The Effectiveness of Contextual Teaching and Learning on Students Modal Auxiliaries Mastery
THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING ON
STUDENTS’ MODAL AUXILIARIES MASTERY
(An Experimental Research of the Second Grade Students of SMK Tunas Grafika Informatika
Jakarta Petukangan Utara Jakarta Selatan)
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in
English Language Education
DEWI NOVIYANTI
207014000481
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
2014
ABSTRACT
DEWI NOVIYANTI. 2014. The Effectiveness of Contextual Teaching and
Learning on Students Modal Auxiliaries Mastery (An Experimental Research
at the Second Grade of SMK Tunas Grafika Informatika Jakarta Selatan), Skripsi,
English Education Department, Faculty of Tarbiyah Teachers‟ Training, UIN
Syarif Hidayatullah Jakarta.
Advisor: Dr. Alek, M.Pd.
The objective of this research was to find out whether there was a
significant differences of students‟ achievement in learning modal auxiliaries
through contextual teaching and learning method. In this research, the writer used
quantitative method. The method of the research was an experimental study by
using pre-test and post-test controlled group design. The population of this
research was the students of second grade of SMK Tunas Grafika Informatika
Jakarta Selatan in academic year 2013-2014 which consist of 525 students. The
sample of the research was 70 students (35 students were as experiment class and
35 students were as controlled class), chosen by using multi stage cluster randon
sampling. The writer conducted of experiment in two different classes, the
experiment class was in using contextual teaching and learning and the control
class was in using other technique. The data were collected through the
achievement of pre-test and post-test from two different classes. The findings of
the research showed that teaching modal auxiliaries using of contextual teaching
and learning technique is more effective than in using other technique. Based on
the findings above, it can be concluded that contextual teaching and learning
technique has served a positive influence, so it can be used as an alternative
method in teaching modal auxiliaries based on the result of gained post-test
students‟ achievement at Second Grade of SMK Tunas Grafika Informatika
Jakarta Selatan in Academic Year 2013-2014.
DEWI NOVIYANTI
(PBI)
v
ABSTRACT
DEWI NOVIYANTI. 2014. The Effectiveness of Contextual Teaching and
Learning on Students Modal Auxiliaries Mastery (An Experimental Research
at the Second Grade of SMK Tunas Grafika Informatika Jakarta Selatan), Skripsi
dari Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014
Advisor: Dr. Alek, M.Pd.
Tujuan dari penelitian ini adalah untuk mengetahui keefektifan tehnik
contextual teaching and learning terhadap prestasi siswa dalam mempelajari
modal auxiliaries. Dalam penelitian ini, penulis menggunakan metode kuantitatif.
Metode penelitian yang digunakan adalah eksperimen dengan desain pre-test
post-test control group. Populasi dari penelitian ini adalah siswa kelas 2 di SMK
Tunas Grafika Informatika Jakarta Selatan pada tahun ajaran 2013-2014 yang
berjumlah 525 siswa. Sampel penelitian adalah 70 siswa (35 siswa kelas
“Experiment” dan 35 siswa kelas “Controlled”) yang dipilih dengan
menggunakan tehnik multi stage cluster random sampling. Percobaan penulis
lakukan di dua kelas yang berbeda dengan dua metode yang berbeda pula. Tehnik
contextual teaching and learning digunakan dikelas “Experiment” dan tehnik lain
digunakan di kelas “Controlled”. Data dikumpulkan melalui hasil prestasi dari
pre-test dan post-test dari dua kelas. Hasil dari penelitian ini menunjukkan bahwa
mengajar modal auxiliaries menggunakan contextual teaching and learning lebih
efektif dibandingkan dengan menggunakan teknik yang lain. Berdasarkan pada
hasil penelitian diatas, dapat disimpulkan bahwa tehnik contextual teaching and
learning telah memberikan suatu pengaruh positif, sehingga tehnik contextual
teaching and learning dapat digunakan sebagai suatu metode alternatif dalam
mengajar modal auxiliaries berdasarkan hasil dari nilai akhir siswa kelas dua di
SMK Tunas Grafika Informatika Jakarta Selatan pada tahun ajaran 2013-2014.
DEWI NOVIYANTI
(PBI)
vi
ACKNOWLEDGEMENT
In the name of Allah, the beneficent and the merciful.
All praise be to Allah the lord of this universe, by the grace of Allah the
highest finally the writer is able to finish her „skripsi‟ after long effort of writing.
Peace, blessing and salutation be upon our great prophet Muhammad, his family,
his descendants, and his followers who strived in Islam.
In this precious occasion, the writer would like to express her greatest
gratitude and honor to her beloved parents, Bahrudin, S.Pd. and Ayanih who have
been supporting and encouraging the writer to finish this „skripsi‟.
The writer also would like to address her greatest thanks and appreciation
to her kind advisor, Dr. Alek, M.Pd. who has guided, helped, suggested, and
corrected during developing until accomplishing this „skripsi‟. May Allah always
bestow blessing along his life.
Her gratitude and appreciation are also addressed to:
1. All lectures especially in English Education Department who always
give their motivation and valuable knowledge and also unforgettable
experience during her study at Faculty of Tarbiyah and Teachers
Training of State Islamic University Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd. as the chairman of English Education Department.
3. Zaharil Anasy, M.Hum. as the secretary of English Education
Department.
4. Nurlena Rifa‟I, M.A, Ph.D. as the Dean of Faculty of Tarbiyah and
Teachers Training of State Islamic University Syarif Hidayatullah
Jakarta.
5. Dedy Supriadi, S.Pd., S.E., M.Si. the Headmaster of SMK Tunas
Grafika Informatika and Drs. Sutarto the English teacher who also take
a role as the observer in this research.
6. Hasan Basyari, S.I.Kom. her beloved husband who has given her love,
prayer, motivation, and financial support.
vii
7. Her beloved best friend of English Education Department Class C for
academic year 2007 who have always been in the researcher side in the
facing all the laughter and tears during his study.
Hopefully, this „skripsi‟ can be useful to the readers, particularly into
the researcher. Also, the researcher realized that this „skripsi‟ is far from
being perfect. It is a pleasure for her to receive constructive critics and
suggerstion from anyone who read her „skripsi‟ for valuable improvement.
Jakarta, Juli 2014
The Writer
viii
TABLE OF CONTENTS
TITLE .................................................................................................................. i
SURAT PERNYATAAN KARYA SENDIRI ................................................... ii
APPROVAL SHEET ........................................................................................iii
ENDORSEMENT ............................................................................................. iv
ABSTRACT ....................................................................................................... v
ABSTRAK ........................................................................................................ vi
ACKNOWLEDGEMENT ............................................................................... vii
TABLE OF CONTENTS .................................................................................. ix
LIST OF TABLES ........................................................................................... xii
LIST OF APPENDICES .................................................................................xiii
CHAPTER I. INTRODUCTION ................................................................... 1
A. Background of the Problem ............................................... 1
B. Identification of the Study .................................................. 4
C. Limitation of the Study ...................................................... 4
D. Formulation of the Study ................................................... 5
E. Objective of the Study ........................................................ 5
F. Significance of the Study ................................................... 5
CHAPTER II. THEORETICAL FRAMEWORK ....................................... 6
A. Modal Auxiliaries Mastery .................................................. 6
1. The Definition of Grammar ............................................. 6
2. The Definition of Modal Auxiliaries ............................... 7
3. The Definition of Modal Auxiliaries Mastery ................. 9
4. Type of Modal Auxiliaries ............................................ 10
5. The Function of Modal Auxiliaries ............................... 11
ix
B. Contextual Teaching and Learning .................................. 18
1. Background of CTL ....................................................... 18
2. Definition of CTL .......................................................... 19
3. Chracteristics of CTL .................................................... 20
4. Component of CTL ....................................................... 22
5. Strategy of CTL ............................................................ 25
6. Advantage and Disadvantages of CTL .......................... 27
C. Effectiveness ...................................................................... 27
1. Devinition of Effectiveness ........................................... 28
2. Defining Effectiveness of Teaching .............................. 28
CHAPTER III. RESEARCH METHODOLOGY ..................................... 29
A. Place of the Study and Time of the Study ...................... 29
B. Research Design ............................................................... 29
C. Population and Sample ...................................................... 30
D. Research Instrument ......................................................... 30
E. Technique of Collecting Data ........................................... 30
F. The Technique of Data Analysis ...................................... 30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS .............. 33
A. Resrarch Findings .............................................................. 33
1. Description .................................................................... 33
2. Test of Hypothesis .......................................................... 43
B. Discussion ........................................................................ 44
CHAPTER V. CONCLUSION AND SUGGESTION ............................... 45
A. Conclusion ....................................................................... 45
B. Suggetion .......................................................................... 46
BIBLIOGRAPHY ........................................................................................... 47
x
APPENDIXES ................................................................................................ 49
A. Kisi – kisi Soal Pre-Test ....................................................................... 49
B. Kisi – Kisi Soal Post-Test .................................................................... 50
C. The instrument of Pre-Test .................................................................. 51
D. The instrument of Post-Test ................................................................. 54
xi
LIST OF TABLES
1.
Table 4.1. The Score of Students’ Achievement ....................................... 33
2.
Table 4.2. The Score of Pre-Test of Experiment Class and Control Class 35
3.
Table 4.3. The Score of Pre-Test and Post-Test of Experiment Class ...... 37
4.
Table 4.4. The Score of Pre-Test and Post-Test of Control Class ............ 39
5.
Table 4.5. Comparison of the Score of Students of Experiment Class and
Control Class ......................................................................................... 41
xii
LIST OF APPENDICES
Appendix I: Kisi – Kisi Soal Pre- Test ............................................................ 49
Appendix II: Kisi – Kisi Soal Post-Test............................................................ 50
Appendix III: The Instrument of Pre-Test ....................................................... 51
Appendix IV: The Instrument of Post-Test ...................................................... 54
Appendix V: Kunci Jawaban of Pre-Test and Post-Test .................................. 58
xiii
1
CHAPTER I
INTRODUCTION
This chapter presents the general account of the present study. It covers
background of the problem, identification of the problem, limitation of the study,
formulation of the study, objective of the study, significance of the study.
