RESEARCH FINDING AND DISCUSSION

CHAPTER IV RESEARCH FINDING AND DISCUSSION

This chapter presents the research findings and the discussion based on the analysis of the data collected from the implementation of Contextual Teaching Learning to improve students’ ability in using the simple past tense in two cycles. Related to the research finding, it can be seen in four parts referring to the students’ participation, the students’ achievement score in learning simple past, students’ responses and teacher’s responses to the implementation of Contextual Teaching Learning. A. Research Finding 1. Students’ Participation in Teaching- Learning Process In getting the data on the students’ participation in the teaching learning process, the researcher utilized the observation. The observation consisted of three categories; students’ activity, students’ involvement and the teacher response. The observation was held into two sections; in the preliminary study and during the action of each cycle. In the preliminary study, the result of the researcher observation notes showed some findings such as; only few of the students responded to the teachers’ question about the use of the simple past tense, while the rest of them just kept silent and kept their ideas and feeling on their mind. Moreover, the students were not actively involved in teaching- learning activities of simple past tense. Meanwhile, the teacher seems dominated the teaching learning process at the time. Furthermore, in the 1 st meeting of the first cycle, the result of the observation shown that there was no improvement since the students still did not care to the teacher explanation and they are still hard to understand the 35 material of the simple past tense. It can be seen from their exercises, they are still influenced with the concept of simple present tense in making the sentence of the simple past tense. Next, after going through 2 nd meeting, there was slight improvement. It could be seen on the result of the observation, the researcher noticed some students become more active and fully paid attention to the teacher’s explanation. It can be represented that most of students could answer the teacher questions correctly related to the reviewing of the last material. Based on the observation for those two meetings in the first cycle, it can be inferred that there was a good improvement on the students’ involvement in teaching learning process. However, the teacher and the researcher did not satisfy yet with the result. Hence, they conducted the 3 rd and 4 th meeting in the second cycle in order to reach the criteria of action success. In the 3 rd and 4 th meeting, the observation notes showed that the students seem enthusiastic and feel easy to write some sentences in the simple past form. They were motivated and enjoyed the teaching learning process, especially when the teacher asked them to work in a group. In sum up, the result of data analysis indicated that the students’ participation or involvement in teaching learning was success, because it came up the criterion of the success that the Contextual Teaching Learning can creates classroom atmosphere that gives students joyful learning experience and can motivate students to sustain life-long self learning.

