A COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING ECLECTIC AND GRAMMAR TRANSLATION METHODS TO ENGLISH ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF MTs AHMAD YANI WONOTUNGGAL, BATANG IN THE ACADEMIC YEAR OF 2005/2006 - Test Repository
P erp u s ta ka an S T A IN S ala tig a
IIIIIIIIIIIIIIH 0 6 T D 1 0 0 9 6 3 3 .0 1 A COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING ECLECTIC AND GRAMMAR TRANSLATION METHODS TO ENGLISH ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF MTs AHMAD YANI WONOTUNGGAL, BATANG IN THE ACADEMIC YEAR OF 2005/2006 THESIS Submitted to the board of examiners in partial fulfillment of the requirement for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education Department 113 01 064 ENGLISH DEPARTMENT AND EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
DEPARTEMEN AGAMA SEKOLAH TINGGI AGAMA ISLAM NEGERI ( STAIN ) SALATIGA Jl. Tentara Pelajar 0 2 T elp .(0 2 9 8 ) 3 2 3 7 0 6 ,3 2 3 4 3 3 Fax. 3 2 3 4 3 3 Salatiga 50721 W ebside : salatiga.ac.id. E -m a il: administrasi @ stainsalatiga.ac.id
DEKLARASI
Bismillahirrahmanirrahim.Dengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah diterbitkan.
Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan rujukan.
Apabila dikemudian hari ternyata terdapat materi atau pikiran-pikiran orang lain di luar referensi yang peneliti cantumkan, maka peneliti sanggup mempertanggungjawabkan kembali keaslian skripsi ini di hadapan sidang munaqosyah skripsi.
Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.
Salatiga, 6 Januari 2006 Peneliti
N I M : 11301064 DR. Rahmat Hariyadi, M. Pd. Ruwandi, S. Pd. The Lecturers of Education Faculty State Islamic Studies Institute of Salatiga____________________________________
Salatiga, 6 January 2006
ATTENTIVE COUNSELOR NOTES Case : SITI BAROKAH’S THESIS
Dear The Head of State Islamic
Studies Institute ( STAIN ) Salatiga A ssa la m u ’a la ik u m Wr. W b.
After reading and correcting SITI BAROKAH’S thesis entitled “A COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING ECLECTIC AND GRAMMAR-TRANSLATION METHODS TO ENGLISH ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF MTs AHMAD YANI
WONOTUNGGAL, BATANG IN THE ACADEMIC YEAR OF 2005/2006” We have decided and would like to propose that if it could be accepted by educational faculty we hope it would be examined as soon as possible.
W a ssa la m u ’a la ik u n t Wr. Wb.
DEPARTMENT OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA JL Stadion 03 Teip. (0298) 323706,323433 Fax. 323433 Salatiga 50721 Website:
STATEMENT OF CERTIFICATION
A COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING ECLECTIC AND GRAMMAR TRANSLATION METHODS TO ENGLISH ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF MTs AHMAD YANI
WONOTUNGQAL, BATANG IN THE ACADEMIC YEAR OF 2005/2006
SITI BAROKAH
113 01 064
Heis been brought to the board of examiners in February, 28th 2006/Muharram, 29th 1427, and hereby considered to completely fullfill the requirement of Saijana Degree in the English Department of Educational Faculty.
Salatiga, Muharram, 29th 1427 February, 28th 2006
NIP. 150 262 646 NIP. 150 301 298
MOTTO
“ Science without religion is blind and religion without science is lame”
(Albert Einstein)“ Don’t think to be the best but think to do the best “
D E D IC A T IO N
This thesis is whole heartediy dedicated to:
My beloved Dad, Mom and Grand-ma
Mr. Ramin, Mrs. Siti Khuzaimah and Mrs. Mutinah
Who teach me to love Allah and knowledge,
Thank for your sacrificies.
My wonderful Brothers and Sisters
Ka’ Alis and Mba’ Anie, Ka’ Thofa and Mba’ Yah,
D e’ Nafis and D e’ Ifah
Who always give me support and
thank full o f your motivation, kindness and love.
