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P : percentage of students‟ improvement y : pre-test result
y1 : post-test 1
P : percentage of students‟ improvement y : pre-test result
y2 : post-test 2
I. The Trustworthiness of Study
To analyze the examined test items, the writer implements the trustworthiness of the test; they are discriminating power and difficulty
items. It is aimed to identify the quality of test items which will be used in this research.
Besides, the writer also examines the tests which are used as the instrument of the study to get its validity. To analyze the examined test
items, the writer implements the trustworthiness of the test. It is used as the evidence of the truth of this research. Furthermore, there are some phases
including: 1
Discriminating Power The analysis of discriminating power of test items is to know the
performance of the test through distinguishing students who have high achievement and low achievement.
y2 - y P =
─── X 100 y
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And to calculate the discriminating power the writer uses formula as follow:
11
D = Ba – Bb
Ja Jb
In which, D
: The index of discriminating power Ba
: The number of pupils in the upper group who answered the item correctly
Bb : The number of pupils in the lower group who answered the item
correctly Ja
: Number of pupils in the upper group Jb
: Number of pupils in the lower group
Furthermore, it uses the discriminating power scale as follow:
Table 3.1 Discriminating Power Scale
Adapted from Suharsimi Arikunto
12
DP REMARK
0.70 - 1.00 Excellent
0.40 - 0.70 Good
0.20 - 0.40 Satisfactory
0.00 - 0.20 Poor
Negative Discarded
11
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara, 1993, p. 218.
12
Ibid., p. 233
28
2 Item Difficulty
The difficulty item analysis concerns with the proportion of comparing students who answer correctly with all of students who follow
the test. Item difficulty is how easy or difficult an item is form the viewpoint of the group of students or examinees taking the test of which
that item is a part.
13
The formula used as follow:
14
B P =
── JS
In which, P: Index of difficulty
B: The total number of students who selected the correct answer JS: The total number of students including upper and lower group
In addition, the writer uses criterion scale of Item Difficulty as follow:
Table 3.2 Item Difficulty Scale
ID REMARK
0.0 – 0.30
Hard 0.30
– 0.70 Moderate
0.70 – 1.00
Easy
13
John W. Oller, Language Test at School, London: Longman Group Limited, 1979, p. 246.
14
Arikunto, op. cit., p. 212.
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J. The Criteria of the Action Success
Classroom Action Research can be called successful when it fulfills the criteria which have been determined, on the other hand it will be called
failed when the result cannot achieve the determined criteria. In this study, the research will be success when there are 75 number
of students can improve their achievements from the pre-test until the second post-test in cycle two andor they can pass the target score of the
minimal mastery level criterion , which is seventy 70.
If the criteria mentioned above are achieved, the researcher will stop the cycle, or she doesn‟t need to continue to the next cycle.
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CHAPTER IV RESEARCH FINDINGS
This chapter presents the result and discussion based on the data collected from the implementation of Contextual Teaching and Learning to improve
students‟ ability in using Conditional Sentence Type 2 at second grade of Social class MAN Tarumajaya, Bekasi academic year 20112012. The discussion
presented The Description of Data and Analysis of Data. The Description of Data consists of Finding of the Preliminary Study, Finding of Cycle 1, Finding of Cycle
2, and Finding after Implementing the Action. While Analysis of Data consists of data analysis based on the data has been collected and the data interpretation.
A. The Description of Data
1. Findings of the Preliminary Study
The writer did the survey before implementing this research, and the aim is to know the detail information about the class condition which
would be taken for this research. The further explanation will be explained as follow:
a. The Result of Observation
Pre observation was done in order to observe the teaching and learning activity of English grammar, especially in Conditional
Sentence Type 2 before implementing the action. It was conducted at the second grade of social class of MAN Tarumajaya Bekasi academic
year 20112012. There consisted of 26 students. The researcher did pre-observation on Wednesday, April 25
th
2012. While writer observed on teaching and learning process, she also
observed the way of the English teacher‟s teaching and the condition of the students in grammar class especially in Conditional Sentence
Type 2. The English teacher gave the explanation of the material without connecting simple past tense and irregular verb, although in
30
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Conditional Sentence is very related to those materials simple past tense and irregular. Then he gave the formula of conditional sentence
type 2 and he asked to the students to memorize it. He did not connect the subject matter with their life or what they had been facing in their
real life. This teacher-oriented technique was less effective because the students were expected to remember the formula, consequently if
they did not remember it they would not be able to make the sentences of the material was being taught. The teacher gave the example of
conditional sentence type 2 was too far from the real situation or their real life so that they were difficult to understand the lesson. If he made
the example using hot issues or the event which had been facing in their life, it would be easy to understand the lesson. Besides, the
teacher also told too much during teaching learning process, therefore the students as good listeners without giving opportunities for the
students to give ideas or opinions, comments, even to ask the questions. Finally, they got low scores in doing exercise.