2. The Students’ Achievement Score in Learning Simple Past Tense

The data on students’ achievement score were obtained from students’ score of pretest, post test 1 and post test 2. The students’ score of pretest, post test 1 and post test 2 are illustrated into a table as following: Table 4.1 The Students Score of Pretest, Posttest 1, and Posttest 2 STUDENTS’ NUMBER PRETEST CYCLE 1 POSTTEST CYCLE 2 POSTTEST 1 48 52 60 2 52 56 64 3 52 60 72 4 72 76 88 5 24 52 68 6 76 92 96 7 56 68 72 8 36 52 64 9 64 72 76 10 56 68 72 11 60 68 72 12 76 80 84 13 48 56 60 14 52 64 72 15 60 72 76 16 52 52 60 17 52 60 68 18 44 52 72 19 60 68 68 20 56 60 68 21 52 60 64 22 20 44 60 23 48 52 64 24 40 56 68 25 48 50 68 26 52 68 76 27 52 68 72 28 68 76 88 29 40 56 60 30 72 80 84 31 76 72 92 32 56 72 78 33 48 52 64 34 44 56 68 35 40 48 60 36 52 68 78 37 40 52 68 38 44 52 72 39 56 68 72 Mean 52.41 62.31 71.49 student who passed the KKM Adapted from students’ answer sheet Based on the table of the students’ score in pretest, posttest 1 and posttest 2, the writer would like to give some explanations. The pretest is held on before the implementing of the action. It functions to measure students’ ability in using the simple past tense. The test was conducted on Friday 14 May 2010. There were 25 questions. It started from 11.30 a.m. until 12.00 a.m. After getting students’ score, the writer calculated to get the mean score of the pre test and the percentage of students who passed the KKM. The calculation is used as following. X = X = X = 52.41 From that computation, the mean score of the class in pretest is 52.41. It means that the students’ achievement score of simple past tense before implementing Classroom Action Research CAR is 52.41. Then, the calculation to get the percentage of student who passed the KKM score, the writer computes by using the formula as follow: P = X 100 P = X 100 P = 15.38 From that computation, the students’ score percentage in the pretest is 15.38. It means that there are 6 students who pass the KKM and there are 33 students are still below the KKM. It could be seen that students’ ability in using the simple past tense was still low because the score didn’t fulfill yet the target score that is students could pass KKM 67 Furthermore, in cycle 1, after getting students’ score in the posttest 1, the writer analyzed the data in order to compare the result between pretest and posttest 1. First of all, the writer wants to know the mean score of the posttest 1. It is calculated as follow: X = X = X = 62.31 From that calculation, the result showed that the means score for the post test 1 is 62.31. It proves that there are some improvements from the pretest mean score. It could be seen from the pretest mean score 52.41 to the mean score of posttest 1 62.31. It improves 9.9 62.31– 52.41. Then, to know the percentage of students who passed the KKM. It uses the calculation as following. P = X 100 P = X 100 P = 43.58 From that computation, the class percentage which passes the KKM is 43.58. It means that in the cycle 1 of Classroom Action Research CAR, there are 17 students who passed the KKM and there are 12 students whose score are below the KKM. The class percentage of posttest 1 shows some students’ improvement of the class percentage in the pretest 15.38. The students’ improvement which passes the KKM is 28.2 43.58 - 15.38. Next, the percentage of students’ improvement score could be explained from the following computation: P = X 100 P = X 100 P = X 100 P = 18.88 Based on the result above, the percentage of students’ improvement score from the pretest to the posttest 1 is 18.88 . It means that the score in the cycle 1 has improved 18.88 from the pretest score. In cycle 2, the writer uses the same ways to know the means score of posttest 2, students’ improvement which passed the KKM score and the percentage of students’ improvement score from posttest 1 to posttest 2. Here is the calculation to get the mean score of the posttest 2 as following: X = X = X = 71.49 The calculation showed that the means score for the posttest 2 is 71.49. It shows that there are some students’ improvements scores from the mean score of posttest 1 62.31. Then, to know the percentage of students who passed the KKM. It uses the calculation as following. P = X 100 P = X 100 P = 71.79 From the calculation, the percentage of students who passed the KKM score is 71.79 . It means there improvement percentage from the posttest 1 is 28.21 71.79 − 43.58 . In the post test 2, there are 28 students who passed the KKM score. Next, to know the percentage of students’ improvement score could be explained from the following computation: P = X 100 P = X 100 P = X 100 P = 36.40 Based on that computation, it could be seen that the posttest 2 improves 36.40 from the pretest. As the result, the Contextual Teaching Learning improved the students’ ability in using the simple past. It was indicated by a number of students who passed the KKM score more than 70, meaning that it has already met the criterion of success.

3. The Students’ Responses to the Implementation of Contextual Teaching

Learning To get the data on the students’ response to the implementation of the technique, the researcher utilized questionnaire which consisted of 10 statements. The statement covered three categories: they are the students’ feeling toward understanding the simple past tense, the implementation of the method and the effects of Contextual Teaching Learning to knowledge improvement and grammar skill. The researcher delivered the questionnaire to the students in two sessions; before the implementation of the action and after the implementation the action. Then, she compared the result to know whether the student felt satisfied or unsatisfied with the approach and whether this study was success or not. The detailed percentage of the students’ response before the implementation of contextual teaching and learning is presented into a table as following. Table 4. 2 The Result of Pre Questionnaire Adapted from students’ answer sheet No Students’ answer The Result of Students’ Answer Yes Percentage No Percentage 1 Students felt satisfied with their English score 15

38.4 24

61.5 2 Students like to learn the English grammar 10 25.6 29 74.3 3 Students felt motivated in learning the simple past 8 20.5 31 79.4 4 Students understood the simple past tense easily. 7 17.9 32 82.0 5 Student have the difficulty in using different subject in the simple past tense 13 33.3 26 66.6 6 Students could remember the formula of the simple past 10

