Improving Students’ Writing Recount Text Ability through Project-Based Learning (A Classroom Action Research in secondary junior high school at48 Junior High School Jakarta)
Skirpsi
Robiatul Adawiyah 1110014000019 ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the world who has given the Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation be upon the prophet Muhammad, her family and his followers. In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved big family especially to her parents, Drs. H. Caca Priyatna and Hj. Hamidah for their valuable supports and moral encouragement in motivating the writer to finish her study, and also her beloved brother drh. Cholillurrahman and sister, Nabilah Priyatna, for their supports to the writer in writing this Skripsi. The writer also would like to express her deepest gratitude to Drs. Nasifuddin Djalil, M.Ag and Maya Defianty, M.Pd for their advice, guidances, corrections, and suggestions in finishing this Skripsi. Her gratitude also goes to: 1. All lecturers of Department of English Education who have taught and educated the writer during his study at UIN Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd., The Head of Department of English Education. 3. Zaharil Anasy, M.Hum., The Secretary of Department of English Education. 4. Dra. Nurlena Rifa’i, MA., Ph. D The Dean of Faculty of Tarbiyah and Teachers` Training. 5. All of SMPN 48 Jakarta teachers, especially Miss. Hj. Mulyaningsih, S. Pd and Mr. Dediyono, S. Pd as the English teachers who helped and guided her during the research and 8-8 students class as the participants for this research. 6. Her beloved friends in Department of English Education Academic Year 2010 for giving cares and supports. Her beloved close friends, Siti Afifah, S.Pd, Nur Pratiwi, S.Pd, Sari Febrianti, S.Pd, Listianty Ridayu Maksum, Sita Pradhita, S.Pd, Nadia Saniyatul, S.Pd, Rani Junita Amalia, Ummu Salamah, S.Pd, Nur
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Maw’izzatillah, Annisa Novita Marines, S.P , Suharyeni Meilya, S.Sci, Indah Pratiwi, S.Kom, Citra Nopiani, S.E and Hadi Mulyadi for sharing knowledge, cares, motivation, times, supports, laugh and happiness and also to Felya Gabi Megan for giving supports and helps during the process of making Chapter II.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive criticisms and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta,December 2014
The Researcher
Robiatul Adawiyah
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ABSTRACT Robiatul Adawiyah (1110014000019) Improving Students’ Writing Recount Text Ability through Project-Based Learning; A Classroom Action Research at SMPN 48 Jakarta Selatan. Skripsi of English Education at Faculty of Tarbiyah and Teacher’s Training of State Islamic University Syarif Hidayatullah Jakarta, 2014. The objective of this study is to investigate whether or not there is an improvement of students’ writing recount text ability through Project-Based Learning (PBL). This research is designed using Classroom Action Research (CAR) in which cycle 1 and cycle 2 are conducted on August until September 2014 involved 36 SMPN 48 Jakarta Selatan students of the second grade as the respondent. In order to collect data, three instruments used are questionnaire, observations and document analysis. The findings of this research show that all students claimed that Pop-Up Book Project improves their recount writing ability. It is confirmed by the result of pre-test and the post test in cycle one and cycle two that the mean score of each it gradually goes up from 62.88 to 79.55 and 88.05. In addition, the document analysis’ mean score supports; the first cycle was 79.4 and the second cycle was 86.8. Furthermore, all students state that Pop-Up Book project helps them to develop their idea to be written. Based on the data, it can be concluded that the implementation of PBL through Pop-Up Book improves students’ recount writing ability of grade VIII-8 SMPN 48 Jakarta.
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ABSTRACT Robiatul Adawiyah (1110014000019) Improving Students’ Writing Recount Text Ability through Project-Based Learning; A Classroom Action Research at SMPN 48 Jakarta Selatan. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta, 2014. Tujuan dari penelitian ini adalah untuk mengetahui ada atau tidaknya peningkatan dalam pembelajaran teks recount dengan menggunakan pendekatan Project-Based Learning (PBL). Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari siklus 1 dan siklus 2 yang dilaksanakan pada bulan Agustus sampai dengan Septe,ber 2014 terhadap 36 siswa SMPN 48 Jakarta Selatan kelas VIII sebagai responden. Instrumen yang digunakan pada penelitian ini adalah kuesioner, lembar observasi dan analisa dokumen. Kuesioner digunakan untuk mengetahui pencapaian dan persepsi siswa dalam penggunaan Pop-Up Book. Secara keseluruhan, hasil dari kuesioner, semua siswa menyatakan bahwa Pop-Up Book proyek meningkatkan kemampuan menulis teks recount mereka. Hal ini dikonfirmasi dari hasil nilai rata-rata pre-test dan post-test siklus satu dan siklus dua yang secara bertahap meningkat masing-masing sejumlah 62.88, 79.55 dan 88.05. Selain itu, produk tulisan siswa mendukung bahwa di siklus pertama jumlah nilai rata-rata 79.4 dan rata-rata nilai di sklus kedua adalah 86.8. Selain itu, seluruh siswa menyatakan bahwa Pop-Up Book proyek membantu mereka dalam mengembangkan ide-ide yang akan ditulis. Berdasarkan hasil temuan, dapat disimpulkan bahwa penerapan PBL melalui Pop-Up Book meningkatkan kemampuan menulis siswa di kelas VIII-8 SMPN 48 Jakarta.
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TABLE OF CONTENTS
ACKNOWLEDGMENT ........................................................................... i ABSTRACT……………………………………………………………..
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TABLE OF CONTENTS .......................................................................... v CHAPTER I : INTRODUCTION A. Background of the Study .............................................. 1 B. Identification of the Problems ....................................... 5 C. Limitation of the Problem ............................................ 5 D. Formulation of the Problem ......................................... 5 E. Objectives of the Study ................................................ 5 F. Significance of the Study .............................................. 5 CHAPTER II : THEORETICAL FRAMEWORK A. Literature Review 1. Writing..................................................................... 7 2. Recount Text ........................................................... 8 a. Definition of Recount Text……………………. 7 b. Generic Structure of recount………………….. 8 1) Orientation………………………………… 8 2) Events……………………………………… 8 3) Re-Orientation or Conclusion…………….. 9 c. Language Features of Recount……………….. 9 3. Teaching Writing ................................................... 10 1) Planning (Pre-Writing)……………………….. 11 2) Drafting (Writing)…………………………….. 11 3) Revising (Re-Drafting)……………………….. 11 4) Editing………………………………………… 12
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4. Project-Based Learning (PBL) ............................... 13 a. Definition of PBL……………………………... 12 b. Advantages and Disadvantages of PBL………. 14 5. Pop-Up Book ......................................................... 16 B. Previous Study ............................................................. 17 CHAPTER III : RESEARCH METHODOLOGY A. Place and Time of teh Research .................................
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B. Research Method ............................................... ……
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C. Research Design ........................................................
20
D. Subject or Participants of the Study ..........................
21
E. The Writers’ Role on the Study ..................................
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F. Class Action Research (CAR) Procedures ..................
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1. Planning Phase……………………………………. 21 2. Acting Phase………………………………………. 21 3. Observing Phase…………………………………... 22 4. Reflecting Phase…………………………………... 22 G. Instrument of the Study……………………………….. 22 1. Class Observation…………………………………. 21 2. Questionnaire……………………………………… 22 3. Document Analysis……………………………….
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4. Test………………………………………………..
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5. Recorder Situation…………………………………. 23 H. Technique of Data Collection……………………….... 23 1. Questionnaire……………………………………… 23 2. Observation……………………………………….. 24 3. Document Analysis……………………………….. 24 4. Test………………………….…………………….. 24 I. Technique of Data Analysis……………………….....
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CHAPTER IV : FINDINGS AND DISCUSSIONS A. Research Findings ..................................................... 29 1. Data Description .................................................. 29 a.
The Result of Pre-Action Test .................... 29
b.
Cycle One………………………………….. 32 a) Planning Phase…………………………... 32 b) Acting Phase…………………………….. 33 c) Observing Phase………………………… 34 d) Reflecting Phase………………………… 35
c.
Cycle Two…………………………………. 43 a) Planning Phase…………………………
43
b) Acting Phase…………………………....
44
c) Observing Phase………………………..
44
d) Reflecting Phase………………………..
45
d.
The Result of Questionnaire………………
51
e.
The Result of Observation………………… 54
B. Discussion ................................................................... 56 CHAPTER V : CONCLUSION AND SUGGESTION A.
Conclusion ................................................................... 59
B.
Suggestion ................................................................... 59
BIBLIOGRAPHY ..................................................................................... 61 APPENDICES ........................................................................................... 66
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LIST OF TABLES
Table 2.1 Peer Responding Checklist .................................................. 11 Table 4.1 Pre-test Result ....................................................................... 29 Table 4.2 Document Analysis Cycle One Score …………….……….. 40 Table 4.3 Document Analysis Cycle One and Cycle Two ................... 49
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LIST OF FIGURES
Figure 3.1 Stephen Kemmis & Robin McTaggart Research Design ..... 20 Figure 4.1 Pre-Test and Post-Test 1 Mean Score Result ....................... 43 Figure 4.2 Pre-Test, Post-Test 1 and Post-test 2 Mean Score Result ..... 51
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LIST OF APPENDIXES
APPENDIX 1 Scoring Writing Rubric ............................................................. 67 APPENDIX 2 Lesson Plan Cycle One ............................................................. 69 APPENDIX 3 Lesson Plan Cycle Two ............................................................ 78 APPENDIX 4 Document Analysis One Score.................................................. 84 APPENDIX 5 Document Analysis Two Score ................................................. 85 APPENDIX 6 Pre-Test Score Result ................................................................ 86 APPENDIX 7 Post-Test Cycle One Result ....................................................... 87 APPENDIX 8 Post-Test Cycle Two Result ...................................................... 88 APPENDIX 9 Coding Questionnaire ................................................................ 89 APPENDIX 10 Questionnaire Result Recapitulation ......................................... 96 APPENDIX 11 Observation Description ............................................................ 104 APPENDIX 12 Observation Result Recapitulation ............................................ 108 APPENDIX 13 Photographs of Students’ Activities in CAR............................. 111 APPENDIX 14 Photographs of Students’ Pop-Up Book Samples ..................... 113 APPENDIX 15 Students’ Questionnaire ............................................................ 114 APPENDIX 16 Teacher’s Interview Transcription ............................................ 116 APPENDIX 17 The Instrument of Pre-Test........................................................ 119 APPENDIX 18 The Instrument of Post-Test One .............................................. 120 APPENDIX 19 The Instrument of Post-Test Two .............................................. 121
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APPENDIX 20 The Student’s Pre-Test Writing Result ..................................... 122 APPENDIX 21 The Student’s Post Test One Writing Result ............................ 123 APPENDIX 22 The Student’s Post Test Two Writing Result ............................ 124 APPENDIX 23 Surat Lembar Pengesahan Proposal .......................................... 125 APPENDIX 24 Surat Bimbingan Skripsi ........................................................... 126 APPENDIX 25 Surat Permohonan Izin Penelitian ............................................. 127 APPENDIX 26 Surat Keterangan Telah Melakukan Penelitian ......................... 128 APPENDIX 27 List of References ...................................................................... 129
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CHAPTER I INTRODUCTION
A.
Background of the Study English is a language which is used by most countries in the world as Richards’ statement “Latin was most widely studied as a foreign language five hundred years ago. However, English has become the most widely studied foreign language today.”1 From that, it can be seen that English is considered as one of languages that is used universally in the world. In Indonesia, English is taught in any educational level. Specifically, in junior high school, the purpose of teaching English is to develop basic four communication skills; listening, speaking, reading, and writing. 2 Those skills are divided into productive skills and receptive skills as Harmer stated, “Speaking and writing involve language production and are therefore often referred to as productive skills. Listening and reading, on the other hand, involve receiving messages and are therefore often referred to as receptive skills.”3 By having more knowledge about language skills, we have much better chance of understanding and being understood and getting what we want and need from those around us. In this section, writing, one of productive skills, is often considered as the most difficult skill. It is also supported by Langan: “But writing is seldom an easy, one-step journey in which a finished paper comes out in a first draft. The truth is that writing is a process of discovery involving a series of steps, and those steps are very often a
1
Jack C. Richards and Theodore S. Rodgers, Approach and methods in Language Teaching, (New York: Cambridge University Press, 1986), p.1 2 Kementerian Pendidikan dan Kebudayaan, Modul Pelatihan Implementasi Kurikulum 2013, 2014, pp. 23 – 24, unpublished. 3 Jeremy Harmer, The Practice of English Language Teaching: New Edition, (New York: Longman, 1991), p.16.
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zigzag journey. Very often, writers do not discover just what they want to write about until they explore their thoughts in writing.”4 Furthermore, Barnet & Stubbs added that writing was a mental activity which was not as easy as people think in expressing their ideas.5 In addition, Hedge believed, “to have an effective writing, it required a high degree to organize development of ideas or information, a great accuracy to avoid ambiguity, a complexity grammatical use, and correctly in vocabulary choosing.”6 Despite of its difficulties, writing is important. As Halliday mentioned (cited in Nunan, 1991), there were three functions of writing; (a) primarily for action (public signs e.g. on roads, letters, etc); (b) primarily for information (newspapers, magazines, etc); and (c) primarily for entertainment (comic, poetry, film subtitles, etc)7. Moreover, if writing is included on language class materials, it cannot be avoided that writing will be a reflection of educational function such as writing essays in answering examination, taking notes and so on.8 It is confirmed that writing has important role in this modern era. In Indonesia curriculum, writing has many genres. One of the genres is recount text which included in current school curriculum as its Kompetensi Dasar (basic competence) in the second year level junior high school that Indonesian students are expected to comprehend any kinds of writing genres such as descriptive, recount, and narrative writing.9 Like any other writing genres, students commonly face difficulties on their self-efficacy in writing recount text. It is based on the teacher’s interview on August 18th, 2014 about teaching writing difficulties (see appendix 13). The teacher said that there are many problems in writing that students 4
John Langan, College Writing Skills with Readings: 5th edition, (New York: McGraw-Hill Higher Education, 2011), p.12. 5 Tricia Hedge, Writing; Resource Books for Teachers, (Oxford: Oxford University Press, 1988), p. 5. 6 Sylvan Barnet & Marcia Stubbs, Practical Guide to Writing; Fourth Edition, (New York: Brown & Company, 1983), pp. 4 – 5. 7 David Nunan, Language Teaching Methodology, (London: Prentice Hall, 1991), p. 84. 8 Jo McDonough & Christopher Shaw, Materials and Method in ELT; A Teacher’s Guide, (Oxford: Blackwell Publishers, 1993), p. 177. 9 Kementerian Pendidikan dan Kebudayaan, ibid.
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concerned. First, they do not like reading, thus, they hard to find the ideas to write. Second, they are difficult to compose writing that comprehensible because they have limited vocabulary. Third, they are confused in making sentences with correct grammar. The last, students have low motivation in writing because the teacher still confuse about teaching technique and media which suit to the current curriculum in writing. Consequently, students’ achievement is not equal; the smarter students got high rank, but for who do not have well in English, they got score lower. It is also supported by the preaction test result that only four students passed the criterion minimum completeness (KKM). Sarkhoush also found some students admitted that they always showed negative attitude and unmotivated regarding to the approaches and methods they used.10 However teaching method is important in teaching learning process because it can affect students’ motivation in teaching learning process. Having a good teaching method is one of criteria of good teacher. One criterion of good teachers was they supposed to have variety of instructional methods to help learners understand the lesson better. To overcome this problem, Project-Based Learning (PBL) approach was introduced to change that methods to be more learner-centered learning activities to help students comprehend in writing recount text with joyful learning atmosphere, because, as Boaler (cited in Ocak & Uluyol) said that PBL raised students’ motivation positively.11 Moreover, PBL challenged the students to think critically in solving complex problems in group working. In the current curriculum, Ministry of National Education and Culture in Indonesia provided three kinds of learning models in implementing 2013
10
Hoda Sarkhoush, ”Relationship among Iranian EFL Learners’ Self-Efficacy in Writing, Attitude towards Writing, Writing Apprehension and Writing Performance”, Journal of Language Teaching and Research, Vol.4 No.5, September 2013, pp. 1126 –1132. 11 Mehmet Akif Ocak & Celebi Uluyol, “Investigation of College Students’ Intrinsic Motivation in Project-Based Learning”, International Journal of Human Sciences, Vol. 7 No. 1, 2010, p. 1153. (http://www.j-humansciences.com/ojs/index.php/IJHS/article/viewFile/1222/543) retrieved on June 24, 2014.
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curriculum which Project-Based Learning is included.12 PBL is considered to be a learning model which can lead the students in constructivist investigation by doing exploration, assessment, interpretation, and synthesis to solve the complex problem.13 Project-Based Learning, according to Thomas, is a model that organizes learning around projects and it involves completing complex tasks that typically result in a realistic product, event, or presentation to an audience.14 PBL cannot be said to be the best method in teaching-learning activity, since it is not appropriate method for teaching certain basic skill such reading, yet it enhances the quality of learning with project and leads to higher-level cognitive development through students’ engagement with complex problems. In this research, Pop-Up Book is used as the product of the project that students will be done. Pop-Up Book is unique and familiar with children, stimulates for product activities (writing) and gives students illustration on what the students are going to write.15 This research intends to introduce Pop-Up Book as the media in giving the project to the students to improve their writing skills according to Gultekin’s finding16 and it is expected to reform teacher-centered writing teaching approaches, to give the students more opportunities to share their ideas; develop their leadership skill and help each other in facing the problem in writing comprehension.
12
Kementerian Pendidikan dan Kebudayaan, op. cit, p. 2. Ibid, p. 31 14 John W. Thomas, Ph. D, A Review of Research on Project-Based Learning, (California: Autodest Foundation, 2000), pp. 1 – 8. (http://www.bie.org/research/study/review_of_project_based_learning_2000 ) retrieved on June 29, 2014 15 Patrick Shannon & Barbara G. Samuels, “Developing an Understanding of Literacy Through Production of Pop-Up Books”, Reading Horizons, Vol. 25 No. 3, 1985, p. 213. (http://scholarworks.wmich.edu/reading_horizons/vol25/iss3/9) retrieved on June 23, 2014 at 9:30 am. 16 Mehmet Gultekin, “The Effect of Project Based Learning on Learning Outcomes in the 5th Grade Social Studies Course in Primary Education”, Educational Sciences: Theory & Practice, Vol. 5 No. 2, November 2005, p. 552. 13
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B.
Identification of the Problem Based on the background above, some problems are identified. They are as follow: Students have low writing ability. Students’ motivation in doing writing task is low. Students are not feeling joyful when doing writing task is given. The teachers tend to apply the teacher-centered activities in the class. The variation of the teaching media in teaching writing is very low. The grammatical rules materials are too hard.
