Improving students' ability in using personal pronoun through contextual teaching learning

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(A Classroom Action Research at the Second Year of SMP Islam Raden Patah Depok)

Written by:

Arifah Febri Winarni

106014000370

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

1432 AH / 2011 AD

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(A Classroom Action Research at the Second Year of SMP Islam Raden Patah Depok)

“Skripsi”

Presented to the Faculty of Tarbiya and Teachers Training

In a Partial Fulfillment of the Requirements

For the Degree of S. Pd in English Language Education

By:

Arifah Febri Winarni NIM.106014000370

Approved by the Advisor

Dr. Fahriany, M. Pd.

NIP.19700611 199101 2001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2011

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Using Personal Pronoun through Contextual Teaching Learning” written by Arifah

Febri Winarni student’s registration number 106014000370, was examined by

committee on December 22, 2011 and was declared to have passed and have fulfilled one of the requirements for the degree of S. Pd in English Language Education in the Department of English Education.

Jakarta, December 29, 2011

Examination committee

Chairman : Drs. Syauki, M. Pd ( )

NIP. 19641212 199103 1 002

Secretary : Neneng Sunengsih, S. Pd ( )

NIP. 19730625 199903 2 001

Examiners : 1. Drs. Nasifuddin Djalil. M. Ag ( )

NIP. 19560506 199003 1 002

2. Drs. Sunardi kartiwisastro, Dipl. Ed ( ) NIP. 19440719 196510 2 001

Ackowlwedged by

Dean of Faculty of Tarbiyah and Teachers Training

Nurlena Rifa’I, M. A. Ph. D

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All praises be to Allah, lord of the world, who has given the mercy and blessing upon the writer in completing this ‗skripsi’. Shalawat and salam wish always go to our last and the greatest prophet Muhammad peace be upon Him and to his family, companions and followers.

In this occasion, the writer would like to express her greatest thankful to Allah Who gives her a patience, strength and permission, so she can accomplish this skripsi, without His blessing, she cannot complete it.

The writer also would like to say her great honor to her parents, Agung Widodo and Sunarmi and all of family members who always give motivation, prayer and support for her during her study.

Her special thanks are to Dr. Fahriany, M. Pd, the advisor, for her valuable help, guidance, correction and advice, in writing this skripsi.

She offers her gratitude to all of people who have contributed to her study in Syarif Hidayatullah State Islamic University:

1. All of the lecturers of English Education Department

2. Drs. Syauki, M. Pd, the Chief of English Education Department

3. Neneng Sunengsih, S. Pd, the Secretary of English Education Department

4. Nurlena Rifa’i, M. A. Ph. D the Acting Dean of Faculty of Tarbiyah and

Teachers Training

5. Mr. Sulaeman, M. Pd, the Headmaster of SMPI Raden Patah Depok, for permitting the writer to do the research

6. Mrs. Triana Aprilya, S. Sos, the English teacher of SMPI Raden Patah, who has given her time, kindness, guidance, advice and support during conducting the writer’s research

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Iqbal, Izz Rizqiani, Irfan Fahmi, Depo A. Handoko, Hendra Wisesa, Asri

Nurtauhida, Lia Nurshohifah, Merisa Amalia, Bahtir Rifa’I, Hadirotun

Sholiha, Emiptahudin etc. Thanks for everything that they given to her.

8. The writer’s motivator; Nurhidayat, Hafidz Ferdiansyah, Navali, Deni

Haryanto, Wandi Musthofa, Aji Wahyudi, Zulfahmi, M. Adam, K Hendra, Zikri Choirullisan, all the members of Majlis Ta’lim Nurul Musthofa, for always making her smile.

May Allah the Almighty bless them all, so be it.

Finally, the writer realizes that this “skripsi” is still far from being perfect. Criticism and suggestion would be welcomed to make it better.

Jakarta, December 2011

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Advisor: Fahriany, Dr. M. Pd.

Keywords: Personal Pronoun, Contextual Teaching Learning.

The objective of this research is to improve students’ ability in using personal pronoun through Contextual Teaching Learning in the VIII-I class of SMP Raden Patah Depok.

This research includes Classroom Action Research to improve the students’ ability in using personal pronoun. The Classroom Action Research was done based on the Kurt Lewin design, which is divided into 2 cycles. The subject of this research was the students of SMP Raden Patah Depok at VIII-1 class which consists of 46 students. The data is derived from the tests (pre-test and post-test), the result of interview to the English teacher, the result of questionnaires and the result of observation.

The finding of this research showed that the implementation of the Contextual Teaching Learning method in personal pronoun material was successful and the criteria of success was achieved, that 75% of students’ score could pass the minimum mastery criterion-kriteria ketuntasan minimal (KKM) that is 65. The result of the first pre-test was that 13 students’ scores passed the minimum mastery criterion-kriteria ketuntasan minimal (KKM) by average score 55. The result of the second post-test was that 100% students’ score pass the minimum mastery criterion-kriteria ketuntasan minimal (KKM) by average score 87. The result of the post-questionnaire was that 97% of students showed that their ability in using personal pronoun is improved by using Contextual Teaching Learning method. The result of observation described that student are more active in teaching learning process. Based on the finding, it is suggests that English teacher could implement Contextual Teaching Learning method to improve students’ ability in learning personal pronoun material.

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Advisor: Fahriany, Dr. M. Pd.

Kata Kunci: Personal Pronoun, Contextual Teaching Learning.

Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menggunakan personal pronoun dengan metode Contextual Teaching Learning di kelas VIII-1 dari SMP Raden Patah Depok.

Penelitian ini termasuk penelitian tindakan kelas untuk meningkatkan kemampuan siswa dalam menggunakan personal pronoun. Penelitian tindakan kelas ini menggunakan design Kurt Lewin yang dibagi dalam 2 siklus. Subjek dari penelitian ini adalah siswa kelas VIII-1 dari SMP Raden Patah Depok yang berjumlah 46 siswa. Data di peroleh dari hasil tes (pre-tes dan post-tes), hasil wawancara kepada guru bahasa Inggris, hasil angket dan hasil observasi.

Hasil penelitian ini menunjukkan bahwa penerapan metode Contextual Teaching Learning pada materi personal pronoun telah berhasil dan kriteria keberhasilannya telah tercapai, yaitu nilai dari 75% siswa dapat melampaui kriteria ketuntasan minimal (KKM), yaitu 65. Hasil dari pre-tes pertama adalah 13 siswa nilainya dapat melampaui kriteria ketuntasan minimal (KKM) dengan nilai rata-rata 55. Hasil post-tes kedua adalah 100% siswa nilainya dapat melampaui kriteria ketuntasan minimal (KKM) dengan nilai rata-rata 87. Hasil angket terakhir adalah 97% siswa menjawab bahwa kemampuan mereka dalam menggunakan personal pronoun meningkat dengan menggunakan metode Contextual Teaching Learning. Hasil dari observasi menggambarkan bahwa siswa lebih aktif dalam proses belajar mengajar. Berdasarkan hasil tersebut, penulis menyarankan bahwa guru bahasa Inggris dapat menggunakan metode Contextual Teaching Learning untuk meningkatkan kemampuan siswa dalam belajar materi personal pronoun.

