“IMPROVING STUDENTS’ ABILITY IN USING PERSONAL PRONOUN THROUGH CONTEXTUAL TEACHING LEARNING” (A Classroom Action Research at the Second Year of SMP Islam Raden Patah Depok)
Written by: Arifah Febri Winarni 106014000370
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 1432 AH / 2011 AD
“IMPROVING STUDENTS’ ABILITY IN USING PERSONAL PRONOUN THROUGH CONTEXTUAL TEACHING LEARNING” (A Classroom Action Research at the Second Year of SMP Islam Raden Patah Depok)
“Skripsi” Presented to the Faculty of Tarbiya and Teachers Training In a Partial Fulfillment of the Requirements For the Degree of S. Pd in English Language Education
By: Arifah Febri Winarni NIM.106014000370
Approved by the Advisor
Dr. Fahriany, M. Pd. NIP.19700611 199101 2001
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011
ENDORSEMENT SHEET The examination committee of the Faculty of Tarbiyah and Teachers Training certifies that the skripsi (specific paper) entitled “Improving Students’ Ability in Using Personal Pronoun through Contextual Teaching Learning” written by Arifah Febri Winarni student’s registration number 106014000370, was examined by committee on December 22, 2011 and was declared to have passed and have fulfilled one of the requirements for the degree of S. Pd in English Language Education in the Department of English Education. Jakarta, December 29, 2011
Examination committee Chairman
: Drs. Syauki, M. Pd NIP. 19641212 199103 1 002
(
)
Secretary
: Neneng Sunengsih, S. Pd NIP. 19730625 199903 2 001
(
)
Examiners
: 1. Drs. Nasifuddin Djalil. M. Ag NIP. 19560506 199003 1 002
(
)
2. Drs. Sunardi kartiwisastro, Dipl. Ed NIP. 19440719 196510 2 001
(
)
Ackowlwedged by Dean of Faculty of Tarbiyah and Teachers Training
Nurlena Rifa’I, M. A. Ph. D NIP. 19591020 1986 032 001
ACKNOWLEDGEMENT In the Name of Allah, the Beneficent and the Merciful
All praises be to Allah, lord of the world, who has given the mercy and blessing upon the writer in completing this „skripsi‟. Shalawat and salam wish always go to our last and the greatest prophet Muhammad peace be upon Him and to his family, companions and followers. In this occasion, the writer would like to express her greatest thankful to Allah Who gives her a patience, strength and permission, so she can accomplish this skripsi, without His blessing, she cannot complete it. The writer also would like to say her great honor to her parents, Agung Widodo and Sunarmi and all of family members who always give motivation, prayer and support for her during her study. Her special thanks are to Dr. Fahriany, M. Pd, the advisor, for her valuable help, guidance, correction and advice, in writing this skripsi. She offers her gratitude to all of people who have contributed to her study in Syarif Hidayatullah State Islamic University: 1. All of the lecturers of English Education Department 2. Drs. Syauki, M. Pd, the Chief of English Education Department 3. Neneng Sunengsih, S. Pd, the Secretary of English Education Department 4. Nurlena Rifa‟i, M. A. Ph. D the Acting Dean of Faculty of Tarbiyah and Teachers Training 5. Mr. Sulaeman, M. Pd, the Headmaster of SMPI Raden Patah Depok, for permitting the writer to do the research 6. Mrs. Triana Aprilya, S. Sos, the English teacher of SMPI Raden Patah, who has given her time, kindness, guidance, advice and support during conducting the writer‟s research
7. All of her friends at Syarif Hidayatullah State Islamic University, especially in English Education Department 2006-B class; Anisa Dwi Mardhotillah, Luthfiyah Aziz, Erna Asmiya wildani, Isrotun Nofifah, M. B. Nawawi, M. Iqbal, Izz Rizqiani, Irfan Fahmi, Depo A. Handoko, Hendra Wisesa, Asri Nurtauhida, Lia Nurshohifah, Merisa Amalia, Bahtir Rifa‟I, Hadirotun Sholiha, Emiptahudin etc. Thanks for everything that they given to her. 8. The writer‟s motivator; Nurhidayat, Hafidz Ferdiansyah, Navali, Deni Haryanto, Wandi Musthofa, Aji Wahyudi, Zulfahmi, M. Adam, K Hendra, Zikri Choirullisan, all the members of Majlis Ta‟lim Nurul Musthofa, for always making her smile. May Allah the Almighty bless them all, so be it. Finally, the writer realizes that this “skripsi” is still far from being perfect. Criticism and suggestion would be welcomed to make it better.
Jakarta, December 2011
The writer
ABSTRACT Arifah Febri Winarni: 2011. Improving Students’ Ability in Using Personal Pronoun through Contextual Teaching Learning, Skripsi, English Department Faculty of Tarbiyah and Teachers Training Syarif Hidayatullah State Islamic University Jakarta. Advisor: Fahriany, Dr. M. Pd. Keywords: Personal Pronoun, Contextual Teaching Learning. The objective of this research is to improve students’ ability in using personal pronoun through Contextual Teaching Learning in the VIII-I class of SMP Raden Patah Depok. This research includes Classroom Action Research to improve the students’ ability in using personal pronoun. The Classroom Action Research was done based on the Kurt Lewin design, which is divided into 2 cycles. The subject of this research was the students of SMP Raden Patah Depok at VIII-1 class which consists of 46 students. The data is derived from the tests (pre-test and post-test), the result of interview to the English teacher, the result of questionnaires and the result of observation. The finding of this research showed that the implementation of the Contextual Teaching Learning method in personal pronoun material was successful and the criteria of success was achieved, that 75% of students’ score could pass the minimum mastery criterion-kriteria ketuntasan minimal (KKM) that is 65. The result of the first pre-test was that 13 students’ scores passed the minimum mastery criterion-kriteria ketuntasan minimal (KKM) by average score 55. The result of the second post-test was that 100% students’ score pass the minimum mastery criterion-kriteria ketuntasan minimal (KKM) by average score 87. The result of the post-questionnaire was that 97% of students showed that their ability in using personal pronoun is improved by using Contextual Teaching Learning method. The result of observation described that student are more active in teaching learning process. Based on the finding, it is suggests that English teacher could implement Contextual Teaching Learning method to improve students’ ability in learning personal pronoun material.
i
ABSTRAK Arifah Febri Winarni: 2011. Improving Students’ Ability in Using Personal Pronoun through Contextual Teaching Learning, Skripsi, English Department Faculty of Tarbiyah and Teachers Training Syarif Hidayatullah State Islamic University Jakarta. Advisor: Fahriany, Dr. M. Pd. Kata Kunci: Personal Pronoun, Contextual Teaching Learning. Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menggunakan personal pronoun dengan metode Contextual Teaching Learning di kelas VIII-1 dari SMP Raden Patah Depok. Penelitian ini termasuk penelitian tindakan kelas untuk meningkatkan kemampuan siswa dalam menggunakan personal pronoun. Penelitian tindakan kelas ini menggunakan design Kurt Lewin yang dibagi dalam 2 siklus. Subjek dari penelitian ini adalah siswa kelas VIII-1 dari SMP Raden Patah Depok yang berjumlah 46 siswa. Data di peroleh dari hasil tes (pre-tes dan post-tes), hasil wawancara kepada guru bahasa Inggris, hasil angket dan hasil observasi. Hasil penelitian ini menunjukkan bahwa penerapan metode Contextual Teaching Learning pada materi personal pronoun telah berhasil dan kriteria keberhasilannya telah tercapai, yaitu nilai dari 75% siswa dapat melampaui kriteria ketuntasan minimal (KKM), yaitu 65. Hasil dari pre-tes pertama adalah 13 siswa nilainya dapat melampaui kriteria ketuntasan minimal (KKM) dengan nilai rata-rata 55. Hasil post-tes kedua adalah 100% siswa nilainya dapat melampaui kriteria ketuntasan minimal (KKM) dengan nilai rata-rata 87. Hasil angket terakhir adalah 97% siswa menjawab bahwa kemampuan mereka dalam menggunakan personal pronoun meningkat dengan menggunakan metode Contextual Teaching Learning. Hasil dari observasi menggambarkan bahwa siswa lebih aktif dalam proses belajar mengajar. Berdasarkan hasil tersebut, penulis menyarankan bahwa guru bahasa Inggris dapat menggunakan metode Contextual Teaching Learning untuk meningkatkan kemampuan siswa dalam belajar materi personal pronoun.
ii
TABLE OF CONTENT ABSTRACT………………………………………....……………………….….…... i TABLE OF CONTENT …………………………………...……………………… iii LIST OF TABLE ……………………………………………...………………...…. v LIST OF FIGURE ………………………………...…………...……………….…. vi LIST OF APPENDICES …………………………………………………...…….. vii
CHAPTER I
: INTRODUCTION……………………………..………...….… 1 A. Background of study ……….……………….………..…........ 1 B. Limitation of Problem ………………………………........….. 6 C. Formulation of Problem ...……………………………......….. 6 D. The Objective of Study ………………………..……….......... 6 E. The significance of study ……………………..…….…......… 6
CHAPTER II
: THEORETICAL FRAMEWORK……….………….........…. 7 A. Personal Pronoun …………………………….…….......…… 7 1. The Meaning of Pronoun ………………...………..…....… 7 2. The Rule to Make Pronoun …………….……………....… 8 3. The Kinds of Pronoun ……………………...………..….... 11 4. The Forms of Personal Pronoun …………………….….... 15 B. Contextual Teaching Learning …………….……….…….... 23 1. The Definition of Contextual Teaching Learning ……….. 23 2. The Characteristics of Contextual Teaching Learning …... 25 3. The Components of Contextual Teaching Learning ...............… 27
4. Strategies of Contextual Teaching Learning ……............. 30
iii
CHAPTER III
: RESEARCH METHODOLOGY………...…………………. 34 A. The Subject of the Research ………………………..…….... 34 B. Place and Time …………………………………….………. 34 C. Method of Design ………...………………………...…….... 34 D. Technique of Data Analysis ……..…………………........… 39 E. The Role and Position of the Researcher …….……………. 40 F. The Description of the Cycles ……………………………... 40 G. The Indicators of Work ………….………………..….......…41 H. Criteria of Success ……………….………………...………. 42 I. The Kind and Resource of the Data .………….……........… 43 J. The Instrument of Data ………………….………............… 43 K. Technique of Trustworthiness ……………..…….…..…….. 44
CHAPTER IV
: RESEARCH FINDINGS …………………………...……..... 45 A. Data Description ………………………………..……..….... 45 1. The Result of Interview ……..............………..….....….. 45 2. The Result of tests …………………............................... 46 3. The Result of questionnaires …..........………….......….. 49 4. The Result of Observation ............................................... 53 B. Data Interpretation ………………………………...........….. 54 1. The Result of Interview ……..............………...........….. 54 2. The Result of tests …………………............................... 54 3. The Result of questionnaires …..........………...........….. 55 4. The Result of Observation ............................................... 55
CHAPTER V
: CONCLUSION AND SUGGESTION………....…....…. 56 A. Conclusion ……………………………………….......… 56 B. Suggestion ……………………....…………………....… 57
BIBLIOGRAPHY..................................................................................................... 58 LIST OF APPENDICES.......................................................................................... 59
iv
LIST OF TABLE Table 2.1 Type of Pronoun ……………………………………………..……........… 9 Table 2.2 The Different Member of Personal Pronoun………………..………....… 15 Table 2.3 Personal Pronoun as Subject/Nominative Case …………….……............ 16 Table 2.4 Personal Pronoun as Object / Objective /Accusative case ……....…....… 17 Table 2.5 The Different Member Possessive Adjective and Possessive Pronoun ..... 20 Table 3.1 The Description of the Cycles………………………………..………...... 40 Table 3.2 The Pattern of Discrimination and Index of Difficulty ………..….......… 44 Table 4.1 The Result of Students’ Scoresfor Pre and post Tests ............................... 47 Table 4.2 Close Questions of Pre-questionnaire ........................................................ 50 Table 4.3 Open Questions of Pre-questionnaire ........................................................ 51 Table 4.4 The Result of Observation Every Meeting …………………...……….… 53
v
LIST OF FIGURE Figure 2.1 Indefinite Pronoun …………………………………………………....… 14 Figure 3.1 Design of Classroom Action Research (The Kurt Lewin Model) …....… 36 Figure 3.2 Research Design Adopted from Kurt Lewin Modified by Writer............ 37
vi
LIST OF APPENDICES Appendix 1
The Lesson Planning .......................................................................61
Appendix 2
The Interview Guideline to the English Teacher .......................... 75
Appendix 3
The Result of Interviewing the English Teacher .......................... 77
Appendix 4
List of Students .............................................................................. 79
Appendix 5
The List of Questions for Questionnaire to the Students (Pre) .... 80
Appendix 6
The Result of Pre-Questionnaire (Close Questionnaire) .............. 82
Appendix 7
The Result of Pre-Questionnaire (Open Questionnaire) ............... 84
Appendix 8
The Frequencies of Students Answer of Pre-Questionnaire Quantitatively) ............................................................................... 86
Appendix 9
The Frequencies of Students Answer of Pre-Questionnaire Qualitatively) ................................................................................. 88
Appendix 10
The Form of Observation ...............................................................90
Appendix 11
The Questions for the 1st Pre-Test ................................................. 91
Appendix 12
The Questions for the 1st Post-Test ............................................... 92
Appendix 13
The Questions for the 2nd Pre-Test ................................................ 93
Appendix 14
The Questions for the 2nd Post-Test .............................................. 94
Appendix 15
The Form of Post-Questionnaire ................................................... 95
Appendix 16
The Key Answer of the Tests ........................................................ 96
Appendix 17
TheDetail of Pre-Test 1.................................................................. 97
Appendix 18
TheValidity of Pre-Test 1.............................................................. 98
Appendix 19
TheDetail of Post-Test 1................................................................ 99
Appendix 20
TheValidity of Post-Test 1........................................................... 100
Appendix 21
TheDetail of Pre-Test 2................................................................ 101
Appendix 22
TheValidity of Pre-Test 2............................................................. 102
Appendix 23
TheDetail of Post-Test 2............................................................... 103
Appendix 24
TheValidity of Post-Test 2........................................................... 104
vii
CHAPTER I INTRODUCTION A. Background of Study The global era claims the citizen of each country should think harder in order to compete in all of life aspects such as in economics, politics, socials, cultural and language use. Each country has its own features or well-known things among the other, such as Brazil which is known as the biggest country which produce coffee in the world, Philippine is known as a country that consists of thousands of islands, while in language use, English is the most spoken language in the world. Most of countries in the world use English in some level whether as the official language (53 countries), as second language or as foreign language as Indonesia does.1 Why do people want to learn foreign language? Why do people want to study English? According to Harmer there are a number of different reasons for language study and the following (which is not exhaustive) will give an idea for the great variety of such reasons. The first reason is school curriculum. Probably the greatest number of language students in the world does it because it is on the school curriculum whether they like it or not. The second is advancement, some people want to study English (or another foreign language) because they think it
1
http://www.asal-usul.com/2010/06/10-bahasa-paling-banyak-digunakan-dunia.html
1
2
offers a chance for advancement in their professional lives. They will get better job with two languages than if they only know their mother tongue. English has a special position here since it becomes international language of communication. The third is target language community. Some language students find themselves living in a target language community. The students would need to learn English to survive in that community. The next is English for specific purpose, the term has been applied to situations where students have some specific reasons for wanting to learn the language. Then culture, some students study a foreign language because they are attracted to the culture of one of the TLCs. They learn the language because they want to know more about the people who speak it, the places where it is spoken and (in some cases) the writing which it has produced. While the last is miscellaneous, some people learn the foreign language just for fun or want to be tourists where that language is spoken or because all their friends are learning the language.2 In our country, English is a compulsory subject since junior high school level to university level, but it has been taugth or introduced in kindergarten and elementary level as a local content subject. In Indonesia, there are so many institutions that teach English, although the learners learn it as a foreign language, but the schools in Indonesia included English as one of the subjects that determines the graduation of their students in high school level.3 According to Lie, learning English in primary and secondary (grades 1-12) schools serves two purposes. First, students need to be prepared to read English texts in their college years. Second, competence in the English language is still used as a determining factor in securing a favorable position and remuneration in the job market. Many job advertisements list a good
2
Jeremy Harmer, The practice of English language Teaching, (New York: Longman, 1991),
pp.1-2 3
http://blog.unnes.ac.id/kristinapgsd/2011/05/05/pentingnya-mata-pelajaran-bahasa-inggrisbagi-siswa-sd/
3
command of English as one of the top requirements, hence the popularity of private English courses or school.4 By learn English, the students learn how to develop their skills in language use of English. School as one of the institutions where the students learn English, is hoped to improve their skills to produce the graduators who can communicate and write English in the certain level, like what stated in the 2004 curriculum, that the objectives of English instruction in junior and senior high schools are: 5 a. Developing communicative competence in spoken and written English which comprises listening, speaking, reading, and writing. b. Raising awareness regarding the nature and importance of English as a foreign language and as the major means for learning. c. Developing understanding of the interrelation of language and culture as well as cross-cultural understanding. In fact the result of their study is not satisfying yet, especially in the second year of SMP Islam Raden Patah Depok. According to the result of the semester examination which held in last December 2010, the score of 10 % students were still under the Minimal Mastery Criterion/Kriteria Ketuntasan Minimum (KKM) (the minimum score of English in second year of SMP Islam Raden Patah Depok is 65). Another example is the results of daily examinations are still under the expectation. Based on the interview to the English teacher, the students have some problems in learn English, such as the less enthusiasm of the students when teaching-learning process, it could be seen from the low level of students respond to the teacher explanation, the low of students initiative to give opinion and ask questions when they are not understand about the material. It caused some effects,
4
Anita Lie. Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Scores. TEFLIN Journal, v. XVIII, Number 1, (February 2007), p. 3 5 Ibid p. 6
4
like the lack of interaction between students and teacher, the students learn passively, even some students felt bored with English. Another problem is the complexity of the materials in English subject because the students learn many things, there are four language skills; reading, listening, writing and speaking. They learn another sub skills also such as; vocabulary, grammar, pronunciation, phonology etc. According to their opinion grammar and writing are difficult skills and confusing, because in writing, they learn how to make good sentences, paragraphs even discourse, while in grammar, they learn how to make sentence correctly, so they must know about tenses, part of speech and so on which are not too familiar for the most of them. The problem of pronoun especially personal pronoun may be not too noticed by the teacher. Personal pronoun is important material, because if the problem is not give more attention, the students will always make wrong sentence or can make confuse the readers. The problem about pronoun is related to Standard Competence in writing skill, that is to express the meaning in the functional written text and simple short essay in the form of recount and narrative text to make interaction to the around environment, and to the Base Competence is to express the meaning and rhetorical step in simple short essay by using vary written language accurately, fluent and accepted to make interaction to the around environment in the form of recount and narrative text.6 While the objective of teaching pronoun in the second year of junior high school is to help the students in understanding the sentences and texts that they read and in order the students can make simple sentences correctly. The conclusion is, the students need a method or approach which easier to understand, so they can catch the material faster and they can maintain what they have learnt in memory longer, because the personal pronoun have important role
6
http://www.docstoc.com/docs/23119786/silabus-kelas-8-bahasa-inggris#
5
when one make good sentences, so the sentences could be understood by the readers. Based on the problem above, the writer feels that the most suitable method is contextual teaching learning. Because the method pursues the teacher and the students to make connections between what they are learning and how that knowledge will be used. The students need to understand the concepts as they relate to the workplace and to the larger society in which they will live and work. Muslich wrote that this approach (Contextual Teaching Learning) is suitable to Competence Based Curriculum and KTSP which is has been using nowadays.7 Contextual learning theory focuses on the multiple aspects of any learning environments, by it students will discover meaningful relationship between abstract ideas and practical application in the context of the real world, and the concepts are internalized through the process of discovering, reinforcing and relating. Contextual teaching and learning (CTL) is a concept that helps teachers relate subject matter to re-real world situation. CTL motivates learners to take charge of their own learning and to make connections and its applications to the various contexts of their live as family members, as citizens and as workers. It provides a conceptual framework for unifying a constellation of education theories and practices and represents one approach to improving teacher education.8 For the writer, CTL is a good method for the student, because this method make students to make connection between their lesson and their daily life, so it make them feel what they have learnt will be useful in their real life, so they not just learn the theories without use it in their real life. Johnson explained that the teachers have a task to help the students to transfer information from the working memory to long-term memory. Such a
7
Masnur Muslich, KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, (Jakarta: Bumi Aksara 2009), p. 41 8 Susan Sears, Contextual Teaching and Learning, (Bloomington: Phi Delta Kappa Educational Foundation, 2002), p. 2
6
transfer may occur if the brain understands what it studies. It will certainly occur, if the brain finds meaning in what it studies.9 Students think creatively when they use academic knowledge to increase collegiality among the members of their class, when they formulate step to accomplish a school project or assemble and assess information bearing on a community problem.10 Because of the problem, the writer would like to discuss about how to improve students’ ability in using personal pronoun correctly, so the title of this research is “Improving Students Ability in Using Personal Pronoun through Contextual Teaching Learning” B. Limitation of Problem Based on the problem above, the writer limits the problem on the implementation of Contextual Teaching Learning method in improving students’ ability in using personal pronoun. C. Formulation of Problem The formulation of study in this skripsi is: How to improve students’ ability in using personal pronoun through Contextual Teaching Learning in the second year of SMP Raden Patah, Depok? D. The Objective of Study
The objective of this research is to improve in students’ ability in using personal pronoun through contextual teaching learning in the second year of SMP Raden Patah Depok. E. Significance of Study
The significance of this research is to improve students’ ability in using personal pronoun by contextual teaching learning method.