C.
Limitation of the Problem As identifying the problems, one problem that is interested to be investigated; teachers tend to apply the teacher-centered writing activities in the class and as the result, students’ writing ability is low. Hence, the writer will try to improve students’ writing recount skill by using Pop-Up Book as a media in Project-Based Learning approach.
D.
Formulation of the Problem After conducting the limitation of the problems, the research problem is formulated into: “Can PBL (i.e.) Pop-Up Book improve students writing recount text skill?”
E.
Objective of the Study The objective of this research is to investigate whether or not Pop-Up Book improves students’ ability in writing recount text.
F.
Significance of the Study The significant of the research is addressed to:
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a. The writer This study is to fulfill one of the requirements of having undergraduate
degree
from
State
Islamic
University
Syarif
Hidayatullah Jakarta of English Education Department.
b. English teachers Through this observation, it will give an alternative in teaching writing especially in recount text with an interesting and challenging way.
c. The students It can help them in comprehending their writing joyfully and be more useful input for them to encourage themselves to improve their achievement.
d. Further researchers Other researchers who are interested in investigating on the students’ writing recount text ability can get basic information from this study, do they can do their research deeper and better than this study.
CHAPTER II THEORITICAL FRAMEWORK
A.
Literature Review
1. Writing It is a common awareness that writing is considered as the hardest skill to master. It requires a great intellectual capacity to produce a good writing product. Richards stated that writing is the most difficult skill for second language learners.1 Consequently, writing has some aspects such as the use of vocabulary, structure of the sentence, composition of the sentence, and grammatical rules.2 Brown emphasized that writing is precisely a thinking process.3 Langan claimed that writing was a skill.4 It means that writing is a skill which anyone can learn with practice and hard work until they master because this is not a natural gift which some people have and others do not. Thus, in order to have a good writing, it needs a practice to develop that skill. In addition, Clouse claimed, “… writing was a process… you cannot expect to write a polished piece quickly anymore than you can expect to plan a big event – such as a wedding – quickly.”5 In educational field, writing is evidence of successful learning outcomes because there are feedbacks from the understanding of learning where the results of the
1
Jack C. Richard, Willy A. Renandya (ed.), Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 303. 2 Sara Cushing Weigle, Assesing Writing, (Cambridge: Cambridge University Press, 2002), p. 20. 3 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd Edition, (USA: Longman, 2001), p. 336. 4 John Langan, op. cit, p. 11. 5 Barbara Fine Clouse, The Student Writer: Editor and Critic, (New York: McGraw-Hill, 2004), p. 26.
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writing can be analyzed directly.6 Kolker added, “Writing is essential when the second language is needed for academic or professional purposes.”7 Moreover, Raimes said that writing could help the students learn because it improved the materials have been taught such as grammatical structures, idioms, vocabulary, gave the students chance to know more about the language, and of course, bridged the students in expressing their ideas.8 However, beginner writers such as junior high school students often find difficulties during writing. They consider that it is hard to find the right topic to write. Therefore, as teachers, we have to be able to direct them to find the right topic. Hayes & Flower (cited in Sara Cushing, 2002) said, “writing is recursive and not a linear process: thus instruction in the writing process may be more effective than providing models of particular rhetorical forms and asking students to follow these models in their own writing.”9 In addition, there are four basic principles to be given in order to have students effective writing, they are; (1) start with a clearly started point; (2) provide logical, detailed support for your point; (3) organize and edit connect your supporting material; and (4) revise and edit so that your sentences are effective and error-free.10
2. Recount Text a. Definition of Recount Text Writing has several types or genres. One of text types that junior high schools learn is recount text. Anderson assumed, “Recount is a piece of writing that retells past events usually in order in which they
6
Jack C. Richards, Language Teaching Matrix, (New York: Cambridge University Press, 1990), p. 100. 7 Elaine Kolker Horwitz, Becoming a Language Teacher: A Practical Guide to Second Language Learning and Teaching, (USA: Pearson Education Inc, 2008), p.136. 8 Ann Raimes. Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p. 3. 9 Sara Cushing, op. cit., pp. 23 – 24. 10 John Langan, English Skills 8th Edition, (New York: McGraw-Hill, 2006), p. 4.
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happened and the purpose of a recount is to give the audience a description of what occurred and when it occurred.”11 In other source tells, “Recount is used to retell events for the purpose of informing or entertaining. Since its main purpose is to retelling events, it uses Past Tense and focuses on a specific participant.”12 It means that recount text is writing text type which retells the past events chronologically in order to describe what happened in the past time through sequence of events entertainingly.
b. Generic Structure of Recount The basic structure of recount text consists of three main parts; they are orientation, events and re-orientation or conclusion (optional). 13
1) Orientation The orientation tells the background information about the story. It introduces the reader with who were involved in the story, what, when and where the events take place.14 It mostly often appears in the first paragraph.
2) Events The orientation followed by the events. The function of the events is telling the sequence events happened.15 Events are the main important part of recount text because they are the core of the story. Events written in series of paragraph which telling all of the past events occurred.
11
Mark Anderson & Kathy Anderson, Text Types in English 3, (Australia: Macmillan Education Australia, 1998), p. 24. 12 Hemalatha Jagannathan et al, Symphony 2 English Course Book For Junior High School Grade VIII, (New Delhi: Allied Publishers Pvt. Ltd., 2010). p. 15. 13 Hemalatha Jagannathan et al, loc. cit. 14 Mark Anderson, loc. cit. 15 Ibid.
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3) Re-Orientation or Conclusion In this part, the writer can choose whether to give the reader conclusion or not. Re-orientation is a closure of the events.16 It is optional because some recounts are only consisting of orientation and the sequences of events. The conclusion or comment of the story can be given in the last paragraph after events are told.
c. Language Features of Recount Anderson divided the language features of recount text into four, they are: (1) proper nouns to identify those involve in the text, (2) descriptive words to give details about who, what, when, where and how, (3) the use of the past tense to retell the events, (4) words that show the order of events.17 Another feature given by Zuraida is that recount text contained past tense to talk about things that already happened, and the using of adverbs of time were needed to tell those things happened.18 In short, the key of recount text is the using of past tense and order words which tells the past sequence events.
3. Teaching Writing Writing is considered to be the most difficult skill among other language skills, as Richards stated that “Learning to write in either a first or second language is one of the most difficult tasks a learner encounters and one that few people can be said to fully master.”19 Thus Harmer mentioned that there was a basic model for teaching writing as a productive skill which provides five stages; (a) lead-in, engage students with the topic; (b) set the task, students’ assignment that should 16
Ibid. Mark Anderson, loc.cit. 18 Nur Zaida, Bright: An English for Junior High School Students, (Jakarta: Penerbit Erlangga, 2014), pp. 199 – 210. 19 Jack C. Richards, Willy A. Renandya (ed.), loc. cit. 17
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be completed; (c) monitor the task, responding and directing students’ work; (d) give feedback, give input advice to the students’ work result; and (e) follow-up Richards added that there were four basic writing stages which the teachers are required in teaching writing, they are planning, drafting (writing), revising (re-drafting), and editing.20
1) Planning (Pre-Writing) Planning is also called pre-writing. Pre-writing is any activity that supports and stimulates students’ thoughts for getting started to think about their writing topic.21 Sometimes students face the problem that they are hard to generate their ideas, but how to deal with this problem is facilitate the students with small-group tasks, debates, discussion or brainstorming.22
2) Drafting (Writing) After planning what the writers are going to write, the next step is drafting. Smallet et al said, “Drafting is the actual writing of the paragraph or essay. “23 At this stage, students should ignore the grammatical rules and stay focus on the fluency of writing as it has been planned.24
3) Revising (Re-Drafting) Revising is an activity of writing to improve the whole content and the organization of ideas in order to have a good
20
Jack C. Richard & Willy A. Renandya (ed.), op.cit., p. 316. Ibid. 22 Don Snow, From Language Learner to Language Teacher: An Introduction to Teaching English as a Foreign Language, (USA: Teachers of English to Speakers of Other Languages, 2007), p. 160. 23 Regina L. Smalley et al, Refining Composition Skills: Academic Writing and Grammar, (New York: Heinle Cengage Learning, 2012), p. 8. 24 Jack C. Richard, Willy A. Renandya (ed.), op.cit., p. 317. 21
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structure and easy to understand.25 In other words, revising can be an evaluation of the students writing after they planned and drafted to avoid words errors or ambiguity.26 Revising can be done by peer-assessment with classmates. Anthony Seow (cited from Richards and Renandya) gave example of Peer Responding Checklist table. Table 2.1 Peer Responding Checklist27 When responding to your peer’s draft, ask yourself these questions: What is the greatest strength of this composition? What is the greatest weakness? What is the central idea of this composition? Which are the ideas which need more elaboration? Where should more details and examples be added? Why? What are some of the questions that the writer has not answered? At which point does this composition fail to hold the reader’s interest? Where is the organization confusing? Where is the writing unclear or vague? (Adopted from Jack C. Richards & Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, 2000)
4) Editing Editing is the final stage of writing. At this stage, the teacher will examine the students writing if their writings are settled and prepared as the final drafts which are to be collected.28 Teacher can enhance students’ editing process by giving them this list of questions: 25
Is there anything that I don’t understand? Is there anyplace where I want to know more? Is there anyplace where I wanted on example? Is there anything that seems out of place? Is that anything that seems unnecessary? 29
Ibid. Regina L. Smalley et al, loc. cit. 27 Jack C. Richard, Willy A. Renandya (ed.), op.cit., p. 318. 28 Ibid., p. 319. 29 Don Snow, op.cit., pp. 161 – 162. 26
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4. Project – Based Learning (PBL) a. Definition of PBL Project-Based Learning (PBL) is known as an active methods since twentieth century pioneered by John Dewey.30 Similar to Bell, “PBL is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century.”31 Furthermore, Thomas mentioned: “PBL is a model that organizes learning around projects. It is based on challenging questions or problems, that involves students in design, problem-solving, decision making, or investigative activities; gives students the opportunity to work relatively autonomously over extended periods of time…”32 PBL involves students completing authentic project by working in small and collaborative groups, student-centered where they can investigate questions that raise their curiosities while still achieving academic goals.33 Students develop a question and are guided through research or project under the teacher’s supervision.34 It can be inferred that PBL is not only do the project collaboratively, but also foster natural curiosity of real issues that enable students to rely on strategies to resolve complex problems. Blumenfeld et al stated, “project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage
30
Ilknur Guven, Mehtap Yurdatapan & Fatma Sahin, The Effect of Project-Based Learning Educational Applications on the Scientific Literacy of 2nd Grade Elementary School Pupils, International Journal of Education and Research, Vol. 2 No. 1, January 2014, p. 1. 31 Stephanie Bell, Project-Based Learning for the 21st Century: Skills for the Future, The Clearing House, Vol. 83 No. 2, 2010, p. 39. 32 John W. Thomas, op. cit., p. 1 33 Pamela J. Beres, “Project-Based Learning and its Effect on Motivation In the Adolescent Mathematics Classroom”, Education and Human Development Master’s Thesis State University of New York, New York, 2011, p. 3. (http://www.brockport.edu/ehd/) retrieved on July 2, 2014 at 17:54. 34 Stephanie Bell, loc. cit.
14
students in investigation of authentic problems.”35 In addition, in PBL students will have learning experiences that result in in-depth understanding of important ideas in the content.36 Duffy & Cunningham (cited by Tamim & Grant, 2013) stated: “PBL is an instructional model that is based in the constructivist approach to learning, which entails the construction of knowledge with multiple perspectives, within a social activity, and allows for self-awareness of learning and knowing while being context dependent.”37 Krajcik and Blumenfeld supported that PBL was based on constructivist finding that students gain a deeper understanding of material and it engages students in real and meaningful problem.38 By using PBL method in class, it teaches students in constructing their ideas in problem solving which means that they are learning contextual materials.
b. Advantages and Disadvantages of PBL There are many advantages of PBL. Gultekin found that PBL gave enjoyable learning atmosphere and improved the research skills of science students.39 Panasan & Nuangchalerm claimed that PBL was efficient and effective in students’ process skills and critical thinking.40
35
Phylis C. Blumenfeld et al, Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning, Educational Psychologist, Vol. 26 No. 3&4, 1991, p. 369. 36 Joel I. Klein, et al, Project-Based Learning Inspiring Middle School Students to Engage in Deep and Active Learning, (New York: New York City Department of Education, 2009), p. 8. 37 Suha R. Tamim & Michael M. Grant, Definitions and Uses: Case Study of Teachers Implementing Project-based Learning, Interdiciplinary Journal of Problem-based Learning, Vol. 7 No. 2, Fall 2013, p. 73. 38 Joseph S. Krajcik and Phyllis C. Blumenfeld, Project-Based Learning, (Cambridge Books Online, 2013), p. 318. (http://dx.doi.org/10.1017/CBO9780511816833.020) retrieved on July 7, 2014 at 14:37 39 Mehmet Gultekin, “The Effect of Project Based Learning on Learning Outcomes in the 5th Grade Social Studies Course in Primary Education”, Educational Sciences: Theory & Practice, Vol. 5 No. 2, November 2005, p. 552. 40 Mookdaporn Pansan & Prasart Nuangchalerm, Learning Outcomes of Project-Based Learning and Inquiry-Based Learning Activities, Journal of Social Science, Vol. 6 No. 2, 2010, p. 253.
15
In addition, PBL raised elementary students’ IOWA Test of Basic Skills scores from “well below average” to “well above the district average”.41 Thomas also noted that PBL increased students’ critical thinking, problem-solving skills and impacted lifelong learning positively.42 Noe & Neo (cited by Tamim & Grant, 2013) added, besides
critical
thinking,
PBL
can
foster
presentation
and
communication skills because they work effectively on a team.43 There is a list of advantages in implementing PBL based on Indonesia curriculum, they are:
It improves students learning motivation, encourages the students to perform essential job and encourages their self-esteem. It increases problem-solving skill. It creates active learning class. It fosters collaborative learning. It stimulates students to learn, to develop and to practice the communicative skills. It gives students team management experiences. It drives students in learning authenticity. It makes fun learning.44 (Translated from Kementrian Pendidikan dan Kebudayaan) Nevertheless, Project-based learning is not affective when the
classroom management and the implementation are not well-prepared.45 There are many disadvantages of PBL as follows:
41
It has high time spent in solving the problem. It costs much in making the project. Some teachers stay in comfort zone where traditional approach is believed as the best in the classroom. It needs plenty of instruments provided. The low-skilled students in doing research and collecting data will be neglected.
John W. Thomas, op.cit., p. 9 Ibid. pp. 3 – 4. 43 Suha R. Tamim & Michael M. Grant, loc. cit. 44 Kementerian Pendidikan dan Kebudayaan, op. cit., p. 32. 45 Mark Richards, Disadvantages of Project-Based Learning, (http://www.horton.ednet.ns.ca/staff/richards/MEd/DisseminationPlan/Disadvantages.html) retrieved on July 12, 2014 at 3:38 pm 42
16
The possibility of unmotivated students on the participation is considered. When various topics addressed to different groups of students, students’ understanding of each topic entirely is concerned. 46 (Translated from Kementrian Pendidikan dan Kebudayaan)
5. Pop – Up Book Pop-up book was not known who was the first inventor, but one of the earliest examples was produced in the 13th century by Catalan mystic and poet Ramon Lull of Majorca.47 The first name of Pop-up book was “metamorphoses” books and be changed to be “pop-up books” in 1929 by British book publisher, S. Louis Giraud.48 Pop-up books or also known as movable books are kind of lift-the-flap book, as Dean & Son claimed, “pop-up book is a book which characters can be made to move and act in accordance with the incidents described in each story.”49 Pop-up book is unusual book because it is made by craftsmen or even paper engineers who used cut-out scenes aligned one behind the other to give 3D effects as a movable book and each layer was fixed to the next by a piece of ribbon that emerged behind the uppermost portion, and when this was pulled, the whole scene sprang up into perspective.50 As define by the Web pages of the University of Virginia’s Web site for its Brenda Forman Collection exhibit, the term “pop-up books” includes formats of “mechanical, movable books, [that] unfold and rise from the page to our surprise and delight. Through the use of rivets flaps, tabs, folds and cut paper, these books perform before our eyes.”51 46
Kementerian Pendidikan dan Kebudayaan, op. cit., p. 33. Ann Montanaro, A Concise History of Pop-up and Movable Books, 2009, (http://www.libraries.rutgers.edu/rul/libs/scua/montanar/p-intro.htm) retrieved June 15, 2014 at 17:31. 48 Ibid. 49 Ibid. 50 Ibid. 51 University of Virginia, Pop Goes the Page:Movable and Mechanical Books From the Brenda Forman Collections Library, (2000) (http://www2.lib.virginia.edu/exhibits/popup/theme.html) retrieved on July 10, 2014 at 5:08 pm 47
17
From those statements above, as a three-dimension book, movable books or pop-up books are unique because they give illustrations that could be viewed from all sides. Pop-up book can be considered as a “living model”.52 According to Shannon & Samuels, pop-up books provide some unique features. First, they are popular with children. Second, pop-up books are engaging, and they hold children’s attention. Moreover, these books present interesting cognitive challenges for students. They also provide useful tools with which children can develop and practice their literacy and begin to understand its nature – the production of meaning.53 Regarding to its uniqueness, pop-up books are trusted to engage students in understanding their literacy interestingly.
B.
Previous Study There are three previous researches in implementing PBL. First, Ocak and
Uluyol investigated the impact of PBL on the students’ intrinsic motivation in Computer Hardware students of Gazi University. The writers used a case study design for their research and based on the results, Ocak and Uluyol found that PBL positively affected engagement and interest in class. Students felt positive pressure to complete their assignments and PBL increased communication between group members.54 Second, quasi-experimental study conducted to the pre-service teachers of science education in Uludag University by Ozer and Ozkan. They observed whether or not the pre-service teachers’ learning the biology topics through PBL was effective on their scientific process skills; estimating, hypothesizing and examining, measuring, test designing, numeral and spatial correlating, data recording and interpreting, and if it was, on which of them it was effective. As the
52
Ann Montanaro, loc. cit. Patrick Shannon & Barbara G. Samuels, loc. cit. 54 Ocak & Uluyol, op. cit, p. 1166. 53
18
result, the pre-service teachers were positively affected by the PBL Method while learning biology topics in developing their process skills. However, there were some skills which not showed its improvement on the test group. It is indicated caused by their lack of pre-knowledge of biology, whereas, the knowledge of biology affects the scientific process skills acquisition directly.55 The last is Gultekin’s research. It aimed to investigate the effects of projectbased learning on learning outcomes of students in fifth-grade Social Studies in primary education and to know students’ opinion regarding PBL approach in Turkey. As Gultekin observed with semi-structured interview and experimented by using students’ achievement test, the result is positive that PBL effected to students’ academic outcomes. Research findings claimed that PBL improves students’ skills, makes learning enjoyable, meaningful, and leads them to be more cooperative also develops a variety of abilities.56
55
Dilek Zeren Ozer & Muhlis Ozkan, “The Effect of Project Based Learning Method on Science Process Skills of Prospective Teachers of Science Education in Biology Lessons”, Internastional Online Journal of Educational Science, Vol. 5 No.3, 2013, pp. 635 – 645. 56 Mehmet Gultekin, op.cit, pp. 548 – 556.