A. Background of the Problem
Communication to all people around the world is very important activity in
life. Communication in a language is impossible without the mastery of the words
used in that language. It is mainly through using words that we compose and
express our thoughts to others. When people know a language, they can make
choices about the words that they need to use and how to put these words together
to create meaning. Language, of course, is knowledge, and in our world today
knowledge is one of the key factors in survival, competitiveness, and every aspect
of life.
One of the International languages is English. According to Harmer
“English is consisting of four skills that should be learned, they are listening,
speaking, reading, and writing skills. Listening and reading skills are regarded as
receptive skills while speaking and writing skills are considered to be productive
skills.”
1
English language is the first foreign language in Indonesian schools.
Having studied English, the students expect to acquire some abilities and those
are: the ability to listen to English sounds, the ability to read and to understand
English book, the ability to speak English, and the ability to write English. Beside
the four language skills, they should have a capability in language components.
One of the components is grammar. Penny Ur said, “Grammar may be roughly
defined as the way a language manipulates and combines words (or bits of words)
in order to form longer units of meaning.”2 According to Scott Thom bury
“Grammar is partly the study of what forms (or structures) are possible in a
1
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1989), p. 16.
2
Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (New York:
Cambridge University Press, 2004), p. 4.
2
language. Traditionally, grammar has been concerned almost exclusively with
analysis at the level of the sentence.”3 Based on two statements above, it can be
concluded that grammar is description of the rules that govern how language‟s
sentences are formed.
The grammar component, such as syntax, morphology, and so on should
be acquired by any ones who learn language. Therefore, they can use the language
clearly, accurately and effectively.
Grammar is also needed even in the communication, because it can avoid
misunderstanding. By mastering grammar, it is hoped that we can share the
information and be more confident to express the idea when we communicate
with other people. Grammar is an important element to be learned in language
learning, because it is used to understand the language.
There are many aspects discussed in English grammar. One of them is
modal auxiliaries. A modal auxiliary generally expresses a speaker‟s attitude of
„moods‟. For example, modal can express that speaker feels something necessary,
advisable, permissible, possible, or probable; and in addition, they can convey the
strength of these attitude.4
There are several kinds of modal auxiliaries; namely can, could, be able to,
might, shall, ought to, had better, be supposed to, be to, should, will, be going to,
would, used to, must, have to, have got to and used to. Helping verb or modal
auxiliaries express a wide range of meanings such as, ability, permission,
possibility, necessity, e.t.c. Most of modals have more than one meaning. The
modals are complex, heavily and used group of words. They should be studied
and observed carefully. Some of them change the meaning in the negative, so that
their true negative must be expressed in other auxiliaries.
According to Betty Schrampfer Azar, the types of Modal Auxiliaries can
be divided into two types. First, modal auxiliaries can, could, had, better, may,
3
Scott Thornbury, How to Teach Grammar, (Malaysia: Longman, 1999), p. 1.
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd edition, (New
Jersey: Prentice Hall Regents.1989), p. 68.
4
3
might, must, ought to, shall, should, will, and would. Second, similar expressions:
be able to, be going to, be supposed to, be to, have to, have got to, and used.5
In modal auxiliaries, there are some difficulties faced by students in; first,
most of student still confused to decide the meaning of modals. Second, they have
difficulties because the grammatical rules in term of sentence structure in English
and Indonesian language are diffirent. Third, most of student translate the
sentences in Indonesian language into English language.
Next, based on the observation the writer found that the students‟ were not
interested in study grammar because in their opinion grammar is boring. It
happened because the technique that teacher used for study grammar not
interested, they did not use the suitable technique in teaching grammar especially
modal auxiliaries. During teaching learning activity, the teacher gave them some
minute to do exercises meanwhile most of students did not pay attention to the
teacher‟s explanation even they did not do the exercises. Furthermore, the teacher
never gives motivation to the students.
Here, the writer assumes that students‟ understanding in modal auxiliaries
is influenced by their physical condition, their interest toward the material, lack of
practice time, the difficulty of the meaning modal auxiliaries and hardly to
distinguish a kind of modal auxiliaries.
Based on the writer‟s experience when she did the observation in SMK
Tunas Grafika Informatika Jakarta are still difficult to achieve those targets
because their knowledge of English is still low primarily in modal auxiliaries. The
students do not understand clearly what the modal auxiliaries is, how to identify
the modal auxiliaries and how to know the kind of modal auxiliaries. Beside, the
teacher also less preparation in teaching modal auxiliaries. Therefore, the teacher
needs to be more creative in teaching, including the use of technique.
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd edition, (New
Jersey: Prentice Hall Regents.1989), p. 68.
5
4
The writer would like to propose an alternative technique is „Contextual
Teaching and Learning‟. It is the teacher‟s way or triks which actually give the
words that closely related to the „theme‟ provided. This technique will help
student to learn modal auxiliaries and students more interest to learn modal
auxiliaries.
Based on those problem that have mentioned above the writer would like
to investigate deeply title of this research ‘The Effectiveness of Contextual
Teaching and Learning on Students Modal Auxiliaries Mastery at the Second
Year Students’ of SMK Tunas Grafika Informatika Jakarta”.
B. Identification of the Problem
Based on the background of the study above, there are some problems that
can be identified in this research such as:
1. Most of students still have difficulties to decide the meaning of modals.
2. Students still have difficulties because the grammatical rules in term of
sentence structure in English and Indonesian language are different.
3. Teachers were not use the best technique for teaching modal auxiliaries.
C. Limitation of the Study
It is essential to limit the problem in order to avoid misunderstanding in
interpreting the problem. The writer limits the problem in this research only in the
students‟ difficuties in learning some modal auxiliaries; they are May, Can, Must
and Will which are explained in the second grade of senior high school.
D. Formulation of the Study
Based on those problems above, to make the study easy to understand, the
writer formulates the problem as follows: “Is there any effect of using contextual
teaching and learning in teaching modal auxiliaries?”
5
E. Objective of the Study
The objective of the research is to know contextual teaching and learning
can affect in teaching modal auxiliaries for the second year students of SMK
Tunas Grafika Informatika Jakarta Selatan.
F. Significance of the Study
The writer expects that this paper will be useful for English teachers,
students, the instutisions of SMK Tunas Grafika Informatika Jakarta Selatan and
everybody who pays attention to learn English may take advantage from this
study and exclusively to the writer. The first, for the English teacher it can enrich
her technique in teaching English subject, especially in modal auxiliaries. The
second, for students it can help them in learning modal auxiliaries easier and get
more understanding about it. The next is for the instutisions of SMK Tunas
Grafika Informatika Jakarta Selatan, it can be beneficial regarding to improve
their educational quality. And the last is for the writer; it can enlarge her
knowledge in teaching English and also becomes a basic consideration and
information to do further research in the future. In addition, it is also fulfill one of
the requirements of English department of the school of education discipline of
Syarif Hidayatullah Jakarta.
6
CHAPTER II
THEORETICAL FRAMEWORK
The second chapter presents Theoretical Framework. It is divided into
three part. Part A discusses about Modal Auxuliaries, Part B discusses about
Contextual Teaching Learning, and Part C discusses about Effectiveness study,
A. Modal Auxiliaries
1. The Definision of Grammar
Scott Thornburg stated” grammar as asystem of rules (or patterns ) which
describe the formation of a language‟s sentences. 1
According to Craig Hancock, “Grammar is the natural, inherent, meaningmaking system of the language, a system that governs the way words come
together to form meanings; grammar is also the study of that system, the various
theories of perspectives that attempt to understand and describe it.”2
David Nunan in this book “Second Language Teaching Language and
Learning” stated Grammar is:
a. An analysis of the structure of language, either as encountered in a corpus of
speech or writing (a performance grammar) or as predictive of a speaker‟s
knowladge (a competence grammar). A contrast is often drawn between a
descriptive grammar, which provides a precise account of actual Usage, and a
prescriptive grammar, which tries to establish rules for the correct use of
language in society.
b. An analysis of the structural properties which define human language (a
universal grammar).
c. A level of structural organization which can be studied independently of
phonology and semantics.
1
Scoot Thornbury, Uncovering Grammar, (Oxford: Macamillan Publisher. 2001) p. 1.
Craig Hancock, Meaning – Centered Grammar, (London: Equinox Publishing Ltd,
2005), p. 6.
2
7
Grammar is a description of the structure or a language and the way in
which linguistic units such as words and phrases are combined to produces
sentences in the language in Nunan.3
While Penny Ur said “grammar is sometimes defined as the way words are
put together to make correct sentences”.4 The various definition of the grammar
according to experts above can be identified by the key words of each definition
and it can be concluded in a sentence. So the grammar is the study of the way
words come together to form meanings and to make correct sentences.
Grammar also plays a part in the National Curriculum. Grammar pops up
all over the place – under speaking, listening, reading, and ( of course ) writing,
under standart and non-standart dialects, under accuracy and appropriateness,
tinder the spelling of single words and the punctuation of whole paragraphs, and
in connection with literature, with the media and with jokes. The intention of the
National Curriculum is very clear: those grammatical ideas should be available to
teachers and pupils for use as tools. Without those tools, a great many of the other
jobs which the english teacher has to do will be very, very much harder. So the
part assigned to grammar is important, even though it keeps a low profile.5
The knowledge of grammar is very important to express not only what we
want to write hue‟ also what we want to say. By understanding and mastering
grammar, people can make a good writing and communicate confidently.
2.
The Definition of Modal Auxiliaries
In English a verb Can sometimes be used-on its own, in its basic form: for
example They study history conveys the lexical meaning of study and the
reference to habitual action in the present signaled by the simple present tense
form.
David Nunan, Second language Teaching and Learning, (Boston: Heinle – Heinle
Publishers. 1999), p. 97.
4
Penny Ur, A course In Language Teaching, (London: Cambridge University Presss.
1996), p. 75.
5
Richard Hudson, Teaching Grammar: A Guide for the National Curriculum, (Oxford:
Blackwell Publisher. 1992), p. 6.