25.6 29

74.3 7 Students could do the exercise was given by the teacher about the simple past. 10 25.6 29 74.3 8 The students do the English exercise individually 6 15.3 33 84.6 9 The students do the English exercise in group 34 87.1 5 12.8 10 The students use the simple past in their life. 2 5.12 37 94.8 Based on the result of pre questionnaire before the implementation of CAR, the writer would like to give some explanations. The pre questioner was administered on May 14 th , 2010. Referring to the result of the data, generally it was found that students still have low motivation in learning the simple past tense and most of them still have difficulties in using the simple past tense meaningfully. The result on the questionnaire revealed that from the first statement 61.5 24 students did not feel satisfied with their English score and only 38.4 15 students who feel satisfied. To statement number 2, only 25.6 10 students like to learn English grammar and 74.3 29 students did not like to learn English. Relating to the statement number 3, 79.4 31 students said that they didn’t feel motivated in learning simple past tense, it means that only 20.5 8 students who feel motivated of the material. For the statement number 4, only 17.9 7 students can understand the simple past tense easily and 82.0 32 students are hardly to understand. Then, for the statement number 5, 66.6 26 students have the difficulty in using different subject in the simple past tense and only 33.3 13 students didn’t have the difficulty. Next, for the statement number 6, it showed that only 25.6 10 students could remember the formula of the simple past. The responses for the next statement, number 7, showed that 74.3 29 Students could do the exercise was given by the teacher about the simple past. To the statement number 8, 84.6 33 students didn’t do the English exercise individually. Responding to the next statement number 9 showed that 87.1 34 students do the English exercise in group. The responses to the last statement, number 10, showed that only 5.12 2 students use the simple past in their life. Regarding to the result above, it can be concluded that students’ ability and students’ motivation in learning the English grammar especially the simple past tense is still low and there was a need for the researcher to implement Contextual Teaching Learning in order to improve students’ ability and motivation. Next, after implementing the action the writer also gave students questionnaire. The questioner covers three categories: the students response in teaching learning process question number 1- 4, the second categories was the result of students’ writing activity question number 5- 6, the last categories was the solution of the problem in teaching grammar question number 7- 10. The result of post questioner was as follow: Table 4. 3 The Result of the Post Questionnaire Adapted from students’ answer sheet No Students’ answer The Result of students’ answer Yes Percentage No Percentage 1 Student like the material of simple past test. 35 89 4 11 2 The teaching learning process was better than before the implementation of CTL 32 82 7 18 3 The students felt motivated in teaching learning process after the implementation of CTL 35 89 4 11 4 The strategy was suitable with the students’ expectation. 33 84.6 6 15.3 5 The students could remember the formula of simple past easier than before. 27

69.2 12

30.7 6 The students could do the exercise of simple past easier than before 29

74.3 10

25.6 7 The teacher gave opportunity to the students to work in group. 39 100 8 Students used the opportunity to give question 29 74.3 10 25.6 9 The students ability in making the sentence was better that before the implementation of CTL 30 76.9 9 23.1 10 The strategy could help the students to implement it in their daily life. 20 51.2 19 48.7 In the first category, it showed that here were 35 students 89 like the teaching learning process, especially in the material of simple past. Then, there were 32 students 82 felt that the teaching learning process was better that before doing the implementing. Next, it showed that 35 students felt motivated in teaching learning process. After that, it showed that 33 students 84.6 stated that the CTL was suitable to teach grammar. In the second category showed that 27 students 69.2 stated that CTL could help student in remember the formula of simple past tense. Then, there were 29 students 74.3 agreed that CTL could do the exercise easily after the teacher implemented the CTL in teaching the simple past. Then, in the last category, the data showed that all of the students 100 stated that the teacher gave opportunity for them to work in a group. Then, there were 29 students 74.3 stated that they used the opportunity to give question to the teacher in teaching learning process. After that, there were 30 students 76.9 stated that their ability in making the sentences was better after the teacher implemented the CTL. The last question in this category showed that 20 students 51.2 implemented the simple past tense in their real life. After discussing all the data conducted before and after implementing the action, generally it can be conclude that there was improvement since most the students really responded positively and the research has already met the criterion of action success.