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study This study took place at the second grade junior high school students in SMP 48 Kebayoran Lama, Jakarta. This research started on August 29th, until September 17th, 2014. The action in cycle 1 was conducted in three meetings started from August 29th, 2014. Meanwhile, the action in cycle 2 was conducted on September 12th, 2014.
B. Research Method The method used in this research was Class Action Research (CAR). CAR was a type of classroom research carried out by the teacher in order to improve their competence about what future practice should be.1 Burns believed that CAR was a way for teachers to improve their teaching skills and for students to increase their understanding in order to bring better changes or improvements in practice at the class.2 Similar to Curry, ―One principle of action research is that the end goal of any investigation of one’s teaching is change—which may lead to future investigations about the effects of such change.‖3 In addition, Kember assumed: ―… action research deals with social practice. Education is social practice… In most cases it involves the direct interaction of teachers and groups of students… Action research is portrayed as a cyclical or spiral process involving steps of planning, acting,
1
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 1998), pp. 4 – 12. 2 Anne Burns, Doing Action Research in English Language Teaching: A Guide for Practitioners, (New York: Routledge, 2010), pp. 1 – 2. 3 Marry Jane Curry, ―Action Research for Preparing Reflective Language Teachers", TESOL. Inc, 2007, (https://lib.atmajaya.ac.id/)
19
20
observing and reflecting. It is normal for a project to go through two or more cycles in an iterative process.‖4 These four phases (planning, acting, observing and reflecting) must be done to obtain the result of this research. Furthermore, the researcher used descriptive analysis
C. Research Design The CAR procedure used in this research was Stephen Kemmis & Robin McTaggart’s design which consisted of four phases within one cycle, those were planning, acting, observing, and then reflecting in a spiral system which are interrilated.5 After finishing the first cycle, it would probably be found some new problems or the previous unfinished problems, yet. Therefore it was necessary to continue to the second cycle which had the same concept as it was done in the first cycle. ACTION PLAN
Reflection
Cycle I Observation
Action
ACTION PLAN
Reflection
Cycle II Observation
Action
(Adapted from Syamsuddin AR & Vismaia S. Damaianti, 2009)
Figure 3.1 Stephen Kemmis & Robin McTaggart Reseacrh Design 4
David Kember, Action Learning and Action Research, (New York: Routledge, 2000), pp.
24 – 25. 5
Syamsuddin AR & Vismaia S. Damaianti, Metode Penelitian Pendidikan Bahasa, (Bandung: PT Remaja Rosdakarya, 2009), p. 203.
21
D. Subject or Participants of the Study The subject of this research was second year SMPN 48 Jakarta Selatan students, academic year 2014/2015. The number of the students consisted of 36 (thirty six). There were17 female students and 19 male students. This class is chosen based on observation and interview with the English teacher.
E. The Writer’s Role on the Study In this CAR, the researcher acted as a planner, a students’ writing assessor, an observer and an English teacher. The researcher made lesson plans, prepared teaching tools, observed, collected the data and reported the result.
F. Class Action Research (CAR) Procedures Action research tries to take an action and positive effect for the educational change in the specific school environment that was studied.6 In conducting this research, the researcher collaborated with the English teacher at SMPN 48 Jakarta. By following the Kemmis & Taggart design, the researcher started from planning phase until reflecting phase.
1. Planning Phase Planning phase is made based on the diagnosed problem as the result interview with English teacher. Then the researcher prepares all things concerning the implementation of CAR. The preparation consists of preparing the instruments such as observational sheet, writing exercises, the model of Pop-Up Book and scoring form.
2. Acting Phase After accomplishing the planning phase, the researcher and the teacher are collaborating to overcome the problems. During this period, the procedures selected for collecting data were developed and put into 6
Ibid, p. 192
22
actions. The teacher become as an observer while teaching and learning is held by the researcher teaches in the class.
3. Observing Phase This phase is done at the same time with the acting phase. As an observer, the teacher observed the implementation of CAR in order to gather relevant data. The researcher who assisted the teacher observed the teaching-learning activities, students’ behavior or their responses and students’ ability in group working. In this phase, the researcher used diary and video recording in order to have a deep issues observation.
4. Reflecting Phase In reflecting phase, the researcher used the journal and video recording during acting and observing phase. It reviewed the implemented actions. If the problem unfinished in the cycle 1 or still might have found some problems, so the writer should plan again a cycle 2 with the same concept as the first one.
G. Instrument of the Study The writer used several instruments:
1. Class Observation The observation was conducted during the teaching and learning activities on students’ general behavior and classroom situation prior to the research. It supposed to give clearer view concerning students’ learning behavior, classroom interaction, and students’ performances.
2. Questionnaire The questionnaires were distributed at the end of the study to 8-8 class students in SMPN 48 Jakarta to find out their perception and their
23
achievement in implementing PBL using Pop-Up Book for their writing activities.
3. Document Analysis This was the product of students’ writing at the first and the second cycle. It was a group work recount writing project.
4. Tests The tests were used to get the result in every post test in each cycle. By testing students’ individual writing ability, the improvement of students’ score could be analyzed. They should write a recount text with the different theme between cycle one and cycle two.
5. Recorded Situation There were some video recordings and photographs taken during the research.
H. Technique of Data Collection In collecting the data, this research used qualitative and quantitative data. Qualitative data is derived from teacher interview, observation within the physical activity in the classroom and questionnaire to know the students’ perception. Additionally, the result from the test would be the quantitative data.
1. Questionnaire Questionnaires carried out only once. It was after CAR. The questionnaires distributed at the end of the study to the second grade students of SMPN 48 Jakarta. The writer used opened-ended answer of questionnaires. The aim of using questionnaires was to know the students’ perception about writing recount text through PBL and students’ achievement of implementing PBL using Pop-Up Book. The
24
questionnaire covered of two categories; the students’ response (advantages and disadvantages) toward teaching-learning process using PBL and the result of the students’ writing activity.
2. Observation Observation is the technique in collecting data about the process of English teaching-learning in the physical classroom. It was conducted during the implementation of PBL as an approach in writing recount text. In this case, the observers were the English teacher and the writer herself. The teacher observed the class situation while writing activity and the students’ general behavior toward learning process. Besides field notes which were taken from both English teacher and the writer, recording videos helped to make the observation clearer.
3. Document Analysis There were two parts of document analysis; the first cycle document and the second cycle document. Document analysis was conducted on both cycles. The first was occurred in cycle 1 and continually conducted in the cycle two. The documents were the product of the student group work in Pop-Up Book project regarding to know the students’ ability in writing recount.
4. Test This research uses pre-action test and post-test for collecting the data. The pre-action test was conducted before the implementation of using Pop-Up Book. The aim of pre-action test was to know the students’ writing
skill.
Meanwhile,
post-test
was
conducted
after
the
implementation of Pop-Up Book in each cycle. Because of this research consisted of two cycles, hence the post-test had already delivered in the final of both cycles.
25
I. Technique of Data Analysis In analyzing the data related to the students’ writing ability, the researcher used analytical scoring rubric adopted from Weigle7. There were five components presented in the analytical scoring rubric for writing, i.e., content, organization, vocabulary, language and mechanic component. The following table was the analytical scoring rubric used by the researcher to analyze the students’ paragraph writing. (See appendix 1) To get mean of students’ writing score within one cycle, it used the formula:8
Explanation: Mx
: mean
x
: individual score
n
: number of students
In order to know the class percentage whether it passes the KKM 73, this formula is used:9
Explanation:
7
P
: the class percentage
F
: total percentage score
N
: number of students
Sara Cushing, Ibid, p. 116. Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2008), p. 81 9 Ibid, p. 43 8
26
The last step is analyzing students score whether there is improvement or no by counting pre test and post test score on both cycle 1 and cycle 2. It is analyzed after students’ mean scores per action are gained. The formula is:
Explanation: P
: percentage of students’ improvement
y
: pre-test score result
y1
: post-test score 1 result
Explanation: P
: percentage of students’ improvement
y
: pre-test score result
y2
: post-test score 2 result
Meanwhile, in analyzing data to get the percentage of questionnaire result, this formula is used:
Explanation: n
: number of students who answered the option
N
: number of all students in the class
After getting the students’ writing score individually, the researcher used the formula taken from Anas Sudijono’s book to get the mean of students’ writing score and to get the class percentage which passed the KKM (73). At the end, after all steps of analyzing the data was done, the researcher made tables and diagrams of students’ score.
27
In analyzing numerical data, the writer finds out the average of students’ writing score per action within one cycle. It uses the formula:10
Explanation: : mean x
: individual score
n
: number of students
In order to know the class percentage whether it passes the KKM or not, this formula is used:11
Explanation: P
: the class percentage
F
: total percentage score
N
: number of students
The last step is analyzing students score whether there is improvement or no by counting pre test and post test score on both cycle 1 and cycle 2. It is analyzed after students’ mean scores per action are gained. The formula is:
Explanation:
10
P
: percentage of students’ improvement
y
: pre-test score result
y1
: post-test score 1 result
Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2008), p. 81 11 Ibid, p. 43
28
Explanation: P
: percentage of students’ improvement
y
: pre-test score result
y2
: post-test score 2 result
Meanwhile, in analyzing data to get the percentage of questionnaire result, this formula is used:
Explanation: n
: number of students who answered the option
N
: number of all students in the class
Besides students’ writing ability, the researcher analyzed their response from questionnaire and observation by using Miles and Huberman qualitative data analysis through three activities, namely; (1) Data reduction is the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcriptions; (2) Data display is an organized, compressed assembly of information that permits conclusion drawing and action; (3) Conclusion drawing and verification are the last activity in concluding the data analysis. ―Final‖ conclusions may not appear until data collection is over, depending on the size of the corpus ofild notes; the coding, stotage, and retrieval methods used.12
12
Matthew B. Miles & A. Michael Hubeman, An Expanded Sourcebook; Qualitative Data Analysis, (USA: Sage Publications, Inc., 1994), pp. 10 – 11.
CHAPTER IV FINDINGS AND DISCUSSION
A. Research Findings 1. Data Description In this research, the data from the process of research implementation were described. They were acquired from the beginning to the end of the cycle. Those were Planning, Acting, Observing and Reflecting. a. The result of Pre-Test The pre-test had done before the CAR. It was done conducted on August 27th, 2014. The pre-test used to measure the students‟ writing recount text skill before implementing the CAR. Table 4.1 The Students’ Score in Pre-Action Test
Students’
Pre-Action
Number
Test
1
67
2
56
3
68
4
63
5
46
6
73*
7
78*
29
30
8
68
9
77*
10
-
11
64
12
68
13
64
14
45
15
76*
16
46
17
68
18
55
19
-
20
71
21
69
22
58
23
40
24
58
25
58
26
62
27
59
31
28
50
29
53
30
69
31
64
32
69
33
68
34
72
35
68
36
68 2138
Mean
62.88
Note *) = Students who passed the KKM 73 (Seventy Three)
Firstly, the researcher calculated the mean score such as below:
Next, to know the students‟ passed the KKM percentage class, the following formula was used:
32
Based on the result of pre-test, the data showed that the mean pretest score was 62.88. There were only four students or 11% of them who derived the score above the criterion of minimum completeness (KKM). Meanwhile, the other 32 students were below that criterion. The lowest achievement gained score was 40. After analyzing the pre-test result, it could be said that most of secondary grade students in SMPN 48 Jakarta had difficulty in writing skill. It was clearly showed from the pre-test mean score that there were 32 students did not pass the KKM. Thus, it needed to find out the solutions to overcome this problem. The researcher used Pop-Up Book in teaching writing as an innovation in teaching learning process and using class action research design consisted of two cycles.
b. Cycle One a) Planning Phase In Class Action Research, the first phase is planning. Planning was made base on the diagnosed problem from the result of interview and pre-test result. The making of lesson plans and instrument preparation were included in this phase. Lesson plans were constructed based on the current curriculum; it began with the instructional objectives, instructional materials, teaching-learning procedure, and assessment. It used Project-Based Learning method and included students‟ activities on each action.
33
The instruments such as model of Pop-Up Book, writing assessment rubric, observational sheet, writing test questions and the model of recount text were prepared in planning phase.
b) Acting Phase
Acting phase was the implementation of the lesson plan prepared in the previous phase. In this phase there were three meetings held. The researcher and the teacher work collaboratively. The researcher taught the students in the class, besides the teacher played a role as an observer who observed everything involved in teaching and learning activities. There were three activity steps: firstly, preliminary activities. It was when the students and teacher came to the class followed with the routine greeting and after that the teacher refreshed students‟ memory about recount text, such as generic structure and grammar. The second were main activities. In this part, the students were asked to complete a list of verbs and to make five sentences in past form based on the verbs given with the „holiday‟ theme. They were also shown the example of recount text and its generic structure (orientation, events and re-orientation). After that, they exchanged their work in order to know the mistakes and revised their peers‟ writing. Afterwards, the researcher grouped them into twelve groups and they gathered to make the project‟s draft. During discussion in the group, they were given the examples of Pop-Up Book from the teacher. After all drafts settled, they worked with their own groups and started to complete their writing and to construct their Project. During the project making, the writer gave work sheet to strengthen their understanding of recount text which had done collaboratively. The last was, cover activities, in which the researcher made conclusions about learning materials and gave the students opportunity to ask about their unclear understandings. At the end of
34
this cycle, the students did the post-test cycle one by continuing the holiday theme recount text paragraph.
c) Observing Phase During the implementation of teaching and learning process to improve students‟ writing ability by using PBL, the researcher and the teacher did the observation. The situations in the class were also recorded. At the beginning, students felt anxious. To overcome the problem, the researcher gave a verb listing game and the students were so exciting to play. Unfortunately, they seemed not really comprehend the material but they tried to answer every questions correctly by raising their hands. Gradually, every time they were asked to answer the questions, they had self-confident to raise their hands and answer it almost correct. They usually raised their hands along with other friends. In groups, they could work cooperatively because they chose their own group member. They liked to share their ideas about holiday experiences. During the draft making, everybody sat with their group and when the researcher showed the examples or the model of Pop-Up Book, most of the students‟ motivation arose. They showed their amazement. Along the demo of Pop-Up Book making, the students focused to the researcher‟s instructions and followed the step seriously. Finally, when they started to construct the Pop-Up Book with their group, they tried to have an excellent story and beautiful Pop-Up Book. Moreover, when the project making day came, the students were excitedly bringing the stuffs and the materials to do the project. They looked very enjoy doing the project. Someone said, “Miss, aku dong lemnya buat sendiri lho…” However, some were not fluent in expressing their idea yet. There was students‟ anxiety while making
35
the project because they always asked the teacher or researcher concerning their drawing quality, the writing content or organization, grammar and so on. Moreover, they were still showing their doubtful expressions like “Gambar apa ya, Miss?”, “Saya ke Paris atau ke Monas ya, Miss?” As the result, the bell rang when they had not finished their project. In order to increase their motivation, it was necessary to have a well-prepared plan for the next cycle.
d) Reflecting Phase It was significant to find out students‟ knowledge of the basic elements to write recount text. Even though they answered almost correct about mentioning the generic structures of recount text (orientation, events and re-orientation) and the use of past tense, but their writings were still simple in the case of other indicators (content, organization, vocabulary, language and mechanics). The indicator was adopted to be research writing assessment from Sara Cushing. It could be seen by the product of their Pop-Up Book project. (For more details, see appendices 4 and 5)
Document analysis one 1) The first Pop-Up Book project of group one had good content which told about their holiday going to Tiongkok. Unfortunately, the organization was loosely and unclear but main ideas stand out. It could be seen from the story written “… Much later we finished in Tiongkok. We saw beautiful park and we ate in ressaudt. In Tiongkok we worked and shopping. Tomorrow we went to zoo. After noon we‟re come back and finished in Indonesia…” Those sentences would make the reader confuse because of its unwell-organized. Moreover, the vocabulary choice was so poor. They wrote “finished
in
Tiongkok”
→
“landed
in
Tiongkok”,
“Tomorrow we went to the zoo…” which should be written
36
“The next day, we went to the zoo…” There were also so many grammatical errors. They still did not put the proper tense in writing recount text, for example “we‟re come back” → “we came back”. Mechanically, they had frequent errors of spelling like “ressaudt” which meant “restaurant”, “feeling” became “filling” and the incomplete punctuations in adding comas after adverbial times or places, for example “In Tiongkok we worked and shopping.” there was no coma after Tiongkok.
2) In the first cycle, the group two got very good content and organization writing. There were only few errors on vocabulary and grammar, for example “we eat” → “we ate”. The language use had already effective but there were same conjunctions, “and then”, used. It presumed the reader a plain text.
3) Group three achieved the highest score for each project in cycle one and cycle two. In cycle one, their writing was very knowledgeable and understandable in content aspect. They organized it very well and logical sequence. The word choices, word forms and any matters on vocabulary were excellent. Otherwise, there were still verb agreement and minor grammatical problems. They wrote “There very cheerful”, however it should be written “there was very cheerful”, “I am very happy” → “I was very happy”, “sit” → “sat”. Mechanically, there was no error of spelling, punctuation, and even capitalization.
4) The first project of group four was so stunning because of their unusual writing content, about holiday in Palestine, was
37
very good in keeping that story in line to the topic. In addition, it was very fluent in expressing the ideas, very clearly stated and well-organized. Meanwhile, there was an awkward and illogical statement which would make misinterpretation to the reader when they wrote the closing of the story “We went to Indonesia with car up in the direction Egypt and Egypt directly to the International airport for with the plane heading to Indonesia.” That sentence had bad vocabulary choice and confused meaning. They probably meant, “We went to Indonesia by plane but to reach the international airport in Egypt, we had to drive a car.” In language aspect, there was a few problem in tense for example, “we directly help” → “helped”. There were also some deletions just like “… to spend the schools for three days…” → “… to spend the school (holiday) for three days…”, “suddenly ‘duaarr’ explosion sound” → “suddenly (I heard) ‘duaarr’ explosion sound” and “After a day of victims…” → “After a day of (helping) victims…”. The occasional error in mechanic was the capitalization. It should be written “Gaza” not “gaza”, “International airport” without “i” in capital. 5) The first impression for the fifth group‟s project was too simple. They made first mistake in the preposition of time, “On the morning” → “In the morning”, ”In the trip” → “On the trip”. The content was relevant to the topic but not really good in developing their ideas. They organization of writing was lack of development because it had limited in details. There were a few errors of word choice, but the major of the problems were the word function and tenses, for example, “Arif vomitins. And finally they were stopped before. And
38
because Arif already passable. They also went on the trip.” → “Arif vomited and we stopped for a while. After Arif already passably. They also continued the trip.”
