2.2.2.2 Extrinsic Factors
The word ‘extrinsic’ according to A.S. Hornby is that of qualities, value, etc not a part of the real character; operating or originating from outside; not essential. Thus,
extrinsic factors in this case are factors outside the organism that contribute in some way to the success of language learning. There might be a lot of extrinsic factors that
affect the success of language learning, but in the following the writer will just present three factors of influence which are easily seen: learning interference, cultural
interference, and environmental factors.
a. Learning Interference
Language is a part of culture. Each culture has its own characteristics which might be different from those of others. Since language is a primary means of communication,
people are of course accustomed to speaking a certain language by which they communicate. Since language is a set of habits, we are likely to say that people are,
therefore, accustomed to the set of habits. If someone studies another language, he will find another set of habits too. If the two languages have a lot of similarities, he
may find no problem in learning the target language. The experience shows that the if the two languages mother tongue and target language are related, the learner will
find fewer difficulties than if the language are not related Sadtono 1987 : 18. Indonesians learning English will usually find some difficulties since both languages
have a lot of differences phonologically and structurally. Moreover, according to Sadtono 1987 : 17, every language has its own difficulties for both the native
speaker and foreign learner. Many Indonesians learning English may be tempted to form English patterns by analogy with their language patterns, such as in forming
word order, inflections, intonation, etc.
b. Cultural Interference
There are cultural differences between the Indonesian people and English speakers learning English. They use inappropriate expressions in inappropriate situations
Sumarto 1978 : 60-61. They often fail to say what should actually be said just like what is customarily said by native speaker of English. Instead of saying what the
native speaker would say, they transfer Indonesian to English directly.
c. Environmental Factors
Environment has also a great contribution to the language learning success, whether it is school environment, or the environment in which the learner lives including his
own family. The environment that might facilities the learner to practice the target language more will, of course, contribute more to language learning success. This
impression at least sounds true in the contact of language according to structuralists’ view, and perhaps most of us underline it too.
1 The Learner’s Family
Someone’s success in learning cannot be separated from the family in which he was born and grew up. The condition of family, rich or poor; the relationship among the
family members, in harmony or not; the education background of his parents, educated or not; the career of the parents; and the general view of life the family has
will affect the learner’s attitudes in learning, and the attitudes determine his learning success.
2 School Environment
Besides the teacher’s factors, school environment plays an important role in studying. By the school environment here the writer means the general people with whom the
learner studies at school. We know that background of his parents; and general view of life of the family will affect the learner’s attitudes in learning, and the attitudes
determine his learning success.
3 Family Environment
As a social being, a learner always has to get along with people beyond his family especially with those who live in his surroundings. The boy or the girl feels that
getting along with other is of great need. It is the need that he or she cannot get in his or her own family, such as the need to explore his or herself. The needs to share
feelings or to exchange experience and so on. We believe that the environment gives some influences in building our personalities in general. The environment in which
the people are religious will encourage behaving religiously. The environment in which the people are educated will at least facilitate a condition that challenges
learners to learn seriously, and so on. Because of this, many parents are selective in letting their children associate with others.
2.2.3 Technique in Language Teaching
There are a lot of techniques in language teaching such as the grammar-translation method, the direct method, the audio lingual method, the silent way, desuggestopedia,
community language learning, etc. Each technique has different method and advantages disadvantages. In this subchapter, the writer will give some overview the
first two technique; the grammar-translation method and the direct method for both of them are used to teach in junior high school mostly. This overview of methods will
explain the condition in the two classes and give a comparison of the condition and
technique given in the two classes. The grammar-translation method is often used in regular class and the direct method is usually used in RSBI class.
2.2.3.1 The Grammar-Translation Method
The grammar translation method is a foreign language teaching method derived from the classical sometimes called traditional method of teaching Greek and Latin
Chastain, 1988:32. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous
vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics.
Chastain divided the main principles of the Grammar Translation Method into three parts:
a. Translation interprets the words and phrases of the foreign languages in the best
possible manner. b.