3
8
On other occasion, however, the verb in its basic form is not sufficient in
itself to convey both the lexical meaning of the word and other supplementary
information (e.g. about person, tense, aspect, interrogation, negation). For
example, in She studies history we need the suffix in order to refer the action to a
third person singular subject; in He is studying now we need both another verb
form (is) and a suffix (-ing) to convey the meaning of the progressive aspect. In I
have written a letter a verb from (have) and a suffix (-en) are necessary to express
the perfect aspect. And in Do they speak English?, do is used to hake a
interrogative structure.
Thus, side by side with carry the basic lexical meaning. English uses the
verbs be, have, and do, as auxiliaries verbs. These auxiliary verb „help‟ full verbs
to convey the extra information about tense, aspect, interogation, negation, etc.6
Auxiliary verb is verb that is used with another verb to show its tense,
person, mood,etc. In English the auxiliary verbs are be, do, and have (as in I am
running, I didn‟t go, They have gone) and all the modal.7
Auxiliary (or „helping‟) verbs are used together with other verbs to „help‟
them express particular grammatical functions or meanings (for instance, to make
questions, or to from tenses). In English, a lot of important meanings are
expressed by changes in the verb, for example: questioning, negation, time,
completion, continuation, repetition, wilingness, possibility, and obligation. But
English verbs do not have many different forms. The maximum (except for be) is
live (e.g. see, sees, seeing, saw, seen). So to express these meanings, a number of
auxiliary verbs are used such as do, be, and have.
These three auxiliary verbs have very impotant grammatical funcions. Do is
used to make question and negative forms of simple tenses, and for some other
purposes. Be is used with participles (-ing and –ed forms) to make progressive
G. De Devitiis, I, Mariani and K. O‟malley, English Grammar for Communication,
(England: Longman Group UK Limited, 1989), p. 31.
7
Longman Dictionary of Contemporary English 3rd Edition, (England: Longman Group
Limited. 1995), p. 74.
6
9
and passive verb-forms. Have is used to make perfect verb-forms. Do, be, and
have also have other non-auxiliary‟ uses. 8
3.
Definition of Modal Auxiliaries Mastery
Modal auxiliaries generally express a speaker‟s attitudes, or “moods”. For
example, modal can express that a speaker feels something necessary, advisable,
permissible, possible, or probable; and in addition, they can convey the strength of
these attitudes. These are the verbs can, could, may, might, must, will, would,
shall, should, ought, and need. They are different from the other three auxiliary
verbs in two ways. Firstly, they have special grammatical features (for instance,
they have no infinitive, and the third person singular has not). And secondly,
most modal verbs have not only a grammatical function, but also a „dictionary
meaning‟: for instance, must can mean „be obliged to‟. (do, be, and have do not
really have “meanings” of this kind when they are used as auxiliary verbs).9
Modal verb is technical one of those verb form: can, could, may, might,
shall, should, will, would, must, ought to, used to, and had better. They are all
used with others verb to change their meaning by expressing ideas such as
possibility, permission, or intention.10
According to Irma Kosita Gloria Barus:
“Modal auxiliaries adalah satu bentuk kategori dalam tata bahasa inggris
yang berfungsi sebagai pembantu kata kerja (auxiliaries) yang salah satu
fungsinya adalah untuk menunjukkan kebenaran, perkiraan, atau kemungkinan.
(Modal auxiliaries are kinds or categories in grammar which function as
auxiliaries such as for showing the truth, prediction, or possibility).11
8
Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1980), p.
90.
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice Hall Regents, 1989), p. 68.
10
Longman Dictionary of Contemporary English 3 rd Edition, (England: Longman Group
Limited. 1995), p. 74.
11
Irma Rosita Gloria Barus dkk, Bahasa Inggris II, (Jakarta: Pusat Penerbitan Universitas
Terbuka, 2004), p. 24.
9
10
4.
Type of Modal Auxiliaries
The modal auxiliaries form a special group because they do not use normal
verb tense endings. They generally have no suffix (-s, -ing, -ed, or en). They have
several points in common which make them quite difference from other verbs:
a. They are not ussed (except sometimes in the negative) to talk about things
which are definitely happening, or have definitely happened. Modal verbs are
used when we say that we expect things to happen, or that events are possible,
or improbable, or when we say that things did not happen, or that we are not
sure whether they happened.
e.g.:
I can‟t swim.
She could he in london or paris or Tokyo – nobody knows.
I may come tomorrow it‟ll have time.
You might have told me frances was ill.
What would you do if you had a free year ?
I think they should have consulted a doctor earlier.
b. Modal verbs has no – s on the third person singular; questions and negatives
are made without do; they are followed by the infinitive without to of other
verbs (except for ought).
e.g.:
You needn‟t !look at nine like that.
Fie must be here by nine o‟clock.
Can your mother drive ?
Yhat ought to be enough.
c. Modal verbs have no infinitives, and other exprenssions are used instead, when
necessaly.
e.g.:
I‟d like to be able to skate.
You are going to have to work harder.
d. Modal verbs have no past fibrins. Could and would are with past meanings in
conic cases (but never to say that particular events actually happened on
definite occasions)
e. Modal verbs cart be used with perfecto infinitives to talk about things which
did not happen, or which we are not sure about, in the past.
11
e.g.:
You should have told meat once.
Her car may have broken down.12
According to Betty Schramfer, the types of Modal Auxiliaries can be
divided into two types. First, modal auxiliaries can, could, had better, may, might,
must, ought to, shall, should, will, and would. Second, simliar expressions; be
able to, be going to, be supposed to, be to, have to, have got to, used to.13
Modals and semi modals can be grouped into three major categories
according to their main meanings (excluding used to, which relates to past time).
a.
Permission/possibility/ability: can could, may, might
b.
Obligation/necessity: dust should, (had) better, have (got) to, need to,
ought to, be supposed to.
c.
5.
Volition/prediction: will, would, shall, be going to.14
The function of Modal Auxiliaries
Modal auxiliary verbs has at least two meanings. One use of all modal
verbs is to talk about the possibility of situation or event. Some of these verbs are
used to say that a situation is certain; others that it is probable or possible; other
that it is impossible.
a.
Certainty: shall, shan’t, trill, won’t, must, can’t couldn’t, would,
wouldn’t.
b.
Probability: should, couldn’t, ought to, oughtn’t to, bay (not).
c.
Weak Probability: might, might not, could.
d.
Conditional Certainty or possibility: would, wouldn’t, could, couldn’t,
mighty, mightn’t.15
12
Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1980), p.
38.
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice Hall Regents, 1989), p. 68.
14
Stig Johanson, Geoffry Lecchand Dauglas Bibes, Longman Grammar of Spoken and
Written English, ( London: Edinburg Gate, 2000), p. 485.
15
Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1980), p.
389.
13
12
Can
Can is used informally to request permission, especially if the speaker is
talking to someone she/he knows fairly well.16 The detail functions of Can are
followed:
1.
To express the ability
e.g.: I can speak three foreign languages.
I can swim.
2.
To express request or asking to someone else for doing something.
e.g.: Can You open the windows”?
Can you help me?
3.
To express asking or giving permission
Giving permission:
e.g: You can go home now.
You can smoke here.
Asking permission:
e.g.: Can I go home now?
Can I use your dictionary?
4.
To express possibility
e.g.: He can be a good doctor in the Future.
5.
To express offering something to someone else.
e.g.: Can I get you some tea?17
Could
1.
Could Expresses ability, subject to certain conditions which probably do
not exist. In this use, could can refer to the present, the past, or the
future.
e.g.:
I could go now, if wanted to. ( i do not want to )
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice Hall Regents, 1989), p. 68.
17
Silvester Goridus Sukur, Complete English Grammar the TOEFL, (Yogyakarta:
Indonesia Cerdas. 2007), p. 116.
16
13
2. Could is used to request permission. It is somewhat more formal and
Polite than can.
e.g.: Could I borrow your pencil?18
3. Could also expresses the ability in the past.
e.g.: When I was younger, I could run past.19
May
1.
May expresses possibility.
e.g.: I may go, but I don‟t really want to.
It may rain, according to the weather report.
2.
May is also used to express permssion. It is considered more formal and
polite than can or could.
e.g.: May I smoke in your class? Yes, you may.
Might
1.
Might expresses possibility which is consider slighter than that expressed
by may.
e.g.: I might ccompany you, but it doesn‟t appear very likely.
It might snow in Oktober; you can never be sure.
2.
Might is used to ask permission. It is more formal and more polite than
may, can, or could.
e.g.:
Might I be excused earl Y?20
Should
1. To express suggestion
e.g.:
You look tired. You should take a rest.
You should do your homework.
2. To ask or give the opinion about something
e.g.:
AI am bad at English. What should I do ?
B: I think you shield take an English course.
George F. Wishon, Julia M Barks, Let’s Write English revised Edition, (New York:
Litton Educational Publishing, 1980) p. 230.
19
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice Hall Regents, 1989), p. 16.
20
George F. Wishon, Julia M Barks, Let’s Write English revised Edition, (New York:
Litton Educational Publishing, 1980), p. 232.
18
14
3. To show the obligation
e.g.:
You should pay the tax regularly.
5. To criticize the condition or situation
e.g.:
The children shouldn’t be playing. They should be at school.21
Shall
1. To express a request for agreement or an offer to do something for someone.
e.g.:
Shall I answer the telephone from you?
Shall I go now and come back later?
2. Shall is used with the first person pronouns, I and We, to express future
action.
e.g.:
I shall leave for Spain tomorrow.
We shall return in Spetember.
3. Shall can express a threat
e.g.:
If you speak like that again, you shall be punished.
4. Small may express a promise.
e.g.:
You Shall receivere your diplomas in june.
Will
1. Will is used to express agreement, mild promise or willingness, or, in a
question, to make a polite request.
e.g.:
I will do whatever you think best.
I will act in the play if you will.
will you please carry this for me?
2. The negative of will may express refusal.
e.g.:
My uncle will not be there tonight.22
3. To express a prediction.
e.g.:
21
According to the weather report, it will be cloudy tommorow.
Silvester Goridus Sukur, Complete English Grammar the TOEFL, (Yogyakarta:
Indonesia Cerdas. 2007), p. 121.
22
George F. Wishon, Julia M Barks, Let’s Write English revised Edition, (New York:
Litton Educational Publishing, 1980), p. 233.
15
4. To express willingness.
e.g.:
The phone is ringing.