9
Elaine B. Johnson, Contextual Teaching Learning, (California: Corwin Press Inc, 2006), p.16 Ibid. p.31
10
CHAPTER II THEORETICAL FRAMEWORK A. Personal Pronoun The objective of teaching pronoun in second year of junior high school level is in order the students can make simple sentences correctly related to narrative and recount text. It is related to one of the objectives of English instruction in junior and senior high school, that is ―Developing communicative competence in spoken and written English which comprises listening, speaking, reading and writing.‖1 So by teaching personal pronoun, the students hoped can improve their communicative competence, especially in writing. Because by using personal pronoun correctly, students can make good sentences or at least they can using different forms of personal pronoun and not confusing the reader. 1. The Meaning of Pronoun Langan, pronouns are words that take the place of noun (words for person, place or things). In fact the word pronoun means for a noun. Pronouns are shortcuts that keep you from unnecessary repeating words in writing. 2 While Child said that pronouns refer to and replace nouns (the names of people, places and things) that have already been mentioned, or that the speaker/writer assumes are understood by the listener/reader.3
1
Anita Lie. Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Scores. TEFLIN Journal, v. XVIII, Number 1, (February 2007), p. 3 2 John Langan, Sentence Skill: A Workbook for Writers, (Boston: McGraw Hill, 2003), p.197
7
8
From the definitions above, the writer makes a conclusion that pronoun is words that have function to substitute noun that have been mentioned in previous to avoid repetition of the noun. 2. The Rule to Make Pronoun The three rules bellow will help you to avoid common mistakes people make with pronoun: a. A pronoun must refer clearly to the word it replaces. A sentence may be confusing and unclear if: 1) A pronoun appears to refer to more than one word, as in this sentence: I locked my suitcase in my car, and then it was stolen. What was stolen? It is unclear whether the suitcase or the car was stolen. It should be: I locked my suitcase in my car, and then my car was stolen 2) The pronoun does not refer to any specific word, look at this sentence: We never buy fresh vegetables at that store because they charge too much. Who charge too much? There is no specific word that they refers to. It should be We never buy fresh vegetables at that store because the owners charge too much b. A pronoun must agree in number with the word or words it replaces. If the word of pronoun refers to is singular, the pronoun must be singular. If the word is plural, the pronoun must be plural. Pay attention to this sentences: Lola agreed to lend me her Billie Holiday album. The gravediggers sipped coffee during their break. In the first example, the pronoun her refers to the singular word Lola. In the second example, the pronoun their refers to the plural word gravediggers.
3
Leslie Childs, Academic English Parts Of Speech, (Canada: National Literacy Secretariat of Human Resources Development, 1998), p. 5
9
c. Pronoun should not shift unnecessary in point of view. When writing a paper, be consistent in your use of first-, second-, or third-person pronouns. Table 2.1 Type of pronoun Type of pronoun
Singular
Plural
First-person pronoun
I (mine, my, me)
We (our, us)
Second-person pronoun
You (your)
You (your)
Third-person pronoun
He (his, him) She (her) It (its)
They (their, them)
If you start writing in the first-person I, do not jump suddenly to the second person you. Or you are writing in the third person they, do not shift unexpectedly to you. Look at the examples: Inconsistent One reason that I like living in the city is that you always have a wide choice of sports events to attend. (The most common mistake people make is to let a you slip into their writing after they start with another pronoun). Consistent One reason that I like living in the city is that I always have a wide choice of sports events to attend.4 According to Rozakis, the meaning of a pronoun comes from its antecedent, the noun or pronoun to which it refers. Your speech and writing will be confusing if your pronoun reference is unclear. Carelessly placed pronouns can create unintentionally funny sentences as well as confusing ones. There are two ways to prevent pronoun confusion.
4
Langan, Op.Cit. pp.197-203
10
1) A pronoun must clearly refer to a single antecedent. A common writing and speech problem occurs when the same pronoun refers to more than one antecedent. Remember that a pronoun replaces a noun. To make sure that your writing and speech are clear, always use the noun first before you use the pronoun. Clarify the sentence by replacing the unclear pronouns with nouns. That way, all the remaining pronouns will clearly refer to a single antecedent. Guilt and unkindness can be emotionally destructive to you and your friends. You must get rid of them. The word them can refer to guilt, unkindness, or your friends. Here are two ways you could rewrite this sentence: Guilt and unkindness can be emotionally destructive to you and your friends. You must get rid of these issues. OR Guilt and unkindness can be emotionally destructive to you and your friends. You must get rid of these destructive emotions 2) Place pronouns close to their antecedents. If too many phrases come between a pronoun and its antecedent, the sentence can be difficult to read and understand. This can happen even if the intervening material is logically related to the rest of the sentence. Consider the following sentence: After meeting a few guests, the President entered the reception. At that point, Senator Chin and the other elected officials began to pose for pictures. Even so, he did not join them. In this sentence he is too far away from its antecedent, the President. One solution is to replace he with the President. The other solution is to rewrite the sentences to move the pronoun closer.
11
After meeting a few guests, the President entered the reception. At that point, Senator Chin and the other elected officials began to pose for pictures. Even so, the President did not join them. OR After meeting a few guests, the President entered the reception. He did not join Senator Chin and the other elected officials, even though they began to pose for pictures. 5 From the definitions about the rule to make pronoun above, the writer takes a conclusion that there are three important things that must be emphasized in make pronoun, they are: 1) A pronoun must refer clearly to the word it replaces 2) A pronoun must agree in number with the word or words it replaces 3) Place pronouns close to their antecedents. 3. The Kinds of Pronoun. Pronouns are divided into eight groups depending on their meaning and how they are used in a sentence.6 There are: 1) Personal pronouns
5) Demonstrative pronouns
2) Possessive pronouns
6) Relative pronoun
3) Reflexive pronouns
7) Indefinite pronouns
4) Intensive pronoun
8) Interrogative pronoun.7
Leech gives more detail information about personal pronoun and reflexive pronoun as follow: Personal pronouns (I, my, me, mine, you, your, yours, we, our, us, ours, they, their, them, theirs, he, his, she, her, hers, it, its) Personal pronoun divides into four types:
5
Laurie Rozakis, English Grammar for Utterly Confuse, (New York: McGraw Hill, 2003), pp. 24-25 6 Ibid. p.25 7 Ibid. pp. 9-12
12
a. Personal pronoun as subject b. Personal pronoun as object c. Possessive adjective d. Possessive pronoun Reflexive pronouns (- self, - selves) Reflexive pronouns are used as objects, complements and (often) prepositional complement where these elements have the same references as the subject of the clause or sentences. Notice that in some cases the reflexive pronouns receives nuclear stress, and in other cases are not, example: Carolyn gets a seat by herself. Pay attention to the two important thing of reflexive pronoun: a. In the plural –self become –selves b. Be careful that you do not use any of the following incorrect forms as reflexive pronouns: Incorrect
Correct
He believes in hisself
He believes in himself
We drove the children ourself
We drone the children ourselves8
For intensive pronoun and demonstrative pronoun is explained by Farmer. Intensive Pronouns Intensive pronouns have the same form as reflexive pronouns that used for emphasis. Their function as appositives and are often placed next to the noun or pronoun they emphasize (intensively). They sometimes appear at the end of a sentence. Examples: Fernanda herself received the prize money. The boys did the laundry themselves.
8
Geoffery Leech and Jan Svartvik, A Communicative Grammar of English: Third Editions, (London: Longman, 2002). p.351
13
Demonstrative Pronouns Demonstrative Pronouns are to point out certain persons or things. The four demonstrative pronouns are singular forms of this and that and the plural forms for these and those. Examples: This is a well-written book. I ordered a dozen of those.9 According to Langan relative pronoun and indefinite pronoun are: Relative pronouns (who, whom, whose, which, that) Relative pronouns do two things at once. First, they refer to someone or something already mentioned in the sentence. Second, they start a short word group that gives additional information about this someone or something. Few points that must be noticed in relative pronouns: a. Whose means belonging to whom. Be careful do not to confuse between whose and who’s, which means who is b. Who, whom, and whose are refer to people. Which refers to things. That can refer to either people or things. c. Who, whose, whom and which can also be used to ask questions. When they are used in this way, they are called interrogative pronouns. d. Who and whom are used differently. Who is a subject pronoun and Whom is an object pronoun.10 Indefinite pronoun The following words, known as indefinite pronoun, they are always singular.11 Every word has singular form whether –one or –body.
9
Marjorie Farmer, Composition and Grammar II, (Illinois: Laid Law Brothers, 1985). p.318 Langan, Op.Cit. pp. 211-213 11 Ibid. p. 200 10
14
Figure 2.1 Indefinite Pronoun (-one word) One Anyone Everyone Someone
(-body Words) Nobody Anybody Everybody Somebody
Each Either Neither
The differences between Interrogative and relative pronoun are explained by Sabin as follow: Interrogative and relative pronoun a. Who, whom, whoever and whomever, these pronouns are both interrogative pronouns (used in asking questions) and relative pronoun (used to refer to a noun or pronoun in the main clause) b. These pronoun may be either singular or plural in meaning: Who is talking? (Singular) Who are going? (Plural) Whom do you prefer for this job? (Singular) Whom do you prefer for these jobs? (Plural) c. Who (or whoever) is the nominative form. Use who whenever he, she, they, I or we could be substituted in the who clause.12 From the explanations above, the writer makes a conclusion that there are seven kinds of pronouns; Personal pronouns, Reflexive pronouns, Intensive
pronouns,
Demonstrative
pronouns,
Relative
pronouns,
Interrogative pronouns and Indefinite pronouns.
12
William A Sabin, The Greeg Reference Manual, Ninth edition, (New York: McGraw-Hill, 2001). p. 263
15
4. The Forms of Personal Pronoun The personal pronoun is used to refer to someone or something already mentioned (he, she, it etc.), or to refer to the person speaking (I, me etc.) or the person listening (you). The four forms of personal pronoun are:
a. Subjective Pronouns : Functioned as Subject. b. Objective Pronouns : Functioned as Object. c. Possessive Objective : Functioned as Adjective. d. Possessive Pronouns : Functioned as Nouns.13 Table. 2.2 The Different Member of Personal Pronoun Personal Pronouns
Possessive Pronouns
Subject I
Object Me
Adjective My
Independent Mine
You
You
Your
Yours
They
Them
Their
Theirs
We
Us
Our
Ours
He
Him
His
His
She
Her
Her
Hers
It It It a. Personal Pronoun as Subject/Nominative Case
Its
In this case the pronoun has function as subject of the sentence. The position as subject could be change. For example, if you are alone, it will be use I, but if you are together to someone else, it will use we. But if your position as the second person, it will use you, either you are alone or together to someone else. The words that have functioned as subject are:
13
http://bahasainggris.co.tv/pronouns-kata-ganti/
16
Table 2.3 Personal Pronoun as subject/nominative case singular I plural we singular you Second Person Pronoun plural you singular he, she, it Third Person Pronoun plural they For more understand, pay attention to the sentences bellow: First Person Pronoun
I hope to finish my work tomorrow. She enjoyed her English lesson. Using the Nominative Case 1) Use the nominative case to show the subject of a verb. To help determine the correct pronoun, take away the first subject and try each choice. See which one sounds better. For example: Father and (I, me) like to shop at flea markets. I like to shop at flea markets. Me like to shop at flea markets. Answer: I is the subject of the sentence. Therefore, the pronoun is in the nominative case: so ―Father and I like to shop at flea markets.‖ When you list two or more subjects, always put yourself last. Therefore, the sentence would read ―Father and I,‖ never ―I and Father.‖ 2) Use the nominative case for a predicate nominative A predicate nominative is a noun or pronoun that follows a linking verb and identifies or renames the subject. Remember that a linking verb connects a subject to a word that renames it. Linking verbs indicate a state of being (am, is, are, etc.), relate to the senses (look, smell, taste, etc.), or indicate a condition (appear, seem, become, etc.).
17
The salesman of the month was (I, me). Answer: Use I, since the pronoun renames the subject, the salesman of the month. ―The salesman of the month was I.‖ Which is correct: ―It is I‖ or ―It is me‖? Technically, the correct form is ―It is I,‖ since we‘re dealing with a predicate nominative. However, ―It is me‖ (and ―It is us‖) has become increasingly acceptable as standard usage. b. Personal Pronoun as Object/Objective/Accusative Case A noun or pronoun is in the objective case when it is used as a direct object, an indirect object, or an object. Table 2.4 Personal pronoun as object/objective/accusative case 1st person Singular Plural 2nd person Singular Plural 3rd person Singular Plural
FORM I me we us
FUNCTION Subject Object Subject Object
you you you you
Subject Object Subject Object
She, he, it Him, her, it They Them
Subject Object Subject Object
The form of a subject can be change if the function is change too, especially in the first person and the third person like in the table above. A noun which is directly affected by the action of a verb is put into the objective case. In English we call this noun the "direct object" which is a little more descriptive of its function. It's the direct object of some action.
18
Robert fixed the car. In the example above, the "car" is in the objective case because it's the direct object of Robert's action of fixing. Pronouns are inflected to show the objective case. Personal pronoun as object/objective/accusative referring to the object of the sentence and the words are: me, you, him, her, it, us, and them. For example: Mum gave us the money. She gave him the book. 14 According to Langan objective pronouns (me, him, her, them) are objects of verbs or prepositions. (Prepositions are connecting words like for, at, about, to, before, by, with and of). People are sometimes uncertain about what pronoun to use when two objects follow the verb. Incorrect
Correct
I spoke to George and he
I spoke to George and him
She pointed at Hanna and I
She pointed at Hanna and me
If you are not sure what pronoun to use, try each pronoun by itself in the sentence. The correct pronoun will be the one that sound right. For example ―I spoke to he‖ does not sound right, ―I spoke to him‖ does.15 Using the Objective Case Rozakis explained 3 uses of objective case, they are: 1) Use the objective case to show a direct object. A direct object is a noun or pronoun that receives the action. John‘s suit no longer fits (he, him). Answer: John‘s suit no longer fits him
14 15
http://teachpreneur.blogspot.com/2009_08_01_archive.html Langan, Op.Cit. p. 210
19
When you have a pronoun combined with a noun (such as we guests, us guests), try the sentence without the noun. You can usually ―hear‖ which pronoun sounds right. It is always a pleasure for we to attend their party. It is always a pleasure for us to attend their party. The second sentence is correct. 2) Use the objective case to show an indirect object. An indirect object tells to or for whom something is done. You can tell a word is an indirect object if you can insert to or for before it without changing the meaning. For example: The bill gave (we, us) a shock. Answer: The bill gave us a shock. 3) Use the objective case for the object of a preposition Remember that a preposition is a small word that links a noun or a pronoun following it to another word in the sentence. Sit by (I, me). Answer: The pronoun is the object of the preposition me, so the sentence reads: ―Sit by me.‖16 c. Possessive Adjective According to Kirn, possessive adjectives are followed by a noun. While possessive pronouns are not followed by a noun, they stand alone.