The phraseology and the idiom of the target language can best be assimilated in the process of interpretation.
c. The structures of the foreign languages are best learned when compared and
contrast with those of mother tongue.
In this method, while teaching the text book the teacher translates every word and phrase from English into the learners mother tongue. Further, students are
required to translate sentences from their mother tongue into English. These exercises in translation are based on various items covering the grammar of the target language.
The method emphasizes the study of grammar through deduction that is through the study of the rules of grammar. A contrastive study of the target language with the
mother tongue gives an insight into the structure not only of the foreign language but also of the mother tongue.
2.2.3.2 The Direct Method
The direct method of teaching foreign languages, sometimes called the natural method, refrains from using the learners native language and uses only the target
language. It was established in Germany and France around 1900. The direct method has one very basic rule: No translation is allowed Larsen, 2000:23.
Principles features of the direct method are: a.
Classroom instructions are conducted exclusively in the target language. b.
Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase.
c. Oral communication skills are built up in a carefully graded progression
organized around question-and-answer exchanges between teachers and students in small, intensive classes.
d. Grammar is taught inductively.
e. New teaching points are introduced orally.
f. Concrete vocabulary is taught through demonstration, objects, and pictures;
abstract vocabulary is taught by association of ideas. g.
Both speech and listening comprehensions are taught. h.
Correct pronunciation and grammar are emphasized. i.
Student should be speaking at least 80 of the time during the lesson. j.
Students are taught from inception to ask questions as well as answer them.
2.2.4 The Characteristics of Junior High School Students
Learning foreign language involves many factors. The crucial factors may influence language learning. They are age, ability, aspiration, and need, native language, and
previous language experience Finocchiaro, 1974:14. From the crucial factors above, age is the important one in learning foreign language, especially at the young ages.
Based on the statement above, it can be predicted that teaching Junior High School‘s students especially students in ninth grade, is far different from adult. The
age of the ninth grade of Junior High School is ranging from fourteen to sixteen years old. In other words, they are still immature as Piaget‘s theory described.
There are four stages of child development as follow: 1 Sensorimotor birth to about age 2
2 Preoperational begins about the time the child starts to talk to about age 7 3 Concrete Operational from ages 7 to 12
4 Formal Operational from age 12 onwards – adolescence From those four stages above, Junior High School students belong to the 4
th
stage of child development that is formal operational stage. In this stage, they are ranging from age 12 onwards or adolescence. Adolescence is a transitional stage of
physical and mental human development that occurs between childhood and adulthood. Therefore, the language teaching of Junior High School students is not
same as teaching of adults because they have different characteristics as stated by Helaly 1987:49 “Unlike adults, children are not self motivated and do not have an
immediate need to learn English. They are not concerned with job or university degrees that require knowledge that may come across and question that their
inquisition minds may ask.” From the explanation stated by Helaly, teaching children or adolescence is
still difficult because they need an extern motivation in learning English. They are not self-motivated. They still need helps exclude their self in acquiring English as a
foreign language. That is why teaching children is far different from teaching adults that have been self-motivated.
2.2.5 Definition of National Examination
National Examination is a system of evaluation standard for the grade of elementary, junior, and senior high school. Ministry of Indonesia Education, based on UU No.20
Tahun 2003 the law No.20 year 2003 states that in controlling the quality of
national education evaluation as a form of accountability of education providers to the parties concerned. Further stated that the evaluation conducted by an independent
institution in a periodic, comprehensive, transparent and systematically to assess the achievement of national education standards and the evaluation process monitoring
should be done continuously. Monitoring process of the evaluation is carried out continuously in order to be
able to increase the education quality. Improving the quality of education begins with determining the standard. During this national examination, graduation delimitation is
determined by agreement between the decision makers only. The limit is determined at the same grade for each subject.
The National Examination as an achievement test is similar to the progress test in that it measures how much the student has learned in the course of second-
language instruction. However, achievement tests are usually not built around one set
of teaching materials but are designed for use with students from a variety of different schools and programs. Dictation given over unfamiliar material may also be
considered achievement tests when they are used to compare students across different programs.