6) Group 6 writing project was very substantive content but the paragraph somewhat choppy because the improper word choice and frequent problems of word ordered. For examples; “… too waited that time” might be meant by “waited for that time”, “… because I with my family together.” → “we could spend our time together.”, and "I went to that place to anniversary the happy new years on two thousands thirdteen.” → “to celebrate 2013 new year”. Mechanically, they did misspelled in word “feling”→”filling.
7) Group seven, both in first project and second project, had very poor cohesive in paragraph organization. In the first project, the content was good but the main ideas were unclear stated. They had illogical sequence because they wrote in paragraph one, “Last month my friend’s and I holiday in Bandung.” but tin paragraph three, there was “… we had picnic to Pelabuhan Ratu…” in which that Pelabuhan Ratu was not in Bandung but Banten. Furthermore, there were so many mistakes. The vocabularies were limited, the word choice like “bus station” was written “terminal bus. It was really purely translation from Bahasa to English. The meaning was also confused. The errors were so dominant in language aspect (word order, prepositions, fragments, agreement and tenses). For example, “before back
to
Jakarta” had no verb after the preposition before, “we saw beach, and sunset a beatiful” was incorrect word order of the
39
adjective. Moreover, the punctuations and the spelling. It should have written “beautiful”.
8) In the first writing project, group 8 developed their writing content and organization quite good. It was clearly stated and
logical
sequenced.
The
word
choices
were
commonsense. The were only a few mistakes in grammar just like “has” → “had”, “think” → “thought”, and in capitalization, they should have written “mount bromo” and “mount batok” with capital “Mount Bromo” and “Mount Batok”.
9) Group nine had similar writing with group seven in any aspects. Their writing was so choppy, the meaning was not obscured because of the poor of writing organization and content, the lack of vocabulary, language and mechanic. It could be seen from this sentence “then bought payd entered the zoo inside me and my friend watched a variety of animals and typed”.
10) The first writing project of group ten had knowledgeable content and relevant to the topic. The organization was cohesive. Unfortunately, they always used the same pronouns “my friend and I” in every paragraph. Their vocabulary was in adequate range. There was minor problems in spelling like “oppenden” → “opened”, and “freind” → “friend”.
11) Group eleven got very good and substantive content. The writing organization was clearly stated and the ideas stood out. There were occasional errors in vocabulary for example
40
“the day was tired day for me” → “the day was tiring day for me”. In language area, although they had so many grammatical errors, the meaning was not confused. For example: “When I got there, I went straight to the hotel to reserved a room...”. There was also misspelled and preposition problems, “I also sweam the beach” → “I also swam in the beach.”
12) The first project of group 12 was poor in the content and non-fluent writing organization. Furthermore, the vocabulary choices had little knowledge of English idioms or word forms, thus the language meaning was confused. For example
“…and
upon
victorious
announcement,
apparently I was chosen to bear away first and draw out lomba to increase national, while is race.”
To make the analyzing clearer, the researcher and the observer gave the points or scores for each group. This table below showed the students group score gained: Table 4.2 Document Analysis Cycle One Score Group
Assessor 1
Assessor 2
Total Score
1
60
75
67.5
2
78
74
76
3
89
95
92
4
84
90
87
5
78
84
81
41
6
75
85
80
7
62
70
66
8
93
96
94.5
9
59
67
63
10
88
92
90
11
84
87
85.5
12
68
73
70.5
Mean
76.5
82.3
79.4
From the data above, group 8 gained the highest score and the lowest score gained by group 9. The total mean score of document analysis cycle one was 79.4. In order to see the improvement of writing students ability, the cycle two was needed to be conducted.
Cycle one post-test result In order to see students‟ individual writing skill, post-test was
conducted. After calculating the pre-test score, the researcher calculated students‟ first post-test score (see appendix 7). To get the mean of post-test one score, this formula was used:
From the calculation above, it showed that the mean score of the first post-test 1 was 79.55 and gained any improvement 26.51%
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(79.55 – 62.88) to know that improvement into percentage, the writer calculated with this formula:
In the first cycle of post-test 1, there were 31 students who passed the KKM. If it was calculated into class percentage, it was gained 86.11% through this formula:
This following chart will show the improvement between pretest score result and post-test cycle one score result:
43
Figure 4.1 Pre-Test and Post-Test 1 Mean Score Result From the data above, it could be seen that there was students‟ improvement between pre-test and post-test one with the percentage 26.51%. The improvement was quite significant. In order to see the consistence of students‟ writing improvement, cycle two was needed to be conducted. Next assignment was arranged to be more challenging by integrating reading skill with writing skill. The group formation was going to keep the same to know the product quality of their writing recount text by PBL.
c. Cycle Two a) Planning Phase Based on the previous simple assignment which only changed the verb present form into past participle and made the sentences, the researcher prepared for a change. This time, the activity would integrate reading skill and writing skill with different theme. If on
44
the first cycle the students wrote holiday recount text, on the second cycle they had to write about unforgettable experience recount text. The researcher prepared a recount text by the title Fell Off. The consideration of choosing this text is because it told someone‟s embarrassment and his unforgettable experience when he fell off the floor dance. It was adopted from Erlangga book. The assignments for the students were they had to read the text and answer some questions based on the text. After that, they should make their own writings with the similar theme in their own group to gain the document analysis result.
b) Acting Phase
The acting phase for the second cycle was done in two meetings. The class began with the same routine. The assignments were reading the text and answering the questions individually. The reading text was in a new theme, “unforgettable experience”. In addition, they should identify the generic structure (orientation, events and re-orientation) of its text. After finishing the assignments, they came to their own group (cycle one group) to make new theme writing draft in the group. The second project writing theme followed the previous assignment, “unforgettable experience”. The Pop-Up Book project should be also made in class as same as the first cycle. The students also had to complete and collect the Pop-Up Book in time at that day.
c) Observing Phase In this cycle, students‟ motivation and enthusiasm increased. It could be seen from the number of raising hands students when the researcher asked them to answer the questions. Furthermore, every time they tried answering the question, they mostly had correct answers. However, if they raised their hands but did not be pointed
45
to come to the front, they always complained by saying, “Saya! Saya! Ah… Miss…”, “Saya dari tadi ngangkat tangan duluan juga…” Frequently, they answered the questions by pointing their fingers to the keyword on the whiteboard or they said it together with others, thus, it caused a noisy class. However, their responsibility arose when there was a student who said, “Heh! Heh!! Ssssttt! Hargain Miss nya!” or yelled, “WOOOYY! UDAAAAAH!!!” The project making in this cycle was very well. They did very serious and fun. They could share their ideas, jokes and laughs. Although so many joking in this last project, but they completed it faster than the first project. Their ability in teamwork was improved, too. They bought two big sheets of cardboard paper by all group members‟ money collected in the class. The reason was to decrease the cost.
d) Reflecting Phase The changing of activity gave the students sense of curiosity. After several times doing various activities in the same group, they learned to accustom and to adjust with different types of friends and work cohesively. Their writing products were also improving according to the result of document analysis two of this cycle.
Document analysis two 1) In cycle two, group one had an improvement in the writing content. The word order and grammatical error were still many, one of them was “I so busy because he is have a girl friend’s” → “I was so busy… he had a girlfriend”. There was a misspelled word in “hansam” → “handsome” but the idea was quite good because it was added by the characters told.
46
2) In the second project, the content and the organization of group 2 writing were developed. The idea of the story was clearer and very fluent. The vocabulary use was good because the diction was well. Otherwise, in word agreement there was still mistaken, “I and my family went to…” it should have written “my family and I …”
3) Group three significantly increased in the second writing project. They had perfect content, excellent organization, good in vocabulary and language aspects and no grammatical errors. Group three gained excellent score from both assessors.
4) Group four constantly kept their unique writing. Their writing was different among others and fluent. Each paragraph was well-organized because they provided various conjunctions such as “first”, “then”, and “after that”. The vocabulary was improving and still effective compared to the first project. However, their problem was in grammatical rules. They wrote “we realize” → “we realized”, “we will join CFD” → “we would join CFD”.
5) The content of group five project was level off good and the organization was improved. They wrote clearly in every paragraph. However, the same mistakes they did were tenses, word agreement and pronouns. For example, “Before went to Safari Park, packed to things.” → “Before they went to Safari Park, they packed their things”. They also made a misspelled word, like “felt” → “fell”, “his self” → “himself”.
47
6) In the second project, group six got slightly improved in both content and the organization. They wrote the paragraph smoothly with proper connectors, but in the last paragraph, they used “finally” connectors before the story ended. Many vocabulary mistakes in this last project, such as the word form of ordinal number “8th birthday” became “8 birthday”, pronouns “himself”→ “his self”, articles and word function “many presents” → “much presents”.
7) There was no significant improvement from content aspect to mechanic. There were still many obscured sentences because of the wrong vocabulary choices like “I substitute shirt” → “I changed shirt”, word form “we exhaustion” → “we were exhausted”, agreement, tenses, fragmentation, “I having lunch with my family. Continue we back play games.”
8) In the last project, group eight developed their writing organization and content better. The word choices were getting various and the tenses was mostly correct. There were no errors in spelling and punctuation. It seemed that they mastered their story and topic.
9) Group nine was getting better in content and organization of writing. Although it was not fluent but the ideas stood out. The vocabulary was still limited in range. In addition, there were frequent errors of word choice and usage. For example, “we saw-saw the books arranged neatly.” It still had frequent errors of agreement, tenses, word order, pronouns and fragment. For example, “… but we tried to
48
take her (book) and suddenly nudged book that is in addition to our.”
10) Comparing the first project with the second project, group ten had the same beginning in both project. They started with “Last weekend, my friend and I went to…” They constantly keep their writing knowledgably and easy to read. In the pronouns area, they already had improved with adding various kinds of words like “we”, “us”, and “our”. Otherwise, there was a minor mistake in vocabulary choice, “I opened my computer…” should have written “I turn my computer on…”
11) The second project of group eleven was improving in the content aspect. The story was more cohesive and coherent. They organized the ideas fluently and well-ordered. The problem which occurred in this project was in language aspect. They made several errors of tenses, “I can went together with my family”, “there are crazy people”. In addition, they always did misspelled “clothes story” → “clothes store”, and “and than” → “and then”.
12) Group twelve had very good organization but the content was incomplete. The reader would presume that the writer hang the story because at the end of the story, the writer spent the holiday in Bali for taking a nap only (no other activities). The only problem was tenses. For example “I wait 30 minutes” → “I waited 30 minutes”, “After I’m arrived” → “After I arrived” and “I take a nap.” → “I took a nap.”
49
Table 4.3 Document Analysis Cycle One and Cycle Two Group
Assessor 1
Assessor 2
Total Score (1)
Assessor 1
Assessor 2
Total Score (2)
1 2 3 4 5 6 7 8 9 10 11 12
60 78 89 84 78 75 62 93 59 88 84 68 76.5
75 74 95 90 84 85 70 96 67 92 87 73 82.3
67.5 76 92 87 81 80 66 94.5 63 90 85.5 70.5 79.4
68 86 100 84 95 93 83 100 81 87 88 83 87.3
78 86 100 95 94 91 53 100 86 89 82 82 86.3
73 86 100 89.5 94.5 92 68 100 83.5 88 85 82.5 86.8
The table showed that cycle one total score was 79.4 and cycle two total score was 86.8. It meant that there was an improvement between cycle one project and cycle two project. Group 8 gained the highest score (97.3) from the final total cycle one and cycle two (mean score). Although it was not significant, but group 8 raised 5.5 point from the first project score to the second project score. The lowest score was gained by group 7 (67). Its improvement score increased from 66 to 68. Overall, all groups raised their score from cycle one project to cycle two project. In conclusion, their writing ability was improved.
Cycle two post-test result After carrying the action into the second cycle, the researcher
conducted post-test 2 (see appendix 8). Afterwards, the researcher utilized the data from post-test 2 by using the same formula as the previous. In the second post-test, the mean of its score was
Group Mean Score 70.3 81 96 88.3 87.8 86.5 67 97.3 73.3 89 85.3 76.5 83.1
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improving. It was 88.05. To get the mean score, the researcher used the formula:
In this cycle, students‟ percentage who passed the KKM was 100% in which all of the students achieved above the criterion score. The percentage could be calculated as follows:
Finally, the calculation improvement percentage from pre-test until post-test 2 was gained from the following formula:
Based on the result of the students‟ writing product, there was better improvement of students‟ mean score from the students‟ writing in the pre-action study to the second cycle. It was drawn by the following chart below:
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Figure 4.2 Pre-test, Post-Test 1 and Post-Test 2 Mean Score Result
There were only four students or 11.76% who got the score above KKM in the pre-test or preliminary study; there was an improvement in post-test 1 that 31 students or 86.11% of them passed the KKM on the first cycle; the students who passed the KKM excellently increase to 100% or all of them on the second cycle.
d. The Result of Questionnaire The researcher distributed the questionnaire to all students of 8-8 class. The purpose was to get students‟ perception about the reflection and students‟ achievement of implementing PBL using Pop-Up Book in learning writing recount text. All the questions were to be answered openly in order to get clearer understanding and more expressed students‟ feelings and perceptions. There were seventeen questions that were divided into 6 categories (see appendices 6 and 7). The description of the questionnaire as follow:
52
a) The feeling toward teaching and learning process of writing Learning English writing for all students actually was exciting lesson because some of them could learn more about English by its writing (question number 2). However, 25 students (64% of them) had difficulty in determining the topic they would write because they were still not understand much about English and 36% students stated that they could deal with the topic for they already accustomed with English (question number 3). It indicated that some students should be given the innovation in teaching their writing skills. Question number 4 and 5 had relation that Pop-Up Book helped students in expressing the idea and developing their topic in writing because all students, 36 of them stated that it provided pictures and needed the students‟ creativity to make. Furthermore, entire of the students claimed that Pop-Up Book helped them to comprehend the material easier by the pictures drawn on the project, thus the students could imagine what they had written. b) Students‟ perception of Pop-Up Book project In the process of making Pop-Up Book project, only ten students (28%) said that it spent long time and 72% of them agreed that it took short time (question number 6). The students who said that Pop-Up Book project spent much time stated that it was because well cooperation in teamwork was needed. Meanwhile, most of them said it did not take too much time, in conclusion that they already shared the job description for each member. Considering the cost of making Pop-Up Book project for almost students (97%) said it was affordable (question number 7) because the materials of Pop-Up Book were easy to find, and the budget could be shared to the other member team. Learning through PopUp Book Project was fun for all students because they could be
53
creative through Pop-Up Book but few (2.8%) of them stated that Pop-Up Book project was complicated to be made (question number 12 & 13). c) Students‟ group working management Not only sharing the job descriptions or budgets of making Pop-Up Book project, but the students could also exchange their knowledge to complete the gap filling was the reason why most of them (88.9%) tended to like working in group. Others (11.1%) stated that group working was very good if the member team could work cooperatively (question number 8). Furthermore, there were 34 students (94.4%) presumed that working in group was easy because every member hold their roles to do their tasks were shared (question number 9). About 83.3% students explained that they worked excellently cohesive in their teamwork because they divided the tasks equally. Otherwise, 16.7% of them said that their team member could not be commanded to be cohesive (question number 10). In addition, 35.1% of the students felt that they did not hold a role on the team, but more than half of them (69.4%) felt that they played a big role because they were believed to perform a specific task by the others (question number 11). d) The effect of Pop-Up Book project on students‟ writing achievement There were 41.6% students who had self-confident with their ability in writing without making the Pop-Up Book project because their English prior knowledge was good (question number 14), but some of them (58.4%) confirmed that before making Pop-Up Book project, their English was not that good. Finally, these students were totally agreed that Pop-Up Book project improved all of their writing recount text skill (question number 15).
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e. The Result of Observation The researcher and the teacher had collaboration in observing the whole activities in the class. It was also recorder. The observation‟s aspects were according to some theories about PBL; problem solving, motivating, collaborative working, enjoyable learning and responsibility (see appendices 9). There were five meetings total in this research. In cycle one, there were three meetings and for the cycle two, there were only two meetings. From five meetings, there were four meetings which the students showed that they could solve the problems. Solving the problems in this case meant that they understood the materials given, answered the question correctly and constructed their ideas to be recount text. In the first meeting, they did not show anything that directed to the problem solving aspect. It was because the material was still new for them and they did not have any idea of that. However, the next four meetings, they could solve every problems well; they understood and comprehend the material by answering the questions correctly, they built their idea up well into a good paragraph of recount. The other benefit of PBL was motivating students to learn. From five meetings, the students always had their motivation in each meeting. It looked from every time the researcher asked them to answer the questions, there must be some students who raised their hands, come to front the class and tried to complete it. Moreover, if they raised their hands but did not chosen to come to the front, they always complained by saying, “Saya! Saya! Ah… Miss…”, “Saya daritadi ngangkat tangan duluan juga…” When the first time they saw Pop-Up Book sample, it clearly shown their admiration expressions. Furthermore, when the PopUp Book making project had begun, there were none of them who forgot to bring the stuffs. Surprisingly, one student said, “Miss, aku dong lemnya buat sendiri lho…” excitingly. In the last meeting, their
55
motivation went up because they finished the last project faster than the previous project. The next was collaborative working. PBL provided students to have good managing teamwork ability. Only one meeting of five, there was no good collaborative working. It occurred in the fourth meeting and caused by the discussing time given was so loosely. Consequently, the students were walking around from one group to another, joking with other group members and the class was so noisy. The rest four meetings, their ability in teamwork were very well. They could manage the job division; the story writer, drawer, and so on by observing their saying “elo bikin yang bagian ketiga, gue yang gambar, elo ngewarnain ya” or “Ret, lo nulis yang sampe Monas ya..” The discussion and sharing ideas worked so earnestly to have a best Pop-Up Book. In the last meeting, their ability in collaborative working was greater by collecting the whole members‟ group money to by larger sheet of cardboard papers to reduce the cost. The fourth aspect observed was about enjoyable learning during the PBL. In both cycle one and cycle two, the students performed their pleasure in learning in every meeting. It could be seen from their behavior when sharing the laughs and excitements in doing the tasks. They were not only exchanged their ideas in group, but also could chatting, talking everything wherever they sat with their friend team. According to the recorder, some of them were good in drawing, thus they felt very happy when their friends asked them to draw. They could color the drawings and decorated the Pop-Up Book as pretty as they could. The last was responsibility. PBL allowed the students learn how to be a responsible person. According to the recorder, the students started to learn the responsibility from the project given. They finished the tasks or the project on time although in the first project they did not, but they had an improvement on the last project. Three of five meetings,
56
students‟ responsibility could be identified by watching their group discussion and how their response to the noisy class was. In group, they said, “elo bikin yang bagian ketiga, gue yang gambar, elo ngewarnain ya” or “Ret, lo nulis yang sampe Monas ya..” It indicated that they had their own responsibility to do the task shared from their friends. In addition, there was a student who said, “Heh! Heh!! Ssssttt! Hargain Miss nya!” when the class under control.