17
Sometimes ones find difficulty in differentiating the member of possessive adjective and possessive pronoun, the table bellow will explain both of them:
16
Rozakis, Op.Cit. pp. 21-22 Elaine Kirn and Darcy Jack, Interaction 1 Grammar fourth edition, (New York: McGraw Hill, 2002). p.23 17
20
Table 2.5 The different member possessive adjective and possessive pronoun
Possessive Adjectives
Possessive Pronoun
Forms
Examples
My
That is not my pen
Your
These are your clothes
His
It‘s his problem
Her
Those are her flowers
Its
Its tail is brown
Our
Our seats are here
Your
I am your teacher
their
This is their car?
Mine
That pen is not mine
yours
These shoes are yours
his
The problem is his
Hers
The flowers is hers
ours
The seats are ours
Yours
I am yours
theirs
The car is theirs
Sabin explained that the possessive adjective used when immediately precedes the noun it modifies. Example: this is my book, it was their choice, George is her neighbor. Possessive adjective also used when modifies gerund (a verbal noun ending in ing). Example: I appreciated your shipping the order so promptly). (Not: I appreciated you shipping the order so promptly). Do not confuse certain possessive pronoun with contractions with other phrases that sound like possessive pronoun: Your (possessive)
you‘re (you are)
21
Their (possessive)
they‘re (they are) or there‘re (there are).18
d. Possessive Pronouns According to Azar, a possessive pronoun is used alone, without a noun following it. A possessive adjective is used only with a noun following it. In the possessive its is used only with a noun following it. Note that the possessive its has no apostrophe.19 Langan wrote that a possessive pronoun never uses an apostrophe: Incorrect
Correct
That earring is her‘s
That earring is hers
The orange cat is their‘s
The orange cat is theirs20
Walker differenced the different member between possessive adjectives and possessive pronouns there are: Possessive adjectives: my - your - his - her - its - our - your - their Possessive pronouns: mine - yours - his - hers - ours - yours - theirs The possessive adjective is always followed by its noun: It's my car. That's his mother. This is our house. The possessive pronoun is never followed by its noun: This is mine. Give it to Peter: it's his. The money is ours.21 Rozakis wrote 3 important things about possessive, they are:
18
Sabin. Op.Cit. p.261 Betty Schrampfer Azar, Fundamentals of English Grammar: second edition, (Jakarta: Binarupa Aksara, 1993). p. 79 20 John Langan, English Skills: Seven Editions, (Boston: McGraw Hill, 2003). p. 485 21 Elaine Walker and Steve Elsworth, Grammar Practice for Pre-intermediate students, (England: Longman, 2000). p.3 19
22
1) Use the possessive case to show ownership. The child refused to admit that the sweater was (her‘s, hers). Answer: Hers is the correct spelling of the possessive case, which is needed here to express ownership (belonging to her). Therefore, the sentence should read: ―The child refused to admit that the sweater was hers.‖ 2) Use the possessive case before gerunds. A gerund is a form of a verb that acts as a noun. Gerunds always end in -ing, and they always function as nouns. 3) Use some possessive pronouns alone to show ownership This cell phone is mine, not yours.22 Korhn gives more explanation about possessive pronoun, pay attention to the additional bellow: 1) Compare –‘s and –s’ The boy‘s books.
The boy has the books. The boys have the books.
The boys‘ books.
After a plural noun phrase with the regular plural ending –s, the possessive ending does not add any further s sound. The singular possessive boy’s, the regular plural boys, and the possessive boys’ are all pronounced alike. 2) The noun which follows a possessive noun phrase is omitted when the meaning is clear. Do you have John‘s book?
(singular)
No, I have Mary’s. Do you have John‘s books? No, I have Mary’s.
22
Rozakis, Op.Cit. pp. 22-23
(plural)
23
The possessive pronouns are used after forms of to be with no noun phrase following. They are also used as substitutes for a noun phrase: ―My books are here, YOURS are on the table.‖ The singular and plural forms of the possessive pronouns are the same: ―Mine is here. Mine are here.‖23 Do not confuse certain possessive pronoun with contractions with other phrases that sound like possessive pronoun: Its (possessive)
it‘s (it is or it has)
Theirs (possessive)
there‘s (there is or there has).
If you confuse, try to substitute it is, it has, they are, there are, there is, there has, your or you are.24 From the definitions above, the writer makes a conclusion that forms of personal pronoun are: 1. Subjective Pronouns : Functioned as Subject. 2. Objective Pronouns : Functioned as Object. 3. Possessive Objective : Functioned as Adjective. 4. Possessive Pronouns : Functioned as Nouns. B. Contextual Teaching Learning 1. The Definition of Contextual Teaching Learning According to Johnson Contextual teaching and learning (CTL) is a system that stimulates the brain to weave pattern that express meaning. CTL is the brain-compatible system of instruction that generates meaning by linking academic content with a context of a student‘s daily life. Taking advantage of the fact that environment stimulates the brain‘s neurons to forms pathways. The system focuses on context, on relationship.25
23
Robert Krohn, English Sentence Structure, (Jakarta: Binarupa Aksara, 1990). p.153 Sabin. Op.Cit. p.261 25 Johnson. Op.Cit. p.16 24
24
While according to Olczak, Contextual teaching and learning (CTL) is a system for teaching that is grounded in brain research. Brain research indicates that we learn best when we see meaning in new tasks and material, and we discover meaning when we are able to connect new information with our existing knowledge and experiences. Students learn best, according to neuroscience, when they can connect the content of academic lessons with the context of their own daily lives. Johnson discusses the elements of the braincompatible contextual teaching and learning system: making meaningful connections; investing school work with significance; self-regulated learning; collaboration; critical and creating thinking; nurturing the individual; reaching high standards; and using authentic assessment.26 Parisot wrote that Contextual Teaching and Learning (CTL) helps us relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires.27 The majority of students in our schools are unable to make connections between what they are learning and how that knowledge will be used. This is because the way they process information and their motivation for learning are not touched by the traditional methods of classroom teaching. The students have a difficult time understanding academic concepts (such as math concepts) as they are commonly taught (that is, using an abstract, lecture method), but they desperately need to understand the concepts as they relate to the workplace and to the larger society in which they will live and work.
26 27
http://www.cew.wisc.edu/teachnet/ctl/ wrote by Stephen Olczak http://www.cew.wisc.edu/teachnet/ctl/ wrote by Arlene H. Parisot
25
According to contextual learning theory, learning occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner worlds of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context—that is, in relation to the person‘s current environment—and that it does so by searching for relationships that make sense and appear useful. Building upon this understanding, contextual learning theory focuses on the multiple aspects of any learning environment, whether a classroom, a laboratory, a computer lab, a worksite, or a wheat field. It encourages educators to choose and/or design learning environments that incorporate as many different forms of experience as possible—social, cultural, physical, and psychological—in working toward the desired learning outcomes. In such an environment, students discover meaningful relationships between abstract ideas and practical applications in the context of the real world; concepts are internalized through the process of discovering, reinforcing, and relating.28 2. The Characteristics of CTL a. Engages students in defining and researching problems. 1) They experience the messiness of ill-structured situations that are typical of the real world. 2) They assume the role of stakeholders who are affected by the resolution of the problem. 3) They engage in higher-level thinking and disciplined inquiry as they participate in authentic activities. b. Provides opportunities for students to learn knowledge and skills in meaningful contexts such as the home, the community, and the workplace. 28
http://www.texascollaborative.org/WhatIsCTL.htm
26
c. Builds on the knowledge learners possess and uses their life experiences and contexts as instructional platforms to help them move from what they know to what they do not know. d. Encourages students to direct their own learning and monitor their own progress. e. Supports instruction that encourages students to learn together and from each other. f. Uses assessments that sample the actual knowledge, skills, and dispositions desired of students. CTL is not 1) a lecture-only method of teaching, 2) busy-work or activity for activity‘s sake, 3) doing the questions at the end of the chapter, 4) rote memorization, 5) teacher dominated goal-setting, 6) paper and pencil tests Benefits for Students 1) Promotes higher order thinking and problem solving, 2) Promotes student engagement and involvement, 3) Relates what student is learning to real world problems and their lives, and 4) Promotes authentic methods of assessment. Supporting Teachers Who Want to Change 1) Provide externships and service learning opportunities 2) Give teachers time to collaborate and plan teaching units and align curriculum with standards 3) Consider providing larger blocs of instructional time
27
4) Provide professional development for teachers.29 Based on the definitions above, the conclusion is Contextual teaching Learning (CTL) is a conception of teaching and learning that help teachers relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers. 3. The Components of Contextual Teaching Learning The Components of Contextual Teaching Learning are: a. Constructivism b. Questioning c. Inquiry d. Learning Community e. Reflection f. Modeling g. Authentic Assessment30 and for the further explanation is as follow: Constructivism This concept claim the students to arrange and to construct of meaning from the new experience based on the certain knowledge in their cognitive structure. In this concept the strategy how to get is more important than how much students get the knowledge. Questioning Questioning techniques that enhance students learning and the development of problem solving and other higher order thinking skills. For CTL to achieve its goals, appropriate types and levels of questions must be asked. Questions
29
www.cew.wisc.edu www.bgsu.edu Susan Jones Sears. Contextual Teaching and learning. The Ohio State University 30 http://bandono.web.id/2008/03/07/menyusun-model-pembelajaran-contextual-teaching-andlearning-ctl.php
28
must be carefully planned to produce the intended level of thinking, responses, and actions by students and all participants in the CTL approach. Inquiry Inquiry is a learning process based on the looking for and discovery through thinking process systematically. The student‘s knowledge and skills are not getting from remembering a set of fact, but getting from the process of finding by themselves. The cycles of the inquiry is to formulate the problem, observation, questioning, hypothesis, collecting the data and conclude it. Learning Community In CTL, this concept suggests that the result of learning is getting from the cooperation with another people. It can be done by form a learning community. The result of the learning can be getting from sharing among their friends or groups. Learning community has meaning as follow: 1) A communication to share the ideas and experiences. 2) A cooperation to solve the problem. 3) Each member of group has the same responsibility to their group. 4) An interaction in the group. 5) Each member must respecting the ideas of their friends. Reflection Reflection is thinking about what students have learned or done. Teachers and students need to think about how the process went and come up with ways to improve and continue on with the inquiry. The purpose of reflection is to identify what students have known and what students have not known yet, so the teacher can adds what the students have not known. The ways is by asking the students about what they have learned or ask their opinion about the teaching learning process. 31
31
Robert G. Berns and Patricia M. Ericson, Contextual Teaching and Learning: Preparing Students for the New Economy. The Highlight Zone Research @ Work. No.5, 2001.
29
Modeling Model is someone or something that represent the kinds of behaviors, relationship, or parts people hold up to themselves and others as exemplary. Research suggests that modeling good behaviors, such as problem solving is a good way for students to learn them. Teacher modeling helps to foster the invitational environment because when teacher relate their own experiences, they can communicate several messages: a. Teachers confront problems in and out of school daily b. Sometimes teachers solve problem well c. Other times teachers are not as successful.32 Authentic Assessment Authentic assessment refers to a set of criteria for assessments, there are: a. Students make judgments involving critical thinking and problem solving b. They are ―realistic‖ in that they ―replicate contexts in which a person‘s knowledge and abilities are ‗tested‘ in real world situations.‖ c. They ―do‖ the subject as historians or scientists would. d. They present their findings in such settings where they can rehearse and receive immediate, direct feedback, thereby being able to modify their conclusions. For both Newmann and Wiggins, assessment must involve challenging students to engage in complex intellectual work, the kind found in the world beyond learning stuff from a textbook. This involves the complex task of applying concepts, ideas, principles, skills to complex, problematic situations. For example, ―How would we analyze (compare/contrast) the check and
32
John Barell, Problem Based Learning Second Edition,(California: Corwin Press, 2007).p.13
30
balances within the French or British parliamentary system? What conclusions could we draw following such an analysis? These kinds of challenges are the real test of the depth and quality of students‘ understandings. This is one of the major goals of education: application of the knowledge and skills to life situations. Education is for life now (as Dewey noted), not at some distant point in the future. Delaying application is one reason why so many students are so bored in class and teachers often hear ―When am I ever going to use this?‖33 4. Strategies of Contextual Teaching Learning There are some strategies in using Contextual Teaching and learning: a. Problem-based. CTL can begin with a simulated or real problem. Students use critical thinking skills and a systemic approach to inquiry to address the problem or issue. Students may also draw upon multiple content areas to solve these problems. Worthwhile problems that are relevant to students‘ families, school experiences, workplaces, and communities hold greater personal meaning for students. b. Using multiple contexts. Theories of situated cognition suggest that knowledge cannot be separated from the physical and social context in which it develops. How and where a person acquires and creates knowledge is therefore very important. CTL experiences are enriched when students learn skills in multiple contexts (i.e. school, community, workplace, family). c. Drawing upon student diversity. On the whole, our student population is becoming more diverse, and with increased diversity comes differences in values, social mores, and perspectives. These differences can be the
33
John Barell, Op.Cit. pp. 155-156
31
impetus for learning and can add complexity to the CTL experience. Team collaboration and group learning activities respect students‘ diverse histories, broaden perspectives, and build inter-personal skills. d. Supporting 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. Students will be influenced by and will contribute to the knowledge and beliefs of others. Learning groups, or learning communities, are established in workplaces and schools in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning communities are established in schools, educators act as coaches, facilitators, and mentors. 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. Curricula and instruction based on contextual learning strategies should be structured to encourage five essential forms of learning:
32
RELATING: Learning in the context of life experience, or relating, is the kind of contextual learning that typically occurs with very young children. With adult learners, however, providing this meaningful context for learning becomes more difficult. The curriculum that attempts to place learning in the context of life experiences must, first, call the student‘s attention to everyday sights, events, and conditions. It must then relate those everyday situations to new information to be absorbed or a problem to be solved. EXPERIENCING: Experiencing—learning in the context of exploration, discovery, and invention—is the heart of contextual learning. However motivated or tuned-in students may become as a result of other instructional strategies such as video, narrative, or text-based activities, these remain relatively passive forms of learning. And learning appears to "take" far more quickly when students are able to manipulate equipment and materials and to do other forms of active research. APPLYING: Applying concepts and information in a useful context often projects students into an imagined future (a possible career) or into an unfamiliar location (a workplace). This happens most commonly through text, video, labs, and activities and these contextual learning experiences are often followed up with firsthand experiences such as plant tours, mentoring arrangements, and internships. COOPERATING: Cooperating—learning
in
the
context
of
sharing,
responding,
and
communicating with other learners—is a primary instructional strategy in contextual teaching. The experience of cooperating not only helps the majority of students learn the material, it also is consistent with the real-world focus of contextual teaching. Employers espouse that employees who can
33
communicate effectively, who share information freely, and who can work comfortably in a team setting are highly valued in the workplace. We have ample reason, therefore, to encourage students to develop these cooperative skills while they are still in the classroom. The laboratory, one of the primary instructional methods in contextual courses, is essentially cooperative. Typically, students work with partners to do the laboratory exercises; in some cases, they work in groups of three or four. Completing the lab successfully requires delegation, observation, suggestion, and discussion. In many labs, the quality of the data collected by the team as a whole is dependent on the individual performance of each member of the team. Students also must cooperate to complete small-group activities. Partnering can be a particularly effective strategy for encouraging students to cooperate. TRANSFERRING: Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has already learned. Such an approach is similar to relating, in that it calls upon the familiar. Students develop confidence in their problem-solving abilities if we make a point of building new learning experiences on what they already know.34
34
http://www.texascollaborative.org/TheREACTstrategy.htm
34
CHAPTER III RESEARCH METHODOLOGY
A. The Subject of research The subject of this research is the students of VIII-1 class of SMP Raden Patah Depok, even semester 2010/2011, which is located on. Jl. Raya JakartaBogor Km. 37, 7 Sukamaju, Cilodong Depok. The number of the students is 46 consist of 13 male students and 33 female students.
B. Place and Time The writer did the research at SMP Raden Patah Depok, in the second year especially at the VIII-1 class. The research started on April 29th until 20th of May 2011. This research did twice in a week that was every Monday and Wednesday.
C. Research of Design Kind of this research is classroom action research. According to McMillan and Schumacher, Action research is the process of using research principles to provide information that educational professionals use to improve aspect of dayto-day practice. It is simply a systematic approach to help professionals change practice, usually using a collaborative model that includes several individuals. Action research is also completed in items in using a collaborative model and with entire school (i.e., school-based action research). The intent of action
34
35
research is only to address specific action in single context. Action research promote change in classrooms and school, greater collaboration among those with a vested interest in the result, in an integration of research with practice, and willingness to test new ideas.1 While Creswell wrote that action research uses data collection based on either data quantitative or qualitative method or both. Educators aim to improve the practice of education be studying issues or problem they face. Educators reflect about these problems, collect and analyze data, and implement changes based on their finding. In some cases, the research solves a local and practical problem such as a classroom issues for a teacher. An action research provides an opportunity for educators to reflect on their own practices. Within the scope of a school, action research offers a means for staff development, for teachers’ development as professionals and for addressing school wide problems. In fact, the scope of action research provides a means for teachers or educators in the school to improve their practices of taking action and to do so by participating in research.”2 Action research doing to improve the rationality and justice of: a. Their own social education practices b. Their understanding of these practices, and c. The situation in which the practices are carried out. In education, action research has been employed in school based-curriculum development, professional development, school improvement programs and system planning and policy development.3
1
James H. McMillan and Sally Schumacher, Research in Education, (Boston: Pearson, 2006). pp. 414-415 2 John W. Creswell, Educational Research, (New Jersey: Pearson Merrill Prentice Hall, 2008). p. 297 3 Stephen Kemmis in David Hopkins, 1985 in Penelitian Tindakan Kelas by Junaidi Ghony (Malang: UIN Malang, 2008). p.7
36
The design of classroom action research that used is described as follow:4 Figure 3.1 Design of Classroom Action Research (The Kurt Lewin Model)
From the design above, known that in one cycle is beginning by planning continuing by the implementing the plan in the classroom or called by acting, then observation the activities in the classroom and ending by reflecting. Based on design above, the writer describes her research design below:
4
Ibid. p. 64
37
Figure 3. 2 Research Design Adopted from Kurt Lewin Modified by Writer 1. 2. 3. 4. 5.