I‟ll get it.23
Would
1. To express the result condition in a contrary-to-fact situation.
e.g.:
If I had time, I would go with you.
(I do not have the time. There fore, the condition is contrary to
fact).
2. In the interrogative, would may inquire as to someone‟s willingness to do
something, ask about someone‟s preference, or invite someone to do
something.
e.g.:
Would you be kind enough to this for me?
Would your friend be interested in this book about ancient art?
Would you like to join us for tea tomorrow?
3. Would in the negative expresses refusal. It is the past of will not.
e.g.:
He would not let me enter the country.
4. To express a habitual or customary action in the pas.
e.g.:
When I was young, my grand father would tell me stories. I would
sit beside him and listen for hours.
Must
1.
To express the idea of neccessity or unavoidable obligation, or a condition
which cannot be changed.
e.g.:
The time is up. We must go.
(Perhaps we do not want to, but we have no choice)
One must eat to live. (There eat no choice)
You say you want to pass. Then you must try harder.
( It is them only way).
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice Hall Regents, 1989), p. 45.
23
16
2.
Must in the negative expresses prohibition and is used to keep someone
from doing something. The prohibition may be because of a rule, alaw, the
general disapproval of society, or the danger involded.
e.g.:
You must not walk on the grass. (there is a rule againstit)
You must not pick the flowers in the park. (it is prohibited by law)
You mustn’t smoke in class.
Children mustn’t cross busy street alone.
Ought to
1. Ought to, like should, expresses desirability, avoidable obligation, or duty. It
relates to present or future time. Ought to and should are often used
interchangeably.
e.g.:
You ought to study more. (If you want to learn)
The child ought to be reading by now.
2. Ought to + have +a past particple, referring to past time, indicates that a duty
has not been or, in the negative, something wrong has been done.
e.g.:
You failed: you ought to have studied more.
You (ought not to have wasted your time)
The Form of Modal Auxiliaries can be seen at a chart bellow:
Form of Modal
Modal
Can
Form Used for Form Used for Form Used for Direct
Interrogative
Interrogative
Object Noun Clauses
Cannot
Can
Can (Present)
(Ability
Could (past)
Permission)
Could
Could Not
Could
(Ability)
May
Could (Past)
May Not
-
(Possibility)
Might
(Possibilty)
Could (Present)
May (Present)
Maight (Past)
Might Not
Might
Maight (Present)
Maight (Past)
17
Modal
Might
Form Used for Form Used for Form Used for Direct
Interrogative
Interrogative
Object Noun Clauses
-
Might
Maight (Present)
Need not
Should
Should (Present)
(Permission)
Should
(No Obligation)
Should (Past)
Should Not
Should Not (Present)
(Has
Should Not (Present)
Obligation
No To)
Shall
Shall Not
Shall
(make
Offer,
Invitation,etc)
Will
Will Not
Will
Will (Present)
Will Not (refusal)
Will ... Not
Would (Past)
Won‟t
Would
Would Not
(Polite Will Not (Present)
Request)
Would Not (Past)
Would
Would (Present)
Would (Past)
Would Not (Past)
Must
Ought To
Do Not Have to
Must
Must (Present)
(No Obligation)
Had to (past)
Must Not
Must Not (Present)
(Prohibition)
Must Not (Past)
Needn‟t
Ought ... To
Ought to (Present)
(No Obligation)
Should
Ought to (past)
Ought Not to
Ought ... Not To
Ought Not to
(Has
Not to)
Obligation
(Present)
Ought Not to (Past)
18
Be Going To
Be going to implies prior throught or planning, or suggest a process leading
to an action.
e.g.:
Samira is going to apply for a position in the Foreign Service.
Have To
Have to , like must, expresses unavoidable obligation or necessity. Have to is
interchangeable with must in affirmative sentences and is often used instead
of must in negative sentence.
e.g.:
we must leave by 06.00.
we don‟t have to leave by 06.00
we must not leave before 06.00. (we are prohibited from leaving)
unlike the modal auxiliaries, have to changes its form to indicate
time and person.
B. Contextual Teaching Learning
1.
Background of Contextual Teaching and Learning (CTL)
Most educators are familiar with the theories of John Dewey and his
progressive push constructivism. In this model, “student construct their own
knowledge by testing ideas based on prior knowledge and experience, applying
these ideas to a new situation and integrating the new knowledge gained with preexiting intellectual construct”.24
In conjuction with constructivism, contextual teaching and learning (CTL)
also encourages students to take ownership of their learning, specifically by
“[relating] subject matter content to real word situation; and [motivating] students
to make connections between knowledge and its applications to their liives”.25
This connection between content and the real word is what teachers should
strive to help their student see. By accomplishing this task, teachers not only
motivate students to pay attention to the content matter, they also help students
build crucial higher-order thinking skills. As the trend for globalization continues,
24
http://www.kennesaw.edu/english/ContextualLearning/2003/HeatherHooks,
April15,2012.
25
http://www.cew.wisc.edu/teachnet/ctl/ April 15 2012.
19
it becomes imperative that student understand the fundamental inter-relatedness of
all things, which requires that subject matter content could be applicable in more
than one discipline.
A national programmer has emerged a better way of teaching to attain
higher student learning achievement contextual teaching and learning which was
introduced to thirty-two senior high schools.
2.
Definisi of Contextual Teaching and Learning (CTL)
Most of students in the schools enables to make a connection between
what they are learned and how to knowledge will be used. Hence, most educators
have to be creative in choosing teaching technique, because teaching technique
should be varied accourding to the subject being emphasized. CTL is the one of
teaching methodology. Actually, CTL is not a new method in teaching
methodology. CTL was invented by Jhon Dewey in 1916.26 In that time, Deway
proposed a teaching methodology, which related to a material with student
experience. He thought by connecting the academic knowledge with student‟ real
life, a teaching learning activity will be more meaningfully. It means they are not
only learn about the theory, but they know why they learn the theory and how to
applied a theory in the real life.
Furthermore, Johnson defined that “Contextual Teaching Learning is an
educational process that aim to help students see meaning in the academic
material they are studying by connecting academic subject with the context of
their lives, that is, with the context of their personal, social, and cultural
circumstances.27 In other words, the objective of CTL is to help a students make a
connection between the material they are learned with the environment.
Therefore,students not only learn about the concept of the theory but also know
how to apply the theory.
Trianto, Model – Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta:
Presentasi Pustaka, 2007), p. 101.
27
Elaine B. Johnson, Contextual Teaching Learning: What it is and why it’s here to stay,
(United State of America: Corwin Press, Inc.2002), p. 25.
26
20
In line with the definitions above, Blanchard quoted that “CTL is a
conception of teeaching and learning that helps teacher relate subject matter
content to real world situations and motivates students to make connection
between knowledge and its application to their lives as family member‟s citizens
and workers and engage in hard work that learning requires.28
In addition, Wina Sanjaya has the same perspective in defining Contextual
Teaching Learning, she said that “Contextual Teaching Learning (CTL) adalah
suatu pendekatan pembelajaran yang menekankan kepada proses keterlibatan sisw
auntuk dapat menerapkannya dalam kehidupan mereka.”29
As a whole, the teacher has a function as a mediator and students are
expected to be more active to formulate the material which is thought contextually
not textually. Besaides CTL is a method which considers aconnection between
academic knowledge and the context of students daily lives. It emphasizes on the
students‟
understanding
and
meaningful
learning.
To
create
students
understanding, theachers have to help studendts to seek menaing in the context
which has relationship have to the students‟ environment, since learning occurs
only when students proceed knowledge in sugh a way that make sense to their
own frames. Again, to create meaningful learning, students are to motivate to find
a meaning in the material by themselves, so the teaching learning activity will be
more meaningfull and fun.
3.
Characteristic of Contextual Teaching and Learning (CTL)
Johnson, as quoted by Nurhadi, characterizes Contextual Teaching and
Learning into eight important elements as follows:
a. Making Meaningful Connections
Students can orginize them selves as learners, who learn actively in
improving their interest individually, person who can work individually or
collectively in a group, and a person who can do learning by doing.
Trianto, Model – Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta:
Presentasi Pustaka, 2007), p. 101.
29
Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi,
(Jakarta: kencana perdana media group, 2008), p. 117.
28
21
b. Doing Significant Work
Students can make relationship among schools and the various existing
contexts in the real world as business maker and as a citizen.
c. Self-Regulated Learning
Students do the significant work, it has purpose; it has connection with
others, it has connection with decision making and it has the concrete results or
producs.
d. Collaborating
Students are able to work together. The teacher helps students in order to
work effectively in a group and teacher helps them to understand the way how to
persuade and communicate each others.
e. Critical and Creative Thinking
Students are able to apply higher level thingking critically and effectively,
they are able to analyze, to synthesize, to tackle the problem, to make a decision
and to think logically.
f. Nurturing the Individual
Students carry on their selves, understand, give attention, posses high
wishes, motivate and empower themselves. Students can‟t get the success
without the support from adult people. Students should respect their companion
and adult person.
g. Reaching High Standards
Students know and reach the high standars. It identifies their purposes and
motivates them to reach it. Teacher shows to students how to reach what called
excellent.
h. Using Authentic Assessments
Students use academic knowledge in the real world contex to the
meaningful purposes. For example, students may describe the academic
information that have learn in subject of science, health, education, math, and
22
English subject by designing a car, planning the school menu, or making the
serving of human emotion or telling their experience.30
These eigh characteristics make Contextual Teaching and Learning
different from other methods. These characteristics became the main
components in applying Contextual Teaching and Learning method. It is also
clearly seen that these eight characteristics ask the students for actively
involving in classroom activity. Collaborating, nurturing the individual and
creative and critical thingking ask the students to responsible for their own
learning. The role of teacher in Contextual Teaching and Learning is to facilitate
students to find the fact or the meaning, concept, or principles for their selves.
Once these eight characteristics applied in classroom, it will help both students
and teachers in creating a good atmosphere where the learners have a great
responsibility in achieving their success in learning.
4.