B. Discussion The research revealed that Project-Based Learning (PBL) through PopUp Book succeeded in improving the students‟ recount text writing ability. It was shown by the result of the questionnaire that 100% students stated that Pop-Up Book project improved their writing recount ability because it was understandable activity and trained students to write joyfully. The findings were supported by the document analysis result score that mean score of cycle one to cycle two was improving. As the researcher and the teacher observed, the students showed their excitement in learning recount writing through Pop-Up Book project. It was similar to the Gultekin‟s finding. His research claimed that PBL approach was not only enjoyable but also improved students‟ skills.1 At the same time, the finding that PBL was effective on increasing students‟ literacy was in accordance with the opinion of Yurdatapan, Guven and Sahin.2 Pop-Up Book project also motivated all students. It could be seen from the observation that they showed their willingness to learn and to make the Pop-Up Book project. The questionnaire result was all students said that learning writing through Pop-Up Book project was fun because it allowed students‟ creativity in constructing Pop-Up Book. This finding approved the theory that Pop-Up Book held children‟s attention and it stimulated students‟ 1
Mehmet Gultekin, op.cit, p. 552
2
Ilknur Guven, Mehtap Yurdatapan & Fatma Sahin, op.cit., p. 8.
57
cognitive challenge in the process of making.3 In line with Gultekin‟s findings that PBL made students happy because it gave them learning experiences.4 In addition, 88.9% students liked to work in group or in collaboration. They usually said that group work required coordination and cooperation and it made up for the lack of information. PBL, for 83.3% students, gave responsibility to each group member to finish the project. It reflected to the PBL‟s principle, “students work together in groups and collaborate on project activities.”5 That finding was similar to the Bell‟s statement that from three outcomes from PBL, learning responsibility was included.6 Related to the advantages and disadvantages of PBL, this research contradicted with its advantages. Six disadvantages of PBL were mentioned by the Ministry of Culture and Education7, only one point (there was a possibility for students who do not work in group) which was regarded as the disadvantages for this research. Based on the questionnaire results, 28% students agreed that PBL took times to be completed. The reason was various. Some of them said if there were some of group members did not work supportively and inactively. It proved that the only disadvantage of PBL was approved. However, the cost of PBL making was not that expensive. 97% students claimed that in Pop-Up Book project making, the cost was affordable because they could share the fee and each member had their own job to bring the tools and materials. In addition, the making of Pop-Up Book was not that difficult. 84% students said that Pop-Up Book needed simple tools and materials. They could find in any stationary store.
3
Patrick Shannon & Barbara G. Samuels, loc.cit,.
4
Mehmet Gultekin, op.cit,. p. 553
5
_______, “Project-Based Learning” Worksheet Library, loc.cit
6
Stephanie Bell, op.cit., p. 40
7
Kementerian Pendidikan dan Kebudayaan, op. cit., p. 33.
58
Finally, according to the findings, the implication of this research was PBL through Pop-Up Book gave a positive effect to the students‟ recount writing skill. Their perception towards the use of Pop-Up Book in implementing PBL was excellent. Since the students learned recount writing through Pop-Up Book project, they considered that it was a suitable approach. Pop-Up Book project was not difficult and took short time to construct. It was not only entertaining but also trained the students to manage their group, required discipline, and desired to complete the project perfectly.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion The implementation of Pop-Up Book as a medium on Project-Based Learning in the writing recount text teaching has successfully improved the second year students’ writing ability in recount text at SMPN 48 Jakarta in academic year 2014/2015. The improvement could be seen from the increase of students’ pre-test mean score from 62.88 before implementing the CAR to post-test mean score 79.55 in cycle one until 88.05 in cycle two. In the pre-test, there were four students or 11.76% students who passed the KKM. In cycle one post-test, the number of students passed the KKM increased 86.11% or 31 students. Finally, the improvement went up in cycle two post-test result that all of students or 100% of them gained the score above the KKM. Furthermore, observation data showed that all students participated enthusiastically and interestingly in both cycles along the project making because it enhanced the students’ creativity and created enjoyable teaching and learning process. It was supported by the questionnaire findings that all students agreed of PBL through Pop-Up Book helped the SMPN 48 students in comprehending and writing the recount text ability, hence, PBL through Pop-Up Book could improve student recount writing skill.
B. Suggestion As stated above, the research proved that PBL through Pop-Up Book gave a positive influence on students’ achievement in recount writing. Pop-Up Book project could be used as an alternative way to teach recount 59
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writing because it decreased students’ tension by discussion and sharing ideas between teamwork members. The researcher intends to give some suggestions as follow: 1. English teachers It is suggested that English teachers should consider using PBL and its media, Pop-Up Book, especially in teaching recount text writing. By this media, students will be easier to express their ideas. 2. Future Research The result of this research hopefully can be used as an additional reference with different discussion.
BIBLIOGRAPHY _________. “Introduction to Project Based Learning”. (http://www.bie.org/) Retrieved on June 29, 2014 at 11:14 pm. _________. “Project-Based Learning”. Worksheet Library. (www.worksheetlibrary.com) retrieved on June 24, 2014 at 10:53 pm. Aja Arma Safra, Cut. 2012. “Improving Students’ Ability in Writing Recount Text through Picture”, Skripsi of Syarif Hidayatullah State Islamic University Jakarta. Jakarta. Anderson, Mark & Kathy Anderson. Text Types in English. Australia: MACMILLAN EDUCATION AUSTRALIA. 1988. AR, Syamsuddin & Vismaia S. Damaianti. 2009. Metode Penelitian Pendidikan Bahasa. Bandung: PT Remaja Rosdakarya. Barnet, Sylvan & Marcia Stubbs. Practical Guide to Writing; Fourth Edition. USA: Brown & Company. 1983. Beres, Pamela J. “Project-Based Learning and its Effect on Motivation in the Adolescent Mathematics Classroom”. Education and Human Development Master’s Thesis State University of New York. New York: 2011. (http://www.brockport.edu/ehd/) retrieved on July 2, 2014 at 17:54. Blumenfield, Phylilis C., et al,. Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist. 26, 1991. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd Edition. USA: Longman. Burns, Anne. 2010. Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge. Clouse, Barbara Fine. 2004. The Student Writer: Editor and Critic. New York: McGraw-Hill. Curry, Marry Jane. 2007. “Action Research for Preparing Reflective Language Teachers", TESOL. Inc (https://lib.atmajaya.ac.id/) Cushing, Sara. 2002. Assessing Writing. Cambridge: Cambridge University Press. 61
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Gultekin, Mehmet. The Effect of Project Based Learning on Learning Outcomes in the 5th Grade Social Studies Course in Primary Education. Educational Sciences: Theory & Practice. 5, November 2005. Guven, Ilknur, et al,. The Effect of Project-Based Learning Educational Applications on the Scientific Literacy of 2nd Grade Elementary School Pupils. International Journal of Education and Research. 2, January 2014. Harmer, Jeremy. The Practice of English Language Teaching: New Edition. New York: Longman. 1991. _____. 2007. The Practice of English Language Teaching; 4th Edition. England: Pearson Longman. Hedge, Tricia. Writing; Resource Books for Teachers. Oxford: Oxford University Press. 1988. Horwitz, Elaine Kolker. 2008. Becoming a Language Teacher: A Practical Guide to Second Language Learning and Teaching. USA: Pearson Education Inc. Jagannathan, Hemalatha et al. 2010. Symphony 2 English Course Book For Junior High School Grade VIII. New Delhi: Allied Publishers Pvt. Ltd. Kember, David. 2000. Action Learning and Action Research. New York: Routledge. Kementerian Pendidikan dan Kebudayaan. 2013.Modul Pelatihan Implementasi Kurikulum. Jakarta. Kementerian Pendidikan dan Kebudayaan. Modul Pelatihan Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan. 2014. Klein, Joel I, et al. Project-Based Learning Inspiring Middle School Students to Engage in Deep and Active Learning. New York: New York City Department of Education. 2009. Krajcik, Joseph S. & Phyllis C. Blumenfeld. “Project-Based Learning”. Cambridge Books Online. (http://dx.doi.org/10.1017/CBO9780511816833.020) retrieved on July 7, 2014 at 14:37 Langan, John. 2006. English Skills 8th Edition. New York: McGraw-Hill.
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Langan, John. 2011. College Writing Skills with Readings: 5th edition. New York: McGraw-Hill Higher Education. McDonough, Jo, & Christopher Shaw. 1993. Materials and Method in ELT; A Teacher’s Guide. Oxford: Blackwell Publishers. Meyer, Hilbert. 2006. Criteria of Good Instruction: Empirical Findings and Didactic Advice. German: Carl von Ossietzky Universität Oldenburg. Miles, Matthew. B & A. Michael Hubberman. 1994. An Expanded Sourcebook: Qualitative Data Analysis Second Edition. USA: SAGE Publications, Inc. Montanaro, Ann. 2009. “A Concise History of Pop-up and Movable Books”. (http://www.libraries.rutgers.edu/rul/libs/scua/montanar/p-intro.htm) retrieved June 15, 2014 at 17:31. Nunan, David. 1991. Language Teaching Methodology. United Kingdom: Prentice Hall. Ocak, Mehmet Akif, & Celebi Uluyol. Investigation of College Students’ Intrinsic Motivation in Project-Based Learning. International Journal of Human Sciences. 7, 2010. Ozer, Dilek Zeren & Muhlis Ozkan. The Effect of Project Based Learning Method on Science Process Skills of Prospective Teachers of Science Education in Biology Lessons. International Online Journal of Educational Science. 5, 2013. Pansan, Mookdaporn & Prasart Nuangchalerm. Learning Outcomes of Project-Based Learning and Inquiry-Based Learning Activities. Journal of Social Science. 6, 2010. Raimes, Ann. 1983. Techniques in Teaching Writing. New York: Oxford University Press. Richards, Jack C. & Wily A. Renandya. Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press. 2002.
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Richards, Mark. “Disadvantages of Project-Based Learning”. (http://www.horton.ednet.ns.ca/staff/richards/MEd/DisseminationPlan/Disad vantages.html) retrieved on July 12, 2014 at 3:38 pm Sarkhoush, Hoda. Relationship among Iranian EFL Learners’ Self-Efficacy in Writing, Attitude towards Writing, Writing Apprehension and Writing Performance. Journal of Language Teaching and Research. 4, September 2013. Shannon, Patrick & Barbara G. Samuels. “Developing an Understanding of Literacy Through Production of Pop-Up Books”. Reading Horizons. 2, 1985. (http://scholarworks.wmich.edu/reading_horizons/vol25/iss3/9) retrieved on June 23, 2014 at 9:30 am. Slater, Andrea Mulder. 2014. “Help Your Children Learn to Write Well”. (http://k6educators.about.com/fgbio.htm) retrieved o June 29, 2014 at 09:53 pm. Snow, Don. 2007. From Language Learner to Language Teacher: An Introduction to Teaching English as a Foreign Language. USA: Teachers of English to Speakers of Other Languages; Sudijono, Anas. 2008. Pengantar Statistika Pendidikan. Jakarta: PT Raja Grafindo Persada. Tamim, Suha R., & Michael M. Grant. Definitions and Uses: Case Study of Teachers Implementing Project-based Learning. Interdiciplinary Journal of Problembased Learning. 7, Fall 2013. Thomas, John W. 2000. A Review of Research on Project-Based Learning. California: Autodest Foundation. (http://www.bie.org/research/study/review_of_project_based_learning_2000 ) retrieved on June 29, 2014 at 8:44 pm. University of Virginia. 2000. “Pop Goes the Page:Movable and Mechanical Books From the Brenda Forman Collections Library”. (http://www2.lib.virginia.edu/exhibits/popup/theme.html) retrieved on July 10, 2014 at 5:08 pm
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Wallace, Michael J. 1998. Action Research for Language Teachers. Cambridge: Cambridge University Press. Zaida, Nur. 2014. Bright: An English for Junior High School Students. Jakarta: Penerbit Erlangga.
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APPENDICES
67
Apendix 1
Scoring Writing Rubric
ESL COMPOSITION PROFILE Student
VOCABULARY
ORGANIZATION
CONTENT
Score
Date Level
Criteria
Topic Comments
30-27
EXCELLENT TO VERY GOOD: knowledgeable ° substantive ° thorough development of thesis ° relevant to assigned topic
26-22
GOOD TO AVERAGE: some knowledge of subject ° adequate range ° limited development of thesis ° mostly relevant to topic, but lacks detail
21-17
FAIR TO POOR: limited knowledge of subject ° little substance ° inadequate development of topic
16-13
VERY POOR: does not show knowledge of subject ° nonsubstantive ° not pertinent ° OR not enough to evaluate
20-18
EXCELLENT TO VERY GOOD: fluent expression ° ideas clearly stated/supported ° succinct ° well-organized ° logical sequencing ° cohesive
17-14
GOOD TO AVERAGE: somewhat choppy ° loosely organized but main ideas stand out ° limited support ° logical but incomplete sequencing
13-10
FAIR TO POOR: non-fluent ° ideas confused or disconnected ° lacks logical sequencing and development
9-7
VERY POOR: does not communicate ° no organization ° OR not enough to evaluate
20-18
EXELLENT TO VERY GOOD: sophisticated range ° effective word/idiom choice and usage ° word form mastery ° appropriate register
17-14
GOOD TO AVERAGE: adequate range ° occasional errors of word/idiom form, choice, usage but meaning not obscured
13-10
FAIR TO POOR: limited range ° frequent errors of word/idiom
68
MECHANICS
LANGUAGE
form, choice, usage ° meaning confused or obscured 9-7
VERY POOR: essentially translation ° little knowledge of English vocabulary, idioms, word form ° OR not enough to evaluate
25-22
EXCELLENT TO VERY GOOD: effective complex construction ° few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions
21-18
GOOD TO AVERAGE: effective but simple constructions ° minor problems in complex construction ° several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured
17-11
FAIR TO POOR major problems in simple/complex constructions ° frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletions ° meaning confused or obscured
10-5
VERY POOR: virtually no mastery of sentence construction rules ° dominated by errors ° does not communicate ° OR not enough to evaluate
5
EXCELLENT TO VERY GOOD: demonstrates mastery of conventions ° few errors of spelling, punctuation, capitalization, paragraphing
4
GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured
3
FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing ° poor handwriting ° meaning confused or obscured
2
VERY POOR: no mastery of conventions ° dominated by errors of spelling, punctuation, capitalization, paragraphing ° handwriting illegible ° OR not enough to evaluate
TOTAL SCORE
READER
COMMENTS
69
Apendix 2 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CYCLE 1 Sekolah
: SMPN 48 Jakarta Selatan
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII/ Ganjil
Pertemuan ke
:1–3
Materi Pokok
: Menulis Recount Text
AlokasiWaktu
: 2 x 40 menit
A. Kompetensi Inti: KI 1 KI 2
KI 3
KI 4
: Menghargai dan menghayati ajaran agama yang dianutnya. : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator NO Kompetensi Dasar 1 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi Internasional yang diwujudkan dalam semangat belajar.
2
2. 3 Menunjukkan perilaku tanggung jawab,
Indikator 1.1.1 Bersemangat dalam melaksanakan setiap kegiatan pembelajaran bahasa inggris 1.1.2 Serius dalam melaksanakan setiap kegiatan pembelajaran bahasa inggris 2.3.1 Bertanggung jawab
70
peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3
3.11
3.12
4
4.13
Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau, sesuai dengan konteks penggunaannya. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks recount dengan menyatakan dan menanyakan tentang kegiatan, kejadian, dan peristiwa, pendek dan sederhana, sesuai dengan konteks penggunaannya.
Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
mengerjakan tugas yang diberikan 2.3.2 Bekerja sama secara tertib dan kompak dalam kelompok belajar 3.11.1 Mengidentifikasi struktur kalimat bentuk lampau (regular vs irregular) 3.11.2 Mengidentifikasi unsur kebahasaan kalimat bentuk lampau 3.12.1 Mengidentifikasi struktur teks recount 3.12.2 Mengidentifikasi unsur kebahasaan teks recount
4.13.1 Menulis kalimat bentuk lampau sesuai kata kerja yang diberikan 4.13.2 Melengkapi kata kerja bentuk lampau dari missing lyric 4.13.2 Menulis cerita recount text berdasarkan struktur dan unsur kebahasaan yang tepat
C. Materi Ajar Fungsi sosial dari recount text: melaporkan atau memberitahukan peristiwa, kejadian, atau kegiatan yang menimpa seseorang, atau berupa pengalaman seseorang Struktur teks recount: - Orientation, pendahuluan atau pembuka berupa pengenalan tokoh, waktu dan tempat. - Events, rangkaian kejadian/peristiwa. - Re-oriantation/Ending, penutup_ ungkapan-ungkapan yang menunjukan peristiwa/kejadian/kegiatan sudah selesai. Unsur kebahasaan teks recount: - Menggunakan Past Tense. Misalkan we went to zoo, I was happy, etc. - Menggunakan Conjunction dan Time Connectives untuk mengurutkan peristiwa atau kejadian. Misalnya and, but, the, aftar that, etc.
71
-
Menggunakan Adverbs dan Adverbial Phrase untuk mengungkapkan tempat, waktu dan cara. Misalkan yesterday, at my house, slowly, etc. Menggunakan Action Verbs. Misalkan went, slept, run, brought, etc.