Introduction: Ask permission to the head master Meet the English teacher of second year Interviewing the English teacher Find the problem Deciding the subject of research
1. Planning 1. Making lesson planning 2. Prepare the media 3. Make instrument (form of observation, questionnaire for students, questions for pre-test and post-test)
1st CYCLE 2. Acting 1. Giving the pre-test 2. Explaining the material 3. Giving the post-test.
3. Observing 1. Observing the students activities in the classroom 2. Giving pre-questionnaire.
4. Reflecting Evaluating teaching and learning process Discussing with English teacher Make a conclusion Analyzing data
1. 2. 3. 4.
2nd CYCLE
1. 2. 3. 4.
1. Planning Identifying the problem of 1st cycle Make lesson planning Prepare the media Make instruments (form of observation, questionnaire for students, questions for pre-test and post-test)
1. 2. 3.
1.
1. 2. 3. 4.
4. Reflecting Evaluating teaching and learning process Discussing with English teacher Make a conclusion Analyzing data
2.
2. Acting Giving the pre-test Explaining the material Giving the post-test.
3. Observing Observing the students activities in the classroom Giving post-questionnaire.
Evaluating all cycles
38
In this research, the writer used two cycles and every cycle has 4 steps as follow: 1. Planning The writer did some activities as the beginning of the cycle, such as made the lesson planning, made questions for pre and post test, prepare the media, made questionnaire for VIII-1 students and made form of observation. 2. Acting The next was acting, which is the realization of the planning above. 3. Observing In this step, the implementation of the writer’s planning in the classroom is observed. All of students’ activities in the classroom are observed by the English teacher as co-observer. She filled the form that made by the writer based on what happened in the classroom. 4. Reflecting The last step is reflecting. The reflection is an introspection or evaluation of what the researcher has done. The reflection is done collaboratively, caused a discussion of the problems in the classroom. So, based on this reflection the writer could make a plan for the next cycle until the result of the research reached the goal. The goal of writer in this research was: the students ability in using personal pronoun is improving indicated by the students’ average score ≥ 65.
39
D. Technique of Data Analysis To measure the students average score in every test, the writer used this formula: = ΣX N
: Mean
ΣX
: Sum of Individual Score
N
: Number of Students
For the next, the writer got the class percentage which passed the KKM considering English subject gain score 65 by using this formula: P = F X 100 % N
P
: The Class Percentage
F
: Total Percentage Score
N
: Number of Students
To measure the students’ improvement in learning personal pronoun from pre-test 1 up to the post-test 1 in the first cycle, the writer used formula as follow: P = Y1 – Y X 100 % Y P : The Percentage of Students’ Improvement Y : Pre-test result of 1st cycle Y1 : Post-test result of 1st cycle While, to measure the students’ improvement in learning personal pronoun from pre-test 2 up to the post-test 2 in the second cycle, the writer used formula as follow: P = Y2– Y X 100 % Y P : The Percentage of Students’ Improvement Y : Pre-test result of 2nd cycle Y2 : Post-test result of 2nd cycle
40
E. The Role and Position of the Researcher In this research, the researcher has a role as planner of research activity and a research collaborator. The researcher made a planning of the activity, doing the activity, observing, collecting and analyzing the data, and reporting the research finding. In this research, the researcher would collaborate with the English teacher of SMP Raden Patah Depok as the Observer in the classroom. F. The Description of the Cycles The description of the cycles is described as in the table bellow: Table 3.1 The Description of the Cycles Cycle
Meeting
Date
Material / Action
Pre-Meeting
Dec 26, 2010
Interviewed the English teacher
1st
1st Meeting
Apr 29, 2011
Pre-test 1 & Recount text
Cycle
2nd Meeting
May 2, 2011
Explanation of personal pronoun & discuss the pre-test
3rd Meeting
May 6, 2011
Post-test 1 & discuss the post-test
2nd
1st Meeting
May 13, 2011
Pre-test & make recount text per group
Cycle
2nd Meeting
May 16, 2011
Discuss about pre-test 2 & presentation of recount text
3rd Meeting
May 20, 2011
Post-test 2, discuss the post-test 2 & presentation of recount text.
41
G. The Indicators of Works This research is begun with the introduction and would be continued by the 1st cycle. After analyzing and reflecting in the 1 st cycle, the research would be continued by the 2nd cycle. And the description is as follow: The Introduction 1. Observing the school 2. Ask the headmaster’s permission 3. Making the research instrument 4. Interviewing the English teacher 5. Deciding the subject of research Cycle 1:
Planning
1. Make lesson planning 2. Prepare the media 3. Make instruments (form of observation questionnaire for students, questions for pre-test and post-test) Acting 1. Giving the pre-test 2. Explaining the material: learning personal pronoun & recount text by using CTL 3. Students’ exercise Observing 1. Observing the students’ activities in the classroom 2. Giving questionnaire to the students 3. Analyzing the data which have collected in every meeting (from the observation and tests) Reflecting 1. Evaluating the teaching learning process 2. Make a conclusion of the first cycle and deciding what must be do for the next cycle.
42
Cycle 2:
Planning
1. Identifying the problem of the 1st cycle 2. Make lesson planning, media and the questions for the test in the 2nd cycle 3. Preparing the post questionnaire Acting 1. Giving the pre-test 2 2. Explaining the material: learning personal pronoun deeper & recount text by using CTL 3. Students’ exercise and performance 4. Giving the post-test Observing 1. Observing the students’ activities in the classroom 2. Giving questionnaire to the students 3. Analyzing the data which have collected in every meeting (from the observation and tests) Reflecting 1. Evaluating the teaching learning process 2. Make a conclusion of the second cycle and deciding whether it is needed to be continued to the next cycle or not.
H. Criteria of Success This research will success when 75% students could pass the target score of minimal mastery level criterion/kriteria ketuntasan minimal (KKM). The KKM that must be achieved is 65. It means that if the student’s score is more than 65, he or she has fulfilled the criteria of success. Beside that the writer hoped the students learn more actively in teaching learning process. If the criteria of success achieved, it means that the next action of this research is not need to be done. But if the condition has not been reached yet, the next action would be done in the next cycle.
43
I. The Kind and Resource of the Data 1. Kind of Data In this research, the writer used both of qualitative and quantitative data. The qualitative data would be getting from the result of interviewing the English teacher and post-questionnaire. While the quantitative data would be getting from the result of observation in the classroom, the result of prequestionnaire and students score from the tests. 2. Resource of the Data The data are getting from the respondents who involved in this research, they are the students of second year of SMP Raden Patah Depok, there are 3 classes, but the writer chose the VIII-1 class, the other data got also from the English teacher. J. The Instrument of Data 1. Form of Interview, this form is used to get some information from the English teacher such as about what the method which is used in teaching the students and how the students of VIII-1 class are. The total number of the questions is 25, which is consisting of 19 short answer questions and 6 open questions. For short answer questions there are consist of 10 questions about students of VIII-1 and their English, 5 questions about students’ activities in the classroom and 4 questions about media and the method which is used by the English teacher. 2. Pre-Questionnaire for the Students, this questionnaire is used to measure students’ view about English and to get the data description of the students’ condition and activities in the classroom. The total number of the questions is 15, which is consisting of 6 short answer questions and 9 open questions. 3. Post-Questionnaire for the Students, this questionnaire used to describe students opinion toward the teaching personal pronoun through CTL which has done in the six meetings. This post-questionnaire consist of 4 open questions.
44
4. Form of Observation. This observation form is used to score the activities in the classroom when teaching learning process. 5. Tests. To know the students improvement, the writer used tests. The test gave twice in every cycle, there are pre-test and post test. The questions are about personal pronoun.
K. Technique of Trustworthiness Throughout the process of data collection and analysis, the writer need to ensure that findings and interpretations are accurate; the writer determined the accuracy or credibility of the findings through strategies bellow: 1. Member checking. Member checking is a process re-checking by writer by asked whoever who involved in this research (whether the students, teacher or the headmaster) for the trust ness of the information which have collected. 2. Triangulation. Triangulation is checking the trust ness of the information by comparing the data with someone else who has the same situation. To know and measure the validity which consists of index of difficulty and index of discrimination of the test, the patterns are: Table 3.2 The Pattern of Index Discrimination and Index of Difficulty DISCRIMINATION (HG - LG) 1 /4 N -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0
BAD OK GOOD VERY GOOD
DIFFICULTY (HG + LG) 1 /2 N 0% - 30% 30% - 79% 80% - 100% HIGH MEDIUM LOW DROPPED DROPPED DROPPED USED REVISED USED USED USED USED USED USED USED
HG: High Group LG: Low Group N : The Total Number of Respondent
45
CHAPTER IV RESEARCH FINDING
This chapter describes the research finding based on data which is derived from the result of the implementation of Contextual Teaching Learning method in improving students’ ability in using personal pronoun in 2 cycles, there are: A. Data Description After implementing the Classroom Action Research, this research resulted some data, the writer makes 4 parts of data description to know the condition of the result of this research, there are: 1. The Result of Interview The interview was done on December 26, 2010. The writer met the English teacher in the teachers’ room at 10 am until 10.45 am. There the writer asked some questions about VIII classes. The number of students in VIII-I class is 46 students which are consisting of 13 male students and the rest (33 students) are female. And the result was: a. In the classroom the students seldom to work in groups or in pairs. b. Yes, but so far only by internet, but when they were in VII class I have geve them a task to looked for an advertisements in newspaper when delivered material about advertisement.
45
46
c. Yes, I ask them to make conclusion sometimes by asking and answer, so I can measure how far is their understanding the material that we have delivered. d. Yes, seldom enough. Because to make an English laboratory, we still try to build it. e. Yes, so the students can make a connection between the materials in the classroom with their real live. f. I use various of methods, but mostly I use contextual. g. Yes, it’s effective enough. h. Contextual is more emphasize in connecting the materials that the students learn with the their real live, so they can feel the function and advantages of the material that they have leared. i. Wow, if we talk about material problems, I have so many problems, usually in grammar, because in grammar, students learn so many things such as formulas, the pattern of sentences, pronoun, word class an so on. j. About pronoun yes, they still make some mistakes, moreover if they make it in the sentences, it can make confuse the readers, such as in make sentence, I like you shoes, she buy I ice cream. 2. The Result of Tests (Pre-test and Post-test 1 & Pre-test and Post-test 2) To get the valid test instruments for the real subject of this research (VIII-1 class), the writer tried some questions about personal pronoun then tried the questions to another classes (VIII-2 and VIII-3). For the first, the writer entered the VIII-2 class on Monday, April 18th 2011 and then continued to the VIII-3 class on Wednesday, April 20th 2011. After got the result, the writer selected the questions to look for the valid item/instrument. For the first pre test, provided 30 questions and selected 15 valid questions. For the first post test, the writer provided 50 questions, but the valid questions only 15. For the second pre-test from 50 questions, selected 15 valid questions and the last for the second post-test, the writer provided 30 questions without any options
47
and selected 20 valid questions. After the questions tested to other classes, the writer used the valid questions in VIII-1 class. And the result as follow: Table 4.1 The Result of Students’ Scores for Pre Test and Post Tests Name st
X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16 X17 X18 X19 X20 X21 X22 X23 X24 X25 X26 X27 X28 X29 X30 X31 X32 X33
1 pre-test 31 52 42 68* 73* 73* 36 73* 26 47 36 78* 73* 31 47 57 68* 36 47 57 47 52 63 36 52 52 63 52 42 63 42 42 78*
Result of the Tests 1 post-test 2nd pre-test 63 77* 93* 67* 90* 77* 87* 73* 80* 83* 83* 90* 80* 80* 100* 87* 80* 87* 77* 73* 70* 90* 67* 83* 87* 87* 73* 77* 70* 83* 70* 80* 83* 83* 56 77* 83* 70* 80* 80* 60 73* 60 73* 83* 77* 77* 90* 60 73* 60 73* 80* 87* 60 73* 73* 83* 80* 87* 83* 80* 63 80* 67* 67* st
2nd post-test 73* 76* 95* 89* 97* 97* 95* 97* 76* 92* 92* 95* 92* 89* 86* 86* 97* 95* 89* 84* 89* 76* 92* 89* 86* 65* 97* 84* 84* 95* 86* 89* 84*
48
X34 73* 67* X35 78* 80* X36 78* 83* X37 68* 80* X38 57 83* X39 57 77* X40 63 63 X41 52 90* X42 47 90* X43 63 73* X44 68* 73* X45 52 80* X46 47 90* SUM 2538 3574 VERAGE 55 77 Note: * students who achieved KKM
63 87* 67* 73* 67* 77* 70* 80* 70* 90* 80* 87* 70* 3535 76
84* 95* 92* 92* 84* 89* 84* 95* 84* 74* 89* 92* 84* 4046 87
The detail information about the result of the tests are explained bellow: 1) The Result of First Pre-Test a) The Average Score: = ΣX N = 2538 = 55 46 b) Sum of the Students who Reached KKM: P = F X 100 % N P = 13 X 100% = 28. 26 % 46 2) The Result of First Post-Test a) The Average Score: = ΣX N = 3574 = 77 46 b) Sum of the Students who Reached KKM: P = F X 100 % N P = 43 X 100% = 93. 48 % 46 st st c) Δ 1 pre-test – 1 post-test: P = Y1 – Y X 100 % Y P = 77-55 X 100% = 40% 55
49
3) The Result of Second Pre-Test a) The Average Score: = ΣX N = 3535 = 76 46 b) Sum of the Students who Reached KKM: P = F X 100 % N P = 40 X 100% = 86. 96 % 46 4) The Result of Second Post-Test a) The Average Score: = ΣX N = 4046 = 87 46 b) Sum of the Students who Reached KKM: P = F X 100 % N P = 46 X 100% = 100% 46 nd nd c) Δ 2 pre-test – 2 post-test: P = Y2 – Y X 100 % Y P = 87-76 X 100% = 41. 47 % 76 3. The Result of Questionnaires (Pre-questionnaire and Post-questionnaire) a. Pre-questionnaire The pre-questionnaire gave in the first meeting in the VIII-1 class that was on Friday, April 29th 2011. This pre-questionnaire has two kinds of questions, the first is close questions (the respondents do not need reason to answer, so just choose the answer provided) and the numbers are; 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 14 and 15. The second is open questions (the respondents need reason to answer) and the numbers are; 7, 8, 9, 10, 11, 13 and 14). This is the result of close questions of the pre-questionnaire:
50
Table 4.2 Close Questions of Pre-questionnaire Name X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16 X17 X18 X19 X20 X21 X22 X23 X24 X25 X26 X27 X28 X29 X30 X31 X32 X33 X34 X35 X36 X37
Q1 Q2 Q3 Q4 SP S T TG S J T IS S TP BS TG S S BS IS SP S T TG SP J T TG SP J BS IS SP S T TG S J T TG SP J BS TG S J BS TG SP S T TG S J T TG S J BS TG SP J BS TG SP J T TG SP J T TG SP J BS TG S J BS IS SP J T TG SP J BS TG SP J T TG S J BS TG SP S T SP J T TG SP S BS TG SP J T IS SP J BS TG S J BS IS S J T TG SP J BS TG SP J T IS S J BS TG SP J T TG SP J T TG SP J BS TG SP J - TG
Q5 BB BB BB FM BB BB BB BB BB BB BB BB BB BB BB BB BB BB BB BB BB BB FM BB BB BB BB BB BB BB BB BB BB BB BB BB
Q6 Q7 Q8 Q9 Q10 Q12 Q14 Y B S Y A, F, I S S K B S,G,V Y A,D,F,I S S T A S A S S Y B Y B,C,F Y S T B L Y A,D,F Y S K B S Y A,D,H,I S M K B R Y F,G Y S Y B G Y A,D,F,H,I Y M K B R,S Y B,D,F T S T B G Y A,B,F,H,I S S Y B Y C S S Y B S Y A,F Y S Y B W Y C,D,F,I S S Y B S Y A,D,F,I S M T B G Y D,F,H,I T S B G, V Y C,E,F S S K B R,W Y A,F Y SD T B R,S Y D,F,H Y M K B R Y F,G S S Y B W Y A,E,F,H,I S M K B S A Y S Y S Y A,B,D,F,H,I S S Y B S Y C,D,F,I Y S K B L A,C,D,F,I Y SD K B G Y A,F,G,I S S Y B W Y A,C,D,F,I Y M K B S,G, Y A,D,F,H Y S K B W Y A,F,I Y SD K B W Y A,F,D,I S SD K B W,S Y F,I S S G, V Y F T S Y B S Y A,B,H,I S M K B S,G,V Y A,F,H S SD K B R,L Y A,B,F S S K B S Y A,F Y S Y B Y C,D,F,I Y S K B W Y F,I Y S
Q15 R YB R R YB YB R YB YB R R YB YB R R R YB R T R R YB T YB R R T YB YB R R R YB YB YB T YB
51
X38 X39 X40 X41 X42 X43 X44 X45 X46
SP S S S SP SP SP SP S
J S J J J J J J J
BS T BS T T T T T T
TG TG TG IS TG TG TG TG
BB FM BB FM BB BB FM -
Y K K Y T Y Y Y
B B B B B B B B B
S W R S,V W S W S S
Y Y T Y Y Y Y Y Y
C,D,F,I B,E,H B,C,F,I D,F,H, D,F D,F,I A,D,F,I D,F,H,I A,C,D,I
Y Y S Y S S S Y Y
S SD S S M SD SD S S
T R YB T YB YB YB R T
and this is the result of close questions of the pre-questionnaire: Table 4.3 Open questions of Pre-questionnaire No 1
No. In the question 7
2
8
3
9
4
10
5
11
The answer 7 students stated that they learn English because English is international language, 6 students stated that they learn English in order can speak English, 5 students stated that they learn English because they like it. 21 students stated that speaking is the most difficult skill, because they have difficulty in pronouncing the words and sentences and also if they do just a litle mistake in pronounce, it will change the meaning of the words or sentences. In the runner up is writing (11 students), because what they pronounce/speak is different with what is written. In the third pace is grammar (9 students), because there are so many materials that they have to learn such as tenses, the pattern of sentences, the word class and so on. Almost all of the students answer “Yes, English is useful in my live” and the reasons are very various; for communication, in singing English songs, in operating the computer, to greeting someone (in certain words/idiom/sentences sush as; “Good Luck Ya”, “Thank You” and the last is to play game. 37 students stated that pronoun exercise is the most efective way to improve their ability in English, because by pronounce exercise they can pronounce words correctly so they can communicate by English, and by pronounce exercise they can exercise their tongue In order to use to pronouncing English words. 12 students stated that they want to learn English seriously but keep enjoying the teaching learning process, 5 students stated that they want to learn English by clearer explanation, 5 students stated
52
6
13
7
14
that they want to learn English by fun and effective and 4 other students stated that adding by quiz. 21 students stated that pronoun is “Kata ganti penghubung” which have function to joining 2 sentences. 9 students stated that pronoun is “Kata ganti” such as we, they, I, You, She, He”. 4 students stated that pronoun is “Question words”. 30 students stated that pronoun is difficult material because of various reasons such as; 10 students stated that they have difficulty in joining 2 sentences, 5 students do not understand yet about pronoun, 2 students stated that it is complicated, because in pronoun they learn many words and feel confuse which one will be used. While 8 students stated that pronoun is easy if we learn it well, because pronoun is easy to be remembered and easy to be understood.
b. Post-questionnaire The students of VIII-1 were given the post-questionnaire on May 20, 2011 in the last meeting. This questionnaire consisted of 4 open questions; here is the students’ answer: a. Most of student wrote that learn by CTL make them easier to memorize and to understand the material and make learn funnier, because this method is connecting the material and their daily life. b.