My lovely Niece and Nephew
Oelya and Izoel
Special Best Friends
Vie-ta, Zul-ie, Nel-ly, You-la, Lie-na, Sie-tie, Poe-jie and Pop-pie
Thank for your help, kindness and togetherness.
ACKNOWLEDGEMENT
In the name of Allah, the compassionate, bless and praises always go to great prophet Muhammad. Alhamdulillah, everlasting thanks to Allah, the writer must be deeply grateful to Allah for his blessing, whose without help the writer would have not been able to finish this thesis. Those who ask help to Allah will never feel disappointment.
This thesis is presented to English Department of State Islamic Studies Institute (STAIN) Salatiga in partial fulfillment of the requirement for the Saijana degree. The writer is aware that she would not have been able to finish her thesis without the help of the following, in particular, to whom the writer is deeply indebted to:
1. Drs. Badwan, M. Ag, the head of State Islamic Studies Institute of Salatiga, for allowing her to conduct a research.
2. Drs. Sa’adi, M. Ag, the dean of English Department of Islamic Studies Institute of Salatiga, for his guidance and encouragement.
3. DR. Rahmat Hariyadi, M. Pd as the first consultant and Ruwandi, S.Pd, the second one who is always ready to give help in solving her problem concerning the writing for the finishing of the thesis. Thanks you very much for you patience and guidance.
4. H. M. Amirin Aftaiss, B.A, the headmaster of MTs. Ahmad Yani Wonotunggal, Batang, for allowing the writer to have a research at his school.
5. All of the lectures of English Department, the writer deeply thanks you all for not only giving knowledge, but also insight.
6. My beloved family; father, mother, grand ma, brothers, sisters, my niece and my nephew too, which has facilitated, giving pray and encouraged the writer to finish her study. I could have never thanked you enough and never been able to repay what you
7. My family in Jl. Abdul Amin (Bp / Ibu Salimin, Mas E-eng, Daniel, A-an, Ely, Mba’ Romi, Mba’ Anie Mba’ Joem, cie-menx, Ria and Qoen-tie), “ Thanks for the comfort home
8. My friends in Pengilon (Rahma, Nung, Jannah, Ema, Zizzah, Wiwiek, and Noeroel), “ Don’t forget our togetherness
9. Special person in my live, who always patiently for giving support, guidance and suggestion although we far.
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10. My friends of KKN Dayugo ( Papa Habieb, Mama Riecha, Mami Istiq, Mba’ Sietie, Mba’ Tarie, Mas Rofiq, Mas Daman, Mas Achyar and Mas Saliem ), “ I have always been very grateful with your nice favour
11. All my friends, especially the students of TBI ’01 (Mba’ leny, Ana, Mba’ Iskay, Anik, Heny and the oterswho cannot mention one by one).
Finally, the writer realizes that this thesis is imperfect The writer gladly accept constructive criticisms and evaluation to make this thesis better.
Salatiga, 6 January 2006 The writer
TABLE OF CONTENTS
H. Use of Method in Teaching Learning Process and the Students’
BIBLIOGRAPHY APPENDICES
CHAPTER I INTRODUCTION This chapter presents about the background of the problem, the
identification of the problem, the statements of the problem, the objectives of the research, the benefit of the research and outline of the thesis.
A. Background of the Problem Education is a way to realize the ideals of a nation including Indonesia.
The education occupies an important role in developing Indonesian people. Therefore, the Indonesian government always tries to increase the quality of education by improving several aspects that contributes to determine the quality of education in teaching learning process including teaching learning of English. For the reason the result of education cannot be separated from a few elements dealing with English teaching learning because education in general and English teaching in particular is a combined effort of several forces to achieve a common goal.
Factors like the students, the teachers, time allotment, the use of visual aids, methodology, teaching material and other facilities work together to bring about the final result of teaching.1 2 One of the elements that influences language teaching learning is method. The success or the failure of teaching program is usually measured by the method used, because the method will establish the content and the way to teach language.
