalam situasi yang sesungguhnya. VIII. Sumber Belajar a. Buku teks (Grace, Eudia dan Th. M. Sudarwati. “Look Ahead”) for senior high school students, Erlangga, 2007, Jakarta. b.
Buku teks “Progress”
b. LKS “Gemilang”, Cipta Pustaka. c. Kurikulum bahasa Inggris (grade XI) d.
Syllabus SMA (grade XI)
IX. Penilaian a. Teknik
: Tes tulisan
b. Bentuk
: Tulisan
c. Instrumen
: Terlampir
107
X. Pedoman Penilaian a. Untuk tiap jawaban benar diberi skor = 2 b. Nilai maksimal = 10 c. Nilai siswa = jumlah jawaban benar x 2
Mengetahui, English Teacher
Drs. Ma’ali 1966101020070110
Bekasi,
Mei 2012 Researcher
Hadirotusholihah NIM.106014000382
108
Lembar Kegiatan Belajar Mengajar ----------------------------------------------------------------------------Complete this paragraph by using conditional sentence type 2! If I were Justin Bieber If I were Justin Bieber, I …………(1)…... (will buy) anything. I ……(2)……. (will give) much money for poor people. If I ……..…(3).. (be) Justin Bieber, I ……(4)…..…… (will colaborate) with Lady Gaga. And If I were Justin Bieber, I ……(5)…….…… (will sing) around the world.
109
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan
: MAN Tarumajaya
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: XI (Sebelas) / II
Aspek/ Skill
: Mendengarkan
Alokasi Waktu
: 2 x 45 menit
Tahun Pelajaran
: 2011/2012
I. Standar Kompetensi Memahami makna dalam percakapan transaksional/interpersonal resmi dalam konteks kehidupan sehari-hari. II. Kompetensi Dasar Merespon makna dalam percakapan transaksinal (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat lancer dan berterima dalam kehidupan sehari-hari. III. Indikator 1. Merespon ungkapan kalimat pengandaian tipe 2 2. Merespon pertanyaan tentang kalimat pengandaian tipe 2 3. Melengkapi kalimat pengandaian tipe 2 4. Menentukan kalimat pengandaian tipe 2
IV. Tujuan Pembelajaran Pada akhir pembelajaran, diharapkan: 1. Merespon ungkapan kalimat pengandaian tipe 2 2. Merespon pertanyaan tentang kalimat pengandaian tipe 2 3. Melengkapi kalimat pengandaian tipe 2 4. Menentukan kalimat pengandaian tipe 2
110
V. Materi Pembelajaran
Conditional Sentence Conditionals are statements with if or unless. You can use conditional clauses to talk about a possible situation and its result. 1. Factual/Real Conditionals When you are talking about something which may possibly happen in the future, you use this type of conditional. Condition If
Result Subject
V
,
Subject
Will
(present) If
I
see her
V1
+
object ,
I
will
borrow her book
2. Unreal/Contrary-to fact of conditional. When you are talking about something that you think is unlikely to happen, you use this type of conditional. Condition If
Result Subject
V (past)
,
Subject
would
V1
+
object If
I
had
,
I
would
much money The fact is: I don‟t have much money, so I won‟t buy a car.
buy a car
111
3. Unreal In the Past Time Form if + S+Past Perfect, S+would have+ past participle
Example: If I had found her address, I would have sent her an invitation The main clause can also be at the beginning of the sentence. In this case, don't use a comma. Example: I would have sent her an invitation if I had found her address. VI. Metode Pembelajaran / Teknik: Contextual Teaching Learning. VII. Langkah-langkah Kegiatan: a. Kegiatan Pendahuluan Greeting (memberi salam dan tegur sapa). Tanya jawab berbagai hal terkait kondisi siswa. Mengulang materi pertemuan yang lalu untuk dikaitkan dengan materi yang akan dipelajari. b. Kegiatan Inti
Guru menyediakan sebuah lagu yang berkaitan dengan materi conditional sentence type 2
Siswa mendengarkan lagu tersebut dengan seksama
Siswa diberikan sebuah teks yang berisi tentang lagu tersebut dan meminta siswa untuk menemukan kalimat pengandaian tipe 2
Siswa dibagi kedalam beberapa kelompok
Siswa diminta untuk mengubah kalimat pengandaian ke kalimat pengandaian tipe 2
Guru meminta salah satu siswa dari masing-masing kelompok sebagai model untuk membacakan jawaban mereka secara oral
Siswa yang lain mendengarkan dan megoreksi jawaban temannya
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Guru memberikan reward berupa nilai pujian kepada kelompok yang menjawab dengan benar
c. Kegiatan Penutup Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM. Menugaskan siswa secara berkelompok untuk mencari teks lagu yang berkaitan dengan kalimat pengandaian tipe 2 VIII. Sumber Belajar a. Buku teks (Grace, Eudia dan Th. M. Sudarwati. “Look Ahead”) for senior high school students, Erlangga, 2007, Jakarta. b.
Buku teks “Progress”
a. LKS “Gemilang”, Cipta Pustaka. b. Kurikulum bahasa Inggris (grade XI) c.
Syllabus SMA (grade XI)
IX. Penilaian a. Teknik
: Tes tulisan
b. Bentuk
: Tulisan
c. Instrumen
: Terlampir
X. Pedoman Penilaian a. Untuk tiap jawaban benar diberi skor = 1 b. Nilai maksimal = 10 c. Nilai siswa = Skor Perolehan x 10 Skor Maksimal Mengetahui, English Teacher Drs. Ma’ali
Bekasi,
Mei 2012 Researcher
Hadirotusholihah NIM.106014000382
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Song : If I Were a Boy Singer : Beyonce If I .......... (be) a boy even just for
I‟d put myself first
a day
And make the rules as I go
I‟d roll out of bed in the morning
„Cause I know that she‟d be faithful
And throw on what I wanted
Waiting for me to come home,
and go
to come home
Drink beer with the guys
*(Back to chorus)
And chase after girls
It‟s a little too late for you to come
I‟d kick it with who I wanted
back
And I‟d never get confronted for it
Say it‟s just s mistake
„Cause they stick up for me
Think I‟d forgive you like that If you …… (think) I ……. (will)
*(Chorus)
wait for you
If I ……… (be)a boy
You ……. (think) wrong
I think I ……… (can) understand How it feels to love a girl
But you‟re just a boy
I swear I‟d be a better man
You don‟t understand,oh How it feels to love a girl
I‟d listen to her
Someday you wish you …….. (be)
„Cause I know how it hurts
a better man
When you lose the one you wanted „Cause he‟s taking you for granted
You don‟t listen to her
And everything you had ……... (get)
You don‟t care how it hurts
destroyed
Until you lose the one you wanted „Cause you‟re taking her for granted
If I …….. (be) a boy
And everything you had got
I …….. (will) turn off my phone
destroyed
Tell everyone it‟s broken
But you‟re just a boy.
So they‟d think that that I was sleeping alone