Almost all of the students (97%) wrote “Yes” with various reasons, such as “Because we learn with fun so we easier to understand”, and “Obviously, we find many personal pronoun in daily life, especially in English songs”.
c.
43% students (21 students) wrote that they found some difficulties, such as “Some words make me confuse” or “I don’t understand yet about personal pronoun”. While according 10 other students, they didn’t find any difficulties, even they felt enjoy learn by using CTL, because they often find it in their daily life.
53
d. 9 students (19%) wrote that “That was enough, nothing that must be changed”. 7 students wrote that the teacher should explain more detail. 4 students wrote that the teacher was lack of interaction. 4. The Result of Observation The description of the result of observation is like in this table below: Table 4.3 The Result of Observation Every Meeting Jumlah Siswa (Pertemuan Ke-) No
Aspek yang di Amati
1
2
3
4
5
6
1 Menjawab Salam
46
46
46
42
44
46
2 Menjawab saat ditanyakan kabar
8
17
19
16
11
14
3 Menjawab pertanyaan saat apersepsi
9
13
18
8
16
21
4 brainstorming
15
*
*
*
*
*
5 Membuat dan mengumpulkan PR
*
44
45
*
27
19
6 Memperhatikan penjelasan guru
46
42
44
31
35
41
7 Menanyakan yang belum jelas
5
3
1
2
4
1
8 dan memberi tanggapan secara lisan
13
14
9
4
8
12
9 Mengerjakan latihan/tugas
46
*
*
38
*
*
10 Membentuk kelompok
*
*
*
46
*
*
11 Mengerjakan soal pre-test
46
*
*
46
*
*
12 Mengerjakan soal post-test
*
*
46
*
*
46
13 soal pre-test/post-test
*
46
*
*
44
46
14 Berinisiatif untuk perform
*
*
*
3
5
8
15 Membuat kesimpulan
1
4
7
2
2
7
menjawab pertanyaan saat
Berinisiatif menjawab, menyanggah
Memperhatikan saat membahas
Note: * Pada Hari ini kegiatan tersebut tidak di laksanakan
54
B. Data Interpretation After describing the result of the data, the writer wants to make a data interpretation from the data above. 1. The Result of Interview From the data description above, it could be interpret that the students of second year of SMP Raden Patah is divided into 3 classs and the VIII-1 is the favourite class. The English teacher usually uses CTL mothod. The students have so many problem in mastery the material, one of the problem is about pronoun. 2. The Result of Tests (Pre-test and Post-test 1 & Pre-test and Post-test 2) From the 4 tests that have done, one of the criteria of success is reached. The writer’s target was 75% of students’ score are reached the KKM, while the result of last test of this research is research is 100% of students are reached the KKM. For more detail achievement of every test, would be explained bellow: a. The Result of First Pre-Test From the calculation above, showed that the students’ average score was 55 (it still below the KKM). The sum of students who reached the KKM was 13 students (28. 26 %). The highest score was 78 and the lowest score was 31. b. The Result of First Post-Test From the calculation above, showed that the students’ average score was 77 (there was an improvement in average score, that was 40 %). 43 students (93. 48 %) were reached the KKM. The highest score was 100 and the lowest score was 56. c. The Result of Second Pre-Test From the calculation above, showed that the students’ average score was 76. The sum of students who reached the KKM was 40 students (86. 96 %). The highest score was 90 and the lowest score was 60.
55
d. The Result of Second Post-Test From the calculation above, showed that the students’ average score was 87 (there was an improvement in average score that was 41. 47 %). All of the students (46 of students) were reached the KKM. The highest score was 97 and the lowest score was 65. 3. The Result of Questionnaires (Pre-questionnaire and Post-questionnaire) After get the data from the pre-questionnaire, the writer knew that most of students were still misunderstanding about personal pronoun and it was regarding as difficult material and confusing. The result of the postquestionnaire is the students know what is personal pronoun and they are not regarding personal pronoun as difficult and confusing material anymore. They also feel enjoy study by using CTL method. They felt fun in learning, easier to understand and could improve their understanding in personal pronoun material. 4. The Result of Observation The students’ participation in every meeting always has improvement, although in the 4th and the 5th meetings there were a little bit drop. They learn more actively in teaching learning process, it could be seen from the result of the observation during 6 meetings above.
CHAPTER V CONCLUSION AND SUGGESTION After accomplishing all of the steps in this classroom action research, the writer made some conclusions and suggestions based on the result of the research, there are: A. Conclusion Based on the research in SMP Raden Patah Depok, the writer got some data: 1. Students’ participation in teaching learning process. There was an improvement of students’ activities in the classroom, whether in answering the questions in discussion and exercises, asking questions, students performs or in conclusion making. 2. Students’ achievement score in learning personal pronoun: a. The result of the 1st pre-test. Sum of students who reached KKM was 13 students (28. 26 %) with average score 55. b. The result of the 1st post-test. 43 students (93. 48 %) were reached KKM, with average score 77. c. The result of the 2nd pre-test. Sum of students who reached KKM was 40 students (86. 96 %) with average score 76.
56
57
d. The result of the 2nd post-test. The students’ average score was 87, and sum of students who reached KKM 46 students (100%). 3. The result of the post-questionnaire. Firstly, almost all of the students wrote that personal pronoun is difficult and confusing material, but according to the result of the post-questionnaire they felt not too confusing anymore, even they felt enjoy learning personal pronoun by CTL. 4. After doing the research in six meetings which was divided into 2 cycles with the criteria of success, was 75% of students’ score were reached KKM in the personal pronoun material, the researcher found that 100% students reached KKM. While the activeness of students’ activity in the classroom was also improved, so this research is not need to be continued, because it has fulfilled the criteria of success. So, based on the data above, the writer concludes that Contextual Teaching Learning can improve students’ ability in using personal pronoun.
B. Suggestions Based on the conclusion above, the writer suggested: 1. If the teacher wants to teach personal pronoun material, he/she suggested to be well prepare, it involve the material, media, interesting stories as an intermezzo when his/her students feel bored, his/her appearance and of course his/her physical condition. 2. The teacher should make condition of the class liver by making some games or other thing to refresh the students’ brain. 3. The English teachers could use Contextual Teaching Learning method to improve the students’ ability in teaching learning process, especially in personal pronoun material.
BIBLIOGRAPHY Azar, Betty Schrampfer. Fundamentals of English Grammar: 2nd edition, Jakarta: Binarupa Aksara, 1993. Barell, John. Problem Based Learning : 2nd Edition, California: Corwin Press, 2007. Berns, Robert G and Ericson, Patricia M. Contextual Teaching and Learning: Preparing Students for the New Economy. The Highlight Zone Research @ Work. no.5, 2001. Childs, Leslie. Academic English: Parts Of Speech, Canada: National Literacy Secretariat of Human Resources Development, 1998. Creswell, John W. Educational Research, New Jersey: Pearson Merrill Prentice Hall, 2008. Farmer, Marjorie. Composition and Grammar II, Illinois: Laid Law Brothers, 1985. Ghony, Junaidi. Penelitian Tindakan Kelas, Malang: UIN Malang, 2008. Harmer, Jeremy. The practice of English language Teaching, New York: Longman, 1991. Johnson, Elaine B. Contextual Teaching Learning, California: Corwin Press Inc, 2006. Kirn, Elaine and Jack, Darcy. Interaction 1 Grammar: 4th edition, New York: McGraw-Hill, 2002. Krohn, Robert. English Sentence Structure, Jakarta: Binarupa Aksara, 1990. Langan, John. English Skills: 7th Editions, Boston: McGraw Hill, 2003. -----------------. Sentence Skill: A Workbook for Writers, Boston: McGraw Hill, 2003). Leech, Geoffery and Svartvik, Jan. A Communicative Grammar of English: Third Editions, London: Longman, 2002. McMillan, James H. and Schumacher, Sally. Research in Education, Boston: Pearson, 2006.
58
59
Muslich, Masnur. KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: Bumi Aksara, 2009. Rozakis, Laurie. English Grammar for Utterly Confuse, New York: McGraw Hill, 2003. Sabin, William A. The Greeg Reference Manual: 9th edition, New York: McGrawHill, 2001. Sears, Susan. Contextual Teaching and Learning, Bloomington: Phi Delta Kappa Educational Foundation, 2002. Walker, Elaine and Elsworth, Steve. Grammar Practice for Pre-intermediate students, Longman: England, 2000. Lie, Anita. Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Scores. TEFLIN Journal, v. XVIII, Number 1, (February 2007) www.cew.wisc.edu and www.bgsu.edu. Contextual Teaching and Learning. Sears, Susan Jones: Ohio State University. By Bottoms, Gene & Sharpe, Deede. http://www.texascollaborative.org/TheREACTstrategy.htm http://www.docstoc.com/docs/23119786/silabus-kelas-8-bahasa-inggris# http://bahasainggris.co.tv/pronouns-kata-ganti/ http://bandono.web.id/2008/03/07/menyusun-model-pembelajaran-contextualteaching-and-learning-ctl.php http://www.texascollaborative.org/WhatIsCTL.htm http://www.cew.wisc.edu/teachnet/ctl/ wrote by Stephen Olczak http://www.cew.wisc.edu/teachnet/ctl/ wrote by Arlene H. Parisot http://teachpreneur.blogspot.com/2009_08_01_archive.html http://www.asal-usul.com/2010/06/10-bahasa-paling-banyak-digunakan-dunia.html
60
LIST OF APPENDICES Appendix 1
The Lesson Planning ....................................................................... 61
Appendix 2
The Interview Guideline to the English Teacher ............................ 75
Appendix 3
The Result of Interviewing the English Teacher ............................ 77
Appendix 4
List of Students ............................................................................... 79
Appendix 5
The List of Questions for Questionnaire to the Students (Pre) ...... 80
Appendix 6
The Result of Pre-Questionnaire (Close Questionnaire) ................ 82
Appendix 7
The Result of Pre-Questionnaire (Open Questionnaire) ................ 84
Appendix 8
The Frequencies of Students Answer of Pre-Questionnaire Quantitatively) ............................................................................... 86
Appendix 9
The Frequencies of Students Answer of Pre-Questionnaire Qualitatively) ................................................................................. 88
Appendix 10
The Form of Observation .............................................................. 90
Appendix 11
The Questions for the 1st Pre-Test ................................................. 91
Appendix 12
The Questions for the 1st Post-Test ............................................... 92
Appendix 13
The Questions for the 2nd Pre-Test ................................................ 93
Appendix 14
The Questions for the 2nd Post-Test ............................................... 94
Appendix 15
The Form of Post-Questionnaire ................................................... 95
Appendix 16
The Key Answer of the Tests ........................................................ 96
Appendix 17
The Detail of Pre-Test 1................................................................. 97
Appendix 18
The Validity of Pre-Test 1............................................................. 98
Appendix 19
TheDetail of Post-Test 1................................................................ 99
Appendix 20
TheValidity of Post-Test 1............................................................ 100
Appendix 21
The Detail of Pre-Test 2................................................................ 101
Appendix 22
TheValidity of Pre-Test 2............................................................. 102
Appendix 23
The Detail of Post-Test 2.............................................................. 103
Appendix 24
The Validity of Post-Test 2........................................................... 104
61
Appendix 1 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Islam Raden Patah Depok
Mata Pelajaran
: Bahasa Inggris
Kelas / semester
: VIII / Genap
Jenis Teks
: Recount dan Narrative teks
Aspek / skill
: Menulis
Alokasi Waktu
: 2 X 45 menit
Pertemuan ke
: Pertama
Standar Kompetensi :Menulis Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar
: Menulis
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative. Indikator
: Mereview teks recount / narrative Menyebutkan jenis-jenis Personal pronoun
Tujuan
: Diakhir pembelajaran siswa diharapkan mampu: Mereview teks recount / narrative Menyebutkan jenis-jenis Personal pronoun
Materi
: Menulis 1. Mereview tentang teks narrative / recount yaitu teks yang menceritakan kembali kejadian masa lampau Ex: At the age of five, Messi started playing football for
Grandoli. In 1995, Messi switched to Newell's Old Boys. At the age of 11, he was diagnosed with a growth hormone deficiency. River Plate showed interest in Messi's progress, but did not have enough money to pay for the treatment of the illness that cost $1500 a month. Carles Rexach, the sporting director of FC Barcelona, was made aware of Messi's talent.
2. Mengerjakan pre test pertama siklus pertama mengenai Personal pronoun Metode
: Contextual Teaching Learning
62
Langkah-langkah Pembelajaran 1. Kegiatan awal (10 menit) a. Greeting b. Menanyakan beberapa hal kepada beberapa siswa tentang apapun dengan bahasa Inggris c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya. 2. Kegiatan inti (70 menit) a. Siswa ditanya apa yang masih mereka ingat tentang recount text, jika dikaitkan dengan materi descriptive, procedure dan narrative di semester sebelumnya. b. Jawaban-jawaban siswa yang sekiranya tarmasuk ciri-ciri dari recount teks ditampung dan tulis di papan tulis. c. Guru menjelaskan (jika jawaban siswa belum memuaskan) atau menambahkan (jika siswa telah menyebutkan beberapa hal mengenai recount teks. d. Guru menunjukkan contoh recount text yang berasal dari artikel. e. Siswa diberi kesempatan untuk menanyakan hal yang belum jelas tentang recount text. f. Siswa latihan membuat kalimat sederhana yang menyatakan peristiwa masa lampau. Boleh secara lisan maupun tulisan g. Siswa diberi lembar pertanyaan mengenai personal pronoun sebagai pre test pertama di siklus pertama dalam penelitian ini. h. Selama siswa mengerjakan pre test, guru mengabsen siswa. i. Setelah selesai mengarjakan pre test, siswa mengumpulkan hasil pekerjaannya. 3. Kegiatan akhir (10 menit) a. Siswa dibantu guru menyimpulkan materi yang telah dipelajari hari ini b. Mengevaluasi kegiatan hari ini c. Untuk tugas dirumah, siswa diminta untuk membuat rangkuman mengenai recount text berdasarkan apa yang mereka pahami. Sumber belajar Alat/media Penilaian
: Buku paket / LKS bahasa Inggris yang relevan dengan materi : Koran/artikel yang berisi recount text. : Tulis : Latihan secara individu dalam membuat kalimat sederhana tentang peristiwa masa lampau baik secara lisan maupun Lisan : Keaktifan siswa dalam menjawab pertanyaan guru.
Praktikan
Guru Bidang Study
(Arifah Febri Winarni) NIM. 106014000370
(Triana Aprilya S.Sos) Kepala Sekolah
(Drs. Sulaeman, M. Pd) NIP. 195811081996121001
63
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Islam Raden Patah Depok
Mata Pelajaran
: Bahasa Inggris
Kelas / semester
: VIII / Genap
Jenis Teks
: Recount dan Narrative texts
Aspek / skill
: Menulis
Alokasi Waktu
: 2X 45 menit
Pertemuan ke
: Kedua
Standar Kompetensi : Menulis Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar
: Menulis
Mengungkap kan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative. Indikator
: Membuat kalimat dengan menggunakan personal pronoun dengan tepat
Tujuan
: Diakhir pembelajaran siswa diharapkan mampu: Membuat kalimat dengan menggunakan personal pronoun dengan tepat
Materi
: Pembahasan tentang Personal pronoun Pembahasan pre test pertama siklus pertama Personal pronoun Membuat kalimat yang berisi kejadian masa lampau
Metode
: Contextual Teaching Learning
Langkah-langkah Pembelajaran 1. Kegiatan awal a. Greeting b. Apersepsi c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya 2. Kegiatan inti a. Siswa mengumpulkan PR. b. Guru membagikan hasil pre test pertama c. Siswa ditanya apa yang mereka ketahui tentang personal pronoun.
64
d. Guru menjelaskan (jika jawaban siswa belum memuaskan) atau menambahkan (jika siswa telah menyebutkan beberapa hal mengenai personal pronoun. Materi yang disampaikan yaitu menjelaskan personal pronoun. e. Siswa diberi kesempatan untuk menanyakan hal yang belum jelas tentang personal pronoun. f. Guru dan siswa membahas hasil pre test pertama yang mereka kerjakan pada partemuan sebelumnya. g. Guru memberikan feed back dari hasil dari pre test siswa. h. Guru mengajukan beberapa pertanyaan seputar personal pronoun secara lisan sebagai reinforcement 3. Kegiatan akhir a. Siswa dibantuguru menyimpulkan materi yang telah dipelajari hari ini b. Mengevaluasi kegiatan hari ini c. Untuk tugas dirumah siswa diminta untuk membuat 5 kalimat dalam bahasa Inggris yang mengandung personal pronoun yang sering mereka lihat/dengar dalam kehidupan sehari-hari. Sumber belajar : Hasil pre test pertama siswa Gambar 2 orang laki-laki, 2 orang perempuan dan campuran yang terdiri dari 3 orang laki-laki dan satu orang perempuan. Penilaian
: Lisan : Keaktifan siswa dalam menjawab pertanyaan guru Tertulis: hasil Pre-test
No 1
Uraian Bobot/item Completion with choices I0 point X 19 Jumlah Skor maksimum: 190: 1,9 = 100 Praktikan
Total bobot 190 190 point
Guru Bidang Study
(Arifah Febri Winarni) NIM. 106014000370
(Triana Aprilya S.Sos) Kepala Sekolah
(Drs. Sulaeman, M. Pd) NIP. 195811081996121001
65
He plays guitar, his name is Bondan, I love him.