National Examination is a kind of standardized test. A standardized test is a test that is administered and scored in a consistent, or standard, manner.
Standardized tests are designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are consistent
and are administered and scored in a predetermined, standard manner. Brown 2004:67
states that a standardized test presupposes certain standard objectives or criteria that are held constant across one form of the test to another. The criteria in large-scale
standardized tests are designed to apply to a broad band of competencies that are usually not exclusive to one particular curriculum.
Any test in which the same test is given in the same manner to all test takers is a standardized test. Standardized tests need not be high-stakes tests, time-limited tests,
or multiple-choice tests. The goal of this test is to place test-takers on a continuum across a range of scores and to differentiate test- takers by their relative ranking.
The English National Examination for junior high school students in the academic year of 20092010 has two kind of test; type A and type B. The
examination consists of 50 numbers multiple-choice question. In each question, there were 4 choices of answer.
2.2.5.1 Graduates Competency Standards of National Examination
There were two competency standards used in English National Examination of Junior High School in the academic year of 20092010. They were reading and
writing. This following table shows the graduates competency standards and the ability tested in English National Examination.
Table 2.1 Graduates Competency Standards GRADUATES
COMPETENCY STANDARDS
THE ABILITY TESTED
READING
Understanding the meaning of written discourse of short
functional text and essay in the simple form of
descriptive descriptive, procedure, or report and
Determining the general description, detailed information of explicit and implicit information,
the meaning of the word phrase sentence in text form Caution.
Determining the general picture, the main thoughts, detailed information of explicit and
implicit information, referrals words, the
narrative narrative and recount in the context of
everyday life. meaning of the word phrase sentence in text
form of greeting cards. Determining the general picture, the main
thoughts, detailed information of explicit and implicit information, referrals words, the
meaning of the word phrase sentence in the form of messages text.
Determining the general picture, the main thoughts, detailed information of explicit and
implicit information, referrals words, the meaning of the word phrase sentence in the
form of invitations text. Determining the general picture, the main
thoughts, detailed information of explicit and implicit information, referrals words, the
meaning of the word phrase sentence in text form of announcement.
Determining the general picture, the main thoughts, detailed information explicit and
implicit information, referrals words, the meaning of words phrases sentences from
descriptive text. Determining the general picture, the main
thoughts, detailed information of explicit and implicit information, referrals words, the
meaning of the word phrase sentence in text form of Recount.
Determining the general picture, the main thoughts, detailed information of explicit and
implicit information, referrals words, the meaning of the word phrase sentence in text
form of Procedure. Determining the general picture, the main
thoughts, detailed information of explicit and implicit information, referrals words, the
meaning of the word phrase sentence in text form of Narrative.
Determining the general picture, the main thoughts, detailed information of explicit and
implicit information, referrals words, the meaning of the word phrase sentence in text
form of label.
WRITING
Reveals the meaning of a written short and simple
functional text essay of descriptive form descriptive,
procedure, or report and Determining the general picture, the main
thoughts, detailed information of explicit and implicit information, referral words, the
meaning of the word phrase sentence in text form of report.
Determining the general picture, the main thoughts, detailed information of explicit and
implicit information, referrals words, the meaning of the word phrase sentence in the
Advertisement text. Determining the general picture, the main
thoughts, detailed information of explicit and implicit information, referrals words, the
meaning of the word phrase sentence in text form of letter.
Determining the right words to complete short report text.
Determining the exact wording to make sentence.
Determining the appropriate sentence structure to make a paragraph.
narrative narrative and recount in the context of
everyday life.
2.2.6 Definition of RSBI
According to Dinas Pendidikan dan Kebudayaan 2007:2, Piloting of International School Level is a kind of school which fulfills the SNP the National Standard of
Education in every aspect including the competence standard of graduation, content, process, teachers and staffs, facilities, tuition fee, management, evaluation, and has
graduated high qualified learners. Moreover, RSBI refers to the effort to develop its quality by adapting or adopting the international standard of education.