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iii

LIST OF TABLE ………...………...…. v

LIST OF FIGURE ………...…………...……….…. vi

LIST OF APPENDICES………...…….. vii

CHAPTER I : INTRODUCTION………..………...….… 1

A. Background of study ……….……….………..…... 1

B. Limitation of Problem ………...….. 6

C. Formulation of Problem ...………...….. 6

D. The Objective of Study ………..………... 6

E. The significance of study ………..…….…...… 6

CHAPTER II : THEORETICAL FRAMEWORK……….…………...…. 7

A. Personal Pronoun ……….……...…… 7

1. The Meaning of Pronoun ………...………..…....… 7

2. The Rule to Make Pronoun ……….………....… 8

3. The Kinds of Pronoun ………...………..….... 11

4. The Forms of Personal Pronoun ……….….... 15

B. Contextual Teaching Learning ……….……….…….... 23

1. The Definition of Contextual Teaching Learning ……….. 23

2. The Characteristics of Contextual Teaching Learning …... 25

3. The Components of Contextual Teaching Learning ...… 27

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C. Method of Design ………...………...…….... 34

D. Technique of Data Analysis ……..………...… 39 E. The Role and Position of the Researcher …….………. 40

F. The Description of the Cycles ………... 40

G. The Indicators of Work ………….………..…...…41

H. Criteria of Success ……….………...………. 42

I. The Kind and Resource of the Data .………….……...… 43 J. The Instrument of Data ……….………...… 43

K. Technique of Trustworthiness ………..…….…..…….. 44

CHAPTER IV : _{RESEARCH FINDINGS}………_...……._{.... 45}

A. Data Description ………..……..….... 45

1. The Result of Interview ……...………..…...….. 45

2. The Result of tests ………... 46

3. The Result of questionnaires …...…………...….. 49 4. The Result of Observation ... 53

B. Data Interpretation ………...….. 54

1. The Result of Interview ……...………...….. 54

2. The Result of tests ………... 54

3. The Result of questionnaires …...………...….. 55

4. The Result of Observation ... 55

CHAPTER V : CONCLUSION AND SUGGESTION………....…....…. 56

A. Conclusion ………...… 56 B. Suggestion ………....………....… 57 BIBLIOGRAPHY... 58

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Table 2.3 Personal Pronoun as Subject/Nominative Case ……….……... 16 Table 2.4 Personal Pronoun as Object / Objective /Accusative case ……....…....… 17 Table 2.5 The Different Member Possessive Adjective and Possessive Pronoun ... 20 Table 3.1 The Description of the Cycles………..………... 40 Table 3.2 The Pattern of Discrimination and Index of Difficulty ………..…...… 44 Table 4.1 The Result of Students’ Scoresfor Pre and post Tests ... 47 Table 4.2 Close Questions of Pre-questionnaire ... 50 Table 4.3 Open Questions of Pre-questionnaire ... 51 Table 4.4 The Result of Observation Every Meeting ………...……….… 53

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vii

Appendix 3 The Result of Interviewing the English Teacher ... 77

Appendix 4 List of Students ... 79

Appendix 5 The List of Questions for Questionnaire to the Students (Pre) .... 80

Appendix 6 The Result of Pre-Questionnaire (Close Questionnaire) ... 82

Appendix 7 The Result of Pre-Questionnaire (Open Questionnaire) ... 84

Appendix 8 The Frequencies of Students Answer of Pre-Questionnaire Quantitatively) ... 86

Appendix 9 The Frequencies of Students Answer of Pre-Questionnaire Qualitatively) ... 88

Appendix 10 The Form of Observation ...90

Appendix 11 The Questions for the 1st Pre-Test ... 91

Appendix 12 The Questions for the 1st Post-Test ... 92

Appendix 13 The Questions for the 2nd Pre-Test ... 93

Appendix 14 The Questions for the 2nd Post-Test ... 94

Appendix 15 The Form of Post-Questionnaire ... 95

Appendix 16 The Key Answer of the Tests ... 96

Appendix 17 TheDetail of Pre-Test 1... 97

Appendix 18 TheValidity of Pre-Test 1... 98

Appendix 19 TheDetail of Post-Test 1... 99

Appendix 20 TheValidity of Post-Test 1... 100

Appendix 21 TheDetail of Pre-Test 2... 101

Appendix 22 TheValidity of Pre-Test 2... 102

Appendix 23 TheDetail of Post-Test 2... 103

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CHAPTER I

INTRODUCTION

A. Background of Study

The global era claims the citizen of each country should think harder in order to compete in all of life aspects such as in economics, politics, socials, cultural and language use. Each country has its own features or well-known things among the other, such as Brazil which is known as the biggest country which produce coffee in the world, Philippine is known as a country that consists of thousands of islands, while in language use, English is the most spoken language in the world. Most of countries in the world use English in some level whether as the official language (53 countries), as second language or as foreign language as Indonesia does.1

Why do people want to learn foreign language? Why do people want to study English? According to Harmer there are a number of different reasons for language study and the following (which is not exhaustive) will give an idea for the great variety of such reasons. The first reason is school curriculum. Probably the greatest number of language students in the world does it because it is on the school curriculum whether they like it or not. The second is advancement, some people want to study English (or another foreign language) because they think it

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offers a chance for advancement in their professional lives. They will get better job with two languages than if they only know their mother tongue. English has a special position here since it becomes international language of communication. The third is target language community. Some language students find themselves living in a target language community. The students would need to learn English to survive in that community. The next is English for specific purpose, the term has been applied to situations where students have some specific reasons for wanting to learn the language. Then culture, some students study a foreign language because they are attracted to the culture of one of the TLCs. They learn the language because they want to know more about the people who speak it, the places where it is spoken and (in some cases) the writing which it has produced. While the last is miscellaneous, some people learn the foreign language just for fun or want to be tourists where that language is spoken or because all their friends are learning the language.2

In our country, English is a compulsory subject since junior high school level to university level, but it has been taugth or introduced in kindergarten and elementary level as a local content subject. In Indonesia, there are so many institutions that teach English, although the learners learn it as a foreign language, but the schools in Indonesia included English as one of the subjects that determines the graduation of their students in high school level.3

According to Lie, learning English in primary and secondary (grades 1-12) schools serves two purposes. First, students need to be prepared to read English texts in their college years. Second, competence in the English language is still used as a determining factor in securing a favorable position and remuneration in the job market. Many job advertisements list a good

Jeremy Harmer, The practice of English language Teaching, (New York: Longman, 1991), pp.1-2

http://blog.unnes.ac.id/kristinapgsd/2011/05/05/pentingnya-mata-pelajaran-bahasa-inggris-bagi-siswa-sd/

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command of English as one of the top requirements, hence the popularity of private English courses or school.4

By learn English, the students learn how to develop their skills in language use of English. School as one of the institutions where the students learn English, is hoped to improve their skills to produce the graduators who can communicate and write English in the certain level, like what stated in the 2004 curriculum, that the objectives of English instruction in junior and senior high schools are:5

a. Developing communicative competence in spoken and written English which comprises listening, speaking, reading, and writing.

b. Raising awareness regarding the nature and importance of English as a foreign language and as the major means for learning.

c. Developing understanding of the interrelation of language and culture as well as cross-cultural understanding.