She is beautiful, her name is Mitha, I proud of her.
Naruto, Sakura, Sasuke and Kakashi are knights, they are some characters of NARUTO film. My litle brother likes them.
66
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Islam Raden Patah Depok
Mata Pelajaran
: Bahasa Inggris
Kelas/semester
: VIII/ Genap
Jenis Teks
: Recount dan Narrativeteks
Aspek/skill
: Menulis
Alokasi Waktu
: 2X 45 menit
Pertemuan ke
: Ketiga
Standar Kompetensi : Menulis Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar
: Menulis
Mengungkap kan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative Indikator
: Menggunakan personal pronoun dengan tepat
Tujuan
: Diakhir pembelajaran siswa diharapkan mampu: Menggunakan personal pronoun dengan tepat
Materi
: Memberikan post test pertama siklus pertama Membahas post test pertama siklus pertama
Metode
: Contextual Teaching Learning
Langkah-langkah Pembelajaran 1. Kegiatan awal a. Greeting b. Apersepsi c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya 2. Kegiatan inti a. Siswa diberi lembaran soal berisi soal yang berkaitan dengan pronoun sebagai post test pertama siklus pertama dari penelitian ini. b. Selagi mereka mengerjakan post test, guru mengabsen siswa. c. Membahas post-test d. Tanya jawab mengenai personal pronoun
67
3. Kegiatan akhir a. Siswa dibantuguru menyimpulkan materi yang telah dipelajari hari ini b. Mengevaluasi kegiatan hari ini Sumber Belajar
:Hasil post-test pertama siswa
Penilaian
: Lisan : keaktifan siswa dalam menjawab pertanyaan guru Tertulis: Hasil post-test
No
Uraian
Bobot/item
Total bobot
1
Completion with choices
10 point X 30
300
Jumlah
300 point
Skor maksimum: 300: 3 = 100
Praktikan
Guru Bidang Study
(Arifah Febri Winarni) NIM. 106014000370
(Triana Aprilya S.Sos) Kepala Sekolah
(Drs. Sulaeman, M. Pd) NIP. 195811081996121001
68
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Islam Raden Patah Depok
Mata Pelajaran
: Bahasa Inggris
Kelas/semester
: VIII/ Genap
Jenis Teks
: Recount dan Narrativeteks
Aspek/skill
: Menulisdan Membaca
Alokasi Waktu
: 2X 45 menit
Pertemuan ke
: Keempat
Standar Kompetensi : Menulis Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar
: Menulis
Mengungkap kan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative Indikator
: Menggunakan personal pronoun dengan tepat Membaca nyaring di depan kelas
Tujuan
: Diakhir pembelajaran siswa diharapkan mampu: Menggunakan personal pronoun dengan tepat Membaca nyaring di depan kelas
Materi
: Menulis dan membaca Mengerjakan pre test kedua siklus kedua mengenai personal pronoun Mempresentasikan Teks narrative / recount
Metode
: Contextual Teaching Learning
Langkah-langkah Pembelajaran 1. Kegiatan awal a. Greeting b. Apersepsi c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya 2. Kegiatan inti a. Siswa diberi lembar pertanyaan mengenai personal pronoun sebagai pre test kedua di siklus kedua dalam penelitian ini. b. Selama siswa mengerjakan soal pre test, guru mengabsen siswa. c. Setelah selesai mengarjakan pre test, siswa mengumpulkan hasil pekerjaannya.
69
d. Siswa diminta untuk membentuk kelompok berdasarkan hari mereka piket, lalu membuat recount teks tentang hal menarik yang mereka alami selama liburankemarin (ceritanya diambil dari salah satu anggota kelompok sesuai kesepakatan kelompok mereka) e. Kemudian satu orang siswa dari dua atau tiga kelompok untuk maju mempresentasikan hasil kerja kelompoknya f. Selama seorang mempresentasikan teksnya,temannya yang lain memperhatikan, agar nanti bisa memberi penilaian terhadap hasil presentasi temannya. g. Setiap satu orang selesai mempresentasikan teksnya, guru minta siswa lain untuk memberikan penilaian, dengan begitu siswa dilatih untuk tetap fokus dan memperhatikan jalannya KBM. h. Setelah mendengar beberapa penilaian dari siswa, guru memberikan feed back terhadap persentasi siswa yang tadi tampil dan juga terhadap penilaian dari teman lain yang memeberikan penilaian. 3. Kegiatan akhir a. Siswa dibantuguru menyimpulkan materi yang telah dipelajari hari ini b. Mengevaluasi kegiatan hari ini c. Sebagai tugas di rumah, siswa di minta membuat recount teks berupa unforgettable moment dalam hidup mereka dengan menggunakan personal pronoun yang tepat. Sumber belajar
: Soal pre test ke dua siklus ke dua dan imajinasi siswa dalam mengingat kejadian menarik saat liburan lalu
Penilaian
: Performance siswa saat membacakan teksnya
Praktikan
Guru Bidang Study
(Arifah Febri Winarni) NIM. 106014000370
(Triana Aprilya S.Sos) Kepala Sekolah
(Drs. Sulaeman, M. Pd) NIP. 195811081996121001
70
71
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Islam Raden Patah Depok
Mata Pelajaran
: Bahasa Inggris
Kelas/semester
: VIII/ Genap
Jenis Teks
: Recount dan Narrativeteks
Aspek/skill
: Menulisdan membaca
Alokasi Waktu
: 2X 45 menit
Pertemuan ke
: Kelima
Standar Kompetensi :Menulis Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar
: Menulis
Mengungkap kan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative Indikator
: Membuat kalimat dengan menggunakan personal pronoun dengan tepat Melanjutkan mempresentasikan hasil recount teks pada pertemuan Sebelumnya.
Tujuan
: Diakhir pembelajaran siswa diharapkan mampu: Membuat kalimat dengan menggunakan personal pronoun dengan tepat Melanjutkan mempresentasikan hasil recount teks pada pertemuan sebelumnya
Materi
: Membahas hasil pre test ke dua siklus kedua Mempresentasikan hasil recount teks pada pertemuan sebelumnya
Metode
: Contextual Teaching Learning
Langkah-langkah Pembelajaran 1. Kegiatan awal a. Greeting b. Apersepsi c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya
72
2. Kegiatan inti a. Guru membagikan hasil pre test ke dua b. Guru dan siswa membahas hasil dari pre test kedua yang mereka kerjakan pada partemuan sebelumnya. c. Guru memberikan feed back dari hasil dari pre test siswa. d. Siswa diminta mengerjakan latihan personal pronoun yang terdapat di lirik lagu. e. Siswa diminta melanjutkan mempresentasikan recount tentang membuat recount teks yang berisi pengalaman menarik saat liburan semester. 3. Kegiatan akhir a. Siswa dibantuguru menyimpulkan materi yang telah dipelajari hari ini b. Mengevaluasi kegiatan hari ini c. Untuk tugas dirumah siswa diminta untuk membuat recount teks yang berisi unforgettable moment in their live per individu. Sumber belajar
: Hasil pre test kedua siswa dan recount teks tentang liburan semester
Penilaian
:Lisan : Keaktifan siswa dalam menjawab pertanyaan guru Tertulis
No 1
: Hasil pre-test
Uraian Bobot/item Completion with choices I0 point X 30 Jumlah Skor maksimum: 300: 3 = 100
Praktikan
Total bobot 300 300 point
Guru Bidang Study
(Arifah Febri Winarni) NIM. 106014000370
(Triana Aprilya S.Sos) Kepala Sekolah
(Drs. Sulaeman, M. Pd) NIP. 195811081996121001
73
THE LYRIC OF THE ENGLISH SONGS 1. (Kau buat aku senang) ……… makes ………. Happy 2. (Kau tahu kau mencintai aku, aku tahu kau peduli) ……. Know …….. love …., ….. know ….. care 3. (Aku hanya tak percaya, kita tak bisa bersama) ….. just can’t believe …. Ain’t together 4.
(Cinta pertamaku, hancurkan hati ku untuk pertama kalinya) ….. first love broke …… heart for the first time
5. (Dan aku seperti anak kecil) And ……. was like baby 6. (Setiap malam di mimpi ku) Every night in …… dream 7. (Aku melihat mu, aku merasakan mu) ….. see ….., …… feel ……. 8. (Kau tak kan pernah menanyakan pada ku “mengapa?” ………. Would never ask me “why?” 9. (Di dalam hati ku, aku merasa, kalian semua adalah saudara ku) I n ……. heart, …….Feel, …… are all my brother 10. (Tapi itu benar, aku suka cara mu berbohong) But that’s alright, …. Love the way ….. lie
74
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Islam Raden Patah Depok
Mata Pelajaran
: Bahasa Inggris
Kelas / semester
: VIII / Genap
Jenis Teks
: Recount dan Narrative teks
Aspek / skill
: Menulis dan berbicara
Alokasi Waktu
: 2X 45 menit
Pertemuan ke
: Keenam
Standar Kompetensi :Menulis Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar
: Menulis
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative Indikator Tujuan
Materi
: Menggunakan personal pronoun dengan tepat Membacakan teks recount didepan kelas : Diakhir pembelajaran siswa diharapkan mampu: Menggunakan personal pronoun dengan tepat Membacakan teks recount didepan kelas : Mengerjakan post test kedua pada siklus kedua Membahas soal post test kedua
Metode
Membaca teks recount didepan kelas : Ceramah Contextual Teaching Learning
Langkah-langkah Pembelajaran 1. Kegiatan awal a. Greeting b. Apersepsi c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya
75
2. Kegiatan inti a. Siswa diberi lembaran soal berisi soal yang berkaitan dengan pronoun sebagai post test kedua siklus kedua dari penelitian ini. b. Saat mereka mengerjakan post test, guru mengabsen siswa. c. Membahas soal post d. Guru memberikan feedback atas hasil post-test mereka. e. Meminta beberapa orang siswa di untuk membacakan recount teksnya yang berisi tentang unforgettable moment in their live. 3. Kegiatan akhir a. Siswa dibantu guru menyimpulkan materi yang telah dipelajari hari ini b. Mengevaluasi kegiatan hari ini
Sumber belajar
: Hasil teks recount siswa
Penilaian
: Lisan : keaktifan siswa dalam menjawab pertanyaan guru dan saat memberikan penilaian terhadap temannya. Tertulis : Hasil post-test
No 1
Uraian Bobot/item Completion without choices I0 point X 37 Jumlah Skor maksimum: 370: 3,7 = 100
Total bobot 370 370 point
Praktikan
Guru Bidang Study
(Arifah Febri Winarni) NIM. 106014000370
(Triana Aprilya S.Sos) Kepala Sekolah
(Drs. Sulaeman, M. Pd) NIP. 195811081996121001
76
Appendix 2
The list of Questions for interviewing the English Teacher
Pertanyaan mengenai siswa kelas VIII dan Bahasa Inggris mereka. 1. Secara objectif, bagaimana minat siswa terhadap pelajaran bahasa Inggris? (tinggi, rendah atau sedang) 2. Berapa nilai KKM pelajaran Bahasa Inggris sekarang? 3. Sedangkan KKM untuk semester sebelumnya? 4. Bagaimana dengan pencapaian hasil belajarnya? (sangat baik, baik, sedang, rendah, rendah sekali) 5. Siswa kelas VIII dibagi menjadi berapa kelas? 6. Adakah kelas unggulan? 7. Bagaimna perbedaan mengajar di kelas VIII-1 dibanding dengan kelas VIII-2 dan VIII-3 sebagai kelas percontohan? (belajar serius, menyesuaikan dengan keadaan, sama dengan kelas lainnya) 8. Bagaimana hasil murni ulangan umum semester ganjil yang lalu di kelas VIII-1? apakah nilai seluruh anak sudah diatas KKM? 9. Dari berbagai keterampilan berbahasa yang dipelajari di bahasa Inggris (reading, writing, speaking, listening, vocabulary, grammar dll), mana yang paling Ibu tekankan dan mengapa? 10. Dari berbagai keterampilan berbahasa diatas, mana yang paling siswa suka dan paling siswa tidak suka? Pertanyaan mengenai aktivitas di kelas 11. Disamping mengerjakan tugas secara individu, apakah ibu juga menerapkan belajar secara berkelompok atau berpasangan? 12. Saat belajar bahasa Inggris dikelas, mana yang lebih sering siswa lakukan; mengerjakan LKS/buku paket, membaca dengan keras, latihan percakapan, mendengarkan sesuatu dalam bahasa Inggris (seperti lagu/film)? 13. Apakah Ibu sering memberi tugas untuk mencari bahan yang tidak berorientasi ke buku, misalnya mencari informasi lewat internet, Koran/majalah, program di TV/radio? 14. Apa yang Ibu lakukan di saat siswa mulai tidak konsentrasi, seperti mengantuk, lapar, terganggu dengan keadaan di luar kelas? (membuat joke, bernyanyi, membicarakan informasi yang sedang in, memceritakan sesuatu yang bisa menarik perhatian siswa, melakukan gerakan-gerakan kecil, games) 15. Diakhir pembelajaran, apakah Ibu meminta siswa untuk menyimpulkan apa yang telah dipelajari hari ini? (ya, kadang,tidak)
77 Pertanyaan mengenai penggunaan media dan metode 16. Apakah Ibu sering menjadi model (mencontohkan sesuatu, misalnya ada katakata yang jarang dipakai/didengar, kemudian Ibu mencontohkan bagaimana cara pengucapannya, seperti saat mengucapkan kalimat “I’ll be back”)? (ya, sering, kadang,tidak) 17. Media apa yang biasanya Ibu pakai untuk membantu pemahaman siswa? (karton, kartu, gambar, proyektor, benda-benda lain ….) 18. Apakah Ibu suka mengaitkan materi yang kamu pelajari dikelas dengan kehidupan sehari-hari? 19. Apakah Ibu memberikan feedback/komentar/masukan atas apa yang siswa telah lakukan? (ya, sering, kadang,tidak)
Open questions 20. Menurut Ibu, mana yang paling efektif untuk meningkatkan kemampuan siswa dalam bahasa Inggris: a. bernyanyi b. bermain peran c. kerja kelompok d. dikte e. debat/diskusi f. melatih pengucapan kata-kata g. membaca dengan suara keras h. banyak latihan grammar i. banyak latihan menulis apa alasannya? 21. Dalam proses belajar-mengajar ada banyak metode yang bisa dipakai, kalau Ibu biasanya menggunakan metode apa? 22. Apakah metode itu sudah cukup efektif? 23. Apa keunggulan CTL disbanding metode yang lain? 24. Berbicara mengenai penguasaan materi, apakah ada masalah? 25. Jadi, salah satu masalahnya adalah penggunaan pronoun, bisa ibu berikan contoh masalahnya?
78
Appendix 3 The Result of Interviewing the English Teacher 1. Minat siswa terhadap mata pelajaran Bahasa Inggris tergolong sedang. 2. Untuk semester ini KKM mata pelajaran Bahasa Inggris 65. 3. Semester kemarin, sama 65. Tapi untuk tahun lalu 57. 4. Untuk pencapaian hasil belajar, Sedang lah, karena kalau dibilang tinggi, masih ada saja yang remedial, tapi kalau dibilang rendah, juga tidak. 5. Siswa kelas VIII dibagi dalam 3 kelas, yaitu VIII-1, VIII-2 dan VIII-3. 6. Kelas unggulan ada, ayitu kelas VIII-1. 7. Perbedaan mengajar kelas VIII-1 dibanding kelas yang lain diantaranya: a. Kalau di kelas VIII-1 maksimal kita menjelaskan ulang sebanyak dua kali, sedangkan untuk kelas lainnya minimal itu 2 kali. b. Kalau di kelas VIII-1 siswanya lebih aktif, baik dalam menjawab pertanyaan, menanyakan yang belum jelas maupun inisiatif untuk perform. c. Kalau di kelas VIII-1 nilai ulangannya lebih tinggi disbanding kelas lain. 8. Secara umum 50:50, jadi masih ada siswa yang nilainya di bawah KKM jadi harus remedial. Kalau di kelas VIII-1 paling hanya 10% yang masih harus remedial. 9.
Dari 4 keterampilan bahasa tersebut, semuanya saya tekankan.
10. Yang paling siswa suka adalah listening dan speaking. Sedangkan untuk writing dan reading mereka masih agak kurang. 11. Berkelompok dan berpasangan tergolong sering kita lakukan. 12. Kalau untuk mengerjakan LKS, agak jarang, karena materi yang ada di LKS dengan yang ada di silabus agak berbeda, jadi saya harus menyaring materi yang ada di LKS. Untuk membaca keras, siswa masih malu-malu. Kalau untuk latihan percakapan lumayan banyak. Mendengarkan juga sering biasanya dengan dikte, karena untuk pengadaan laboratorium bahasa masih di usahakan. 13. Iya, namun sampai sejauh ini baru pada internet, tapi waktu kelas VII pernah saya beri tugas untuk mencari iklan di surat kabar saat materi advertisement. 14. Biasanya dengan joke, atau menceritakan sesuatu yang lucu. 15. Menyimpulkan materi iya, kadang dengan tanya jawab, jadi kita bisa mengukur sejauh mana pemahaman mereka mengenai materi yang telah di sampaikan. 16. Ya, cukup sering.
