RESEARCH METHODOLOGY RESEARCH RESULT AND DISCUSSION CONCLUSION AND SUGGESTION

3.6.2 Data Explanation 60 3.7 Performance Indicator 63

CHAPTER IV. RESEARCH RESULT AND DISCUSSION

4.1 Description of Research Result 65 4.1.1 Result Description of Cycle I Research 65 4.1.1.1 Problem I 65 4.1.1.2 Action Planning Stage 65 4.1.1.3 Action Implementation I 66 4.1.1.4 Data Analysis I 68 4.1.1.5 Interview I 68 4.1.1.6 Data Analysis II 73 4.1.2 Description of Research Result in Cycle II 82 4.1.2.1 Problem II 82 4.1.2.2 Action Planning Stage II 83 4.1.2.3 Action Implementation II 83 4.1.2.4 Data Analysis II 86 4.1.2.5 Interview 92 4.1.2.6 Reflection II 92 4.2. Research Result Discussion 98 4.2.1 Learning Factors 98 4.2.2 Mathematics Reasoning Ability 100 4.3 Research Findings 102

CHAPTER V. CONCLUSION AND SUGGESTION

5.1 Conclusion 103 5.2 Suggestion 105 REFFERENCES 106 ix LIST OF FIGURE Page Figure 1.1 Mistaken work to expressed mathematics ideas into picture 5 Figure 1.2 Mistaken work to illustrate picture into the mathematical model 5 Figure 2.1 Design of Think-Talk-Write Learning Model 29 Figure 3.1 Model of Action Research 39 Figure 4.1 Percentage Level of Students’ Mathematical Communication Ability in Cycle I 71 Figure 4.2 Percentage Level of Students’ Mathematical Communication Ability in Cycle II 85 Figure 4.3 Increasing of Students’ Mathematical Communication Ability 87 Figure 4.4 The Increasing Criteria of Each Indicator 89 x LIST OF TABLE Page Table 2.1 Scoring Criteria for Mathematics Communications 18 Table 2.2 The Steps of Cooperative Learning model 23 Table 2.3 Learning Syntax with Think-Talk-Write Model 30 Table 3.1 The steps in cycle I 44 Table 3.2 The steps in cycle II 45 Table 3.3 List of students’ predicate and the criteria 50 Table 3.4 Interpretation of Students’ Mathematical Communication Ability 50 Table 3.5 Interpretation of Gain normalization 51 Table 3.6 Interpretation of Students’ Activity 53 Table 3.7 Interpretation of Teacher’s Response 54 Table 3.8 Interpretation of Students’ Response Individually 55 Table 3.9 Interpretation of Students’ Response Classically 55 Table 4.1 Data of Initial Mathematics Communication Ability of Students 59 Table 4.2 Observation of Teacher’s Activity in Cycle I 62 Table 4.3 Observation of Students’ Activity in Cycle I 63 Table 4.4 Result of Students’ Response Questionnaire to Mathematics Learning in Cycle I 66 Table 4.5 Results Description of Students’ Mathematical Communication Ability Cycle I 67 Table 4.6 The Description of Students’ Mathematical Communication Ability in Writing Situation or Mathematical Idea into Picture Test I 69 Table 4.7 The Description of Students’ Mathematical Communication Ability in Illustrating The Mathematical Idea in Mathematical Model Test I 69 Table 4.8 The The Description of Students’ Mathematical Communication xi Ability in Explaining The Procedures of Solution Test I 70 Table 4.9 Result of Students’ Mathematical Communication Ability in Cycle I 71 Table 4.10 Data of Students’ Mastery Learning of Mathematical Communication Test in Cycle I 72 Table 4.11 Observattions of Teacher’s Activity in Cycle II 77 Table 4.12 Observattions of Students’ Activity in Cycle II 78 Table 4.13 Result of Students’ Response Questionnaire to Mathematics Learning in Cycle II 80 Table 4.14 Results Description of Students’ mathematical Communication Ability Cycle II 82 Table 4.15 The Description of Students’ Mathematical Communication Ability in Writing Situation or Mathematical Idea into Picture Test II 83 Table 4.16 The Description of Students’ Mathematical Communication Ability in Illustrating The Mathematical Idea in Mathematical Model Test II 83 Table 4.17 The The Description of Students’ Mathematical Communication Ability in Explaining The Procedures of Solution Test II 84 Table 4.18 Result of Students’ Mathematical Communication Ability in Cycle II 85 Table 4.19 Data of Students’ Mastery Learning of Mathematical Communication Test in Cycle II 86 Table 4.20 Description Increasing of Students’ Mathematical Communication Ability Based on Cycle I and Cycle II Test 86 Table 4.21 The Increasing Criteria of Each Indicator 88 Table 4.22 The Difference Between Cycle I and Cycle II 89 Table 4.23 The Weakness and The Improvement of Cycle I and Cycle II 90 xii LIST OF APPENDIX Page Appendix 1 Lesson Plan I Cycle I 100 Appendix 2 Lesson Plan II Cycle I 108 Appendix 3 Lesson Plan III Cycle II 116 Appendix 4 Lesson Plan IV Cycle II 124 Appendix 5 Student Worksheet I 132 Appendix 6 Student Worksheet II 138 Appendix 7 Student Worksheet III 143 Appendix 8 Student Worksheet IV 147 Appendix 9 Alternative Solution of Student Worksheet I 151 Appendix 10 Alternative Solution of Student Worksheet II 153 Appendix 11 Alternative Solution of Student Worksheet III 156 Appendix 12 Alternative Solution of Student Worksheet IV 159 Appendix 13 Lattice of Initial Test 162 Appendix 14 Lattice of Mathematical Communication Ability Test I 163 Appendix 15 Lattice of Mathematical Communication Ability Test II 164 Appendix 16 Initial Test 165 Appendix 17 Mathematical Communication Ability Test I 166 Appendix 18 Mathematical Communication Ability Test II 167 Appendix 19 Alternative Solution of Initial Test 168 Appendix 20 Alternative Solution of Mathematical Communication Ability Test I 169 Appendix 21 Alternative Solution of Mathematical Communication Ability Test II 172 Appendix 22 Guidelines for Scoring of Initial Test 175 Appendix 23 Guidelines for Scoring of Mathematical Communication Ability Test I 177 Appendix 24 Guidelines for Scoring of Mathematical Communication Ability Test II 179 xiii Appendix 25 Questionnaire of Student s’ Response 181 Appendix 26 Observation Sheet of Teacher Activity 184 Appendix 27 Observation Sheet of Students’ Activity 208 Appendix 28 Validation Sheet of Initial Test 220 Appendix 29 Validation Sheet of Mathematical Communication Ability Test I 222 Appendix 30 Validation Sheet of Mathematical Communication Ability Test II 228 Appendix 31 Result Description of Diagnostic Test 234 Appendix 32 Result Description of Mathematical Communication Ability Test I 235 Appendix 33 Result Description of Mathematical Communication Ability Test II 236 Appendix 34 Observation’s Result of Teacher’s Activity in Cycle I 237 Appendix 35 Observation’s Result of Teacher’s Activity in Cycle II 238 Appendix 36 Observation’s Result of Students’ Activity in Cycle I 239 Appendix 37 Observation’s Result of Students’ Activity in Cycle II 240 Appendix 38 Observation Result of Students’ Response in Cycle I 241 Appendix 39 Observation Result of Students’ Response in Cycle II 243