In fact the result of their study is not satisfying yet, especially in the second year of SMP Islam Raden Patah Depok. According to the result of the semester examination which held in last December 2010, the score of 10 % students were still under the Minimal Mastery Criterion/Kriteria Ketuntasan Minimum (KKM) (the minimum score of English in second year of SMP Islam Raden Patah Depok is 65). Another example is the results of daily examinations are still under the expectation.

Based on the interview to the English teacher, the students have some problems in learn English, such as the less enthusiasm of the students when teaching-learning process, it could be seen from the low level of students respond to the teacher explanation, the low of students initiative to give opinion and ask questions when they are not understand about the material. It caused some effects,

Anita Lie. Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Scores. TEFLIN Journal, v. XVIII, Number 1, (February 2007), p. 3

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like the lack of interaction between students and teacher, the students learn passively, even some students felt bored with English. Another problem is the complexity of the materials in English subject because the students learn many things, there are four language skills; reading, listening, writing and speaking. They learn another sub skills also such as; vocabulary, grammar, pronunciation, phonology etc. According to their opinion grammar and writing are difficult skills and confusing, because in writing, they learn how to make good sentences, paragraphs even discourse, while in grammar, they learn how to make sentence correctly, so they must know about tenses, part of speech and so on which are not too familiar for the most of them. The problem of pronoun especially personal pronoun may be not too noticed by the teacher. Personal pronoun is important material, because if the problem is not give more attention, the students will always make wrong sentence or can make confuse the readers.

The problem about pronoun is related to Standard Competence in writing skill, that is to express the meaning in the functional written text and simple short essay in the form of recount and narrative text to make interaction to the around environment, and to the Base Competence is to express the meaning and rhetorical step in simple short essay by using vary written language accurately, fluent and accepted to make interaction to the around environment in the form of recount and narrative text.6

While the objective of teaching pronoun in the second year of junior high school is to help the students in understanding the sentences and texts that they read and in order the students can make simple sentences correctly.

The conclusion is, the students need a method or approach which easier to understand, so they can catch the material faster and they can maintain what they have learnt in memory longer, because the personal pronoun have important role

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when one make good sentences, so the sentences could be understood by the readers.

Based on the problem above, the writer feels that the most suitable method is contextual teaching learning. Because the method pursues the teacher and the students to make connections between what they are learning and how that knowledge will be used.The students need to understand the concepts as they relate to the workplace and to the larger society in which they will live and work. Muslich wrote that this approach (Contextual Teaching Learning) is suitable to Competence Based Curriculum and KTSP which is has been using nowadays.7 Contextual learning theory focuses on the multiple aspects of any learning environments, by it students will discover meaningful relationship between abstract ideas and practical application in the context of the real world, and the concepts are internalized through the process of discovering, reinforcing and relating.

Contextual teaching and learning (CTL) is a concept that helps teachers relate subject matter to re-real world situation. CTL motivates learners to take charge of their own learning and to make connections and its applications to the various contexts of their live as family members, as citizens and as workers. It provides a conceptual framework for unifying a constellation of education theories and practices and represents one approach to improving teacher education.8

For the writer, CTL is a good method for the student, because this method make students to make connection between their lesson and their daily life, so it make them feel what they have learnt will be useful in their real life, so they not just learn the theories without use it in their real life.

Johnson explained that the teachers have a task to help the students to transfer information from the working memory to long-term memory. Such a

Masnur Muslich, KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, (Jakarta: Bumi Aksara 2009), p. 41

Susan Sears, Contextual Teaching and Learning, (Bloomington: Phi Delta Kappa Educational Foundation, 2002), p. 2

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transfer may occur if the brain understands what it studies. It will certainly occur, if the brain finds meaning in what it studies.9 Students think creatively when they use academic knowledge to increase collegiality among the members of their class, when they formulate step to accomplish a school project or assemble and assess information bearing on a community problem.10

Because of the problem, the writer would like to discuss about how to improve students’ ability in using personal pronoun correctly, so the title of this

research is “Improving Students Ability in Using Personal Pronoun through

Contextual Teaching Learning” B. Limitation of Problem

Based on the problem above, the writer limits the problem on the implementation of Contextual Teaching Learning method in improving students’ ability in using personal pronoun.

C. Formulation of Problem

The formulation of study in this skripsi is: How to improve students’ ability in using personal pronoun through Contextual Teaching Learning in the second year of SMP Raden Patah, Depok?

D. The Objective of Study

The objective of this research is to improve in students’ ability in using personal pronoun through contextual teaching learning in the second year of SMP Raden Patah Depok.

E. Significance of Study

The significance of this research is to improve students’ ability in using personal pronoun by contextual teaching learning method.

Elaine B. Johnson, Contextual Teaching Learning, (California: Corwin Press Inc, 2006), p.16

10_Ibid

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7 CHAPTER II

THEORETICAL FRAMEWORK A. Personal Pronoun

The objective of teaching pronoun in second year of junior high school level is in order the students can make simple sentences correctly related to narrative and recount text. It is related to one of the objectives of English instruction in junior and senior high school, that is “Developing communicative competence in spoken and written English which comprises listening, speaking, reading and writing.”1 So by teaching personal pronoun, the students hoped can improve their communicative competence, especially in writing. Because by using personal pronoun correctly, students can make good sentences or at least they can using different forms of personal pronoun and not confusing the reader. 1. The Meaning of Pronoun

Langan, pronouns are words that take the place of noun (words for person, place or things). In fact the word pronoun means for a noun. Pronouns are shortcuts that keep you from unnecessary repeating words in writing.2

While Child said that pronouns refer to and replace nouns (the names of people, places and things) that have already been mentioned, or that the speaker/writer assumes are understood by the listener/reader.3

Anita Lie. Education Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence and the Quest for Higher Test Scores. TEFLIN Journal, v. XVIII, Number 1, (February 2007), p. 3

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From the definitions above, the writer makes a conclusion that pronoun is words that have function to substitute noun that have been mentioned in previous to avoid repetition of the noun.