The Component of Contextual Teaching and Learning (CTL)
In implementing CTL, seven components of CTL that must be filled relate
to the principle of CTL. Those components are the important things in building
CTL system. The components are constructivism, inquiry, questioning, learning
com
STUDENTS’ MODAL AUXILIARIES MASTERY
(An Experimental Research of the Second Grade Students of SMK Tunas Grafika Informatika
Jakarta Petukangan Utara Jakarta Selatan)
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in
English Language Education
DEWI NOVIYANTI
207014000481
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
2014
ABSTRACT
DEWI NOVIYANTI. 2014. The Effectiveness of Contextual Teaching and
Learning on Students Modal Auxiliaries Mastery (An Experimental Research
at the Second Grade of SMK Tunas Grafika Informatika Jakarta Selatan), Skripsi,
English Education Department, Faculty of Tarbiyah Teachers‟ Training, UIN
Syarif Hidayatullah Jakarta.
Advisor: Dr. Alek, M.Pd.
The objective of this research was to find out whether there was a
significant differences of students‟ achievement in learning modal auxiliaries
through contextual teaching and learning method. In this research, the writer used
quantitative method. The method of the research was an experimental study by
using pre-test and post-test controlled group design. The population of this
research was the students of second grade of SMK Tunas Grafika Informatika
Jakarta Selatan in academic year 2013-2014 which consist of 525 students. The
sample of the research was 70 students (35 students were as experiment class and
35 students were as controlled class), chosen by using multi stage cluster randon
sampling. The writer conducted of experiment in two different classes, the
experiment class was in using contextual teaching and learning and the control
class was in using other technique. The data were collected through the
achievement of pre-test and post-test from two different classes. The findings of
the research showed that teaching modal auxiliaries using of contextual teaching
and learning technique is more effective than in using other technique. Based on
the findings above, it can be concluded that contextual teaching and learning
technique has served a positive influence, so it can be used as an alternative
method in teaching modal auxiliaries based on the result of gained post-test
students‟ achievement at Second Grade of SMK Tunas Grafika Informatika
Jakarta Selatan in Academic Year 2013-2014.
DEWI NOVIYANTI
(PBI)
v
ABSTRACT
DEWI NOVIYANTI. 2014. The Effectiveness of Contextual Teaching and
Learning on Students Modal Auxiliaries Mastery (An Experimental Research
at the Second Grade of SMK Tunas Grafika Informatika Jakarta Selatan), Skripsi
dari Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014
Advisor: Dr. Alek, M.Pd.
Tujuan dari penelitian ini adalah untuk mengetahui keefektifan tehnik
contextual teaching and learning terhadap prestasi siswa dalam mempelajari
modal auxiliaries. Dalam penelitian ini, penulis menggunakan metode kuantitatif.
Metode penelitian yang digunakan adalah eksperimen dengan desain pre-test
post-test control group. Populasi dari penelitian ini adalah siswa kelas 2 di SMK
Tunas Grafika Informatika Jakarta Selatan pada tahun ajaran 2013-2014 yang
berjumlah 525 siswa. Sampel penelitian adalah 70 siswa (35 siswa kelas
“Experiment” dan 35 siswa kelas “Controlled”) yang dipilih dengan
menggunakan tehnik multi stage cluster random sampling. Percobaan penulis
lakukan di dua kelas yang berbeda dengan dua metode yang berbeda pula. Tehnik
contextual teaching and learning digunakan dikelas “Experiment” dan tehnik lain
digunakan di kelas “Controlled”. Data dikumpulkan melalui hasil prestasi dari
pre-test dan post-test dari dua kelas. Hasil dari penelitian ini menunjukkan bahwa
mengajar modal auxiliaries menggunakan contextual teaching and learning lebih
efektif dibandingkan dengan menggunakan teknik yang lain. Berdasarkan pada
hasil penelitian diatas, dapat disimpulkan bahwa tehnik contextual teaching and
learning telah memberikan suatu pengaruh positif, sehingga tehnik contextual
teaching and learning dapat digunakan sebagai suatu metode alternatif dalam
mengajar modal auxiliaries berdasarkan hasil dari nilai akhir siswa kelas dua di
SMK Tunas Grafika Informatika Jakarta Selatan pada tahun ajaran 2013-2014.
DEWI NOVIYANTI
(PBI)
vi
ACKNOWLEDGEMENT
In the name of Allah, the beneficent and the merciful.
All praise be to Allah the lord of this universe, by the grace of Allah the
highest finally the writer is able to finish her „skripsi‟ after long effort of writing.
Peace, blessing and salutation be upon our great prophet Muhammad, his family,
his descendants, and his followers who strived in Islam.
In this precious occasion, the writer would like to express her greatest
gratitude and honor to her beloved parents, Bahrudin, S.Pd. and Ayanih who have
been supporting and encouraging the writer to finish this „skripsi‟.
The writer also would like to address her greatest thanks and appreciation
to her kind advisor, Dr. Alek, M.Pd. who has guided, helped, suggested, and
corrected during developing until accomplishing this „skripsi‟. May Allah always
bestow blessing along his life.
Her gratitude and appreciation are also addressed to:
1. All lectures especially in English Education Department who always
give their motivation and valuable knowledge and also unforgettable
experience during her study at Faculty of Tarbiyah and Teachers
Training of State Islamic University Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd. as the chairman of English Education Department.
3. Zaharil Anasy, M.Hum. as the secretary of English Education
Department.
4. Nurlena Rifa‟I, M.A, Ph.D. as the Dean of Faculty of Tarbiyah and
Teachers Training of State Islamic University Syarif Hidayatullah
Jakarta.
5. Dedy Supriadi, S.Pd., S.E., M.Si. the Headmaster of SMK Tunas
Grafika Informatika and Drs. Sutarto the English teacher who also take
a role as the observer in this research.
6. Hasan Basyari, S.I.Kom. her beloved husband who has given her love,
prayer, motivation, and financial support.
vii
7. Her beloved best friend of English Education Department Class C for
academic year 2007 who have always been in the researcher side in the
facing all the laughter and tears during his study.
Hopefully, this „skripsi‟ can be useful to the readers, particularly into
the researcher. Also, the researcher realized that this „skripsi‟ is far from
being perfect. It is a pleasure for her to receive constructive critics and
suggerstion from anyone who read her „skripsi‟ for valuable improvement.
Jakarta, Juli 2014
The Writer
viii
TABLE OF CONTENTS
TITLE .................................................................................................................. i
SURAT PERNYATAAN KARYA SENDIRI ................................................... ii
APPROVAL SHEET ........................................................................................iii
ENDORSEMENT ............................................................................................. iv
ABSTRACT ....................................................................................................... v
ABSTRAK ........................................................................................................ vi
ACKNOWLEDGEMENT ............................................................................... vii
TABLE OF CONTENTS .................................................................................. ix
LIST OF TABLES ........................................................................................... xii
LIST OF APPENDICES .................................................................................xiii
CHAPTER I. INTRODUCTION ................................................................... 1
A. Background of the Problem ............................................... 1
B. Identification of the Study .................................................. 4
C. Limitation of the Study ...................................................... 4
D. Formulation of the Study ................................................... 5
E. Objective of the Study ........................................................ 5
F. Significance of the Study ................................................... 5
CHAPTER II. THEORETICAL FRAMEWORK ....................................... 6
A. Modal Auxiliaries Mastery .................................................. 6
1. The Definition of Grammar ............................................. 6
2. The Definition of Modal Auxiliaries ............................... 7
3. The Definition of Modal Auxiliaries Mastery ................. 9
4. Type of Modal Auxiliaries ............................................ 10
5. The Function of Modal Auxiliaries ............................... 11
ix
B. Contextual Teaching and Learning .................................. 18
1. Background of CTL ....................................................... 18
2. Definition of CTL .......................................................... 19
3. Chracteristics of CTL .................................................... 20
4. Component of CTL ....................................................... 22
5. Strategy of CTL ............................................................ 25
6. Advantage and Disadvantages of CTL .......................... 27
C. Effectiveness ...................................................................... 27
1. Devinition of Effectiveness ........................................... 28
2. Defining Effectiveness of Teaching .............................. 28
CHAPTER III. RESEARCH METHODOLOGY ..................................... 29
A. Place of the Study and Time of the Study ...................... 29
B. Research Design ............................................................... 29
C. Population and Sample ...................................................... 30
D. Research Instrument ......................................................... 30
E. Technique of Collecting Data ........................................... 30
F. The Technique of Data Analysis ...................................... 30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS .............. 33
A. Resrarch Findings .............................................................. 33
1. Description .................................................................... 33
2. Test of Hypothesis .......................................................... 43
B. Discussion ........................................................................ 44
CHAPTER V. CONCLUSION AND SUGGESTION ............................... 45
A. Conclusion ....................................................................... 45
B. Suggetion .......................................................................... 46
BIBLIOGRAPHY ........................................................................................... 47
x
APPENDIXES ................................................................................................ 49
A. Kisi – kisi Soal Pre-Test ....................................................................... 49
B. Kisi – Kisi Soal Post-Test .................................................................... 50
C. The instrument of Pre-Test .................................................................. 51
D. The instrument of Post-Test ................................................................. 54
xi
LIST OF TABLES
1.
Table 4.1. The Score of Students’ Achievement ....................................... 33
2.
Table 4.2. The Score of Pre-Test of Experiment Class and Control Class 35
3.
Table 4.3. The Score of Pre-Test and Post-Test of Experiment Class ...... 37
4.
Table 4.4. The Score of Pre-Test and Post-Test of Control Class ............ 39
5.
Table 4.5. Comparison of the Score of Students of Experiment Class and
Control Class ......................................................................................... 41
xii
LIST OF APPENDICES
Appendix I: Kisi – Kisi Soal Pre- Test ............................................................ 49
Appendix II: Kisi – Kisi Soal Post-Test............................................................ 50
Appendix III: The Instrument of Pre-Test ....................................................... 51
Appendix IV: The Instrument of Post-Test ...................................................... 54
Appendix V: Kunci Jawaban of Pre-Test and Post-Test .................................. 58
xiii
1
CHAPTER I
INTRODUCTION
This chapter presents the general account of the present study. It covers
background of the problem, identification of the problem, limitation of the study,
formulation of the study, objective of the study, significance of the study.