D. Metode Pembelajaran Pendekatan scientific Project-Based Learning E. Media, Alat dan Sumber Belajar 1. Media - Notasi dan lirik lagu “Because You Loved Me” tersedia di google.com - Pop-Up Book 2. Alat - Komputer & LCD - Speaker 3. Sumber Belajar - Kurniawati, Cicik & Bachtiar Bima M. 2005. Let’s Talk: Grade VIII. Bandng: Pakar Raya. (TERLAMPIR) - Kementerian Pendidikan Kebudayaan. 2014. Bahasa Inggris When English Rings the Bell: Kelas VIII. Jakarta: Kementerian Pendidikan Kebudayaan. (TERLAMPIR) F. Langkah- langkahPembelajaran 1) Pertemuan Pertama ( Jumat, 29 Agustus 2014) a. Pendahuluan (10 menit) Bentuk Kegiatan
Aspek
Salam dan menanyakan keadaan siswa Guru memeriksa kebersihan ruangan kelas Siswa diminta untuk merapihkan pakaian Guru membuka pelajaran dengan berdo‟a Tanya jawab guru dengan siswa terkait topic yang akan dibahas. b. Kegiatan inti ( 60 menit) Bentuk Kegiatan Siswa menyimak daftar kata yang ada di slide Guru membagi siswa menjadi 2 kelompok untuk bermain
Aspek Observing
72
Siswa menyimak petunjuk kegiatan permainan Guru memulai permainan - salah satu dari anggota kelompok maju ke depan, wajib menuliskan kata kerja bentuk pertama, lalu anggota kelompok yang lain mengubah kata tersebut ke bentuk kedua (regular maupun irregular) - setelah 5 siswa maju ke depan, guru menampilkan slide yang salah satu dari kata kerja bentuk pertama atau kedua disembunyakan dan siswa harus melengkapi Siswa diminta membuat recount teks sederhana yang terdiri dari 5 kalimat dengan menggunakan kata kerja bentuk kedua yang telah diberikan dan dengan tema HOLIDAY lalu dikumpulkan Guru mengulang dan menegaskan materi yang sudah diajarkan. Jika ada siswa yang kurang paham, mereka sangat diperbolehkan untuk bertanya Siswa diperlihatkan slide tentang teks recount dan diminta untuk mengidentifikasi kata kerja bentuk kedua regular maupun irregular
Observing Exxperimenting
Experimenting
Observing & Questioning
Observing, Associating & Experimenting
c. Penutup (10 menit) Bentuk Kegiatan Siswa dan guru bersama-sama membuat ringkasan yang sudah dipelajari di pertemuan ini Siswa merefleksi diri berdasarkan pertanyaan-pertanyaan yang diajukan guru Guru memberi tugas dan menjelaskan rencana kegiatan pembelajaran yang akan datang Guru menutup pelajaran dengan doa
Aspek
73
2) Pertemuan Kedua (Rabu, 3 September 2014) a. Pendahuluan (10 menit) Bentuk Kegiatan
Aspek
Salam dan menanyakan keadaan siswa Guru memeriksa kebersihan ruangan kelas Siswa diminta untuk merapihkan pakaian Guru membuka pelajaran dengan berdo‟a Tanya jawab guru dengan siswa terkait topic yang akan dibahas. b. Kegiatan Inti (60 menit) Bentuk Kegiatan Siswa diperlihatkan contoh kalimat-kalimat kurang tepat pada pertemuan pertama melalui slide. Siswa dan guru bersama-sama mengooreksi beberapa kalimat yang kurang tepat. Siswa menyimak contoh recount text termasuk cirri-ciri struktur dan kebahasaan, serta kalimat PAST TENSE Siswa menyimak contoh proyek (Pop-Up Book) yang akan dibuat Siswa dibagi kelompok yang terdiri dari 3 orang dan membuat draft tulisan yang akan dijadikan proyek Pop-Up Book
Aspek Observing
Associating, Questioning & Communicating Associating & Questioning
Observing & Questioning Associating, Experimenting, Questioning & Communicating
c. Penutup (10 menit) Bentuk Kegiatan Siswa dan guru bersama-sama membuat ringkasan yang sudah dipelajari di pertemuan ini Siswa merefleksi diri berdasarkan pertanyaan-pertanyaan yang diajukan guru Guru mengingatkan siswa untuk membawa alat&bahan pembuatan proyek di pertemuan selanjutnya Guru menutup pelajaran dengan doa
Aspek
74
3) Pertemuan Ketiga (Jumat, 5 September 2014) a. Pendahuluan (10 menit) Bentuk Kegiatan
Aspek
Salam dan menanyakan keadaan siswa Guru memeriksa kebersihan ruangan kelas Siswa diminta untuk merapihkan pakaian Guru membuka pelajaran dengan berdo‟a Siswa mempersiapkan alat&bahan pembuatan proyek b. Kegiatan Inti (60 menit) Bentuk Kegiatan
Aspek
Guru memeragakan cara membuat PopUp Book sambil ditiru murid
Observing, Questioning & Experimenting
Siswa membuat proyek Pop-Up Book berkelompok dengan sungguh-sungguh
Experimenting, Associating & Questioning
c. Penutup (10 menit) Bentuk Kegiatan
Aspek
Siswa dan guru bersama-sama membuat ringkasan yang sudah dipelajari di pertemuan ini Siswa merefleksi diri berdasarkan pertanyaan-pertanyaan yang diajukan guru Siswa diminta untuk menyiapkan draft tulisan baru untuk pertemuan selanjutnya Guru menutup pelajaran dengan doa G. Penilaian a. Teknik penilaian: Observasi b. Bentuk instrument: Aspek Langkah retorika
Skor 4 3
Keterangan Berstuktur sesuai jenis deskripsi secara maksimal Berstuktur minimal sesuai jenis deskripsi Pilihan teks tidak jelas
75
2 1 Tata Bahasa
Tidak berstuktur dan sulit dipahami
4 3 2 1
Benar dan tepat Tekadang kurang tepat tapi tidak mempengaruhi arti Kurang tepat dan mempengaruhi arti Sulit dimengerti
Kosa kata
4 3 2 1
Benar dan tepat Tekadang kurang tepat tapi tidak mempengaruhi arti Kurang tepat dan mempengaruhi arti Sulit dimengerti
Kejelasan makna
4 3 2 1
Hubungan antar gagasan
4 3 2 1
Sangat jelas dan sangat efektif Cukup jelas dan efektif Jelas dan tidak efektif Kurang jelas Sangat jelas Cukup jelas Kurang jelas Tidak jelas
Jakarta , 29 Agustus 2014 Guru Mata Pelajaran
(Mulyaningsih, S.Pd)
Peneliti
(Robi‟atul „Adawiyah)
78
Apendix 3 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CYCLE 2 Sekolah
: SMPN 48 Jakarta Selatan
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII/ Ganjil
Pertemuan ke
:1-2
Materi Pokok
: Menulis Recount Text
AlokasiWaktu
: 2 x 40 menit
A. Kompetensi Inti: KI 1 KI 2
KI 3
KI 4
: Menghargai dan menghayati ajaran agama yang dianutnya. : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator NO Kompetensi Dasar 1 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi Internasional yang diwujudkan dalam semangat belajar.
2
2. 3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
Indikator 1.1.1 Bersemangat dalam melaksanakan setiap kegiatan pembelajaran bahasa inggris 1.1.2 Serius dalam melaksanakan setiap kegiatan pembelajaran bahasa inggris 2.3.1 Bertanggung jawab mengerjakan tugas yang diberikan 2.3.2 Bekerja sama secara tertib dan kompak dalam kelompok
79
3
3.11
3.12
4
4.13
Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau, sesuai dengan konteks penggunaannya. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks recount dengan menyatakan dan menanyakan tentang kegiatan, kejadian, dan peristiwa, pendek dan sederhana, sesuai dengan konteks penggunaannya.
Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
belajar 3.11.1 Mengidentifikasi struktur kalimat bentuk lampau (regular vs irregular) 3.11.2 Mengidentifikasi unsur kebahasaan kalimat bentuk lampau 3.12.1 Mengidentifikasi struktur teks recount 3.12.2 Mengidentifikasi unsur kebahasaan teks recount
4.13.1 Menulis kalimat bentuk lampau sesuai kata kerja yang diberikan 4.13.2 Menulis cerita recount text berdasarkan struktur dan unsur kebahasaan yang tepat
C. Materi Ajar Fungsi sosial dari recount text: melaporkan atau memberitahukan peristiwa, kejadian, atau kegiatan yang menimpa seseorang, atau berupa pengalaman seseorang Struktur teks recount: - Orientation, pendahuluan atau pembuka berupa pengenalan tokoh, waktu dan tempat. - Events, rangkaian kejadian/peristiwa. - Re-oriantation/Ending, penutup_ ungkapan-ungkapan yang menunjukan peristiwa/kejadian/kegiatan sudah selesai. Unsur kebahasaan teks recount: - Menggunakan Past Tense. Misalkan we went to zoo, I was happy, etc. - Menggunakan Conjunction dan Time Connectives untuk mengurutkan peristiwa atau kejadian. Misalnya and, but, the, aftar that, etc. - Menggunakan Adverbs dan Adverbial Phrase untuk mengungkapkan tempat, waktu dan cara. Misalkan yesterday, at my house, slowly, etc. - Menggunakan Action Verbs. Misalkan went, slept, run, brought, etc.
80
D. Metode Pembelajaran Pendekatan scientific Project-Based Learning E. Media, Alat dan Sumber Belajar 1. Media - Pop-Up Book 2. Alat - Komputer 3. Sumber Belajar - Kementerian Pendidikan Kebudayaan. 2014. Bahasa Inggris When English Rings the Bell: Kelas VIII. Jakarta: Kementerian Pendidikan Kebudayaan (TERLAMPIR) F. Langkah- langkahPembelajaran 1) Pertemuan Pertama (Jumat, 12 September 2014) a. Pendahuluan (10 menit) Bentuk Kegiatan
Aspek
Salam dan menanyakan keadaan siswa Guru memeriksa kebersihan ruangan kelas Siswa diminta untuk merapihkan pakaian Guru membuka pelajaran dengan berdo’a Tanya jawab guru dengan siswa terkait pembuatan proyek Pop-Up Book yang sebelumnya b. Bagian inti ( 60 menit) Bentuk Kegiatan Siswa diberikan tugas dan mengerjakannya tentang teks recount bertema UNFORGETTABLE EXPERIENCE dan membahas bersamasama. Siswa kembali ke kelompok asal dan membuat draft tulisan baru bertema UNFORGETTABLE EXPERIENCE yang akan dijadikan proyek Pop-Up Book di cycle 2
Aspek
Experimenting & Questioning
Experimenting, Communicating & Questioning
81
c. Penutup (10 menit) Bentuk Kegiatan
Aspek
Siswa merefleksi diri berdasarkan pertanyaan-pertanyaan yang diajukan guru Siswa diingatkan untuk menyelesaikan Pop-Up Book Project dengan tema UNFORGETTABLE EXPERIENCE Guru menutup pelajaran dengan doa
2) Pertemuan Kedua (Rabu, 17 September, 2014) a. Pendahuluan (10 menit) Bentuk Kegiatan
Aspek
Salam dan menanyakan keadaan siswa Guru memeriksa kebersihan ruangan kelas Siswa diminta untuk merapihkan pakaian Guru membuka pelajaran dengan berdo’a Tanya jawab guru dengan siswa terkait Pop-Up Book Project cycle 2 b. Kegiatan Inti (60 menit) Bentuk Kegiatan Siswa membuat proyek Pop-Up Book berkelompok dengan sungguh-sungguh
Aspek Experimenting, Associating & Questioning
c. Penutup (10 menit) Bentuk Kegiatan Siswa dan guru bersama-sama membuat ringkasan yang sudah dipelajari di pertemuan ini Siswa merefleksi diri berdasarkan pertanyaan-pertanyaan yang diajukan guru Guru menutup pelajaran dengan doa
Aspek
82
G. Penilaian a. Teknik penilaian: Observasi b. Bentuk instrument: Aspek Langkah retorika
Skor 4 3 2 1
Tata Bahasa
Kosa kata
Kejelasan makna
Hubungan antar gagasan
Keterangan Berstuktur sesuai jenis deskripsi secara maksimal Berstuktur minimal sesuai jenis deskripsi Pilihan teks tidak jelas Tidak berstuktur dan sulit dipahami
4 3 2 1
Benar dan tepat Tekadang kurang tepat tapi tidak mempengaruhi arti Kurang tepat dan mempengaruhi arti Sulit dimengerti
4 3 2 1
Benar dan tepat Tekadang kurang tepat tapi tidak mempengaruhi arti Kurang tepat dan mempengaruhi arti Sulit dimengerti
4 3 2 1 4 3 2 1
Sangat jelas dan sangat efektif Cukup jelas dan efektif Jelas dan tidak efektif Kurang jelas Sangat jelas Cukup jelas Kurang jelas Tidak jelas
Jakarta , 9 September 2014 Guru Mata Pelajaran
(Mulyaningsih, S.Pd)
Peneliti
(Robi’atul ‘Adawiyah)
84
Appendix 4
Document Analysis Cycle 1
Group 1 2 3 4 5 6 7 8 9 10 11 12
C 22 25 30 27 27 26 21 30 21 30 28 21
Score Assessor 1 O V L 14 7 13 17 14 18 20 17 18 17 17 19 18 14 17 17 12 17 14 12 13 20 19 20 14 10 11 18 17 19 17 18 18 14 13 17 Mean
M 4 4 4 4 2 3 2 4 3 4 3 3
Score 1 60 78 89 84 78 75 62 93 59 88 84 68 76.5
C 25 22 30 30 30 28 22 30 22 30 30 21
Score Assessor 2 O V L 15 14 17 15 16 17 20 18 23 20 18 18 20 13 17 18 17 18 15 13 17 20 19 22 14 13 15 20 17 21 18 17 18 15 15 18
M 4 4 4 4 4 4 3 5 3 4 4 4
Score 2 75 74 95 90 84 85 70 96 67 92 87 73 82.3
Total Score 67.5 76 92 87 81 80 66 94.5 63 90 85.5 70.5 79.4
85
Appendix 5
Document analysis cycle 2 Group 1 2 3 4 5 6 7 8 9 10 11 12
C 22 29 30 30 29 30 27 30 30 30 30 25
Score Assessor 1 O V L 13 13 17 20 15 18 20 20 25 18 14 18 20 19 23 20 18 21 18 16 18 20 20 25 18 14 15 19 16 18 20 17 17 17 17 20 Mean
M 3 4 5 4 4 4 4 5 4 4 4 4
Score 1 68 86 100 84 95 93 83 100 81 87 88 83 87.3
C 26 30 30 30 30 30 17 30 30 30 26 22
Score Assessor 2 O V L 17 15 17 20 15 17 20 20 25 20 19 22 20 18 22 10 19 18 10 10 13 20 20 25 20 14 18 20 17 18 18 17 17 15 19 22
M 3 4 5 4 4 4 3 5 4 4 4 4
Score 2 78 86 100 95 94 91 53 100 86 89 82 82 86.3
Total Score 73 86 100 89.5 94.5 92 68 100 83.5 88 85 82.5 86.8
86
Appendix 6
Pre Test Score Result 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
Students’ Number S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 S33 S34 S35 S36
C 22 15 22 21 13 25 25 27 27 21 22 21 13 28 13 27 17 22 30 17 17 17 21 22 18 17 17 25 21 22 23 25 22 21
O 15 15 14 12 9 16 15 16 14 13 13 12 7 17 10 16 12 14 13 15 13 15 14 14 14 10 11 15 12 16 16 16 13 15 MEAN
Score V 14 12 13 13 10 11 16 11 14 11 16 14 10 11 10 11 11 14 12 11 8 13 9 12 12 9 11 14 14 12 13 13 16 13
L 12 11 15 13 11 17 18 11 18 15 13 13 12 16 10 11 12 17 10 12 10 11 11 11 12 11 11 12 13 15 13 15 13 15
M 4 3 4 4 3 4 4 3 4 4 4 4 3 4 3 3 3 4 4 3 2 2 3 3 3 3 3 3 4 4 3 3 4 4
Total Score 67 56 68 63 46 73 78 68 77 64 68 64 45 76 46 68 55 71 69 58 40 58 58 62 59 50 53 69 64 69 68 72 68 68 62.88
87
Appendix 7
Post Test One Result 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
Students’ Number S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 S33 S34 S35 S36
C 26 26 26 28 22 27 27 27 30 27 25 26 26 27 26 26 23 22 22 27 30 27 26 26 27 27 27 25 26 27 28 22 26 28 26 25
O 17 17 14 17 14 18 18 18 20 18 15 15 15 19 17 16 17 13 15 18 19 17 16 17 18 18 17 16 17 17 17 15 15 18 17 15 MEAN
Score V 17 17 13 17 13 14 14 14 18 15 13 14 16 17 13 14 14 13 14 17 19 13 13 17 20 15 17 15 17 13 17 14 13 17 18 15
L 17 18 15 20 17 18 18 18 23 12 17 15 18 18 16 17 17 17 12 19 20 15 17 21 21 17 20 17 17 15 20 18 15 18 22 18
M 4 4 4 4 4 4 4 4 5 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4 4
Total Score 81 82 71 86 70 81 72 81 96 76 74 74 79 85 78 79 73 69 67 85 92 76 76 85 91 81 85 77 81 76 86 74 73 85 87 77 79.55
88
Appendix 8
Post Test Two Result 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