2. The Rule to Make Pronoun

The three rules bellow will help you to avoid common mistakes people make with pronoun:

a. A pronoun must refer clearly to the word it replaces. A sentence may be confusing and unclear if:

1) A pronoun appears to refer to more than one word, as in this sentence: I locked my suitcase in my car, and then it was stolen. What was stolen? It is unclear whether the suitcase or the car was stolen. It should be: I locked my suitcase in my car, and then my car was stolen 2) The pronoun does not refer to any specific word, look at this sentence:

We never buy fresh vegetables at that store because they charge too much. Who charge too much? There is no specific word that they refers to. It should be We never buy fresh vegetables at that store because the owners charge too much

b. A pronoun must agree in number with the word or words it replaces. If the word of pronoun refers to is singular, the pronoun must be singular. If the word is plural, the pronoun must be plural. Pay attention to this sentences:

Lola agreed to lend me her Billie Holiday album. The gravediggers sipped coffee during their break.

In the first example, the pronoun her refers to the singular word Lola. In the second example, the pronoun their refers to the plural word gravediggers.

Leslie Childs, Academic English Parts Of Speech, (Canada: National Literacy Secretariat of Human Resources Development, 1998), p. 5

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c. Pronoun should not shift unnecessary in point of view. When writing a paper, be consistent in your use of first-, second-, or third-person pronouns.

Table 2.1 Type of pronoun

Type of pronoun Singular Plural

First-person pronoun I (mine, my, me) We (our, us) Second-person pronoun You (your) You (your) Third-person pronoun He (his, him)

She (her) It (its)

They (their, them)

If you start writing in the first-person I, do not jump suddenly to the second person you. Or you are writing in the third person they, do not shift unexpectedly to you. Look at the examples:

Inconsistent

One reason that I like living in the city is that you always have a wide choice of sports events to attend. (The most common mistake people make is to let a you slip into their writing after they start with another pronoun).

Consistent

One reason that I like living in the city is that I always have a wide choice of sports events to attend.4

According to Rozakis, the meaning of a pronoun comes from its antecedent, the noun or pronoun to which it refers. Your speech and writing will be confusing if your pronoun reference is unclear. Carelessly placed pronouns can create unintentionally funny sentences as well as confusing ones. There are two ways to prevent pronoun confusion.

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1) A pronoun must clearly refer to a single antecedent. A common writing and speech problem occurs when the same pronoun refers to more than one antecedent. Remember that a pronoun replaces a noun. To make sure that your writing and speech are clear, always use the noun first before you use the pronoun. Clarify the sentence by replacing the unclear pronouns with nouns. That way, all the remaining pronouns will clearly refer to a single antecedent.

Guilt and unkindness can be emotionally destructive to you and your friends. You must get rid of them.

The word them can refer to guilt, unkindness, or your friends. Here are two ways you could rewrite this sentence:

Guilt and unkindness can be emotionally destructive to you and your friends. You must get rid of these issues.

Guilt and unkindness can be emotionally destructive to you and your friends. You must get rid of these destructive emotions

2) Place pronouns close to their antecedents. If too many phrases come between a pronoun and its antecedent, the sentence can be difficult to read and understand. This can happen even if the intervening material is logically related to the rest of the sentence. Consider the following sentence:

After meeting a few guests, the President entered the reception. At that point, Senator Chin and the other elected officials began to pose for pictures. Even so, he did not join them.

In this sentence he is too far away from its antecedent, the President. One solution is to replace he with the President. The other solution is to rewrite the sentences to move the pronoun closer.

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After meeting a few guests, the President entered the reception. At that point, Senator Chin and the other elected officials began to pose for pictures. Even so, the President did not join them.

After meeting a few guests, the President entered the reception. He did not join Senator Chin and the other elected officials, even though they began to pose for pictures. 5

From the definitions about the rule to make pronoun above, the writer takes a conclusion that there are three important things that must be emphasized in make pronoun, they are:

1) A pronoun must refer clearly to the word it replaces

2) A pronoun must agree in number with the word or words it replaces 3) Place pronouns close to their antecedents.

3. The Kinds of Pronoun.

Pronouns are divided into eight groups depending on their meaning and how they are used in a sentence.6 There are:

1) Personal pronouns 5) Demonstrative pronouns 2) Possessive pronouns 6) Relative pronoun

3) Reflexive pronouns 7) Indefinite pronouns 4) Intensive pronoun 8) Interrogative pronoun.7

Leech gives more detail information about personal pronoun and reflexive pronoun as follow:

Personal pronouns (I, my, me, mine, you, your, yours, we, our, us, ours, they, their, them, theirs, he, his, she, her, hers, it, its)

Personal pronoun divides into four types:

5_Laurie

Rozakis, English Grammar for Utterly Confuse, (New York: McGraw Hill, 2003), pp. 24-25

6_Ibid

. p.25

7_Ibid

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a. Personal pronoun as subject b. Personal pronoun as object c. Possessive adjective d. Possessive pronoun

Reflexive pronouns (- self, - selves)

Reflexive pronouns are used as objects, complements and (often) prepositional complement where these elements have the same references as the subject of the clause or sentences. Notice that in some cases the reflexive pronouns receives nuclear stress, and in other cases are not, example: Carolyn gets a seat by herself. Pay attention to the two important thing of reflexive pronoun:

a. In the plural –self become –selves

b. Be careful that you do not use any of the following incorrect forms as reflexive pronouns:

Incorrect Correct

He believes in hisself He believes in himself

We drove the children ourself We drone the children ourselves8 For intensive pronoun and demonstrative pronoun is explained by Farmer. Intensive Pronouns

Intensive pronouns have the same form as reflexive pronouns that used for emphasis. Their function as appositives and are often placed next to the noun or pronoun they emphasize (intensively). They sometimes appear at the end of a sentence. Examples: Fernanda herself received the prize money.

The boys did the laundry themselves.

Geoffery Leech and Jan Svartvik, A Communicative Grammar of English: Third Editions, (London: Longman, 2002). p.351

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Demonstrative Pronouns

Demonstrative Pronouns are to point out certain persons or things. The four demonstrative pronouns are singular forms of this and that and the plural forms for these and those. Examples: This is a well-written book.

I ordered a dozen of those.9 According to Langan relative pronoun and indefinite pronoun are: Relative pronouns (who, whom, whose, which, that)

Relative pronouns do two things at once. First, they refer to someone or something already mentioned in the sentence. Second, they start a short word group that gives additional information about this someone or something. Few points that must be noticed in relative pronouns:

a. Whose means belonging to whom. Be careful do not to confuse between whose and who’s, which means who is

b. Who, whom, and whose are refer to people. Which refers to things. That can refer to either people or things.

c. Who, whose, whom and which can also be used to ask questions. When they are used in this way, they are called interrogative pronouns. d. Who and whom are used differently. Who is a subject pronoun and

Whom is an object pronoun.10 Indefinite pronoun

The following words, known as indefinite pronoun, they are always singular.11 Every word has singular form whether –one or –body.