A. Background of the Problem
Communication to all people around the world is very important activity in
life. Communication in a language is impossible without the mastery of the words
used in that language. It is mainly through using words that we compose and
express our thoughts to others. When people know a language, they can make
choices about the words that they need to use and how to put these words together
to create meaning. Language, of course, is knowledge, and in our world today
knowledge is one of the key factors in survival, competitiveness, and every aspect
of life.
One of the International languages is English. According to Harmer
“English is consisting of four skills that should be learned, they are listening,
speaking, reading, and writing skills. Listening and reading skills are regarded as
receptive skills while speaking and writing skills are considered to be productive
skills.”
1
English language is the first foreign language in Indonesian schools.
Having studied English, the students expect to acquire some abilities and those
are: the ability to listen to English sounds, the ability to read and to understand
English book, the ability to speak English, and the ability to write English. Beside
the four language skills, they should have a capability in language components.
One of the components is grammar. Penny Ur said, “Grammar may be roughly
defined as the way a language manipulates and combines words (or bits of words)
in order to form longer units of meaning.”2 According to Scott Thom bury
“Grammar is partly the study of what forms (or structures) are possible in a
1
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1989), p. 16.
2
Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (New York:
Cambridge University Press, 2004), p. 4.
2
language. Traditionally, grammar has been concerned almost exclusively with
analysis at the level of the sentence.”3 Based on two statements above, it can be
concluded that grammar is description of the rules that govern how language‟s
sentences are formed.
The grammar component, such as syntax, morphology, and so on should
be acquired by any ones who learn language. Therefore, they can use the language
clearly, accurately and effectively.
Grammar is also needed even in the communication, because it can avoid
misunderstanding. By mastering grammar, it is hoped that we can share the
information and be more confident to express the idea when we communicate
with other people. Grammar is an important element to be learned in language
learning, because it is used to understand the language.
There are many aspects discussed in English grammar. One of them is
modal auxiliaries. A modal auxiliary generally expresses a speaker‟s attitude of
„moods‟. For example, modal can express that speaker feels something necessary,
advisable, permissible, possible, or probable; and in addition, they can convey the
strength of these attitude.4
There are several kinds of modal auxiliaries; namely can, could, be able to,
might, shall, ought to, had better, be supposed to, be to, should, will, be going to,
would, used to, must, have to, have got to and used to. Helping verb or modal
auxiliaries express a wide range of meanings such as, ability, permission,
possibility, necessity, e.t.c. Most of modals have more than one meaning. The
modals are complex, heavily and used group of words. They should be studied
and observed carefully. Some of them change the meaning in the negative, so that
their true negative must be expressed in other auxiliaries.
According to Betty Schrampfer Azar, the types of Modal Auxiliaries can
be divided into two types. First, modal auxiliaries can, could, had, better, may,
3
Scott Thornbury, How to Teach Grammar, (Malaysia: Longman, 1999), p. 1.
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd edition, (New
Jersey: Prentice Hall Regents.1989), p. 68.
4
3
might, must, ought to, shall, should, will, and would. Second, similar expressions:
be able to, be going to, be supposed to, be to, have to, have got to, and used.5
In modal auxiliaries, there are some difficulties faced by students in; first,
most of student still confused to decide the meaning of modals. Second, they have
difficulties because the grammatical rules in term of sentence structure in English
and Indonesian language are diffirent. Third, most of student translate the
sentences in Indonesian language into English language.
Next, based on the observation the writer found that the students‟ were not
interested in study grammar because in their opinion grammar is boring. It
happened because the technique that teacher used for study grammar not
interested, they did not use the suitable technique in teaching grammar especially
modal auxiliaries. During teaching learning activity, the teacher gave them some
minute to do exercises meanwhile most of students did not pay attention to the
teacher‟s explanation even they did not do the exercises. Furthermore, the teacher
never gives motivation to the students.
Here, the writer assumes that students‟ understanding in modal auxiliaries
is influenced by their physical condition, their interest toward the material, lack of
practice time, the difficulty of the meaning modal auxiliaries and hardly to
distinguish a kind of modal auxiliaries.
Based on the writer‟s experience when she did the observation in SMK
Tunas Grafika Informatika Jakarta are still difficult to achieve those targets
because their knowledge of English is still low primarily in modal auxiliaries. The
students do not understand clearly what the modal auxiliaries is, how to identify
the modal auxiliaries and how to know the kind of modal auxiliaries. Beside, the
teacher also less preparation in teaching modal auxiliaries. Therefore, the teacher
needs to be more creative in teaching, including the use of technique.
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd edition, (New
Jersey: Prentice Hall Regents.1989), p. 68.
5
4
The writer would like to propose an alternative technique is „Contextual
Teaching and Learning‟. It is the teacher‟s way or triks which actually give the
words that closely related to the „theme‟ provided. This technique will help
student to learn modal auxiliaries and students more interest to learn modal
auxiliaries.
Based on those problem that have mentioned above the writer would like
to investigate deeply title of this research ‘The Effectiveness of Contextual
Teaching and Learning on Students Modal Auxiliaries Mastery at the Second
Year Students’ of SMK Tunas Grafika Informatika Jakarta”.
B. Identification of the Problem
Based on the background of the study above, there are some problems that
can be identified in this research such as:
1. Most of students still have difficulties to decide the meaning of modals.
2. Students still have difficulties because the grammatical rules in term of
sentence structure in English and Indonesian language are different.
3. Teachers were not use the best technique for teaching modal auxiliaries.
C. Limitation of the Study
It is essential to limit the problem in order to avoid misunderstanding in
interpreting the problem. The writer limits the problem in this research only in the
students‟ difficuties in learning some modal auxiliaries; they are May, Can, Must
and Will which are explained in the second grade of senior high school.
D. Formulation of the Study
Based on those problems above, to make the study easy to understand, the
writer formulates the problem as follows: “Is there any effect of using contextual
teaching and learning in teaching modal auxiliaries?”
5
E. Objective of the Study
The objective of the research is to know contextual teaching and learning
can affect in teaching modal auxiliaries for the second year students of SMK
Tunas Grafika Informatika Jakarta Selatan.
F. Significance of the Study
The writer expects that this paper will be useful for English teachers,
students, the instutisions of SMK Tunas Grafika Informatika Jakarta Selatan and
everybody who pays attention to learn English may take advantage from this
study and exclusively to the writer. The first, for the English teacher it can enrich
her technique in teaching English subject, especially in modal auxiliaries. The
second, for students it can help them in learning modal auxiliaries easier and get
more understanding about it. The next is for the instutisions of SMK Tunas
Grafika Informatika Jakarta Selatan, it can be beneficial regarding to improve
their educational quality. And the last is for the writer; it can enlarge her
knowledge in teaching English and also becomes a basic consideration and
information to do further research in the future. In addition, it is also fulfill one of
the requirements of English department of the school of education discipline of
Syarif Hidayatullah Jakarta.
6
CHAPTER II
THEORETICAL FRAMEWORK
The second chapter presents Theoretical Framework. It is divided into
three part. Part A discusses about Modal Auxuliaries, Part B discusses about
Contextual Teaching Learning, and Part C discusses about Effectiveness study,
A. Modal Auxiliaries
1. The Definision of Grammar
Scott Thornburg stated” grammar as asystem of rules (or patterns ) which
describe the formation of a language‟s sentences. 1
According to Craig Hancock, “Grammar is the natural, inherent, meaningmaking system of the language, a system that governs the way words come
together to form meanings; grammar is also the study of that system, the various
theories of perspectives that attempt to understand and describe it.”2
David Nunan in this book “Second Language Teaching Language and
Learning” stated Grammar is:
a. An analysis of the structure of language, either as encountered in a corpus of
speech or writing (a performance grammar) or as predictive of a speaker‟s
knowladge (a competence grammar). A contrast is often drawn between a
descriptive grammar, which provides a precise account of actual Usage, and a
prescriptive grammar, which tries to establish rules for the correct use of
language in society.
b. An analysis of the structural properties which define human language (a
universal grammar).
c. A level of structural organization which can be studied independently of
phonology and semantics.
1
Scoot Thornbury, Uncovering Grammar, (Oxford: Macamillan Publisher. 2001) p. 1.
Craig Hancock, Meaning – Centered Grammar, (London: Equinox Publishing Ltd,
2005), p. 6.
2
7
Grammar is a description of the structure or a language and the way in
which linguistic units such as words and phrases are combined to produces
sentences in the language in Nunan.3
While Penny Ur said “grammar is sometimes defined as the way words are
put together to make correct sentences”.4 The various definition of the grammar
according to experts above can be identified by the key words of each definition
and it can be concluded in a sentence. So the grammar is the study of the way
words come together to form meanings and to make correct sentences.
Grammar also plays a part in the National Curriculum. Grammar pops up
all over the place – under speaking, listening, reading, and ( of course ) writing,
under standart and non-standart dialects, under accuracy and appropriateness,
tinder the spelling of single words and the punctuation of whole paragraphs, and
in connection with literature, with the media and with jokes. The intention of the
National Curriculum is very clear: those grammatical ideas should be available to
teachers and pupils for use as tools. Without those tools, a great many of the other
jobs which the english teacher has to do will be very, very much harder. So the
part assigned to grammar is important, even though it keeps a low profile.5
The knowledge of grammar is very important to express not only what we
want to write hue‟ also what we want to say. By understanding and mastering
grammar, people can make a good writing and communicate confidently.
2.
The Definition of Modal Auxiliaries
In English a verb Can sometimes be used-on its own, in its basic form: for
example They study history conveys the lexical meaning of study and the
reference to habitual action in the present signaled by the simple present tense
form.
David Nunan, Second language Teaching and Learning, (Boston: Heinle – Heinle
Publishers. 1999), p. 97.
4
Penny Ur, A course In Language Teaching, (London: Cambridge University Presss.
1996), p. 75.
5
Richard Hudson, Teaching Grammar: A Guide for the National Curriculum, (Oxford:
Blackwell Publisher. 1992), p. 6.
3
8
On other occasion, however, the verb in its basic form is not sufficient in
itself to convey both the lexical meaning of the word and other supplementary
information (e.g. about person, tense, aspect, interrogation, negation). For
example, in She studies history we need the suffix in order to refer the action to a
third person singular subject; in He is studying now we need both another verb
form (is) and a suffix (-ing) to convey the meaning of the progressive aspect. In I
have written a letter a verb from (have) and a suffix (-en) are necessary to express
the perfect aspect. And in Do they speak English?, do is used to hake a
interrogative structure.