4. The Teacher’s Responses to the Implementation of Contextual Teaching

Learning The data on the teacher’s responses to the implementation of Contextual Teaching Learning were obtained from the interview. The researcher delivered the interview to the teacher in two sessions; before the implementation of the action and after the implementation the action. Here, the writer would like to give some explanation related to the result of both interview. Pre interview was held on Friday, March 19 th 2010. Here, the writer asked to the teacher some questions which divided into three categories. Those were the general condition in English class primarily on students’ achievement and performance, the difficulties faced by students in understanding English grammar, and the kinds of strategies implemented by the teacher previously before Classroom Action Research CAR in solving the students’ difficulties in understanding. For the first category, it discussed the general condition in English class primarily on students’ opinion about the English teaching learning process. The teacher stated that some of students thought that English is a complicated subject. Moreover, the teacher stated that Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM for English subject is 67 and she also stated that most of students were hardly to pass the criterion. Then, the second category discussed the students’ difficulties in grammar understanding. Relating to the grammar, the teacher stated that for this semester, there are some tense should be delivered to the students such as present tense, present continuous tense, past tense, future tense and present perfect tense. The teacher mentioned the difficulties in understanding grammar for some students in VIII- 6 class in understanding kinds of sentence especially in remembering the formula of each sentence. The last category is related to the teacher’s strategy in teaching grammar previously to solve the students’ difficulties in understanding and using the sentence. It was found that the teacher often took the grammar materials from students’ handbook called LKS and the English text book served by the school. At last, the teacher suggested to the writer to implement Contextual Teaching Learning in improving students’ ability in grammar. It is compatible with kind of tense such as simple past tense. Next, the writer also delivered the interview with the teacher after implementing the CAR. It was conducted on Tuesday, June 1 st 2010. It was to know the teacher’s response to the implementation of the Contextual Teaching Learning. In this case, the writer divided into three criteria of questions. Those were the general condition in English class during Classroom Action Research, the difficulties in implementing story mapping technique during Classroom Action Research CAR, and the strategy that had been used to overcome the revised plan. The first category was the general condition in English class during the action. The teacher said that the students’ condition were better than before. In this sense, they could more enthusiastic in giving their opinion. Furthermore, they could easily to understand the material of the simple past tense. The second category was the difficulty of the teacher in implementing story mapping technique during Classroom Action Research CAR. The teacher said that at the first time, she will get difficulty in making the appropriate lesson plan according to the principle of Contextual Teaching Learning. The third category was how the teacher overcomes the problems and difficulties using Contextual Teaching Learning as the approach during the CAR. In this case, the teacher should know the students’ competence well before the implementing the action. In a nutshell, considering the result of those interviews showed that the English teacher responded positively to the implementation of Contextual Teaching Learning. B. Discussion This part presents the discussion of the teaching the simple past tense through contextual teaching and learning. The discussion is based on how contextual teaching and learning approach can improve students’ ability in using the simple past. The finding of this study has proven that contextual teaching and learning can improve students’ ability in using the simple past. It can be seen from interpretation of the test result. In the pre test, the students mean score was 52.41. Meanwhile, the percentage of the student who passed the KKM is 15.38 . Then, the writer got the mean score in the posttest of the cycle 1 is 62.31. It can be seen that there were the improvement score from the pretest to the posttest. However, the writer and the teacher need to continue to the next cycle because the students who passed the KKM score in the first cycle did not achieve the target yet. Then, the mean score in the post test of cycle 2 was 71.49. It shows the students’ improvement score 9.18 71.49 – 62.31 from the post test 1. Meanwhile, the class percentage which passes the KKM is 71.79 . It can be conclude that the post test of cycle 2 has fulfilled the target of CAR success, that is above 70 could pass the KKM. Besides, improving the students’ score, this approach can also increase the students’ involvement; it was found that most of the students were actively in the teaching learning process at the end of cycle 2 and based on the result of post questionnaire there was the improvement regarding the students’ response to the implementation of the CTL. To sum up, after implementation of contextual teaching learning in two cycles, the students’ ability in using the simple past was improved and the students become more actively in the teaching and learning process.

CHAPTER V CONCLUSION AND SUGGESTION