Marjorie Farmer, Composition and Grammar II, (Illinois: Laid Law Brothers, 1985). p.318

Langan, Op.Cit. pp. 211-213

11_Ibid

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Figure 2.1 Indefinite Pronoun

The differences between Interrogative and relative pronoun are explained by Sabin as follow:

Interrogative and relative pronoun

a. Who, whom, whoever and whomever, these pronouns are both interrogative pronouns (used in asking questions) and relative pronoun (used to refer to a noun or pronoun in the main clause) b. These pronoun may be either singular or plural in meaning:

Who is talking? (Singular) Who are going? (Plural)

Whom do you prefer for this job? (Singular) Whom do you prefer for these jobs? (Plural)

c. Who (or whoever) is the nominative form. Use who whenever he, she, they, I or we could be substituted in the who clause.12

From the explanations above, the writer makes a conclusion that there are seven kinds of pronouns; Personal pronouns, Reflexive pronouns, Intensive pronouns, Demonstrative pronouns, Relative pronouns, Interrogative pronouns and Indefinite pronouns.

William A Sabin, The Greeg Reference Manual, Ninth edition, (New York: McGraw-Hill, 2001). p. 263

(-one word) (-body Words)

One Nobody Each

Anyone Anybody Either

Everyone Everybody Neither

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4. The Forms of Personal Pronoun

The personal pronoun is used to refer to someone or something already mentioned (he, she, it etc.), or to refer to the person speaking (I, me etc.) or the person listening (you). The four forms of personal pronoun are:

a. Subjective Pronouns : Functioned as Subject. b. Objective Pronouns : Functioned as Object. c. Possessive Objective :Functioned as Adjective. d. Possessive Pronouns :Functioned as Nouns.13

Table. 2.2

The Different Member of Personal Pronoun

Personal Pronouns Possessive Pronouns Subject Object Adjective Independent

I Me My Mine

You You Your Yours

They Them Their Theirs

We Us Our Ours

He Him His His

She Her Her Hers

It It It Its

a. Personal Pronoun as Subject/Nominative Case

In this case the pronoun has function as subject of the sentence. The position as subject could be change. For example, if you are alone, it will be use I, but if you are together to someone else, it will use we. But if your position as the second person, it will use you, either you are alone or together to someone else. The words that have functioned as subject are:

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Table 2.3

Personal Pronoun as subject/nominative case First Person Pronoun singular I

plural we Second Person Pronoun singular you

plural you Third Person Pronoun singular he, she, it

plural they For more understand, pay attention to the sentences bellow:

I hope to finish my work tomorrow. She enjoyed her English lesson. Using the Nominative Case

1) Use the nominative case to show the subject of a verb.

To help determine the correct pronoun, take away the first subject and try each choice. See which one sounds better. For example:

Father and (I, me) like to shop at flea markets. I like to shop at flea markets.

Me like to shop at flea markets.

Answer: I is the subject of the sentence. Therefore, the pronoun is in the nominative case: so “Father and I like to shop at flea markets.” When you list two or more subjects, always put yourself last. Therefore, the sentence would read “Father and I,” never “I and Father.”

2) Use the nominative case for a predicate nominative

A predicate nominative is a noun or pronoun that follows a linking verb and identifies or renames the subject. Remember that a linking verb connects a subject to a word that renames it. Linking verbs indicate a state of being (am, is, are, etc.), relate to the senses (look, smell, taste, etc.), or indicate a condition (appear, seem, become, etc.).

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The salesman of the month was (I, me).

Answer: Use I, since the pronoun renames the subject, the salesman of

the month. “The salesman of the month was I.”

Which is correct: “It is I” or “It is me”? Technically, the correct form

is “It is I,” since we’re dealing with a predicate nominative. However, “It is me” (and “It is us”) has become increasingly acceptable as standard usage.

b. Personal Pronoun as Object/Objective/Accusative Case

A noun or pronoun is in the objective case when it is used as a direct object, an indirect object, or an object.

Table 2.4

Personal pronoun as object/objective/accusative case

1st person FORM FUNCTION

Singular I Subject

me Object

Plural we Subject

us Object

2nd person

Singular you Subject

you Object

Plural you Subject

you Object

3rd person

Singular She, he, it Subject Him, her, it Object

Plural They Subject

Them Object

The form of a subject can be change if the function is change too, especially in the first person and the third person like in the table above. A noun which is directly affected by the action of a verb is put into the objective case. In English we call this noun the "direct object" which is a little more descriptive of its function. It's the direct object of some action.

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Robert fixed the car.

In the example above, the "car" is in the objective case because it's the direct object of Robert's action of fixing. Pronouns are inflected to show the objective case. Personal pronoun as object/objective/accusative referring to the object of the sentence and the words are: me, you, him, her, it, us, and them. For example:

Mum gave us the money. She gave him the book. 14

According to Langan objective pronouns (me, him, her, them) are objects of verbs or prepositions. (Prepositions are connecting words like for, at, about, to, before, by, with and of).

People are sometimes uncertain about what pronoun to use when two objects follow the verb.

Incorrect Correct

I spoke to George and he I spoke to George and him She pointed at Hanna and I She pointed at Hanna and me If you are not sure what pronoun to use, try each pronoun by itself in the sentence. The correct pronoun will be the one that sound right. For

example “I spoke to he” does not sound right, “I spoke to him” does.15

Using the Objective Case

Rozakis explained 3 uses of objective case, they are: 1) Use the objective case to show a direct object.

A direct object is a noun or pronoun that receives the action. John’s suit no longer fits (he, him).

Answer: John’s suit no longer fits him

http://teachpreneur.blogspot.com/2009_08_01_archive.html

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When you have a pronoun combined with a noun (such as we guests, us guests), try the sentence without the noun. You can usually “hear” which pronoun sounds right.

It is always a pleasure for we to attend their party. It is always a pleasure for us to attend their party.

The second sentence is correct.

2) Use the objective case to show an indirect object.

An indirect object tells to or for whom something is done. You can tell a word is an indirect object if you can insert to or for before it without changing the meaning. For example:

The bill gave (we, us) a shock. Answer: The bill gave us a shock.

3) Use the objective case for the object of a preposition

Remember that a preposition is a small word that links a noun or a pronoun following it to another word in the sentence.

Sit by (I, me).