Thus, side by side with carry the basic lexical meaning. English uses the
verbs be, have, and do, as auxiliaries verbs. These auxiliary verb „help‟ full verbs
to convey the extra information about tense, aspect, interogation, negation, etc.6
Auxiliary verb is verb that is used with another verb to show its tense,
person, mood,etc. In English the auxiliary verbs are be, do, and have (as in I am
running, I didn‟t go, They have gone) and all the modal.7
Auxiliary (or „helping‟) verbs are used together with other verbs to „help‟
them express particular grammatical functions or meanings (for instance, to make
questions, or to from tenses). In English, a lot of important meanings are
expressed by changes in the verb, for example: questioning, negation, time,
completion, continuation, repetition, wilingness, possibility, and obligation. But
English verbs do not have many different forms. The maximum (except for be) is
live (e.g. see, sees, seeing, saw, seen). So to express these meanings, a number of
auxiliary verbs are used such as do, be, and have.
These three auxiliary verbs have very impotant grammatical funcions. Do is
used to make question and negative forms of simple tenses, and for some other
purposes. Be is used with participles (-ing and –ed forms) to make progressive
G. De Devitiis, I, Mariani and K. O‟malley, English Grammar for Communication,
(England: Longman Group UK Limited, 1989), p. 31.
7
Longman Dictionary of Contemporary English 3rd Edition, (England: Longman Group
Limited. 1995), p. 74.
6
9
and passive verb-forms. Have is used to make perfect verb-forms. Do, be, and
have also have other non-auxiliary‟ uses. 8
3.
Definition of Modal Auxiliaries Mastery
Modal auxiliaries generally express a speaker‟s attitudes, or “moods”. For
example, modal can express that a speaker feels something necessary, advisable,
permissible, possible, or probable; and in addition, they can convey the strength of
these attitudes. These are the verbs can, could, may, might, must, will, would,
shall, should, ought, and need. They are different from the other three auxiliary
verbs in two ways. Firstly, they have special grammatical features (for instance,
they have no infinitive, and the third person singular has not). And secondly,
most modal verbs have not only a grammatical function, but also a „dictionary
meaning‟: for instance, must can mean „be obliged to‟. (do, be, and have do not
really have “meanings” of this kind when they are used as auxiliary verbs).9
Modal verb is technical one of those verb form: can, could, may, might,
shall, should, will, would, must, ought to, used to, and had better. They are all
used with others verb to change their meaning by expressing ideas such as
possibility, permission, or intention.10
According to Irma Kosita Gloria Barus:
“Modal auxiliaries adalah satu bentuk kategori dalam tata bahasa inggris
yang berfungsi sebagai pembantu kata kerja (auxiliaries) yang salah satu
fungsinya adalah untuk menunjukkan kebenaran, perkiraan, atau kemungkinan.
(Modal auxiliaries are kinds or categories in grammar which function as
auxiliaries such as for showing the truth, prediction, or possibility).11
8
Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1980), p.
90.
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice Hall Regents, 1989), p. 68.
10
Longman Dictionary of Contemporary English 3 rd Edition, (England: Longman Group
Limited. 1995), p. 74.
11
Irma Rosita Gloria Barus dkk, Bahasa Inggris II, (Jakarta: Pusat Penerbitan Universitas
Terbuka, 2004), p. 24.
9
10
4.
Type of Modal Auxiliaries
The modal auxiliaries form a special group because they do not use normal
verb tense endings. They generally have no suffix (-s, -ing, -ed, or en). They have
several points in common which make them quite difference from other verbs:
a. They are not ussed (except sometimes in the negative) to talk about things
which are definitely happening, or have definitely happened. Modal verbs are
used when we say that we expect things to happen, or that events are possible,
or improbable, or when we say that things did not happen, or that we are not
sure whether they happened.
e.g.:
I can‟t swim.
She could he in london or paris or Tokyo – nobody knows.
I may come tomorrow it‟ll have time.
You might have told me frances was ill.
What would you do if you had a free year ?
I think they should have consulted a doctor earlier.
b. Modal verbs has no – s on the third person singular; questions and negatives
are made without do; they are followed by the infinitive without to of other
verbs (except for ought).
e.g.:
You needn‟t !look at nine like that.
Fie must be here by nine o‟clock.
Can your mother drive ?
Yhat ought to be enough.
c. Modal verbs have no infinitives, and other exprenssions are used instead, when
necessaly.
e.g.:
I‟d like to be able to skate.
You are going to have to work harder.
d. Modal verbs have no past fibrins. Could and would are with past meanings in
conic cases (but never to say that particular events actually happened on
definite occasions)
e. Modal verbs cart be used with perfecto infinitives to talk about things which
did not happen, or which we are not sure about, in the past.
11
e.g.:
You should have told meat once.
Her car may have broken down.12
According to Betty Schramfer, the types of Modal Auxiliaries can be
divided into two types. First, modal auxiliaries can, could, had better, may, might,
must, ought to, shall, should, will, and would. Second, simliar expressions; be
able to, be going to, be supposed to, be to, have to, have got to, used to.13
Modals and semi modals can be grouped into three major categories
according to their main meanings (excluding used to, which relates to past time).
a.
Permission/possibility/ability: can could, may, might
b.
Obligation/necessity: dust should, (had) better, have (got) to, need to,
ought to, be supposed to.
c.
5.
Volition/prediction: will, would, shall, be going to.14
The function of Modal Auxiliaries
Modal auxiliary verbs has at least two meanings. One use of all modal
verbs is to talk about the possibility of situation or event. Some of these verbs are
used to say that a situation is certain; others that it is probable or possible; other
that it is impossible.
a.
Certainty: shall, shan’t, trill, won’t, must, can’t couldn’t, would,
wouldn’t.
b.
Probability: should, couldn’t, ought to, oughtn’t to, bay (not).
c.
Weak Probability: might, might not, could.
d.
Conditional Certainty or possibility: would, wouldn’t, could, couldn’t,
mighty, mightn’t.15
12
Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1980), p.
38.
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice Hall Regents, 1989), p. 68.
14
Stig Johanson, Geoffry Lecchand Dauglas Bibes, Longman Grammar of Spoken and
Written English, ( London: Edinburg Gate, 2000), p. 485.
15
Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1980), p.
389.
13
12
Can
Can is used informally to request permission, especially if the speaker is
talking to someone she/he knows fairly well.16 The detail functions of Can are
followed:
1.
To express the ability
e.g.: I can speak three foreign languages.
I can swim.
2.
To express request or asking to someone else for doing something.
e.g.: Can You open the windows”?
Can you help me?
3.
To express asking or giving permission
Giving permission:
e.g: You can go home now.
You can smoke here.
Asking permission:
e.g.: Can I go home now?
Can I use your dictionary?
4.
To express possibility
e.g.: He can be a good doctor in the Future.
5.
To express offering something to someone else.
e.g.: Can I get you some tea?17
Could
1.
Could Expresses ability, subject to certain conditions which probably do
not exist. In this use, could can refer to the present, the past, or the
future.
e.g.:
I could go now, if wanted to. ( i do not want to )
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice Hall Regents, 1989), p. 68.
17
Silvester Goridus Sukur, Complete English Grammar the TOEFL, (Yogyakarta:
Indonesia Cerdas. 2007), p. 116.
16
13
2. Could is used to request permission. It is somewhat more formal and
Polite than can.
e.g.: Could I borrow your pencil?18
3. Could also expresses the ability in the past.
e.g.: When I was younger, I could run past.19
May
1.
May expresses possibility.
e.g.: I may go, but I don‟t really want to.
It may rain, according to the weather report.
2.
May is also used to express permssion. It is considered more formal and
polite than can or could.
e.g.: May I smoke in your class? Yes, you may.
Might
1.
Might expresses possibility which is consider slighter than that expressed
by may.
e.g.: I might ccompany you, but it doesn‟t appear very likely.
It might snow in Oktober; you can never be sure.
2.
Might is used to ask permission. It is more formal and more polite than
may, can, or could.
e.g.:
Might I be excused earl Y?20
Should
1. To express suggestion
e.g.:
You look tired. You should take a rest.
You should do your homework.
2. To ask or give the opinion about something
e.g.:
AI am bad at English. What should I do ?
B: I think you shield take an English course.
George F. Wishon, Julia M Barks, Let’s Write English revised Edition, (New York:
Litton Educational Publishing, 1980) p. 230.
19
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice Hall Regents, 1989), p. 16.
20
George F. Wishon, Julia M Barks, Let’s Write English revised Edition, (New York:
Litton Educational Publishing, 1980), p. 232.
18
14
3. To show the obligation
e.g.:
You should pay the tax regularly.
5. To criticize the condition or situation
e.g.:
The children shouldn’t be playing. They should be at school.21
Shall
1. To express a request for agreement or an offer to do something for someone.
e.g.:
Shall I answer the telephone from you?
Shall I go now and come back later?
2. Shall is used with the first person pronouns, I and We, to express future
action.
e.g.:
I shall leave for Spain tomorrow.
We shall return in Spetember.
3. Shall can express a threat
e.g.:
If you speak like that again, you shall be punished.
4. Small may express a promise.
e.g.:
You Shall receivere your diplomas in june.
Will
1. Will is used to express agreement, mild promise or willingness, or, in a
question, to make a polite request.
e.g.:
I will do whatever you think best.
I will act in the play if you will.
will you please carry this for me?
2. The negative of will may express refusal.
e.g.:
My uncle will not be there tonight.22
3. To express a prediction.
e.g.:
21
According to the weather report, it will be cloudy tommorow.
Silvester Goridus Sukur, Complete English Grammar the TOEFL, (Yogyakarta:
Indonesia Cerdas. 2007), p. 121.
22
George F. Wishon, Julia M Barks, Let’s Write English revised Edition, (New York:
Litton Educational Publishing, 1980), p. 233.
15
4. To express willingness.
e.g.:
The phone is ringing.