CHAPTER I INTRODUCTION

1.1. Background

Education is every effort, influence, protection and assistance provided to the child to drawn child maturation or more enough to help children to carry out their own life. The influence come from an adult or created by adults such as schools, books, daily live, and so on and addressed to people who have not grown up Hasbullah, 1997:2. Changing and developing in education is something that indeed supposed to occur in accordance with the changing culture of life. Therefore, development of time in the education world is constantly changing with significant and can changing the mindset of a educators from rigid mindset into a more modern, more skillful, creative, and innovative. It is very influential in the progress of education in Indonesia. Facing the facts, educational experts criticaling with expression and the real theoretical education to achieve the real education goal. Mudyaharjo 2004: 59 states: Tujuan pendidikan dapat dibagi atas dua bagian yaitu tujuan pendidikan yang bersifat personal dan sosial. Tujuan pendidikan bersifat personal adalah untuk mengoptimalkan perkembangan kemampuan-kemampuan yang dimiliki oleh setiap orang, sehingga mengalami perubahan- perubahan dalam pola tingkah laku. Sedangkan tujuan pendidikan bersifat sosial menggambarkan pendidikan dalam memelihara dan membangun kehidupan bersama dalam masyarakat, berbangsa dan bernegara. One of the subjects that reflect the above objectives is mathematics, because mathematical knowledge is develop according to with the developing of information technology, which causes the mathematics is seen as a structured and integrated science, the science of patterns, relationships, ways of thinking, understanding the around world, the deductive science, symbols and numerical language. Hudojo 2005 : 65 states that mathematics as a language of symbols which gives communical facility and it can get so much information and make a new concept. It means symbols have benefit for intellectual efficiency since these can used to communicate idea effectively and efficiently. In order to symbols is meaningful, every person have to understand idea which contain in the symbol. That is why idea has to understand ahead before it is symbolized and mathematics is universal and can be understood by anyone, anytime and anywhere. As noted Cockroft in Abdurrahman, 2003:253 argued the importance of students learning mathematics: Matematika perlu diajarkan kepada siswa karena : 1 Selalu digunakan dalam kehidupan sehari-hari; 2 semua bidang studi memerlukan keterampilan matematika yang sesuai; 3 merupakan sarana komunikasi yang kuat, singkat dan jelas; 4 dapat digunakan untuk menyajikan informasi dalam berbagai cara; 5 meningkatkan kemampuan berpikir logis, ketelitian, dan kesadaran keruangan, dan; 6 memberikan kemampuan terhadap usaha memecahkan masalah yang menantang. Therefore, students need to have mathematics knowledge to facing in the future. But in reality there are many students in every level of education considers mathematics as a difficult subject, not a pleasant subject, and often lead to a variety of complex problems to solved, until have the impact in the low students’ learning result. In the process of mathematics learning, the teacher focuses the students to remember methods that is taught in solving the problem than stimulating the students to construct their own knowledge. Almost students never given the opportunity by the teacher to understand the rational behind the formulas are given to them. As a result, the knowledge gained by the students not understanding, they are confusion when confronted with different problems with the examples given of their teachers. In the curriculum2006 has been formulated five skill or proficiency expected in the learning of mathematics, namely, 1 learn for communicating, 2 learn for reasoning, 3 learn for problem solving, 4 learn to connecting the idea, and 5 establishment of a positive nature to mathematics. The above relates to opinions about the importance of communication in learning mathematics, communication is not only used in science but also in the overall use of mathematics learning activities. Communication is one of the important objectives in the learning of mathematics. The process of communication is helping students to build ideas, publicize the idea, and can build a good social network in a classroom