Answer: The pronoun is the object of the preposition me, so the sentence reads: “Sit by me.”16

c. Possessive Adjective

According to Kirn, possessive adjectives are followed by a noun. While possessive pronouns are not followed by a noun, they stand alone. 17 Sometimes ones find difficulty in differentiating the member of possessive adjective and possessive pronoun, the table bellow will explain both of them:

Rozakis, Op.Cit. pp. 21-22

Elaine Kirn and Darcy Jack, Interaction 1 Grammar fourth edition, (New York: McGraw Hill, 2002). p.23

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Table 2.5

The different member possessive adjective and possessive pronoun Forms Examples

Possessive Adjectives My Your His Her Its Our Your their

That is not my pen These are your clothes

It’s his problem

Those are her flowers Its tail is brown Our seats are here I am your teacher This is their car?

Possessive Pronoun Mine yours his Hers ours Yours theirs

That pen is not mine These shoes are yours The problem is his The flowers is hers The seats are ours I am yours

The car is theirs

Sabin explained that the possessive adjective used when immediately precedes the noun it modifies. Example: this is my book, it was their choice, George is her neighbor. Possessive adjective also used when modifies gerund (a verbal noun ending in ing). Example: I appreciated your shipping the order so promptly). (Not: I appreciated you shipping the order so promptly).

Do not confuse certain possessive pronoun with contractions with other phrases that sound like possessive pronoun:

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Their (possessive) they’re (they are) or there’re (there are).18 d. Possessive Pronouns

According to Azar, a possessive pronoun is used alone, without a noun following it. A possessive adjective is used only with a noun following it. In the possessive its is used only with a noun following it. Note that the possessive its has no apostrophe.19

Langan wrote that a possessive pronoun never uses an apostrophe:

Incorrect Correct

That earring is her’s That earring is hers

The orange cat is their’s The orange cat is theirs20

Walker differenced the different member between possessive adjectives and possessive pronouns there are:

Possessive adjectives: my - your - his - her - its - our - your - their Possessive pronouns: mine - yours - his - hers - ours - yours - theirs The possessive adjective is always followed by its noun:

It's my car. That's his mother. This is our house.

The possessive pronoun is never followed by its noun: This is mine.

Give it to Peter: it's his. The money is ours.21

Rozakis wrote 3 important things about possessive, they are:

Sabin. Op.Cit. p.261

Betty Schrampfer Azar, Fundamentals of English Grammar: second edition, (Jakarta: Binarupa Aksara, 1993). p. 79

John Langan, English Skills: Seven Editions, (Boston: McGraw Hill, 2003). p. 485

Elaine Walker and Steve Elsworth,Grammar Practice for Pre-intermediate students, (England: Longman, 2000). p.3

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1) Use the possessive case to show ownership.

The child refused to admit that the sweater was (her’s, hers).

Answer: Hers is the correct spelling of the possessive case, which is needed here to express ownership (belonging to her). Therefore, the sentence should read:

“The child refused to admit that the sweater was hers.”

2) Use the possessive case before gerunds.

A gerund is a form of a verb that acts as a noun. Gerunds always end in -ing, and they always function as nouns.

3) Use some possessive pronouns alone to show ownership This cell phone is mine, not yours.22

Korhn gives more explanation about possessive pronoun, pay attention to the additional bellow:

1) Compare –‘s and –s’

The boy has the books. The boy’s books. The boys have the books. The boys’ books.

After a plural noun phrase with the regular plural ending –s, the possessive ending does not add any further s sound. The singular possessive boy’s, the regular plural boys, and the possessive boys’ are all pronounced alike.

2) The noun which follows a possessive noun phrase is omitted when the meaning is clear.

Do you have John’s book? (singular)

No, I have Mary’s.

Do you have John’s books? (plural)

No, I have Mary’s.

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The possessive pronouns are used after forms of to be with no noun phrase following. They are also used as substitutes for a noun phrase: “My books are here, YOURS are on the table.”

The singular and plural forms of the possessive pronouns are the same:

“Mine is here. Mine are here.”23

Do not confuse certain possessive pronoun with contractions with other phrases that sound like possessive pronoun:

Its (possessive) it’s (it is or it has)

Theirs (possessive) there’s (there is or there has).

If you confuse, try to substitute it is, it has, they are, there are, there is, there has, your or you are.24

From the definitions above, the writer makes a conclusion that forms of personal pronoun are:

1. Subjective Pronouns : Functioned as Subject. 2. Objective Pronouns : Functioned as Object. 3. Possessive Objective :Functioned as Adjective. 4. Possessive Pronouns :Functioned as Nouns. B. Contextual Teaching Learning

1. The Definition of Contextual Teaching Learning

According to Johnson Contextual teaching and learning (CTL) is a system that stimulates the brain to weave pattern that express meaning. CTL is the brain-compatible system of instruction that generates meaning by linking academic content with a context of a student’s daily life. Taking advantage of the fact that environment stimulates the brain’s neurons to forms pathways. The system focuses on context, on relationship.25

Robert Krohn, English Sentence Structure, (Jakarta: Binarupa Aksara, 1990). p.153

Sabin. Op.Cit. p.261

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While according to Olczak, Contextual teaching and learning (CTL) is a system for teaching that is grounded in brain research. Brain research indicates that we learn best when we see meaning in new tasks and material, and we discover meaning when we are able to connect new information with our existing knowledge and experiences. Students learn best, according to neuroscience, when they can connect the content of academic lessons with the context of their own daily lives. Johnson discusses the elements of the brain-compatible contextual teaching and learning system: making meaningful connections; investing school work with significance; self-regulated learning; collaboration; critical and creating thinking; nurturing the individual; reaching high standards; and using authentic assessment.26

Parisot wrote that Contextual Teaching and Learning (CTL) helps us relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires.27

The majority of students in our schools are unable to make connections between what they are learning and how that knowledge will be used. This is because the way they process information and their motivation for learning are not touched by the traditional methods of classroom teaching. The students have a difficult time understanding academic concepts (such as math concepts) as they are commonly taught (that is, using an abstract, lecture method), but they desperately need to understand the concepts as they relate to the workplace and to the larger society in which they will live and work.

http://www.cew.wisc.edu/teachnet/ctl/ wrote by Stephen Olczak

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According to contextual learning theory, learning occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner worlds of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context—that is, in

relation to the person’s current environment—and that it does so by searching

for relationships that make sense and appear useful.

Building upon this understanding, contextual learning theory focuses on the multiple aspects of any learning environment, whether a classroom, a laboratory, a computer lab, a worksite, or a wheat field. It encourages educators to choose and/or design learning environments that incorporate as many different forms of experience as possible—social, cultural, physical, and psychological—in working toward the desired learning outcomes.

In such an environment, students discover meaningful relationships between abstract ideas and practical applications in the context of the real world; concepts are internalized through the process of discovering, reinforcing, and relating.28

2. The Characteristics of CTL

a. Engages students in defining and researching problems.