I‟ll get it.23
Would
1. To express the result condition in a contrary-to-fact situation.
e.g.:
If I had time, I would go with you.
(I do not have the time. There fore, the condition is contrary to
fact).
2. In the interrogative, would may inquire as to someone‟s willingness to do
something, ask about someone‟s preference, or invite someone to do
something.
e.g.:
Would you be kind enough to this for me?
Would your friend be interested in this book about ancient art?
Would you like to join us for tea tomorrow?
3. Would in the negative expresses refusal. It is the past of will not.
e.g.:
He would not let me enter the country.
4. To express a habitual or customary action in the pas.
e.g.:
When I was young, my grand father would tell me stories. I would
sit beside him and listen for hours.
Must
1.
To express the idea of neccessity or unavoidable obligation, or a condition
which cannot be changed.
e.g.:
The time is up. We must go.
(Perhaps we do not want to, but we have no choice)
One must eat to live. (There eat no choice)
You say you want to pass. Then you must try harder.
( It is them only way).
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice Hall Regents, 1989), p. 45.
23
16
2.
Must in the negative expresses prohibition and is used to keep someone
from doing something. The prohibition may be because of a rule, alaw, the
general disapproval of society, or the danger involded.
e.g.:
You must not walk on the grass. (there is a rule againstit)
You must not pick the flowers in the park. (it is prohibited by law)
You mustn’t smoke in class.
Children mustn’t cross busy street alone.
Ought to
1. Ought to, like should, expresses desirability, avoidable obligation, or duty. It
relates to present or future time. Ought to and should are often used
interchangeably.
e.g.:
You ought to study more. (If you want to learn)
The child ought to be reading by now.
2. Ought to + have +a past particple, referring to past time, indicates that a duty
has not been or, in the negative, something wrong has been done.
e.g.:
You failed: you ought to have studied more.
You (ought not to have wasted your time)
The Form of Modal Auxiliaries can be seen at a chart bellow:
Form of Modal
Modal
Can
Form Used for Form Used for Form Used for Direct
Interrogative
Interrogative
Object Noun Clauses
Cannot
Can
Can (Present)
(Ability
Could (past)
Permission)
Could
Could Not
Could
(Ability)
May
Could (Past)
May Not
-
(Possibility)
Might
(Possibilty)
Could (Present)
May (Present)
Maight (Past)
Might Not
Might
Maight (Present)
Maight (Past)
17
Modal
Might
Form Used for Form Used for Form Used for Direct
Interrogative
Interrogative
Object Noun Clauses
-
Might
Maight (Present)
Need not
Should
Should (Present)
(Permission)
Should
(No Obligation)
Should (Past)
Should Not
Should Not (Present)
(Has
Should Not (Present)
Obligation
No To)
Shall
Shall Not
Shall
(make
Offer,
Invitation,etc)
Will
Will Not
Will
Will (Present)
Will Not (refusal)
Will ... Not
Would (Past)
Won‟t
Would
Would Not
(Polite Will Not (Present)
Request)
Would Not (Past)
Would
Would (Present)
Would (Past)
Would Not (Past)
Must
Ought To
Do Not Have to
Must
Must (Present)
(No Obligation)
Had to (past)
Must Not
Must Not (Present)
(Prohibition)
Must Not (Past)
Needn‟t
Ought ... To
Ought to (Present)
(No Obligation)
Should
Ought to (past)
Ought Not to
Ought ... Not To
Ought Not to
(Has
Not to)
Obligation
(Present)
Ought Not to (Past)
18
Be Going To
Be going to implies prior throught or planning, or suggest a process leading
to an action.
e.g.:
Samira is going to apply for a position in the Foreign Service.
Have To
Have to , like must, expresses unavoidable obligation or necessity. Have to is
interchangeable with must in affirmative sentences and is often used instead
of must in negative sentence.
e.g.:
we must leave by 06.00.
we don‟t have to leave by 06.00
we must not leave before 06.00. (we are prohibited from leaving)
unlike the modal auxiliaries, have to changes its form to indicate
time and person.
B. Contextual Teaching Learning
1.
Background of Contextual Teaching and Learning (CTL)
Most educators are familiar with the theories of John Dewey and his
progressive push constructivism. In this model, “student construct their own
knowledge by testing ideas based on prior knowledge and experience, applying
these ideas to a new situation and integrating the new knowledge gained with preexiting intellectual construct”.24
In conjuction with constructivism, contextual teaching and learning (CTL)
also encourages students to take ownership of their learning, specifically by
“[relating] subject matter content to real word situation; and [motivating] students
to make connections between knowledge and its applications to their liives”.25
This connection between content and the real word is what teachers should
strive to help their student see. By accomplishing this task, teachers not only
motivate students to pay attention to the content matter, they also help students
build crucial higher-order thinking skills. As the trend for globalization continues,
24
http://www.kennesaw.edu/english/ContextualLearning/2003/HeatherHooks,
April15,2012.
25
http://www.cew.wisc.edu/teachnet/ctl/ April 15 2012.
19
it becomes imperative that student understand the fundamental inter-relatedness of
all things, which requires that subject matter content could be applicable in more
than one discipline.
A national programmer has emerged a better way of teaching to attain
higher student learning achievement contextual teaching and learning which was
introduced to thirty-two senior high schools.
2.
Definisi of Contextual Teaching and Learning (CTL)
Most of students in the schools enables to make a connection between
what they are learned and how to knowledge will be used. Hence, most educators
have to be creative in choosing teaching technique, because teaching technique
should be varied accourding to the subject being emphasized. CTL is the one of
teaching methodology. Actually, CTL is not a new method in teaching
methodology. CTL was invented by Jhon Dewey in 1916.26 In that time, Deway
proposed a teaching methodology, which related to a material with student
experience. He thought by connecting the academic knowledge with student‟ real
life, a teaching learning activity will be more meaningfully. It means they are not
only learn about the theory, but they know why they learn the theory and how to
applied a theory in the real life.
Furthermore, Johnson defined that “Contextual Teaching Learning is an
educational process that aim to help students see meaning in the academic
material they are studying by connecting academic subject with the context of
their lives, that is, with the context of their personal, social, and cultural
circumstances.27 In other words, the objective of CTL is to help a students make a
connection between the material they are learned with the environment.
Therefore,students not only learn about the concept of the theory but also know
how to apply the theory.
Trianto, Model – Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta:
Presentasi Pustaka, 2007), p. 101.
27
Elaine B. Johnson, Contextual Teaching Learning: What it is and why it’s here to stay,
(United State of America: Corwin Press, Inc.2002), p. 25.
26
20
In line with the definitions above, Blanchard quoted that “CTL is a
conception of teeaching and learning that helps teacher relate subject matter
content to real world situations and motivates students to make connection
between knowledge and its application to their lives as family member‟s citizens
and workers and engage in hard work that learning requires.28
In addition, Wina Sanjaya has the same perspective in defining Contextual
Teaching Learning, she said that “Contextual Teaching Learning (CTL) adalah
suatu pendekatan pembelajaran yang menekankan kepada proses keterlibatan sisw
auntuk dapat menerapkannya dalam kehidupan mereka.”29
As a whole, the teacher has a function as a mediator and students are
expected to be more active to formulate the material which is thought contextually
not textually. Besaides CTL is a method which considers aconnection between
academic knowledge and the context of students daily lives. It emphasizes on the
students‟
understanding
and
meaningful
learning.
To
create
students
understanding, theachers have to help studendts to seek menaing in the context
which has relationship have to the students‟ environment, since learning occurs
only when students proceed knowledge in sugh a way that make sense to their
own frames. Again, to create meaningful learning, students are to motivate to find
a meaning in the material by themselves, so the teaching learning activity will be
more meaningfull and fun.
3.
Characteristic of Contextual Teaching and Learning (CTL)
Johnson, as quoted by Nurhadi, characterizes Contextual Teaching and
Learning into eight important elements as follows:
a. Making Meaningful Connections
Students can orginize them selves as learners, who learn actively in
improving their interest individually, person who can work individually or
collectively in a group, and a person who can do learning by doing.
Trianto, Model – Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta:
Presentasi Pustaka, 2007), p. 101.
29
Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi,
(Jakarta: kencana perdana media group, 2008), p. 117.
28
21
b. Doing Significant Work
Students can make relationship among schools and the various existing
contexts in the real world as business maker and as a citizen.
c. Self-Regulated Learning
Students do the significant work, it has purpose; it has connection with
others, it has connection with decision making and it has the concrete results or
producs.
d. Collaborating
Students are able to work together. The teacher helps students in order to
work effectively in a group and teacher helps them to understand the way how to
persuade and communicate each others.
e. Critical and Creative Thinking
Students are able to apply higher level thingking critically and effectively,
they are able to analyze, to synthesize, to tackle the problem, to make a decision
and to think logically.
f. Nurturing the Individual
Students carry on their selves, understand, give attention, posses high
wishes, motivate and empower themselves. Students can‟t get the success
without the support from adult people. Students should respect their companion
and adult person.
g. Reaching High Standards
Students know and reach the high standars. It identifies their purposes and
motivates them to reach it. Teacher shows to students how to reach what called
excellent.
h. Using Authentic Assessments
Students use academic knowledge in the real world contex to the
meaningful purposes. For example, students may describe the academic
information that have learn in subject of science, health, education, math, and
22
English subject by designing a car, planning the school menu, or making the
serving of human emotion or telling their experience.30
These eigh characteristics make Contextual Teaching and Learning
different from other methods. These characteristics became the main
components in applying Contextual Teaching and Learning method. It is also
clearly seen that these eight characteristics ask the students for actively
involving in classroom activity. Collaborating, nurturing the individual and
creative and critical thingking ask the students to responsible for their own
learning. The role of teacher in Contextual Teaching and Learning is to facilitate
students to find the fact or the meaning, concept, or principles for their selves.
Once these eight characteristics applied in classroom, it will help both students
and teachers in creating a good atmosphere where the learners have a great
responsibility in achieving their success in learning.
4.
The Component of Contextual Teaching and Learning (CTL)
In implementing CTL, seven components of CTL that must be filled relate
to the principle of CTL. Those components are the important things in building
CTL system. The components are constructivism, inquiry, questioning, learning
com