RSBI is inspired by UU No.20 Tahun 2003 the Law No.20 Year 2003 about National Educational System section 50 Verse 3, which said that, the government or
local government has to hold at a least a unit of school in every school level to be developed as an international level of educational unit.
RSBI uses a different curriculum since it refers to international standard method. The curriculum substance should be appropriate with the world’s developing
knowledge and technology, the base educational technology, learning material written in English. The course of each study is based on the basic competence which
accommodates the make up of marking during the study period. Furthermore, this method has orientation on improving the study competency. Many parents believe
that the method used in RSBI class will make their children be cleverer and more qualified than those who study in a regular class although they are in the same school.
2.2.6.1 Basic Principle of Developing RSBI
In developing RSBI, the government applies eight main principles. The principles are:
a. The development of RSBI is pointed to SNP + International standard of
education. SNP is the National Standard of Education, the educational standards are; graduate competence, content, process, teachers and educational
staffs, managing and evaluating. b.
RSBI is developed based on demand driven and bottom up. c.
RSBI should have the international curriculum. d.
Total quality management. e.
RSBI applies a teaching-learning process which supports positive changes. f.
RSBI applies the principles of transformational leadership. g.
Professional human sources. h.
RSBI should be supported by sophisticated facilities.
2.2.6.2 Characteristic of RSBI
Dinas Pendidikan dan Kebudayaan defines that there are some main characteristic of RSBI. The characteristics cover some aspect, they are:
a. Organization for students learning which cover the school purpose, governance,
school leadership, staff, school environment, reporting student progress, and school improvement progress.
b. Curriculum and instruction which covers what and how students learn and what
assessment is used. c.
Support for student personal and academic growth including student connectedness, parentcommunity involvement, and student scholarship.
d. Resource management and development.
e. Students-based student learning community.
f. Culture.
2.3 Framework of Analysis
This study is aimed to find out whether the difference of the English National Examination achievement between RSBI class and regular class of SMP Negeri 1
Ungaran in the academic year of 2009 2010 is significant or not. In accordance with the purpose, the approach of this study is comparative study.
This study tries to get information about existing conditions by determining the extent of difference between variables under investigation. This study is very
much dependent on statistical principles and analysis in determining the extent of difference or in measuring the degree of comparison.
The analysis started on data collection. The variables used in this study are the English achievements of RSBI class and regular class of SMP Negeri 1 Ungaran, so
the data used here was English national Examination Achievement scores provided by the school.
The next step is data analysis. Specific formula will be used to know the extent of difference between the achievement of RSBI class achievement and regular
class achievement which will produce the comparative number. This number will then be tested using a ‘t-test’ to see whether or not the difference is significant. The
result will be interpreted to arrive at a conclusion.
Diagram 2.1 Framework of Analysis
Interpretation of data analysis explains about the result of data analysis descriptively. In this part, the writer describes the data based on the computation
result. The writer also compares the result with the hypothesis that has already made. The last part is conclusion. In conclusion, the writer concludes the result of the study.
39
CHAPTER III RESEARCH METHOD
In conducting a research, a researcher needs a certain method that will guide him or her in making steps. By using this method, hopefully it can help the researcher to
reach the goal of the study. In this chapter, the writer present the research design, the population; sample; and sampling technique, research variable, research instrument,
and method of analyzing the data.
3.1 Research Design
This final project is a kind of true experiment - quasi quantitative in the form of comparative study. According to Aquino 2006:5, true experiment method properly
seeks answers to question by investigate possible cause and effect relationships by exposing one or more treatment conditions and comparing the results to one or more
control groups not receiving the treatment, random assignment being essential. The term quasi has a purpose to approximate the conditions of the true experiment in a
setting which does not allow the control or manipulation of all relevant variables. Gay 1987:250 says that the basic causal comparative research involving
selecting two groups differing on some independent variables and comparing them on the some dependent variable. The following is the design of the research.
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