1 Ramelan, Fakultas Pendidikan
Introduction to Linguistics fo r Students o f English in Indonesia, Bahasa dan Seni IKIP Semarang, 1984, P. 7 8
2 Muljanto Sumardi, Bulan
Pengajaran Bahasa Asing, Sebuah Tinjauan Dari Segi Metodologi, Bintang, Jakarta, 1974, p. 7
2
In English teaching, there are many methods that can be used by English teachers. Every method has its strengths and weaknesses. Thus teachers should try to choose and select the best method that is appropriate for teaching certain language skills or language elements.
In Madrasah Tsanawiyah, the use of teaching method is adjusted with the national curriculum recommended that can be found in GBPP of MTs. To increase the quality of language teaching, Education Department of Indonesia efforts to establish and to create one of language teaching method which is more effective and efficient, although there is no best method/
Because there is no best or worst method, teachers have to choose the most suitable method in order to reach the purpose of language teaching. Abu Tauchid says that:
The relation between method and purpose of education can be described as the cause and effect linkage. Its means that if the method used is the best and appropriate, the formulated purposes can be reached satisfactorily.3
4 In fact, the curriculum changes from time to time. Consequently the methods used in teaching learning process may change too. Unfortunately, there are still many teachers who use a method for teaching all language skills or language elements.
All the methods usually concern to all language skill as speaking, reading, writing and listening although they have different emphasis. In this case eclectic and grammar translation methods concern those aspects, while the eclectic
3 Umar Assasuddin Sokah, Problematika Pengajaran Bahasa Arab dan Bahasa Inggris, Nur Cahaya, 1982, p. 12
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method itself is the combination between direct method and grammar translation method.
Based on the explanation above, the writer wants to conduct a research entitled: A COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING ECLECTIC AND GRAMMAR TRANSLATION METHODS TO ENGLISH ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF MTS. AHMAD YANI WONOTUNGGAL BATANG IN THE ACADEMIC YEAR OF 2005/2006.
B. Identification of the Problem
Based on the background above, there are many problems relating with teaching learning process and the methods used. The problems identified can be proposed as follows:
1. Teachers still consider that method is the level of theory while teaching is practical
2. There are many teachers who do not understand the variations of methods
3. The teacher stands still to use one method 4. One teaching method is used for all English skills and English elements.
C. Statements of the Problem
Based on the discussion above, the writer proposes the problems as follows:
1. How far is the students’ English achievement of MTs Ahmad Yani
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Wonotunggal, Batang taught by eclectic method?
2. How far is the students’ English achievement of MTs Ahmad Yani Wonotunggal, Batang taught by grammar-translation method?
3. Is there any significant difference of the effectiveness in the use of eclectic method and grammar-translation method to English achievement of the second grade students of MTs Ahmad Yani Wonotunggal, Batang?
D. Objectives of the Research
The objectives of this research are as follows:
1. To find out the students’ English achievement of MTs Ahmad Yani Wonotunggal, Batang taught by eclectic method.
2. To find out the students’ English achievement of MTs Ahmad Yani Wonotunggal, Batang taught by grammar-translation method.
3. To find out the significant difference of the effectiveness between the use of eclectic method and grammar-translation method to English achievement of the second grade students of MTs Ahmad Yani Wonotunggal, Batang.
E. Benefit of the Research
1. For the researcher
a. To more understand about eclectic method and grammar translation method used.
b. To improve the ability in the use of eclectic method and grammar translation method.
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2. For the teachers
a. The teachers know the importance of using different methods; those are eclectic method and grammar translation methods in English teaching learning process.
b. To recommend teachers to choose and select the best method.
3. For the students
a. The students are expected to have more attention and interest in English teaching learning process because it has an interesting role in their following career.
b. To motivate students, especially the students of MTs Ahmad Yani in order that they can manage the learning time so they can reach the best achievement.
F. Outline of the Thesis
This research consists of five chapters as the following: Chapter one is introduction; that consists of background of the problem, identification of the problem, statements of the problem, objectives of the research, benefits of the research, and outline of the thesis.
Chapter two is review of related literature that consists of teaching, learning, teaching learning process, methods, divisions of methods, use of methods in teaching learning process, students’ achievement and theoretical hypothesis.