Students’ Number S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 S33 S34 S35 S36
C 30 30 30 25 21 30 27 30 30 30 26 30 25 30 26 26 30 30 28 30 30 30 30 26 30 28 30 26 30 30 30 28 30 30 30 22
O 20 20 18 17 15 20 18 20 20 20 15 20 15 20 19 14 20 20 19 20 19 18 20 17 20 17 20 17 20 20 20 19 20 20 20 17 MEAN
Score V 20 16 14 17 15 18 15 18 20 18 13 18 13 20 15 16 19 14 17 19 16 16 17 17 20 15 15 18 18 17 18 18 14 18 19 17
L 23 17 18 21 20 22 18 23 24 22 15 20 17 23 18 18 22 17 18 23 21 19 18 20 22 20 18 18 21 15 21 20 17 20 22 20
M 4 4 4 5 4 4 3 4 4 4 4 4 3 5 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4
Total Score 97 87 84 86 75 94 81 95 98 94 73 92 83 98 82 78 95 84 86 96 90 87 89 84 96 84 87 83 93 85 93 89 85 92 95 80 88.05
89
Appendix 9 Coding Quesionnaire
Question Numbers
No 1
1 Y (W)
2
3 Y (English beda dry g lain) Y (Tulisan&bacaan keren) T (TM)
Y (W)
2
Y (F)
Y (Peng)
3
T (TM)
4 5
Y (PUB+) Y (PU)
Y (Sulit menerjemahkan) Y (CV) Y (PU)
6 7 8 9 10 11 12 13 14
T (PBM) T (EF) Y (SH) T (CP) Y (Coop) Y (SM) Y (PU) T (S) Y (-WE)
T (PBM) T (EF) Y (CP) T (Coop) Y (Coop) Y (D) Y (CV) T (EF) Y (-WE)
Y (bisa lebih hapal V2) Y (bisa hapal ciri2 recount) Y (suilit nemu ide) T (S) Y (SH) T (jd lebih pintar) Y (Coop) T (AG) Y (CV) T (EF) Y (-WE)
15
Y (PBW)
Y (PBW)
Y (bisa lebih hafal)
Respondents/Students’ Answers 4 Y (Peng) Y (W) Y (belajr menulis dg baik) Y (tll banyak imajinasi) Y (PUB+) Y (F)
Y (suka English)
Y (F)
T (PUB mengingat yg sudah terjadi) Y (PUB+) (PBS)
Y (-E)
7 Y (Yg ngajar seru) Y (blm paham tulisannya) Y (B)
Y (PUB+) Y (PU)
Y (CV) Y (PBS)
T (Coop) T (S) Y (CP) T (Coop) Y (Coop) T (Mewarnai saja) Y (PF) T (S) Y (-WE)
Y (butuh proses) T (S) Y (SH) T (Coop) T (-Coop) Y (-Coop) Y (Peng) T (EF) T (berusaha paham&lebih ngerti) Y (PBW)
Y (B) T (EF) T (-Coop) Y (-Coop) T (-Coop) Y (SM) Y (CV) T(EF) Y (-E)
T (PBM) T (EF) Y (SH) T (CP) Y (Enak) Y (Tidak juga) Y (CV) T (Asyik) T (cukup baik)
Y (PBW)
Y (Enak)
Y (banyak nulis English)
5
6 Y (W)
90
Questions Number
No 1
8 Y (Dr dulu suka Eng)
2 3
Y (Peng) Y (TS)
9 Y (eng bhs intl. bisa ke Gaza) Y (F) Y (TS)
4
Y (CV)
Y (PF)
5 6
Y (PU) Y (lupa ngerjain)
7 8 9 10 11 12 13 14
T (EF) Y (SH) T (CP) Y (Coop) Y (SM) Y (CP) T (S & EF) T (mampu buat cerita sendiri) Y (PBW)
Y (PBS) Y (saya mengerjakan sendiri) T (EF) Y (SH) T (CP) T (-Coop) Y (-Coop) Y (Peng) T (Coop) Y(-E)
15
Y
Respondents/Students 10 11 Y (W) Y (peng)
12 Y (peng)
13 Y (bljr bhs asing asyik)
Y (F) T (TM)
Y (F) T (saya tdk byk pikiran) Y (CV)
Y (PF) Y (-E)
Y (EC) Y EP)
Y (PUB+)
Y (CV)
Y (PU) T (PBM)
Y(PF) T(Coop)
T (EF) Y (SH) T (SH) T (-Coop) Y (SM) Y (SH) T (EF) Y (tdk suka matpel Engl) Y (SM)
T (S) Y (Coop) T (Coop) Y (Coop) Y (D) Y (PF) T (EF) Y (tdk suka membaca) Y (TOP)
Y (PU) Y (butuh wkt ntk berimajinasi) T (EF) Y (SH) T (Coop) Y (harus kompak) Y (SM) Y (Coop) T (S) T (dpt cepat menegerti)
Y (selalu ad aide dr pikiran) Y (PBS) T (PBM) T (EF) Y (SH) T (Coop) Y (Coop) Y (AG) Y (PBS) T (EF) Y (PBW) Y (PBW)
Y (TOP)
91
No
Questions Number
14 1 2 3 4
Y (Peng) Y (F) Y (-Eng) Y (CV)
5 6 7 8
Y (PU) T (PBM) T (EF) Y (bisa belajar sambil main) T (CP) Y (Coop)
9 10 11 12 13 14 15
Y (D) Y (PF) T (S) T (sudah bljr Eng sejak dulu) Y (Peng)
Respondents/Students 16 17 Y (W) Y (muda&asyik) Y (Peng) Y (EC) T (PU) Y (EP) Y (PBW) Y (PF)
18 Y (Peng) Y (Peng) Y (TM) Y (PUB+)
19 Y (W) Y (F) Y (TM) Y (PUB+)
Y (PBS) T (Coop) T (S & EF) Y (SH)
Y (CV) T (PF) T (EF) Y (Coop & SH)
Y (PU) T (PBM) T (EF) Y (Coop & SH)
Y (PBS) T (PBM) T (EF) Y (CP)
T (CP) Y(Coop)
T (Coop) Y (Coop)
T (PBM) Y(Coop)
T (SH) Y (Coop)
Y (SM) Y (CV) Y Y(-E)
Y (AG) Y (PBS) T (EF) Y (PBW)
Y (D) Y (PF) T (EF) Y (-E)
Y
Y (PBW)
Y (Peng)
Y (AG) Y (PBM) T (EF) Y (kurang motivasi dlm menulis) Y (TOP)
T (tdk tll repot) T (rumah berjauhan) Y (SM) Y (CV) T (S) T (Eng sudah cukup baik) Y (TOP)
15 Y (Peng) Y (Peng) Y (-E) Y (PUB melatih keterampilan English) Y (PBS) T (Coop) T (S) Y (CP)
92
No
2 3 4 5 6
Y (PF) T (TBM)
7 8 9
T (S) Y (dpt bljr menyatukan pdpt) T (Coop)
10
Y (Coop)
T (kelompok tdk ribet) Y (Coop)
11
Y (AG)
Y (D)
T (suka lupa bawa)
Y (SM)
Y (D)
12 13
Y (PF) T (S)
Y (PF) T (EF)
Y (CV) T (EF)
Y (PUB+) T (EF)
Y (CP) T (EF & S)
14
T (Eng sdh cukup baik) Y (TOP)
Y (-E)
Y (jarang buka kamus)
Y (-E)
Y (lbh ngerti V2)
Y (sering buka kamus)
Y (ngerti apa yg ditulis)
T (sudah biasa nulis in Englsih) Y (Peng)
Questions Number
1
15
21
22
Respondents/Students 23 Y (W)
20 Y (Eng mudah dipahami) Y (eng penting) Y (B) Y (PU)
24 Y (Eng membantu utk masa depan) Y (F) T (berpikir sblm menulis) Y (sudah memikirkan sblmnya) Y (PBF) T (PBM)
25 Y (Peng)
T (S) Y (bljr berorganisasi)
T (EF & S) Y (SH)
T (Coop)
T (Coop)
T (CP)
Y (Coop)
Y (Coop)
Y (Coop)
Y (Coop) Y (saya ngeprint) Y (CV) T (EF)
Y (W)
Y (W)
Y (ingin tahu eng) Y (-E) Y (PF)
Y (bs chat dgn bule) Y (B) Y (tdk malu ntk menentukan ide) Y (PF) T (PBM)
Y (PU) Y (utk ide bagus butuh wkt lama) T (EF) Y (W)
T (EF) Y (tdk malu berpendapat) T (Coop)
Y (EC) Y (B) Y (PBS) Y (PBS) Y (klo gambar ribet, jd lama) T (EF) Y (SH)
Y (F) Y(B) Y (CV) Y (PU) Y (-Coop)
Y (-WE) Y (TOP)
93
Questions Number
No 1 2 3
26 Y (Peng) Y (Peng) Y (-E)
27 Y (Eng menyenangkan) Y (dpt nulis eng dgn benar) Y (-E)
4
Y (CV)
Y (PUB+)
Respondents/Students 28 29 Y (W) Y (English seru) Y (peng) Y (cita2 bs jago Eng) Y (-E) T (di otak saya byk ide2) Y (CV) Y (CV)
5
Y (Peng)
Y (PU)
Y (PUB+)
Y (PU)
6 7 8
T (PBM) T (EF & S) Y (Coop & SH)
T (PBM) T (EF & S) Y (CP)
9 10 11 12 13
T (Coop) Y (Coop) Y (D) Y (CV) T (EF)
T (CP) Y (Coop) T (gak bisa gambar) Y (PU & PF) T (S)
T (PBM) T (EF) Y (Tugas terasa mudah) T (Coop) Y (Coop) Y (SM) Y (PUB+) T (EF)
T (PBM) T (EF) T (Kelompok itu ribet) T (sedikit ribet) Y (Coop) T (AG) Y (CV) T (EF)
14 15
Y (-WE) Y (kata2 di PUB dpt dipelajari)
Y (-E) Y (PU)
Y (-E) Y (sering cari kata2 baru utk buat cerita)
Y (-E) Y (dapat menuangkan ide kreatif)
30 Y (W) Y (peng) Y (B) Y (Peng) Y (materi = yg dibuat) T (Coop) T (EF) Y (SH) T (Coop) Y (Coop) T (AG) Y (PUB+) T (tergantung yg diperlukan) Y (-WE) Y (PUB+)
31 Y (W) Y (F) T (TM) Y (Dpt buat PUB dgn byk cerita) Y (PBS) T (Coop) T (EF & S) Y (SH) T (CP) Y (Coop) Y (D) Y (PBM) T (EF) Y (PBW) Y (TOP)
94
No
Respondents/Students
Questions Number
32
33
1
Y(W)
Y(English unik)
Y (W)
34
35 Y (W)
36 Y (W)
2
Y (dgn nulis, bs bhs inggris)
Y (EC)
Y (F)
Y (F)
3
Y (agar tulisan saya jd benar) Y (kdg2 suka sulit)
T (saya punya banyak pengalaman)
Y(B)
Y (-E)
Y (-E)
4
Y (PUB+)
Y (Dgn PUB saya cepat berpikir)
Y (PUB+)
Y (CV)
Y (CV)
5
Y (PU)
Y (Jd lebih mudah ingat)
Y (PU)
Y (PBS)
Y (PBS)
6
Y (Harus buat cerita&terlihat 3D)
T (PBM)
T (PBM)
T (PBM)
7 8
T (Jika sudah punya ide, jago gambar, cepat) T (EF & S) Y (Bljr menghargai)
T (EF) Y (SH)
T (CP) Y (Coop) T (-E)
T (Coop) Y (Coop) Y (D)
T (Coop) Y (Coop) Y (D)
12 13 14 15
Y (PU) T (EF) Y(-E) Y(PUB berkesan&TOP)
Y (kerjaan saya sedikit wlw sulit) T (EF) T (di rumah, berbahasa Eng) Y (lebih ngerti V2)
T (EF) T (tergantung kelompok, klo coop, saya senang) T (Coop) T (-Coop) T (hanya menyampaikan pengalaman) Y (CV) T (Coop) T (saya les Eng) Y (TOP)
T (EF) Y (SH)
9 10 11
T (EF & S) T (saya lbh mudah berpikir cepat saat sendiri) Y (Saya dpt kerjaan yg rumit) Y (saling ngerti kemampuan) Y (SM)
Y (CV) T Y (-E) Y
Y (CV) T Y(-E) Y
95
KEY:
Peng: Menambah Pengetahuan
-E: Kurang Paham English
PBS: Ada tulisan & gambar di PUB
CP: berkelompok menyenangkan/asyik
S: Bahannya sedikit & simple
AG: Semua anggota berperan
D: Membuat gambar/mewarnai/PUB
F: Menulis menyenangkan
SM: Membuat cerita
W: Menambah wawasan
TM: Menentukan topik mudah
TS: Topik tidak boleh sama
EP: English punya banyak topik
F: Menulis menyenangkan
B: Bingung menentukan tema
EC: Bahasa & tulisan Inggris keren
PF: Pop Up Book menyenangkan/seru/menarik
SH: Dapat berdiskusi/tukar pikiran/ngobrol
EF: Alat Bahan Efisien (Mudah didapat, Murah harganya)
-Coop: Ada anggota yang tidak aktif/Egois/tidak kerja
PUB+: Pop Up Book dpt mengembangkan ide/ide baru
PU: Pop Up Book mudah dimengerti/mempermudah pemahaman
Coop: Dikerjakan berkelompok/bersama-sama/ bagi tugas
PBM: Pop Up Book Mudah & Cepat dikerjakan
PBW: PUB melatih memperlancar menulis/membuat cerita
CV: Dapat berkreasi/+ kreativitas/berimajinasi/menggambar/mewarnai
-WE: Kemampuan menulis English kurang
TOP: Kemampuan menulis/berbahasa Inggris meningkat/berkembang
96
Appendix 10
Questionnaire Result Recapitulation No
Questions
1 Menurutmu, belajar Bahasa Inggris sangat menyenangkan.
Answer & Comments Yes
No
36
0
Bisa menambah wawasan (17) Tadinya gak tahu English jd tahu, nambah pengetahuan (10) English itu seru dan unik (6) Yang ngajar seru (1) Biar bisa ke Gaza (1) Dari dulu suka English (1)
2
36 Saya sangat tertarik belajar menulis bahasa inggris.
Menulis English menyenangkan (12) Dapat pengetahuan biar bisa lebih memahami English (11) Bacaan & Tulisannya berbeda, keren (4) Agar dpt menulis dengan baik & benar (3) Belum paham tulisannya (1) Suka English(1) English itu penting (1) Biar bisa chat dengan bule (1) Soalnya cita-cita saya bisa jago English (1)
0
97
Biar keren (1)
3
25 Saat mengerjakan tugas Saya gak menulis pada mata menegerti/kurang paham pelajaran Bahasa Inggris, English (11) saya sulit menentukan topik apa yang ingin saya Bingung, English punya tulis. banyak topik (9) Temanya gak boleh sama (2) Terlalu banyak imajinasi (1)
4
11 Menentukan topik itu mudah (6) Saya sedang tidak banyak pikiran (1) Saya punya banyak pengalaman (1) Di otak saya banyak ide-ide (1)
Sulit menerjemahkan (1)
Berpikir sebelum menulis (1)
Kadang-kadang suka sulit (1)
Sejak ada PUB jd lenih ngerti (1)
Dengan membuat proyek 36 Pop-Up Book, saya sangat Melalui PUB dapat terbantu dalam berimajinasi, berkreasi menentukan dan dengan menggambar dsb mengembangkan ide yang (12) akan saya tulis. PUB dapat menggembangkan ide & menemukan ide baru (10) PUB seru, menyenangkan, menarik (3) Dengan PUB jadi dapat pengetahuan baru (1) PUB melatih melancarkan menulis (1) Di PUB ada tulisan ada gambarnya (1) Bisa lebih hapal V2 (1) selalu ad aide dari pikiran saya (1) PUB melatih
0
98
keterampilan English (1) Tidak malu untuk menentukan ide (1) Sudah memikirkan sebelumnya. (1) Dapat membuat PUB dengan banyak cerita (1) Dengan PUB saya dgn cepat dapat berpikir (1) PUB mempermudah pemahaman (1) 5
Pop-Up Book membantu saya dalam memahami materi Bahasa Inggris yang sedang diajarkan.
36
0
Dengan PUB dapat memahami materi dgn mudah (14) Sebab PUB ada tulisan lalu ada gambar (12) PUB seru (3) Belajar writing menyenangkan (1) Enak bisa menggambar (1) Bisa menambah pengetahuan bahasa inggris (1) Dapat berfikir, mengembangkan ide & menentukan topik (1) Bisa hapal cirri-ciri recount (1) Jadi lebih mudah ingat sesuatu daripada dipikir(1) Materinya sama dengan yg dibut (1)
6
Mengerjakan proyek PopUp Book membutuhkan waktu yang lama.
10 Sulit menemukan ide (1)
26 PUB mudah & cepat
99
Butuh proses (1) Lupa mengerjakan (1) Saya menegerjakan sendiri (1) Butuh waktu untuk berimajinasi (1) Untuk ide bagus, butuh waktu yg lama (1)
dikerjakan (18) Karen dikerjakannya bersama-sama, berkelompok (6) Asyik, jadi enjoy (1) Jika sudah puny aide, jago gambar, akan cepat (1)
Kalau gambarnya ribet, waktunya lama (1) Ada anggota yg tdk kerja (1) Harus buat cerita dan terlihat 3D (1) 7
Biaya untuk membuat Pop-Up Book terlalu mahal.
0
36 Alat dan bahan mudah dicari (perlengkapan sekolah) dan murah (29) Peralatan yang digunakan sangat sederhana (7)
8
Saya adalah orang yang senang belajar berkelompok.
32
4
Dapat diskusi/tukar pikiran (17)
Ada yang gak mau kerja (1)
Belajar berkelompok menyenangkan, bisa ngobrol (5)
Belajar berkelompok itu ribet (1)
Dapat bagi-bagi tugas dan diskusi (3) Tugas dibagi-bagi (1) Bisa belajar sambil main (1) Dapat belajar dlm menyatukan pendapat (1) Tidak malu berpendapat (1)
Saya lebih mudah berpikir cepat saat sendiri (1) Tergantung kelompok, kalau Coop, saya senang (1)
100
Belajar berorganisasi (1) Tugas terasa mudah (1) Belajar menghargai kawan (1) 9
Belajar berkelompok sangat merepotkan.
2 Ada yang gak mau kerja (1) Karena saya dapat tugas yang rumit (1)
34 Dapat saling bekerja sama, tiap anggota punya tugas masing2 shg kerja terasa ringan (16) Saya senang berkeja kelompok karena menyenangkan (10) Dapat diskusi dengan teman (2) Tidak terlalu repot (3) Belajar berkelompok gampang (1) Jadi lebih pintar (1)
10
Saya dan teman-teman anggota kelompok sangat kompak dalam mengerjakan proyek PopUp Book.
30 Kami mengerjakan bersama-sama dan berbagi tugas (27)
6 Ada anggota yang egois (4)
Enak (1)
Kompaknya cuma berdua (1)
Ya harus kompak (1)
Rumah berjauhan (1)
saling menegrti kemampuan teman anggota (1) 11
Saya memiliki peran yang penting dalam mengerjakan proyek PopUp Book di dalam kelompok.
27 Saya yang membuat cerita (10) Dapat tugas menggambar dan mewarnai (10) Semua orang punya peran penting (3) Yang lain hanya
9 Setiap anggota kelompok itu penting (4) Suka lupa bawa (1) Hanya mewarnai saja (1) Hanya menyampaikan
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bercanda (2) TIdak juga.. (1) Saya yang ngeprint (1) 12
Mengerjakan proyek PopUp Book sangat menyenangkan.
36
pengalaman (1) Saya gak bisa English (1) Gak bisa gambar (1) 0
Dapat berkreasi, menggambar (13) PUB menenangkan, seru (6) PUB dapat mengembangkan ide baru (3) Karena mengerjakannya berkelompok dan menyenangkan (3) Cara buatnya mudah (2) Bisa buat Pop-Up Card, nambah pengetahuan (2) Jadi lebih ngerti materi (2) Ada tulisan, ada gambar. Cerita jd lbh jelas (2) PUB mudah dimengerti dan prosesnya cepat (1) Kerjaan saya sedikit walaupun sulit (1) Dapat ngobrol mengenani pelajaran (1)
13
Mengerjakan proyek PopUp Book sangat merepotkan (banyak alat & bahan diperlukan).