79
17. Kalau gambar iya, tapi kalau kartu, sepertinya itu lebih cocok untuk anak SD. Sedangkan kalau proyaktor, tersedia di beberapa kelas, tapi saya belum pernah menggunakannya. 18. Iya, jadi agar siswa bisa mengkoneksikan materi di dalam kelas dengan kehidupan nyata mereka. 19. Untuk feedback iya, misalnya setelah siswa perform, saya memberi masukan tentang kelebihan yang mereka tampilkan dan apa yang masih perlu di perbaiki. Kadang juga lewat tulisan kalau masih ada yang salah, atau diberi pujian jika hasilnya sudah baik. 20. Menurut saya, bermain peran, dikte, melatih pengucapan kata-kata, latihan menulis dan grammar cukup efektif. Tapi kalau kerja kelompok saya kira kurang efektif, Karena dalam satu kelompok masih ada yang kerja ya kerja, yang ngobrol yang ngobrol. Sedangkan untuk debat dan diskusi, vocabulary mereka masih terbatas dan masih malumalu mngutarakan ide mereka. 21. Saya memakai berbagai metode, tapi yang paling sering ya kontekstual. 22. Ya cukup efektif. 23. Kalau kontekstual itu kan lebih menekankan pada pengkoneksian pada materi yang mereka pelajari di dalam kelas dengan dunia nyata mereka, jadi mereka bisa merasakan guna dan manfaat dari materi yang mereka pelajari. 24. Wah, kalau berbicara mengenai masalah, kita punya banyak msalah, biasanya di tata bahasa, karena di tata bahasa itu, siswa belajar begitu banyak hal, seperti rumus-rumus, pola kalimat, kata ganti, kelas kata dan lainnya. 25. Tentang kata ganti iya, mereka masih banyak membuat kesalahan, apalagi jika mereka meggunkannya dalam kalimat, kalimatnya bisa membuat si pembaca bingung, seperti saat membuat kalimat I like you shoes dan she buy I ice cream.
Appendix 4 List of Students
80
No
Nama Siswa
Kode
No
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Abarina Avidaniar Abdullah Satrio Wibowo Agung Agustina Ratna Sari Aisyah Kamila Ajeng Nur Lestari Alfia Nur Jeanih Alya Dwiyanti Andi Syahroni Aulia Septiani Aziz Chairunnisa Dessyonah Devi Puspita Dhian Eka Putri Dwi Indriyani Elynda Elyana Fathia Amalia Fauzi Ahmad Ibnu Katsir Komala Sari Merry Cintya D M. Adiyta Nur Fajar
X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16 X17 X18 X19 X20 X21 X22 X23
24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46
Nama Siswa Mutia Nadia Safitri Nining Urifah Nisa Melliana Nurul Mufidah Oktavia Wulandari Pungki S Putri Utami Rafika Rahayu Raiskha Rana Wahyuni Reza Oktaviani Rezky Ranjar Yumnan Ridha Pratiwi Risky Putra K Robi’atun Hasanah Rowdhotun Nur Fitri Rully Bagus S Sandi Yudha Bimantara Septi Aditya Ulva W Yolanda Runi Destiani Zaiknun Ahmad
Kode X24 X25 X26 X27 X28 X29 X30 X31 X32 X33 X34 X35 X36 X37 X38 X39 X40 X41 X42 X43 X44 X45 X46
81
Appendix 5 The Questionnaire for students (Pre) Name : Short answer questions
Pertanyaan tentang Anda& bahasa Inggris
1. Menurut Anda seberapa penting pelajaran bahasa Inggris itu? (sangat penting, sama dengan pelajaran lain, tidak terlalu penting) 2. Seberapa sering Anda menggunakan ilmu bahasa Inggris yang sudah Anda dapat? (sering, jarang, tidak pernah) 3. Seberapa besar perhatian Anda terhadap ha-hal yang berkaitan dengan bahasa Inggris dalam kehidupan sehari-hari? Misalnya saat Anda lihat iklan produk susu “Nutrilon” yang menceritakan seorang anak yang optimis terhadap masa depannya dan diakhiri dengan “Life is an adventure”, bagaimana respon Anda? (ada ketertarikan,biasa saja,tidak peduli)
Pertanyaan tentang kegiatan Andadi kelas
4. Apakah siswa dikelas Anda tergolong aktif? (misalnya kalau diminta untuk maju kedepan kelas, harus ditunjuk oleh guru, atau inisiatif siswa sendiri untuk maju) 5. Saat belajar/mengerjakan tugas secara berkelompok, apakah semua anggota kelompok benar-benar belajar/mengerjakan, atau mungkin ada yang mengobrol atau main? 6. Apakah Anda suka mengaitkan materi yang Anda pelajari dikelas dengan kehidupan sehari-hari, jadi Andaakan lebih mudah memahaminya dan ingat lebih lama? Open questions 7. Apa alasan Anda belajar bahasa Inggris? a. Ya,memang sudah ada, jadi mau tidak mau harus dipelajari b. . . . 8. Dari beberapa keterampilan berbahasa yang dipelajari dalam bahasa Inggris (membaca, mendengarkan, menulis, berbicara, tata bahasa, kosakata dll), mana yang menurut Anda paling sulit? Alasannya …. 9. Apakah bahasa Inggris berguna dalam kehidupan sehari-hari Anda? Kalau “ya” sebutkan contohnya! 10. Menurut Anda mana yang paling efektif untuk meningkatkan kemampuan Andadalam bahasa Inggris: (boleh pilih lebih dari satu jawaban) a. bernyanyi f. melatih pengucapan kata-kata b. bermain peran g. membaca dengan suara keras c. kerja kelompok h. banyak latihan grammar d. dikte i. banyak latihan menulis e. debat/diskusi apa alasannya?
82 11. 12. 13. 14. 15.
Belajar bahasa Inggris yang Anda inginkan seperti apa? Apakah Anda masih ingat materi tentang pronoun? Apa yang masih Anda ingat tentang pronoun? Menurut Anda materi pronoun itu mudah atau sulit? Jika Anda diberi soal tentang pronoun dan disediakan beberapa alternatif jawaban, apakah Anda akan menjawabnya dengan yakin benar atau ragu-ragu?
83
Appendix 6 The Result of the Pre-Questionnaire (Close Questions) Name Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q12 Q14 Q15 X1 SP S T TG BB Y B S Y A, F, I S S R X2 S J T IS BB K B S,G,V Y A,D,F,I S S YB X3 S TP BS TG BB T A S A S S R X4 S S BS IS FM Y B Y B,C,F Y S R X5 SP S T TG BB T B L Y A,D,F Y S YB X6 SP J T TG BB K B S Y A,D,H,I S M YB X7 SP J BS IS BB K B R Y F,G Y S R X8 SP S T TG BB Y B G Y A,D,F,H,I Y M YB X9 S J T TG BB K B R,S Y B,D,F T S YB X10 SP J BS TG BB T B G Y A,B,F,H,I S S R X11 S J BS TG BB Y B Y C S S R X12 SP S T TG BB Y B S Y A,F Y S YB X13 S J T TG BB Y B W Y C,D,F,I S S YB X14 S J BS TG BB Y B S Y A,D,F,I S M R X15 SP J BS TG BB T B G Y D,F,H,I T S R X16 SP J T TG BB B G, V Y C,E,F S S R X17 SP J T TG BB K B R,W Y A,F Y SD YB X18 SP J BS TG BB T B R,S Y D,F,H Y M R X19 S J BS IS BB K B R Y F,G S S T X20 SP J T TG BB Y B W Y A,E,F,H,I S M R X21 SP J BS TG BB K B S A Y S R X22 SP J T TG BB Y S Y A,B,D,F,H,I S S YB X23 S J BS TG FM Y B S Y C,D,F,I Y S T X24 SP S T BB K B L A,C,D,F,I Y SD YB X25 SP J T TG BB K B G Y A,F,G,I S S R X26 SP S BS TG BB Y B W Y A,C,D,F,I Y M R X27 SP J T IS BB K B S,G, Y A,D,F,H Y S T X28 SP J BS TG BB K B W Y A,F,I Y SD YB X29 S J BS IS BB K B W Y A,F,D,I S SD YB X30 S J T TG BB K B W,S Y F,I S S R X31 SP J BS TG BB G, V Y F T S R X32 SP J T IS BB Y B S Y A,B,H,I S M R X33 S J BS TG BB K B S,G,V Y A,F,H S SD YB X34 SP J T TG BB K B R,L Y A,B,F S S YB X35 SP J T TG BB K B S Y A,F Y S YB X36 SP J BS TG Y B Y C,D,F,I Y S T X37 SP J - TG BB K B W Y F,I Y S YB X38 SP J BS TG Y B S Y C,D,F,I Y S T X39 S S T TG BB K B W Y B,E,H Y SD R X40 S J BS TG FM K B R T B,C,F,I S S YB X41 S J T IS BB Y B S,V Y D,F,H, Y S T X42 SP J T TG FM B W Y D,F S M YB
84
X43 X44 X45 X46
SP SP SP S
J J J J
T T T T
TG TG TG
BB BB FM -
T Y Y Y
B B B B
S W S S
Y Y Y Y
D,F,I A,D,F,I D,F,H,I A,C,D,I
S S Y Y
SD SD S S
YB YB R T
85
Appendix 7 The students answer of Pre-Questiionnaire (Open Questions) No 7
8
Questions
Answers
Apa alasan Anda
7 students stated that they learn English because English is
belajar bahasa
international language, 6 students stated that they learn English in
Inggris?
order can speak English, 5 students stated that they like English
Dari beberapa
21 students stated that speaking is the most difficult skill, because
keterampilan
they have difficulty in pronouncing the words and sentences and
berbahasa yang
also if they do just a litle mistake in pronounce, it will change the
dipelajari dalam
meaning of the words or sentences. In the runner up is writing (11
bahasa Inggris
students), because what they pronounce/speak is different with
(membaca,
what is written. In the third pace is grammar (9 students), because
mendengarkan,
there are so many materials that they have to learn such as tenses,
menulis, berbicara,
the pattern of sentences, the word class and so on.
tata bahasa, kosakata dll), mana yang menurut Anda paling sulit? Alasannya …. 9
10
Apakah bahasa Inggris berguna dalam kehidupan sehari-hari Anda? Kalau “ya” sebutkan contohnya! Cara yang paling
Almost all of the students answer “Yes, English is useful in my live” and the reasons are very various; for communication, in singing English songs, in operating the computer, to greeting someone (in certain words/idiom/sentences sush as; “Good Luck Ya”, “Thank You” and the last is to play game. 37 students stated that pronoun exercise is the most efective way
efektif untuk
to improve their ability in English, because by pronounce
meningkatkan
exercisethey can pronounce words correctly so they can
kemampuan
communicate by English, and by pronounce exercise they can
Andadalam bahasa
esercise their tonguein order to use to pronouncing English words.
Inggris: 11
Belajar bahasa Inggris
12 students stated that they want to learn English seriously but
yang Anda inginkan
keep enjoying the teaching learning process, 5 students stated that
86
seperti apa?
they want to learn English by clear explanation, 5 students stated that they want to learn English by fun, effective and 4 other students stated that adding by quiz.
13
Apa yang masih Anda
21 students stated that pronoun is “Kata ganti penghubung” which
ingat tentang
have function to joining 2 sentences, . 9 students stated that
pronoun?
pronoun is “Kata ganti” such as we, they, I, You, She, He”. 4 students stated thatpronoun is “Question words”.
14
Menurut Anda materi
30 students stated that pronoun is difficult materialbecause of
pronoun itu mudah
various reasons such as; 10 students stated that they have
atau sulit?
difficulty in joining 2 sentences, 5 students do not understand yet about pronoun, 2 students stated that is complicated, because in pronoun they learn many words and feel confuse which one will be used. While 8 students stated that pronoun is easy if we learn it well, because pronoun is easy to be remembered and easy to be understood.
87
Appendix 8 1 Option F TTP SP 30 S 16 2 Option S J TP
F 8 37 1
The Frequencies of the Answer per Item (Quantitatively) 6 10 Option F % Option F % Y 18 39 A 25 K 19 41 B 8 65 T 6 13 C 11 34 D 23 E 2 7 F 37 % Option F % G 3 17 A 2 4 H 13 80 B 42 91 I 26 2 8
3 Option T BS TP
F 26 19 -
% 56 41
4 Option TG IS
F 36 8
% 78 17
5 Option FM BB
F 5 28
% 10 82
Option R S W L G F
F 6 21 11 3 9 5
% 10 38 20 2 16 9
9 Option Y T
KETERANGAN: Question 1 a. TTP : Tidak Terlalu Penting b. SP : Sangat Penting c. S : Sama dengan Pelajaran lain Q2 a. S : Sering b. J : Jarang c. TP : Tidak Pernah
F 42 1
% 91 2
12 F 21 22 3
% 45 47 6
14 Option F S 30 SD 8 M 8
% 65 17 17
15 F 20 19 7
% 43 41 15
Option Y S T
Option YB T R Q3 a. T b. BS c. TP Q4 a. TG b. IS Q5 a. FM
% 16 5 7 15 1 25 2 8 17
: Tertarik : Biasa Saja : Tidak Peduli : Ditunjuk Guru : Inisiatif Sendiri : Fokus Mengerjakan
88 b. BB Q6 a. Y b. K c. T Q7 a. A b. B Q8 a. R b. S c. W d. L e. G f. V Q9 a. Y b. T Q10 a. A b. B
: ada yang Bermain/Bercanda : Ya : Kadang-kadang : Tidak
: Ikut Kurikulum : Alasan Lain : Reading : Speaking : Writing : listening : Grammar : Vocabulary : Ya : Tidak : Bernyanyi : Bermain Peran
c. d. e. f.
C D E F kata g. G Keras h. H i. I Q12 a. Y b. S c. T Q14 a. S b. SD c. M Q15 a. YB b. T c. R
: Kerja Kelompok : Dikte : Debat/Diskusi : Melatih Pengucapan Kata: Membaca Deangan Suara : Banyak Latihan Grammar : Banyak Latihan Menulis : Ya : Sedikit : Tidak : sulit : Sedang : Mudah : Yakin Benar : Tergantung Pemahaman & Soal : Ragu
89
Appendix 9 The frequencies of pre-questionnaire’s answer per question No
Result
1.
30 students (65% students) stated that English is very important subject and the rest (16% students) stated that English subject is same as another subjects.
2.
37 students (80% students) stated that they seldom to use English in their daily life, while 8 students (17%) often use English in their daily life, and the rest (1 student) never use English in his daily life.
3.
26 students (56% students) feel interesting when they see an advertisment which using English , while 19 student (41 students) said that it is ordinary thing.One student did not answer this question.
4.
36 students (78% students) stated that they must pointed by the teacher to come forward to the classroom, while 8 students (17% students) stated that they come forward to the classroom without asked by the teacher.Two students did not answer this question.
5
28 students(82% students) stated that when they learn in a group there are some students whho do other thing such as get chat to their friends or playing something, while 5 student (10% students) stated that in their group, all of the member are focus on the learning/exercise. 3 studend did not answer this question.
6
18 students(39% students) stated that theymake a connection between what they learn with their daily life,19 student (41% students) stated that they sometimes do it, while 6 student (13% students) did not. 3 students did not answer this question.
7
42 students(91% students) stated that they have another reasons in lerning English, 2 students stated that they learn English because it is in the curriculum, so they have to learn it.2students did not answer this question.
8
From 55 item of answer, 21 students (38%) stated that speaking is the most difficult skill, followed by writing (11 students =20%) and grammar by 9 students (16%). 2 students did not answer this question.
9
42students(91% students) stated that English is useful in their life, 1 student stated that English is not useful in his life, and the rest (2) students did not answer this question.
10
37students(25% of students answer) stated that the most effective way to improve their
90
ability in English is by pronounce exercise, followed by writing exercise by 26 students (17% of students answer) and the third place is is by singing English songs by 25 students (16% of students answer). 12
21students(45% students) still remember about pronoun, while 22 student (47% students) stated that litle bit forgot about but still remember about pronoun,and the rest (3 students) do not remember anymore.
14
30students(65% students) stated that pronoun is difficult material, while 8 student (17% students) stated that pronoun is not too easy but also not too difficult and the rest (8 students) stated that pronoun is an easy material.
15
20students(43% students) stated that they will answer correctly, while 19 student (42% students) stated that it depend on their understanding and depend on the difficulty level of the questions and the rest (7 students) wrote they will answer doubtful.
91
Appendix 10 Pedoman Observasi Tempat Observasi
:
Waktu observasi
:
Nama observer
:
No
Aspek yang diamati
1
Menjawab salam
2
Menjawab saat ditanyakan kabar
3
Menjawab pertanyaan saat apersepsi
4
Menjawab pertanyaan saat brainstorming
5
Membuat dan mengumpulkan PR
6
Memperhatikan penjelasan guru
7
Menanyakan yang belum jelas
8
Berinisiatif menjawab, menyanggah dan memberi tanggapan
Jumlah siswa
Ket
secara lisan 9
Mengerjakan latihan latihan/tugas
10
Membentuk kelompok
11
Mengerjakan soal pre tes
12
Mengerjakan soal post test
13
Memperhatikan saat membahas soal pre/post test
14
Berinisiatif untuk perform
15
Membuat kesimpulan
*: Pada hari ini, kegiatan tersebut tidak dilakukan Notes:________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________
92
Appendix 11 THE QUESTIONS FOR PRE TEST 1 Complete the blanks by circled a word in the bracket properly! 1. Nilai mereka bagus «»…. score is good (they, their, them, theirs) 2. Kami menyukai sekolah ini «» …. love this school (we/us/our/ours)
3. Rambutmu indah«» …. hair is beautiful (you, your, yours) 4. Buku itu milikku «» the book is …. (I/my/me/mine) 5. Kelompok kita harus menang «» …. group must win (we/us/our/ours) 6. Penghapus itu milik mereka «» this eraser is …. (they, their, them, theirs) 7. Bangunkan aku jam 05.00 «» wake …. up at 05.00 (I/my/me/mine) 8. We have a green pillow and we love …. (menyukainya (it/ its)). 9. Jaka is lucky boy, because …. mother (ibunya (he/ his/him)) is a good doctor. 10. Feri is anger boy, so don’t disturb … (mengganggunya (he/ his/him)). 11. Dinda is clever, so …. teacher (guru kami (we/us/our/ours)) likes …. (menyukainya (her/she/hers)). 12. Brandon is very cute, … (kami (we/us/our/ours)) love …. (menyukainya (he/ his/him)). 13. Linda is very diligent, … (dia (her/she/hers)) always help …. mother (ibunya (her/she/hers)). 14. J.K. Rolling is a famous author, …. novels (novelnya) (her/she/hers)) are always sold on. 15. Mita and I have same book, but …. (milikku (I/my/me/mine)) is thicker than …. (milik Mita (her/she/hers))
93
Appendix 12 THE QUESTION FOR THE POST-TEST 1 FILL THE BLANKS BY CHOOSE: ….. = SAYA _ _ _ = KAMU/KALIAN <> = DIA (LK) a. I a. you a. he b. my b. your b. him c. me c. yours c. his d. mine. [ ] = MEREKA ( ) = DIA(PR) “ “ = KAMI/KITA a. they a. she a. we b. their b. her b. our c. them c. hers c. us d. theirs d. ours { } = INI (BENDA) a. it b. its
1. (Datang dan bergabung dengan kami) Come and join “ “ 2. (Aku tahu aku bisa lebih kuat) ….. know …… can be stronger 3. (Tanpa mu, aku menyerah) Without _ _ _, ….. give up 4. (Bekali aku dengan pemahaman) Provide …. with some understanding 5. (Aku melihat pagi, ini (pagi itu) dihancurkan dengan senjata) …… saw the morning, { } was shattered by a gun 6. (Aku melihat seorang ibu, dia sedang berdoa untuk anak nya) ….. saw a mother, ( ) was praying for ( ) son 7. (Bawa dia kembali, biarkan dia hidup, jangan biarkan dia mati) Bring <> back, let <> live, don’t let <> die 8. (Bagaimana mereka tersapu, bagaimana mereka berdarah, bagaimana mereka mati) How [ ] wept, how [ ] bled, how [ ] died 9. (Bahkan aku mencoba untuk melupakan mu) Even ….. try to forget _ _ _ 10. (Berdirilah disana dan dengar aku menangis) Just gonna stand there and hear …. Cry 11. (Hidup ku petualangan ku) ….. live …. Adventure 12. (Aku akan ada di sana untuk mu) …… will be there for _ _ _ 13. (Untuk membuka mata ku, untuk menjadi semua yang aku bisa) To open …..eyes to be all ….. can be. 14. Andi : (akuakan menjual gitar ku)…. will sell my guitar Odank : (mau kau jual berapa?)how much _ _ _ will sell it Andi : Rp. 125.000 15. (Tolong maafkan aku) Please forgive …..