Chapter three is Research Methodology; it consists of research
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approach, type of research, population, sample, technique of sampling, data collection method, data analysis and statistical hypothesis.
Chapter four is discussion and presentation, consists of data analysis and research summary.
Chapter five is closure consist of conclusions and suggestions.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter discuss everything relating with the teaching, learning, teaching
learning process, the methods in teaching learning process, the divisions of methods, the use of methods in teaching learning process, students’ achievement and theoretical hypothesis.
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A. Teaching
Teaching cannot be defined apart from learning. Nathan Gage notes that 61to satisfy the practical demands of education, theories of learning must be ‘ stood on their head ‘ so as to yield theories of teaching”. Teaching is guiding and facilitating learning, enabling the learner to learn, setting condition for learning.1 A.S Horn by says that teaching is to give the instruction to somebody that causes somebody to know or be able to do something.2
According to Ronald T. Hyman in his book Ways o f Teaching, there are two definitions of teaching:
1. Teaching is a system of action intended to induce learning.
2. Teaching occurs when teachers by virtue of their instructional activities succeed wholly or in part in enabling pupils to learn.3 Teaching ideally involves the systematic arrangement of a learning environment using relevant principles of human learning matched with the learner’s
Principles o f Language and teaching, 1 Douglas Brown, prentice Hall, New Jersey, 1980, p. 8.
2 A. S. Hornby, Oxford Advanced Learner’s Dictionary o f Current English, Oxford University Pers, P.318.
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The kinds of the “ Learning “ terms above automatically result the kinds of definitions. All of them, however, have same meaning and aim. Basically, learning is an activity or a process which is signed by understanding, attitude, behavior, skill and the receiving and reaction power. It can be said “ Learning “ if there are subject and object. The subject is the human, while the object is the thing or the material.
C. Teaching Learning Process
/
Teaching can mean as a process in organizing a potential source correctly, so that the process of learning happens.7 The implication is that the roles of teachers are not only distributing the knowledge to the students, but they are the directors of learning among the students. Directors mean that teachers are not the most dominant learning sources. Based on the cognitive, effective and psychomotoric method, they have to be able to take the students into the awareness and then make them understand how much important studying is.
In the process of teaching and learning there are four factors which are relevant. They are teacher, students, the material and environment.8 These four elements interact and set up the teaching learning process. Dealing with the teaching learning English, there are several factors that should be kept in mind. l.The Factor of Teacher
In the teaching learning process, teachers hold the major role to reach the aim of learning. Therefore, they should posses the skill of teaching, the skill of managing the step of learning, the skill of mastering the approach, method and Sudarman Danim, Media Komunikasi Pendidikan, Bumi Aksara, Jakarta, 1995, p.34.
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technique,the skill of using medium, and the skill of dividing the time.9 These five skills are the approaches as used by teacher in communicating the teaching activity in order to reach the aim of learning.
2. The Factor of Student In teaching learning process, students are subjects that will deal the learning purpose in real study product. Gollnick says that in students there are characteristics which can influence teaching learning process. They are age, social class, ethnic and race.10 Gollnick divides age in four categories: childhood, adolescence, adulthood and the aged.11
3. The Factor of Material and Curriculum The writer use these terms, because both of which is interrelated. Material consists of curriculum. It consists of the grade that will be widened in material developments that suit whit the students’ ability to reach the purpose of study. The material in curriculum must be organized to make the students easy understand.
The material arrangement is required in teaching learning process. The arrangement aids to give instruction of materials more effective, for the students are unbored and tired with the material conveyed.12
9 D. N. Robinson, A s a s -A a s Praktek Mengajar ( Saduran : Suparno, Sulaiman Sahlan, Ruslan Efendi), Bhrata, Jakarta, 1998, p. 21.
10 Donna M. Gollnick and Phillips C. chin, Multicultural Education in a Pluralistic Society , Prentice
- Hill, Inc, New Jersey, 1998, p. 306.11 Ibid , p. 260.
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4.The Factor of Environment
Environment Environment is the context as the study experience takes place.
around the students as well as in and out of the classroom needs to be used optimally in order to make the interaction in teaching learning process more effective and efficient. In other word, environment is useful to help teaching.