While observing, she also absolutely paid attention to the students during teaching and learning process. The students were lack
of vocabulary. The writer stated this statement because while she was observing, many students asked the vocabularies they used in doing
exercises to another student. Moreover they didn‟t know the change of
the verbs. They haven‟t mastered either simple past tense or irregular verb. As the result, they still made much mistakes in completing the
verb in conditional sentence type 2. It meant that the students got low achievement.
Besides, the writer also observed the students‟ motivation while teaching and learning process. She found that many students were not
serious in learning. They did not pay full attention to the English teacher‟s explanation. Some of students made a joke with their
friends, some of students looked so bored and they were not care about the materials. From this observation, the writer concludes that
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the students need the best method in their learning process in the classroom. They need a method which can relate the subject matter
with their real experience, their real situation in their life, with the realities they are facing in their life. So that they will understand the
subject matter easily, they will be more fun in learning, and they will get higher motivation. As the result they will achieve the minimal
mastery level criterion KKM of the school.
b. The Result of Pre-Interview
Pre-interview in this research was done on Wednesday, May 2
nd
2012. It was started from 10.30 a.m until 11.30 a.m. In this part, the writer asked the English teacher some questions and she divided
the questions into three categories. They were students‟ general condition in grammar class especially at conditional sentence type 2
and their performance, the difficulty faced by students and their participation, and the last is about the method used by the teacher in
teaching and learning process. First category discussed about students‟ general condition in
grammar class especially at conditional sentence type 2, their performance and motivation. The teacher said that most of students at
social science second class of MAN Tarumajaya still got low achievement in English grammar especially in Conditional Sentence
Type 2. They also were not serious and enthusiastic in teaching and learning process. It could be seen from their attention in teacher‟s
explanation, their response to the teacher‟s question, moreover in the
result of their tasks were given by the teacher, it was far from KKM of the school, which was seventy 70.
The second category was about the difficulty faced by students in learning conditional sentence type 2. Based on the English teacher‟s
answer, the students had difficulties in understanding conditional sentence type 2. They did not know the structure of conditional
33
sentence type 2, they could not make right sentence based on the pattern of conditional sentence type 2, they did not know the use of
conditional sentence type 2, and also they did not understand the change of the verb. It meant that they also had low understanding in
simple past tense and irregular verb. At the last category was about the teacher‟s method. At the
result of teacher‟s interview that he used speech and giving tasks. Based
on the teacher‟s answer of those questions above, writer concludes that the students need an appropriate and interesting way in
teaching and learning process in order to get higher understanding in using conditional sentence type 2.
Then, in interviewing the students the writer asked about their feeling or interest in learning conditional sentence type 2, their
difficulty in understanding conditional sentence type 2, and their response to the learning method of their English teacher. Based on the
result of pre interview with the students, the writer concluded that they had low interest in learning conditional sentence type 2. Then they had
difficulties in the change of the verb in conditional sentence type 2, most of them did not know the structure and the use of conditional
sentence type 2. Besides, the way of their English teacher made them confused, and they wanted to get more interesting method to get
higher understanding in using conditional sentence type 2.
c. The Result of Pre-Questionnaire
Questionnaire is a tool of collecting written data which consists of questions or statements and it arranged especially and used to get
the information to be analyzed.
1
In this research pre-questionnaire was taken on Thursday, May 3
rd
2012. The result of pre-questionnaire would be described as follow:
1
Djudju Sudjana, Evaluasi Program Pendidikan Luar Sekolah, Bandung: PT Remaja Rosdakarya, 2006p. 177