59 Appendix 13_____ THE QUESTIONS FOR PRE-TEST 2 FILL THE POINT BLANKS BY CHOOSE: _ _ _ = KAMU/KALIAN ….. = SAYA a. you a. I b. your b. my c. yours c. me d. mine. [ ] = MEREKA e. they “ “ = KAMI/KITA f. their e. we g. them f. our h. theirs g. us h. ours
1. (Kita adalah pemenang, wahai teman ku) “
<> = DIA (LK) d. he e. him f. his (
) = DIA (PR) d. she e. her f. hers
{
} = INI (BENDA) c. it d. its
“ are the champions, …… friends
2. (Aku tidak bisa memegang tangan mu) …… can’t hold _ _ _ hand 3. (Para orang tua harus menjaga anak mereka) The parents must keep [
] children
4. (Bangunkan aku saat hujan di bulan September) Wake … up when September ends 5. (Jangan sakiti aku) Don’t hurt ….. 6. (Ketika ku lihat wajah mu, tidak ada lagi yang ingin ku ubah, karena kamu mempesona, kamu apa adanya) When …… see _ _ _ face, there is no other thing that …… would change, because _ _ _ are amazing, just the way _ _ _ are 7. (Dunia mu adalah dunia ku) _ _ _ world is …. world 8. (Nafas ku adalah nafas mu) …. breath is _ _ _ breath 9. (Kau akan jadi wanita nomer satu ku) _ _ _ 'll be …. number 1 girl 10. (Kamu bisa membakar masjid kami, rumah kami dan sekolah kami) _ _ _ can burn up “
“ mosques and “
“ homes and “
11. (Tapi semangat kami tidak pernah mati) But “
“ schools
“ spirit will never die
12. (Mereka datang dengan tenk mereka dan pesawat mereka) [
] came with [ ] tanks and [
] planes.
13. (Tidak ada rahasia antara kita) Therre is no secret between “ 14. (Ini adalah takdir kita, aku adalah milikmu) This is “ 15. (Garuda di dada ku) Garuda on …. chest
“
“ fate, I’m _ _ _
59
Appendix 14 THE QUESTION FOR THE POST-TEST 2 1.
Apakah kau menyukai kaus ku? Do …. Like …. T-shirt?
2. Dapatkah kamu tinggalkan aku sendiri? «» can …. leave …. alone? 3. Apakamu melihat sepatu ku? «» do …. see …. shoes? 4. Aku tidak mengambil tasmu «» …. don’t take … bag 5. Mereka puas dengan pelayanan kita «» …. are satisfied with …. Service 6. Aku merindukan ayah ku «» …. miss …. Father 7. Dia adalah paman ku «» …. is …. Uncle 8. Bolehkah aku meminjam penggaris mu? «» may …. borrow …. Ruler? 9. Ibu ku membelikan kutas baru «» …. mother bought …. new bag 10. Kakak mu mengirimkan aku sebuah surat «» …. brother sent … a letter 11. Dapatkah kau memebantu ku? «» can …. help ….? 12. Aku akan selalu menjadi penyelamat mu «» ….. will always be ……. saviour 13.
Allah ku kabulkandoakami«» …. Allah grant …… wish
14. Kau harus menutup mata mu «» ….. have to close ….. eyes 15. Ada pelangi di mata mu «» There is a rainbow in ……. eyes 16. Aku pikir aku akan menikahi mu «» ….. think ….. want to marry …. 17. Aku mau mengatakan selamat jalan pada mu «»….. want to say good bye to ….. 18. Ada sesuatu yang buruk di hati ku «» There is something bad in …. heart 19. Mereka menyukai penampilan kita «» …. are satisfied with …. service 20. Aku menemukan uang mu «» …. found …. Money
60
Appendix 15
1. 2. 3. 4.
The Questionnaire for students (post) essay Bagaimana pendapat kamu belajar dengan mengunakan CTL? Alsannya? Apakah belajar dengan menggunakan metode CTL bisa meningkatkan pemahaman kamu dalam belajar, khususnya saat materi personal pronoun? Apakah kamu menemukan kesulitan saat belajar mengguanakan metode CTL? Apa yang kurang/perlu diperbaiki dari pembelajaran bahasa Inggris seperti yang saya terapkan?
61
Appendix 16 THE KEY ANSWER OF THE TESTS
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37
PRE-TEST 1 Their We Your Mine Our Theirs Me It His Him Our Her We Him She Her Her Mine Hers
KEY ANSWER POST-TEST 1 PRE-TEST 2 Us We I My I I You Your I Their Me Me I Me It I I Your She I Her You Him You Him Your Him My They My They Your They You I My You You Me Our My Our My Our I Our You They My Their I Their I Us My Our I Yours Me My
POST-TEST 2 You My You Me You My I Your They Our I My He My I Your My Me Your Me You Me I Your My Our You Your Your Our I You My They Our I Your
62
Appendix 17 THE DETAIL OF PRE-TEST 1
Upper
Q1
Q2
Q3
Q4
Q5
X5
√
√
√
X6
√
√
√
X8
√
√
√
X12
√
√
√
√
X13
√
√
√
√
X17
√
√
√
√
X33
√
√
√
√
X34
√
√
√
√
X35
√
√
√
√
√
X36
√
√
√
√
√
X37
√
√
√
X44
√
√
√
√
√
Q6
√ √
Q7
Q8
√ √
√
√ √
√
√
√
√
√
√ √
√
√ √
√
Q10
Q11
Q12
Q13
Q14
Q15
Q16
Q17
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√ √
√
√
√
Q18
Q19
BENAR
NILAI
14
73
14
73
14
73
15
78
14
73
√
13
68
√
√
15
78
√
√
√
14
73
√
√
√
√
15
78
√ √
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
15
78
√
√
√
√
√
√
√
√
13
68
√
√
√
√
√
√
13
68
√
√
√
6
31
√
√
8
42
7
36
5
26
7
36
6
31
7
36
√ √
Q9
√ √
√
√
√
Lower X1 X3
√
√
√
X7
√
√
√
X9
√
√
√
X11
√
√ √ √
√
√
√
√
√
√
√
√
√
√
X14
√
√
√
√
√
X18
√
√
√ √
X24
√
√
√
X29
√
√
√
√
√
X31 X32
√
√
√
X42
√
√
√
√
√ √
√ √
√ √
√
√
√
√
√ √ √ √
√
√
√
√
√
7
36
√
√
√
8
42
√
√
√
8
42
√
8
42
9
47
√
√
√
√
√
√
63
Appendix 18 Validity of Questios of pre-test 1 No. Item
Index of Discrimination
Index of Difficulty
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
GOOD OK OK GOOD OK OK GOOD VERY GOOD OK OK GOOD OK OK GOOD GOOD OK GOOD OK OK
MEDIUM LOW LOW MEDIUM MEDIUM HIGH MEDIUM HIGH MEDIUM MEDIUM HIGH MEDIUM LOW MEDIUM MEDIUM LOW MEDIUM HIGH HIGH
Remark USED USED USED USED REVISED VERY GOOD USED USED REVISED REVISED USED REVISED USED USED USED REVISED USED USED USED
64
Appendix 19 The Detail of post-test 1 Upper
Q1
X2
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q14
Q15
Q16
Q17
Q18
Q19
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X8
√
√
√
√
√
√
√
X17
√
√
√
√
√
√
√
X19
√
√
√
√
√
√
X23
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√ √
X3
X31 X36
√
X38
√ √
√
√
√
√
√
√
√
X42
√
√
√
√
√
X46
√
√
√
√
√
√
√
√
√
X41
√
√ √
√ √
√
√
√
√
√
√
√
X12
√
√
X14
√
√
√
X15 X16
√
X18
√
X22
√
X29
√
X32
√
X33
√
X34 X40
√
√
√ √
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√ √
√
√ √
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√ √
√ √
√ √
√
√
√
√
√
√
√
√
√
√ √
√
√ √
√
√
√ √
√
√ √
√
√ √
√
√
Lower X11
Q20
√ √
√ √
√
√
√
√
√
√ √
√
√
65
Upper X2 X3 X8 X17 X19 X23 X31 X36 X38 X41 X42 X46 Lower X11 X12 X14 X15 X16 X18 X22 X29 X32 X33 X34 X40
Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Bnr Nilai √ √ √ √ √ √ √ √ √ √ 28 93 √ √ √ √ √ √ √ √ √ √ 27 90 √ √ √ √ √ √ √ √ √ √ 30 100 √ √ √ √ √ √ √ √ 25 83 √ √ √ √ √ √ √ √ 25 83 √ √ √ √ √ √ √ √ 25 83 √ √ √ √ √ √ √ √ √ √ 25 83 √ √ √ √ √ √ √ √ 25 83 √ √ √ √ √ √ √ √ √ 25 83 √ √ √ √ √ √ √ √ √ √ 27 90 √ √ √ √ √ √ √ √ √ 27 90 √ √ √ √ √ √ √ √ √ √ 27 90 √ √ √ √ √ √ √ √ √ √
√ √ √ √ √ √ √ √ √ √ √
√ √ √ √ √ √ √ √ √ √
√ √ √ √ √ √ √ √ √ √
√ √ √
√ √ √ √ √
√ √ √
√ √
√ √ √ √
√ √ √
√
√
√ √ √ √ √
√ √ √ √
√ √ √ √ √ √ √ √ √ √ √
√ √ √ √
√ √ √
21 20 22 21 21 17 18 22 19 20 20 19
70 67 73 70 70 56 60 73 63 67 67 63
66
Appendix 20 Validity of Questions of post-test 1 No. Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Index of Discrimination GOOD OK OK OK OK OK OK OK OK GOOD OK OK OK GOOD OK OK BAD OK OK OK OK BAD OK OK OK GOOD OK OK BAD OK
Index of Difficulty MEDUIM LOW MEDIUM LOW LOW MEDIUM LOW MEDIUM LOW MEDIUM LOW MEDIUM MEDIUM MEDIUM LOW LOW HIGH LOW LOW HIGH LOW HIGH LOW LOW MEDIUM MEDIUM LOW LOW HIGH MEDIUM
Remark USED USED REVISED USED USED REVISED USED REVISED USED USED USED REVISED REVISED USED USED USED DROP USED USED USED USED DROP USED USED REVISED USED USED REVISED DROP REVISED
67
Appendix 21 The Detail of pre-test 2 Upper
Q1
Q2
Q3
X5
√
√
√
X8
√
√
√
X9
√
√
X11
√
X13
√
X15
Q4
Q5
Q6
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X24
√
√
√
Q8
Q9
Q10
Q11
Q12
Q13
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X27
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X29
√
√
√
√
√
√
√
√
√
√
√
√
√
X30
√
√
√
√
√
√
√
√
√
√
√
√
X43
√
√
√
√
√
√
√
√
√
√
√
X45
√
√
√
√
√
√
√
√
√
√
X1
√
√
√
√
√
X2
√
√
X19
√
√
X21
√
√
√
√
Q7
Q14
Q15
Q16
Q17
Q18
Q19
Q20
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√ √
√
√ √
√
√
√
√ √
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Lower √ √ √
√
X26 X28
√
X33
√
X34
√
√
X36
√
√
X38
√
√
X40
√
√
√
√
√
√
√
√
√
√ √
X25
√
√
√
√
√
√ √ √
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√ √
√
√
√
√
√
√
√
√
√ √ √
√
√
√
√
√ √
√
√
√
√ √
√ √
√
√
√
√
√
√
√
√ √
√ √
√
√
√ √
√
√
√
√
√ √
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
68
Upper X5 X8 X9 X11 X13 X15 X24 X27 X29 X30 X43 X45 Lower X1 X2 X19 X21 X25 X26 X28 X33 X34 X36 X38 X40
Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Benar Nilai √ √ √ √ √ √ √ √ 25 83 √ √ √ √ √ √ √ √ √ 26 87 √ √ √ √ √ √ √ √ 26 87 √ √ √ √ √ √ √ √ 27 90 √ √ √ √ √ √ √ √ 26 87 √ √ √ √ √ √ √ √ √ 25 83 √ √ √ √ √ √ √ 27 90 √ √ √ √ √ √ √ √ 26 87 √ √ √ √ √ √ √ √ 25 85 √ √ √ √ √ √ √ √ 26 87 √ √ √ √ √ √ √ √ 27 90 √ √ √ √ √ √ √ √ √ 26 87 √ √ √
√ √
√ √
√ √ √ √
√ √
√
√ √
√ √ √
√
√ √ √
√ √ √ √ √ √
√ √
√
√ √ √
√ √
√ √ √ √
√ √ √
√ √ √ √ √ √ √
√ √ √ √ √ √ √ √
√ √
√ √ √ √ √ √ √ √ √ √ √
19 20 21 18 18 18 18 20 19 20 20 21
63 67 70 60 60 60 60 67 63 67 67 70
69
Appendix 22 Validity of Questions of pre-test 2 No. Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Index of Discrimination OK OK VERY GOOD OK GOOD OK OK OK OK OK OK OK OK OK BAD OK OK OK OK OK OK OK OK OK GOOD OK OK GOOD OK BAD
Index of Difficulty LOW LOW MEDIUM MEDIUM LOW LOW LOW MEDIUM LOW LOW LOW LOW MEDIUM MEDIUM HIGH MEDIUM LOW LOW LOW MEDIUM MEDIUM MEDIUM MEDIUM LOW MEDIUM LOW HIGH MEDIUM LOW HIGH
Remark USED USED USED REVISED USED USED USED REVISED USED USED USED USED REVISED REVISED DROP REVISED USED USED USED REVISED REVISED REVISED REVISED USED USED USED USED USED USED DROP
70
Appendix 23 THE DETAIL OF POST-TEST 2 Upper X3
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q14
Q15
Q16
Q17
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X5
Q18
Q19
Q20
√
X6
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X7
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X12
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X17
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X18
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X27
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X30
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X35
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X41
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X1
√
√
√
√
√
√
√
√
√
√
√
√
√
X2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Lower
X9 X20
√
X22
√
X26
√
X28
√
X29 X33
√
X34
√
X38 X43
√
√ √ √
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√ √
√ √
√
√
√ √
71
Upper
Q21
Q22
Q23
Q24
Q25
Q26
Q27
Q28
Q29
Q30
Q31
Q32
Q33
Q34
Q35
Q36
Q37
Benar
Nilai
X3
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
35
95
X5
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
36
97
X6
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
36
97
X7
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
35
95
X8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
36
97
X12
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
35
95
X17
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
36
97
X18
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
35
95
X27
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
36
97
X30
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
35
95
X35
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
35
95
X41
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
35
95
X1
√
√
√
√
√
√
√
√
√
√
√
√
√
27
74
X2
√
√
√
√
√
√
√
√
√
√
√
√
28
76
X9
√
√
√
√
√
√
√
√
X20
√
√
√
√
√
√
√
X22
√
√
√
√
√
√
X26
√
√
√
√
√
√
√
Lower
√
√
X28
√
√
√
√
√
√
X29
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
X33
√
√
X34
√
√
X38
√
√
X43
√
√
√
√
√ √
√
√ √
√
√
√
√
√
√
√
√
√
√
√ √
√
√
√
√
28
76
√
√
√
31
84
√
√
√
28
76
24
65
√
√
√
√
√
√
√
√
√
√
31
84
√
√
√
√
√
√
√
31
84
√
√
√
√
√
√
31
84
√
√
√
√
√
√
31
84
√
√
√
√
√
31
84
√
√
√
√
27
74
√
√
√
√
√
√
√
√
√
√
72
Appendix 24 VALIDITY OF POST-TEST 2 No. Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37
Index of Discrimination OK OK OK OK OK OK OK OK OK OK OK BAD OK OK OK OK GOOD OK OK GOOD OK OK OK OK OK OK OK OK OK GOOD OK OK OK BAD OK OK OK
Index of Difficulty LOW LOW LOW LOW LOW LOW LOW LOW MEDIUM LOW LOW HIGH LOW LOW LOW LOW MEDIUM MEDIUM MEDIUM MEDIUM LOW LOW LOW LOW LOW MEDIUM LOW LOW LOW MEDIUM LOW LOW LOW HIGH LOW LOW LOW
Remark USED USED USED USED USED USED USED USED REVISED USED USED DROP USED USED USED USED USED REVISED REVISED USED USED USED USED USED USED REVISED USED USED USED USED USED USED USED DROP USED USED USED