D. Method in Teaching Learning Process.
Teacher is responsible for guiding students, and thus it is he who determines the appropriate method for doing. In order to dedicate with appropriate method, the teacher needs criteria to teach. Teacher should consider the students, the situation and himself while drawing on his understanding of the various methods.
In language teaching, there are many methods. A method is a comprehensive planning relating with the materials that are directly given and are based on an approach.13
According to Richards, method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon
Within
approach.14 Approach is Axiomatic a method is procedural. one approach, there can be many methods. Learning English as a foreign language is more difficult from that of English as a second or national language, because the success of learning purpose depends on method and presentation in teaching and learning.
13 Muljanto Sumardi, Pengajaran Bahasa A sing Sebuah Tinjauan D ari Segi M etodologi, Bulan Bintang, Jakarta, 1974, p. 12.
14 Jack C. Richards, op-cit, p. 15.
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Several factors in orderly presentation will be influenced by the nature of the students’ language as compared to English. Teaching English to Javanese speakers differs methodologically to that to Chinese speakers. The age of the students, his cultural background, and his previous experience with English modify the method employed. The experience of the teacher and his level o f English mastery are significant. The goal of course must be considered, whether it is aimed at reading, fluency in speech and inculcating translation skill.
An appropriate way to encounter theories in practice is to examine major language teaching approaches and methods of the twentieth century. Eveiy language teaching method has its certain theoretical underpinnings. Since these foundations almost always combine more than one discipline, we have seen language teaching is not just linguistics or just psychology but involves both, along with pedagogical, sociological and other interdisciplinary considerations.
E. Divisions of Method When we have an interaction in class in order to reach the purpose of teaching learning process, we need some approaches or methods to support the success of teaching learning process itself. The varieties of methods are:
1. Direct Method
2. Natural Method
3. Psychological Method
4. Phonetic Method
5. Reading Method
6. Grammar Method
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7. Translation Method
8. Grammar - Translation Method
9. Eclectic Method
10. Unit Method
11. Language - Control Method
12. Min - Mem Method
13. Practice -Theory Method
14. Cognate Method
15. Dual Language Method.13 Each of the methods has specific characteristics. It depends on teacher to apply. Thus the teacher has to know and to be more selective in choosing the most suitable method in order to reach the purpose of teaching learning process.
F. Use of Method in Teaching Learning Process
To present instructional materials well, teachers need select the most appropriate method to be applied. The methodological selection process commented when they propose lesson plan. Since there are sorts of methods they must be conscientious to identify before considering what kind of domains they want to teach and what kind of skill they emphasize and would like to achieve.
Exactly the method used has always attached when teaching learning process is being prepared, so the choice of the appropriate method is a crucial step. It starts from the very beginning when teachers construct their lesson plan. They have to 1
5 15 Muljanto Sumardi, op-cit, p. 32.
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consider what sort of method they want to make use. It cannot be designed coincidently and directly when the class is going on, so they should choose accurately.
In the consideration, they should realize that there is no best or worst method. It has its superiority as well as inferiority. One method may be perfect for a certain material but it is counter productive for the others.
There are some methods that can be implemented in classroom. However, in this thesis the writer only compares two methods. First is eclectic method. In this method the aspect of speaking, writing, reading and listening skill is more emphasized. The second one is grammar - translation method. In this case only aspect of writing and reading skill is emphasized.
1. Eclectic Method
Eclectic method is a mixed method consisting of element of direct method and grammar - translation method.16 Eclectic method is the way to teach foreign language through several combinations of several methods.
Based on the definition above, the writer will describe the elements of eclectic method as following: a). Direct method
Direct method is conducted orally and directly in the foreign language without translation. The attempt is to be as “natural “ as possible in the classroom, with grammar and deductive thinking, and with a concentration on communicative practice.