1) They experience the messiness of ill-structured situations that are typical of the real world.

2) They assume the role of stakeholders who are affected by the resolution of the problem.

3) They engage in higher-level thinking and disciplined inquiry as they participate in authentic activities.

b. Provides opportunities for students to learn knowledge and skills in meaningful contexts such as the home, the community, and the workplace.

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c. Builds on the knowledge learners possess and uses their life experiences and contexts as instructional platforms to help them move from what they know to what they do not know.

d. Encourages students to direct their own learning and monitor their own progress.

e. Supports instruction that encourages students to learn together and from each other.

f. Uses assessments that sample the actual knowledge, skills, and dispositions desired of students.

CTL is not

1) a lecture-only method of teaching, 2) busy-work or activity for activity’s sake, 3) doing the questions at the end of the chapter, 4) rote memorization,

5) teacher dominated goal-setting, 6) paper and pencil tests

Benefits for Students

1) Promotes higher order thinking and problem solving, 2) Promotes student engagement and involvement,

3) Relates what student is learning to real world problems and their lives, and

4) Promotes authentic methods of assessment. Supporting Teachers Who Want to Change

1) Provide externships and service learning opportunities

2) Give teachers time to collaborate and plan teaching units and align curriculum with standards

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4) Provide professional development for teachers.29

Based on the definitions above, the conclusion is Contextual teaching Learning (CTL) is a conception of teaching and learning that help teachers relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers.

3. The Components of Contextual Teaching Learning The Components of Contextual Teaching Learning are:

a. Constructivism b. Questioning c. Inquiry

d. Learning Community e. Reflection

f. Modeling

g. Authentic Assessment30

and for the further explanation is as follow: Constructivism

This concept claim the students to arrange and to construct of meaning from the new experience based on the certain knowledge in their cognitive structure. In this concept the strategy how to get is more important than how much students get the knowledge.

Questioning

Questioning techniques that enhance students learning and the development of problem solving and other higher order thinking skills. For CTL to achieve its goals, appropriate types and levels of questions must be asked. Questions

www.cew.wisc.edu www.bgsu.edu Susan Jones Sears. Contextual Teaching and learning. The Ohio State University

http://bandono.web.id/2008/03/07/menyusun-model-pembelajaran-contextual-teaching-and-learning-ctl.php

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must be carefully planned to produce the intended level of thinking, responses, and actions by students and all participants in the CTL approach. Inquiry

Inquiry is a learning process based on the looking for and discovery through

thinking process systematically. The student’s knowledge and skills are not

getting from remembering a set of fact, but getting from the process of finding by themselves. The cycles of the inquiry is to formulate the problem, observation, questioning, hypothesis, collecting the data and conclude it. Learning Community

In CTL, this concept suggests that the result of learning is getting from the cooperation with another people. It can be done by form a learning community. The result of the learning can be getting from sharing among their friends or groups. Learning community has meaning as follow:

1) A communication to share the ideas and experiences. 2) A cooperation to solve the problem.

3) Each member of group has the same responsibility to their group. 4) An interaction in the group.

5) Each member must respecting the ideas of their friends. Reflection

Reflection is thinking about what students have learned or done. Teachers and students need to think about how the process went and come up with ways to improve and continue on with the inquiry. The purpose of reflection is to identify what students have known and what students have not known yet, so the teacher can adds what the students have not known. The ways is by asking the students about what they have learned or ask their opinion about the teaching learning process. 31

Robert G. Berns and Patricia M. Ericson, Contextual Teaching and Learning: Preparing Students for the New Economy.The Highlight Zone Research @ Work. No.5, 2001.

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Modeling

Model is someone or something that represent the kinds of behaviors, relationship, or parts people hold up to themselves and others as exemplary. Research suggests that modeling good behaviors, such as problem solving is a good way for students to learn them. Teacher modeling helps to foster the invitational environment because when teacher relate their own experiences, they can communicate several messages:

a. Teachers confront problems in and out of school daily b. Sometimes teachers solve problem well

c. Other times teachers are not as successful.32

Authentic Assessment

Authentic assessment refers to a set of criteria for assessments, there are: a. Students make judgments involving critical thinking and problem

solving

b. They are “realistic” in that they “replicate contexts in which a person’s

knowledge and abilities are ‗tested’ in real world situations.”

c. They “do” the subject as historians or scientists would.

d. They present their findings in such settings where they can rehearse and receive immediate, direct feedback, thereby being able to modify their conclusions.

For both Newmann and Wiggins, assessment must involve challenging students to engage in complex intellectual work, the kind found in the world beyond learning stuff from a textbook. This involves the complex task of applying concepts, ideas, principles, skills to complex, problematic situations. For example, “How would we analyze (compare/contrast) the check and

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balances within the French or British parliamentary system? What conclusions could we draw following such an analysis?

These kinds of challenges are the real test of the depth and quality of students’ understandings. This is one of the major goals of education: application of the knowledge and skills to life situations. Education is for life now (as Dewey noted), not at some distant point in the future. Delaying application is one reason why so many students are so bored in class and teachers often hear

“When am I ever going to use this?”33

4. Strategies of Contextual Teaching Learning

There are some strategies in using Contextual Teaching and learning:

a. Problem-based. CTL can begin with a simulated or real problem. Students use critical thinking skills and a systemic approach to inquiry to address the problem or issue. Students may also draw upon multiple content areas to solve these problems. Worthwhile problems that are relevant to students’ families, school experiences, workplaces, and communities hold greater personal meaning for students.

b. Using multiple contexts. Theories of situated cognition suggest that knowledge cannot be separated from the physical and social context in which it develops. How and where a person acquires and creates knowledge is therefore very important. CTL experiences are enriched when students learn skills in multiple contexts (i.e. school, community, workplace, family).

c. Drawing upon student diversity. On the whole, our student population is becoming more diverse, and with increased diversity comes differences in values, social mores, and perspectives. These differences can be the

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impetus for learning and can add complexity to the CTL experience. Team collaboration and group learning activities respect students’ diverse histories, broaden perspectives, and build inter-personal skills.

d. Supporting self-regulated learning. Ultimately, students must become lifelong learners. Lifelong learners are able to seek out, analyze, and use information with little to no supervision. To do so, students must become more aware how they process information, employ problem-solving strategies, and use background knowledge. CTL experiences should allow for trial and error; provide time and structure for reflection; and provide adequate support to assist students to move from dependent to independent learning.

e. Using interdependent learning groups. Students will be influenced by and will contribute to the knowledge and beliefs of others. Learning groups, or learning communities, are established in workplaces and schools in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning communities are established in schools, educators act as coaches, facilitators, and mentors. f. Employing authentic assessment. CTL is intended to build knowledge

and skills in meaningful ways by engaging students in real life, or "authentic" contexts. Assessment of learning should align with the methods and purposes of instruction. Authentic assessments show (among other things) that learning has occurred; are blended into the teaching/learning process; and provide students with opportunities and direction for improvement. Authentic assessment is used to monitor student progress and inform teaching practices.