1 Karena gak kompak (1)
35 Alat dan bahan mudah dicari dan mengerjakannya mudah (20) Peralatan yg dibutuhkan tidak banyak (8) Dikerjakan bersama-
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sama dan anggota saling melengkapi (4) PUB asyik (2) Tergantung yang dibutuhkan (1) 14
Sebelum mengerjakan proyek membuat Pop-Up Book, kemampuan menulis dalam Bahasa Inggris saya tidak cukup baik.
26
10
Tidak terlalu bisa dan tfk suka bahasa Inggris (10)
Kemampuan English saya sudah cukup baik (3)
Saya tidak lancar menulis dalam bahasa Inggris (9)
Berusaha paham & lebih mengerti (1)
PUB melatih saya menulis (1)
Mampu buat cerita sendiri (1)
Kurang motivasi dalam menulis (2)
Saya dapat cepat mengerti (1)
Tidak suka membaca (2)
Sudah belajar Eng sejak dulu (1)
Jarang buka kamus (1)
Sudah biasa nulis dengan Engl (1) Di rumah berbahasa inggris (1) Ikut les (1)
15
Saya merasa ada perkembangan dalam kemampuan menulis Bahasa Inggris setelah mengerjakan pembuatan proyek Pop-Up Book.
36 Jadi menegerti apa yang ditulis/mudah mengerti (13) PUB jd melatih kita untuk menulis (10) Menambah pengetahuan dan ilmu yg banyak (3) Dapat ide-ide baru yang kreatif (3) Sering buka kamus untuk cari-cari kata baru untuk buat cerita(2) Bisa lebih hapal materi (2)
0
103
Enak (1) Jadi lebih hapal V2 (1) Kata-kata yg di PUB dapat dipelajari (1)
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Appendix 11
OBSERVATION DECRIPTION This observation description written based on the video recording and the researcher described what things occurred in the class. 1. Cycle One 1st meeting, Friday, August 29th, 2014 First meeting was an introductory meeting to the researcher who would be the students’ substitute teacher and to the recount text material. In the first cycle, the researcher was welcomed by the students warmly. They showed their enthusiasms by asking what age the researcher was, where the researcher’s university went and any other questions. Starting to learn the new material about recount text and past tense, the students were getting unhandy because they kept quite when the researcher or the teacher asked about their knowledge of both new materials. That was the reason why the researcher used a game to build up their prior knowledge. The game was listing the verbs and completing them with the participle forms by turns in groups. They looked so happy and excited because they struggled to be the person who gave and completed the words. The class was so noisy because they yelled each other. After playing a game, the students were asked to write five sentences to be a simple and short recount text with holiday theme and the verbs were taken from what they had written on the white board. During this activity, there were many students asked to the researcher to translate what they meant. Some of them brought and looked up to their dictionary, the others asked to their friends and a few of them just sat and did nothing. Finally they collected their writing. The next activity was identifying the participle verbs on the text given in slide, regular and irregular. In this activity, they usually made mistakes by saying the wrong form of verbs. However, their willingness to learn and curiosity was high, they kept trying to answer correctly and grasp each other.
2nd meeting, Wednesday, September 3rd, 2014 Starting the second meeting, the researcher asked the students to read the text on text book by titled “Childhood”. When the researcher asked about the topic or the main idea about the text, they still could not answer. They looked confuse but they were given clues by the teacher about the tense used and they started to answer “past tense”. Next, the researcher showed the students’ mistakes on the previous writing task. While showing them in slides, the researcher explained how the good sentences were. In this session, some of the students were yawning meant
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that they were sleepy, only four to five students who talked actively. Otherwise, when the researcher offered to take notes, all of students put their books out and wrote the notes. The frequently asked questions to the students were which the subject and verb were, and converted the verb into past form but most of them answered at the same time. When they asked to give an example of past tense sentence and converted it to the negative form, there was only one student who raised his hand spontaneously and he was correct as well. The next activity was reading in order to be more comprehended by the students about recount text. There were five paragraphs and each of them should be read by one student. Surprisingly, there were many of them who excited to read. After reading, they should answer the questions based on the story (5W+1H question). They answered together correctly even though they still used Bahasa. Similar when the questions changed to the generic structure of recount text (orientation, events and re-orientation), everybody answered loudly while pointed their fingers to the slides. After that, the students were grouped into twelve and sat with their own group. They asked to write the recount text draft before they started to construct the Pop-Up Book. During the discussion, the researcher showed them the model or example of Pop-Up Book. They were amazed because it was the first time they saw 3D book art and they presumed that Pop-Up Book was so cool. In the process of making draft, a few of them brought dictionary. Consequently, many of them called the researcher to ask the English translation, the others were trying to discuss it to their friends and borrowed their friends’ dictionary. It indicated that they had motivation in completing the writing task. Because of the limited time, they continued the discussion at home.
3rd meeting, Friday, September 5th, 2014 The last meeting was used as the Pop-Up Book project making. The students showed the tools and stuffs (glue, papers, cardboards, scissors, crayons, water pencils, etc) they brought to the researcher excitingly by saying, “Miss, aku dong lemnya buat sendiri lho…”. They were ready to build the PopUp Book. Then, they sat together with their group and paid attention to the researcher when she started to give instructions. The researcher gave the students a demo how to make the Pop-Up Book before they made their own. Starting by folding the paper, cut it and drew and glued it. Everybody in the class centered their attention to the researcher and followed the instructions. In every step, they confirmed to the researcher whether they did the things right or not. Each group member had different
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activities. Some of them were watching the demo, some were refining their draft and a few of them just did nothing. After delivering the demo, the students started to make the Pop-Up Book project. The researcher was walking around to one group to another group. In this moment, the researcher saw their excitement in doing the Pop-Up Book. They could write and draw what they had written happily because the activity of drawing was fun. They discussed earnestly because they want the best PopUp Book. In addition, not a few of them who still confused about the orientation, events and re-orientation. In this case, the researcher helped them to decide what those were. There were conditions when they shared the job equally. They said, “elo bikin yang bagian ketiga, gue yang gambar, elo ngewarnain ya” or “Ret, lo nulis yang sampe Monas ya..” It reflected that teamwork was running well. The discussion was held well in this meeting. They said, “…mending ke Palestin aja…” “gambar orangnya anak remaja, empat.” Most of them showed their writing to the researcher just wanted to confirm whether their writing had been done or good enough or not. In the first project making, the movement of the students was slow. They were not fluent in expressing their idea yet. There was students’ anxiety while making the project because they always asked the teacher or researcher concerning their drawing quality, the writing content or organization, grammar and so on. Moreover, they were still showing their doubtful expressions like “Gambar apa ya, Miss?”, “Saya ke Paris atau ke Monas ya, Miss?”. As the result, the bell rang when they had not finished their project. 2. Cycle Two 1st meeting, Friday, September 12th, 2014 The activities in the first meeting in cycle two were reading a recount text by the title Fell Off, doing the exercises, identifying the generic structure and making the new draft writing theme “Unforgettable Experience”. The students firstly read the text and answered the questions according to the text. In this phase, the researcher asked the students to answer the questions by raising their hands and came to front to write the answers. They raised their hands at the same time to answer the question. Furthermore, every time they tried answering the question, they mostly had correct answers. However, if they raised their hands but did not pointed to come to the front, they always complained by saying, “Saya! Saya! Ah… Miss…”, “Saya daritadi ngangkat tangan duluan juga…” Continuing the activity, the researcher asked to identify the sentences of orientation, events and re-orientation are. There were no raising hands students, but they answered it together, hence the class was noisy. Fortunately, there was a student who said, “Heh! Heh!! Ssssttt! Hargain Miss nya!” to control the
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class. There were some mistakes in their answers, but this time they minimized the mistakes. They could answer and respond every question very well. Next session was discussing new writing draft with the theme Unforgettable Experience with their groups. The researcher gave the students freedom to choose what best topic to write but still they had to keep the grand idea about unforgettable experience. As usual, they were freely to discuss about the draft and still there were some students asking the example of the topic given. Otherwise, because of the free time given to discuss, the class was out of control. They did not listen to the researcher while giving the instructions and rules of the second project. They walked around the class, one of them was telling story in front of his friend’s group, and some of them was laughing, debating, shouting, until one student yelled, “WOOOYY! UDAAAAAH!!!”
2nd meeting, Wednesday, September 17th, 2014 In the last meeting of last cycle, the students’ activity was only made the second Pop-Up Book Project. In this time, the researcher saw two large sheets of cardboard which turned out to be part of whole group collaboration. They bought the paper by all group members’ money collected. During the process of making the project, students did the project thoroughly and seriously seen from the writing content and the drawings quality. They looked very happy because they never showed their sad faces. They always smiled and laughed. Furthermore, some of them were good in drawing, thus they felt very happy when their friends asked them to draw. Based on the previous project experience, the students worked faster than the first project and collected punctually. However, there was a complaint that one the group was no longer comfortable because of one group member did not work well.
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Appendix 12
Observation Result Recapitulation PBL Characteristics Problem Solving
Motivating
1st Meeting -
Cycle One 2nd Meeting Asking the students to answer the questions and they answered together correctly even though they still used Bahasa
Playing game to decrease the students’ anxiety
Everybody answered loudly while pointed their fingers to the slides Showing the model of PUB to the students
Raising hands at the same time Coming to the front to list the verbs
The students expressed their amazement right after seeing the model of PUB
3rd Meeting They visualized the story into pictures Expressing the written holiday experiences into PUB They divided the task (the story maker, drawer, etc) The students showed the tools and stuffs (glue, papers, cardboards, scissors, crayons, water pencils, etc) they brought to the researcher excitingly by saying, “Miss, aku dong lemnya buat
Cycle Two 1st Meeting 2nd Meeting The students could To save the answer the question expense, they correctly collected money to buy two sheets of cardboard for whole groups The students worked faster than the first project
They raised their hands at the same time to answer the question.
Students did the project thoroughly and seriously seen from the writing content and the drawings quality.
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sendiri lho…”
Collaborative Working
Listing the verbs alternately with other group members
Discussing & exchanging ideas while making writing draft in groups
In every step, they confirmed to the researcher whether they did the things right or not. There was a student who refining the writing, the one who drew, cut, and many more. The students discussed earnestly because they want the best Pop-Up Book They said, “elo bikin yang bagian ketiga, gue yang gambar, elo ngewarnain ya” or “Ret, lo nulis yang sampe Monas ya..”
-
There were two large sheets of cardboard which they bought for one classes’ groups They did more professional and better
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Enjoyable Learning
Students sharing their laugh and excitements Struggling to be the first person who come to front
Responsibility
Doing and collecting the task on time
Sharing ideas & holiday experiences Sitting and chatting on the group
-
They said, “…mending ke Palestin aja…” “gambar orangnya anak remaja, empat.” The students could drew everything they wanted They could coloring the drawings and decorate the PUB as pretty as they could
They said, “elo bikin yang bagian ketiga, gue yang gambar, elo ngewarnain ya” or “Ret, lo nulis yang sampe Monas ya..”
They walked around the class, one of them was telling story in front of his friend’s group, and some of them was laughing, debating, shouting
-
They always smiled and laughed Some of them were good in drawing, thus they felt very happy when their friends asked them to draw. There was a student who said, “Heh! Heh!! Ssssttt! Hargain Miss nya!” when the class under control They did their own job They collected the task on time
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Appendix 13
Photographs of Students’ Activities in CAR
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Appendix 14 Photographs of Students’ Pop-Up Book Samples
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Appendix 15 STUDENT’S QUESTIONNAIRE Nama : Petunjuk: 1. Tulislah nama dan kelas di tempat yang disediakan. 2. Lingkari jawabanmu pada salah satu pilihan; “Ya” atau “Tidak”. 3. Isilah uraian untuk menjelaskan salah satu jawabanmu! 4. Jawaban tidak akan mempengaruhi nilai mata pelajaran Bahasa Inggris dan tidak doperkenankan bekerja sama dengan siswa lain dalam menjawab pertanyaan.
Jawablah dengan jujur sesuai dengan keadaan sebenarnya! 1)
2)
3)
4)
5)
6)
7)
8)
9)
Menurutmu, belajar Bahasa Inggris sangat menyenangkan. Ya Tidak Mengapa? …………………………………………………………………………………………………… Saya sangat tertarik belajar menulis bahasa inggris. Ya Tidak Jelaskan! …………………………………………………………………………………………………… Saat mengerjakan tugas menulis pada mata pelajaran Bahasa Inggris, saya sulit menentukan topik apa yang ingin saya tulis. Ya Tidak Jelaskan! …………………………………………………………………………………………………… Dengan membuat proyek Pop-Up Book, saya sangat terbantu dalam menentukan dan mengembangkan ide yang akan saya tulis. Ya Tidak Jelaskan! …………………………………………………………………………………………………… Pop-Up Book membantu saya dalam memahami materi Bahasa Inggris yang sedang diajarkan. Ya Tidak Jelaskan! …………………………………………………………………………………………………… Mengerjakan proyek Pop-Up Book membutuhkan waktu yang lama. Ya Tidak Jelaskan! …………………………………………………………………………………………………… Biaya untuk membuat Pop-Up Book terlalu mahal. Ya Tidak Jelaskan! …………………………………………………………………………………………………… Saya adalah orang yang senang belajar berkelompok. Ya Tidak Mengapa? …………………………………………………………………………………………………… Belajar berkelompok sangat merepokan. Ya Tidak Jelaskan! ……………………………………………………………………………………………………
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10) Saya dan teman-teman anggota kelompok sangat kompak dalam mengerjakan proyek Pop-Up Book. Ya Tidak Jelaskan! …………………………………………………………………………………………………… 11) Saya memiliki peran yang penting dalam mengerjakan proyek Pop-Up Book di dalam kelompok. Ya Tidak Jelaskan! …………………………………………………………………………………………………… 12) Mengerjakan proyek Pop-Up Book sangat menyenangkan. Ya Tidak Jelaskan! …………………………………………………………………………………………………… 13) Mengerjakan proyek Pop-Up Book sangat merepotkan (banyak alat & bahan diperlukan). Ya Tidak Jelaskan! …………………………………………………………………………………………………… 14) Sebelum mengerjakan proyek membuat Pop-Up Book, kemampuan menulis dalam Bahasa Inggris saya tidak cukup baik. Ya Tidak Jelaskan! …………………………………………………………………………………………………… 15) Saya merasa ada perkembangan dalam kemampuan menulis Bahasa Inggris setelah mengerjakan pembuatan proyek Pop-Up Book. Ya Tidak Mengapa? ……………………………………………………………………………………………………
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Appendix 16 TEACHER’S INTERVIEW TRANSCRIPTION
Interviewer
: Robiatul Adawiyah
Interviewee
: Mulyaningsih, S.Pd
Day/Date
: 18 Agustus 2014
Interviewer
: Assalamu’alaikum Ibu Mulyaningsih. Ibu, maaf Bu, saya mau Tanya beberapa pertanyaan. Sudah berapa lama Ibu mengajar bahasa inggris di SMPN 48 Jakarta?
Interviewee
: Walaikumsalam. Saya mengajar di 48 baru, dari bulan Januari 2014 kemarin. Gantiin Pak Syam yang pensiun ya. Kalau ngajar bahasa inggris sejak tahun 1998.
Interviewer
: Strategi atau teknik apa saja yang Ibu gunakan dipengajaran menulis bahasa Inggris?
Interviewee
: Biasanya saya sering pakai Communicative approach. Kalau di kurikulum 2013 ini, saya lagi menyesuaikan dulu teknik apa aja yang dipake lah pokoknya sampe. Tapi karena masih baru, saya suka bingung sendiri.
Interviewer
: Kesulitan-kesulitan apa saja yang Ibu temukan saat mengajar menuliis bahasa Inggris?
Interviewee
: Yang sulit ya itu, vocabulary, grammar. Anak-anak kan biasanya malas membaca jadinya kalau disuruh menulis ya makin susah. Karena dua hal itu tadi, mereka kurang rajin membaca, ya anak-anak sekarang tahu sendiri lah jadi, mereka sulit dalam mendapatkan ide-ide.
Interviewer
: Bagaimana hasil nilai yang dicapai para murid khususnya di skill writing?
Interviewee
: Ya standard lah. Yang bisa ya bisa, nilainya bagus. Tapi yang gak bisa, ya begitulah apa adanya. jadi antara writing dan vocab ya gak beda jauh. Sama-sama payahnya anak-anak.
Interviewer
: Menurut Ibu, apa yang seharusnya guru bahasa Inggris lakukan untuk meningkatkan kemampuan menulis siswa?
Interviewee
: Untuk meningkatkan kemampuan menulis, biasanya nih kalau saya, harus saya dahului dengan pengenalan vocab yang akan kita pakai. Karena saya sering pakai communicative, tadinya si anak-anak sering saya guide
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dengan pertanyaan-pertanyaan apa yang akan mereka tulis, tapi mereka gak cukup. Menurut saya, guru itu lebih baik menyediakan media yang dapat siswa visualisasikan temanya atau topiknya, Topik apa yang akan ditulis, ajdinya gak abstrak dipikiran mereka Interviewer
: Oh, oke oke. Jadi medianya boleh apa aja yang penting mereka bisa lihat atau visualisasikan idenya. Misalnya mereka ke pantai, gimana gamarnya pantai. Kemudian, apakah Ibu pernah menerapkan model belajar PBL di writing skill dalam kelas?
Interviewee
: Belum pernah.
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Appendix 17 NAME
:
CLASS
:
Guidelines in Pre-test Writing Recount Text 1. Where did you go last weekend? 2. With whom did you go? 3. What did you do before you go? 4. What time did you go and arrive to that place? 5. How did you go? 6. What did you do at that place? 7. What did you do after having lunch? 8. What time was you back home? 9. What did you do after arriving home? 10. How was your feeling on that day?
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Appendix 18 POST TEST 1 Continue the story! Last Saturday, my family went to the zoo. We went there early in the morning. We went there buy public transportation but we were very happy. we had some interesting experiences on the bus. ……………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………….
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Appendix 19 POST TEST 2 Name Class Day/date
: : :
Tell Your Story! Remember that you should:
Begin by telling: When and where it happened Who the character was/were Tell the events in sequence End by telling good ending
You may choose from these topics: 1. Tell about the match/game you watched live in the stadium. 2. Tell about you unforgettable moment on your birthday. 3. Tell about your experience to be a winner of competition.