15
L. Sauver in book of Approaches and Methods in Language Teaching a foreign language says that it could be taught without translation or the use of the learner’s native tongue if meaning is conveyed directly through demonstration and action.17
According to Franke, a language could best be taught by using it actively in the classroom, rather than analytical procedures that focus on explanation of grammar - rules in classroom teaching. Teacher must encourage direct and spontaneous use of the foreign language in the classroom.18 Direct method is a teaching method where no translation is allowed. In fact, the direct method receives its names from the fact that meaning is to be connected directly with the target language, without going through the process of translating into the student’s native language. Learners would then be able to induce rules of grammar. The teacher replaces the textbook in the early stage of learning. Speaking begins with systematic attention to pronunciation. Known words could be used to teach new vocabulary, by using mime, demonstration and pictures.
The principles of direct method, are as follows : 1) . Classroom interaction is conducted exclusively in the target language.
2) . Only everyday vocabulary and sentence are taught. 3) . Oral communication skills will be built up in a carefully graded progression organized around questions and answer exchanges between teachers and students in small, intensive classes.
17 Jack C. Richard, op. cit, p. 9.
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4) . Grammar is taught inductively. 5) . New teaching point is introduced orally. 6) . Concrete vocabulary is taught through demonstration, object and pictures, abstracts vocabulary is taught by association of ideas.
7) . Both speech and listening comprehension are taught.
8) . Correct pronunciation and grammar are emphasized,
b). Grammar - Translation Method This method stresses on reading ability, the study of the grammar as an aid to reading comprehension, and a great deal of both written and oral translation.
Through eclectic method students will be given many exercises, for example oral practice, reading aloud, discussion, translation and sometimes the use audio visual aids.
2. Grammar - Translation Method
Grammar - translation method is combination between grammar method and translation method.19 Grammar - translation method is a way of studying language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and text into and out of target language.20
Robert Lado says that the grammar - translation method begins with definitions of the part of speech, declensions, conjugations, rule to be memorized,
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example illustrating the rules and exception.21 In this method the aspect of writing and reading skill are more emphasized so this method stresses reading ability. The study of the grammar is an aid to reading comprehension, and a great deal of both written and oral translation. Spontaneous oral work is de-emphasized; pronunciation is important only for classroom intelligibility.
Although the grammar — translation method often creates frustration for students, it makes few demands on teachers. It is still used in situation where understanding literary texts is the primary focus of foreign language study and there is little need for a speaking knowledge of the language. Contemporary texts for the teaching of foreign language at college level often reflect grammar- translation principles. The principle characteristics of grammar - translation method are:
a) . The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study.
b) . Reading and writing are the major focus.
c) . Vocabulary selection is based solely on reading texts used, and words are taught through bilingual word lists, dictionary study and memorization.
d) . The sentence is the basic unit of teaching and language practice.
e) . Accuracy is emphasized f) . Grammar is taught deductively.
g) . The student’s native language is the medium of instruction.
21 Robert Lado, Language Teaching A Scientific Approach, Tata Me Graw-Hill publishing, New
18
Consequently, though it may be true to say that grammar - translation method is still widely practiced, it has no advocates. It is a method for which there is no theory. There is no literature that offers a rationale or justification for it or that attempts to relate it to issues in linguistics, psychology, or educational theory.
G. Students’ Achievement
In general, achievement is personal accomplishment, attainment of goals
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set by individual or society in educational psychology. The terms are applied to specified level of proficiency in academic purposes. The definition of achievement is measurement of students change in term of test result.
The achievement measurement can be interpreted in six ways, they are: 1. Main level of achievement.
The main level of achievement is normally represented by the test score or to be designed by grade.
2. Average or distribution of achievement.
It provides more information that main level can be used to interpret individual achievement level related to a group average.
3. Group Achievement.
It is related to larger group average or distribution. 4. “ Mastery” level achievement.
5. Achievement.
6. Effect size.22
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H. Use of Method in Teaching Learning Process and the Students’ Achievement
In teaching learning process one of case which often floodlighted by a people is method. Successful and failure of teaching learning process often valued from used method, because method is determining the target and the way of study.
In reality each method is used in teaching learning process got change. This matter is happened because new ideas are which represent the development, repair and completion from old ideas, oftentimes represent the rejection for what have been reached before.