Curricula and instruction based on contextual learning strategies should be structured to encourage five essential forms of learning:

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RELATING:

Learning in the context of life experience, or relating, is the kind of contextual learning that typically occurs with very young children. With adult learners, however, providing this meaningful context for learning becomes more difficult. The curriculum that attempts to place learning in the context of life experiences must, first, call the student’s attention to everyday sights, events, and conditions. It must then relate those everyday situations to new information to be absorbed or a problem to be solved.

EXPERIENCING:

Experiencing—learning in the context of exploration, discovery, and invention—is the heart of contextual learning. However motivated or tuned-in students may become as a result of other instructional strategies such as video, narrative, or text-based activities, these remain relatively passive forms of learning. And learning appears to "take" far more quickly when students are able to manipulate equipment and materials and to do other forms of active research.

APPLYING:

Applying concepts and information in a useful context often projects students into an imagined future (a possible career) or into an unfamiliar location (a workplace). This happens most commonly through text, video, labs, and activities and these contextual learning experiences are often followed up with firsthand experiences such as plant tours, mentoring arrangements, and internships.

COOPERATING:

Cooperating—learning in the context of sharing, responding, and communicating with other learners—is a primary instructional strategy in contextual teaching. The experience of cooperating not only helps the majority of students learn the material, it also is consistent with the real-world focus of contextual teaching. Employers espouse that employees who can

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communicate effectively, who share information freely, and who can work comfortably in a team setting are highly valued in the workplace. We have ample reason, therefore, to encourage students to develop these cooperative skills while they are still in the classroom.

The laboratory, one of the primary instructional methods in contextual courses, is essentially cooperative. Typically, students work with partners to do the laboratory exercises; in some cases, they work in groups of three or four. Completing the lab successfully requires delegation, observation, suggestion, and discussion. In many labs, the quality of the data collected by the team as a whole is dependent on the individual performance of each member of the team. Students also must cooperate to complete small-group activities. Partnering can be a particularly effective strategy for encouraging students to cooperate.

TRANSFERRING:

Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has already learned. Such an approach is similar to relating, in that it calls upon the familiar. Students develop confidence in their problem-solving abilities if we make a point of building new learning experiences on what they already know.34

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CHAPTER III

RESEARCH METHODOLOGY

A. The Subject of research

The subject of this research is the students of VIII-1 class of SMP Raden Patah Depok, even semester 2010/2011, which is located on. Jl. Raya Jakarta-Bogor Km. 37, 7 Sukamaju, Cilodong Depok. The number of the students is 46 consist of 13 male students and 33 female students.

B. Place and Time

The writer did the research at SMP Raden Patah Depok, in the second year especially at the VIII-1 class. The research started on April 29th until 20th of May 2011. This research did twice in a week that was every Monday and Wednesday.

C. Research of Design

Kind of this research is classroom action research. According to McMillan and Schumacher, Action research is the process of using research principles to provide information that educational professionals use to improve aspect of day-to-day practice. It is simply a systematic approach to help professionals change practice, usually using a collaborative model that includes several individuals. Action research is also completed in items in using a collaborative model and with entire school (i.e., school-based action research). The intent of action

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Appendix 21 The Detail of pre-test 2

Upper Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20

X5

√

X8

√

X9

√

X11

√

X13

√

X15

√

X24

√

X27

√

X29

√

X30

√

X43

√

X45

√

Lower

X1

√

X2

√

X19

√

X21

√

X25

√

X26

√

X28

√

X33

√

X34

√

X36

√

X38

√

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Upper

Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Benar Nilai

X5

√

25

83 X8

√

26

87 X9

√

26

87 X11

√

27

90 X13

√

26

87 X15

√

25

83 X24

√

27

90 X27

√

26

87 X29

√

25

85 X30

√

26

87 X43

√

27

90 X45

√

26

87 Lower

X1

√

19

63 X2

√

20

67 X19

√

21

70 X21

√

18

60 X25

√

18

60 X26

√

18

60 X28

√

18

60 X33

√

20

67 X34

√

19

63 X36

√

20

67 X38

√

20

67

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Appendix 22 Validity of Questions of pre-test 2

No. Item

Index of Discrimination

Index of Difficulty

Remark

1 OK

LOW

USED

2 OK

LOW

USED

3 VERY GOOD

MEDIUM

USED

4 OK

MEDIUM

REVISED

5 GOOD

LOW

USED

6 OK

LOW

USED

7 OK

LOW

USED

8 OK

MEDIUM

REVISED

9 OK

LOW

USED

10 OK

LOW

USED

11 OK

LOW

USED

12 OK

LOW

USED

13 OK

MEDIUM

REVISED

14 OK

MEDIUM

REVISED

15 BAD

HIGH

DROP

16 OK

MEDIUM

REVISED

17 OK

LOW

USED

18 OK

LOW

USED

19 OK

LOW

USED

20 OK

MEDIUM

REVISED

21 OK

MEDIUM

REVISED

22 OK

MEDIUM

REVISED

23 OK

MEDIUM

REVISED

24 OK

LOW

USED

25 GOOD

MEDIUM

USED

26 OK

LOW

USED

27 OK

HIGH

USED

28 GOOD

MEDIUM

USED

29 OK

LOW

USED

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Appendix 23 THE DETAIL OF POST-TEST 2

Upper Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20

X3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X5 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X6 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X7 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X8 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X12 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X17 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X18 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ X27 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X30 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X35 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X41 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ Lower

X1 √ √ √ √ √ √ √ √ √ √ √ √ √ √

X2 √ √ √ √ √ √ √ √ √ √ √ √ √ √

X9 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X20 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X22 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X26 √ √ √ √ √ √ √ √ √ √ √ √ √ √

X28 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X29 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X33 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X34 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

X38 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

(5)

Upper Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Q31 Q32 Q33 Q34 Q35 Q36 Q37 Benar Nilai

X3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95

X5 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 97

X6 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 97

X7 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95

X8 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 97

X12 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95 X17 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 97

X18 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95

X27 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 97

X30 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95

X35 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95

X41 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95

Lower

X1 √ √ √ √ √ √ √ √ √ √ √ √ √ 27 74 X2 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 28 76

X9 √ √ √ √ √ √ √ √ √ √ √ √ √ 28 76

X20 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 31 84

X22 √ √ √ √ √ √ √ √ √ √ √ √ √ 28 76 X26 √ √ √ √ √ √ √ √ √ √ 24 65