For example, the method used in language study. The teachers’ opinion about language is article of course will using long time to teach with the learning activities in the form of charcoal rock, made resume, and less pay attention to the practice of utterance and practice structure drill. Different with the natural method, which emphasizing the importance of memorizing and analogy because this method is based by a principle that in learning foreign language, a student must stay in the same situation and condition like he learn mother language in small time.
The explanations above indicate that the difference between one method and the other method can be caused by the difference base of language theory, difference of portraying language and also because different opinion about how somebody get language ability.
The differences of that methods causing the difference in teaching learning process too, and its impact is students’ achievement. Sometime, in teaching learning process a teacher use a method less be acceptable by student, so though that student
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is clever, but the method used by his cannot acceptable, so, the student will difficulty in accepting lesson that moment.
Based on the explanation above, it clear that the use of methods in teaching learning process will influence students’ achievement. Because, within reached an achievement is a result of teaching learning process. I. 2
I. Theoretical Hypothesis
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The writer tries to propose the theoretical hypothesis as follows:
1. There is difference between the use of eclectic method and grammar-translation method in English achievement.
2. There is a significant difference of the English achievement of the second year students of MTs Ahmad Yani Wonotunggal, Batang taught by eclectic method and those taught by grammar-translation method.
CHAPTER m
RESEARCH METHODOLOGY
This chapter presents the research approach, the type of the research, population, sample, technique of sampling, data collection method, method of data analysis and statistical hypothesis.
A. Research Approach
The research uses quantitative approach. A quantitative study consistent with the quantitative paradigm, is an inquiry of a social or human problem, based on testing of a theory composed of variables, measured with numbers, and analyzed with statistical procedures, in order to determine whether the predictive generalizations of the theory hold true.1
Quantitative approach recommends that the researcher should make distance and be independent to object being researched. Quantitative approach is divided into two kinds: surveys and experiments. In these extremes, a researcher attempts to control and select a systematic sample and be objective in assessing a situation.2
B. Type of the Research
This is an experimental research. Sutrisno Hadi says1 2 3, the aim of the experimental study in educational field is to know the value of the influence of a treatment toward students’ behaviour or to examine the hypothesis whether there is
1 John W. Creswel, Research Design Qualitative and Quantitative Approaches,
Sage Publication, New Delhi, 1994, p. 2.
2 Ibid, p. 6.
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or there is no influence of the treatment. The purpose of this research is to know the effectiveness of the use of eclectic method and grammar - translation method to English achievement of MTs Ahmad Yani Wonotunggal, Batang in the academic year of 2005 / 2006. In this research, the researcher would compare two groups that are given different treatments in teaching learning process. The first group is the experiment group, which was taught by using eclectic method in their teaching learning process. The second group is the control group that was taught by using grammar - translation method in their teaching learning process.
The use different treatments is to prove that there is a significant different of the English achievement between the students who are taught by eclectic method and the students who are taught with grammar - translation method in their teaching learning process.
The procedures of this research are first, all groups, the experiment and the control groups were given the same test, namely pre - test. Through this test the writer knows their basic competence before getting different treatments. And to know the result of the different treatments, they were given a post - test. Then, the data were analyzed to get the conclusion of this research.
C. Brief History of MTs Ahmad Yani.
Based on the document gotten, this school was built in July 14, 1986 on Jl. Wonotungal 108 Batang, 51253. This location is very strategic because it is in the central of village.
This institution is under Islamic Centre Foundation (YIC) Batang. This school combines both formal and informal educations.
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3 Computer laboratory
6 School healthy unit
1
5 Library
1
4 Chemical laboratory
1
1
The background of building this school is based on the assumption that religious and non religious educations must be matched. The aim of this education is to prepare the students to be skillfull in applying religion and science compatibly to encounter competition in globalization era.
2 Physics laboratory
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1 Class
TABLE I
THE DIVISIONS OF THE BUILDING
NO Rooms Number1. The school profile MTs. Ahmad Yani Wonotunggal, Batang has a permanent building for teaching learning process. It is built on the land of 640 metres square. Teaching learning process begins at 07.15 and ends at 13.35 every day. Each lesson takes 45 minutes. The description building of MTs. Ahmad Yani Wonotunggal is as follows:
December 1987 with certificate No. wk/ 5.c/ 5/ Pgm/Ts/1987 and its statistsical number 212332501016 and school status: accredited.
MTs. Ahmad Yani Wonotunggal, Batang has been built since 1986 on Jl. Wonotunggal 108, Wonotunggal village, Wonotunggal district and includes Batang regency. Although it has been built since 1986, but it statue was decreed on 5
1
24
16 Mosque
4 Ali Subhi Teacher
3 Untung Joko Atmadi Teacher Mathematics
Biology and Chernies
2 Musbihin Counseling Affairs and teacher
1 HM. Amirin Aftaiss,BA Headmaster Arabic
NAME PROFESSION Discipline
TABLE II
THE PROFILE OF TEACHERS AND STAFFS
OF MTs. AHMAD YANI
NOThe teachers and staffs of MTs. Ahmad Yani are as follows:
2. The profile of teachers and staffs Education in general is combined efforts of several forces to achieve common goals. One of those forces is teacher. In formal education, it needs qualified people as teachers and staffs as administrators to run the teaching learning process well.
1
18 Parking area
1
17 Guest’s room
1
1
8 Headmaster office
15 Warehouse
2
14 Students’ lavatory
2
13 Teachers’ lavatory
1
12 Student association (OSIS)
1
11 Official office
1
10 Teacher’s office
1
9 Counseling office
1
Islamic historical culture and Aqidah Akhlaq
- * Teacher Qur’an hadist, Ke NU-an and Indonesian
14 Agusno Dwi Purwo,SE Teacher Mathematics and Economy
22 Sutamo Officer and servant
21 Kuswanto, A.md Officer
20 Hastutiningsih Officer
19 M.Romdhoni,S.Pd Teacher English
18 Nur Kholimin,SH Teacher Sport, Mathematics and Computer
17 Uswatun Hasanah,S.Pdi Teacher Qur’an Hadist and Islamic historical culture
16 Nurul Wahidah,SE Teacher Mathematics and Economy
15 Aida Sofmti,S.Pd Teacher Indonesian
13 Uma Faizah,S.Pd Teacher Geography and Computer
25
12 Susanti,S.Pd Teacher Civics and art
Sport and Physic
11 Teguh Budiono Student Affairs and Teacher
10 Masykur,S.Ag Teacher Indonesian, Ke NU- an
9 Rohwatun Hasanah,S.Ag
8 Arumsari,S.Sn Teacher Geography, javanese and art
7 Naili Hilmiyatie,S.Ag Teacher Physics, Arabic and Fiqh
6 Amin Purwaningsih,S.Pd Teacher English and Civics
5 Dra. Masruroh Curriculum Affairs and Teacher Fiqh, Ke NU-an and Civics
3. Population The total numbers of student of MTs. Ahmad Yani Wonotunggal is 263 grades. The first grade consists of 95 students,the second one consists of 70 students and the last one consistof 98 students.
The students of MTs. Ahmad Yani are as follows :
TABLE III
THE STUDENTS OF MTs. AHMAD YANI
NO CLASS SEX NUMBER MALE FEMALE
22
12
TABLE IV
ORGANIZATION STRUCTURE OF MTs. AHMAD YANI
4. The school’s organization structure The writer would like to present the organization structure as in scheme as follows:
128 135 263
32 Total
15
17
34 7 m e
20
14
6 III B
32
20
5 III A
25
35
1 VII A
19
4 VIII B
35
15
20
3 VIII A
48
24
24
2 VII B
47
16
5. Extracurricular Activities of MTs. Ahmad Yani Besides intra curricular activities done in the morning from 07.15 up to
13.35 WIB, the students of MTs. Ahmad Yani have extracurricular activities recommended in order to improve their achievements.
Those extracurricular activities are as the following:
a. Scout It is held on Friday. It has also its own organization structure but This is included into the intra- school Students Association.
b. Drumband
c. Computer
d. Sport (volley ball and foot ball)
e. Red cross
f. Qiro’ah (the art of reading the holy qur’an)