Improving Students' Ability in Using Conditional Sentence Type 2 Through Contextual Teaching and Learning
THROUGH CONTEXTUAL TEACHING AND LEARNING
(A Classroom Action Research at the Second Grade of MAN Tarumajaya Bekasi)
By:
Hadirotusholihah 106014000382
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2013
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Hadirotusholihah. 2013. Improving Students’ Ability in Using Conditional Sentence Type 2 through Contextual Teaching and Learning (A Classroom Action Research at the Second Grade of MAN Tarumajaya Bekasi), Skripsi, English Education Department, Faculty of Tarbiya and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor : Dr. Fahriany, M.Pd.
Keywords : Students’ Ability, Conditional Sentence Type 2, Contextual Teaching and Learning.
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This research is aimed to know whether Contextual Teaching and Learning can improve students‟ ability in learning Conditional Sentence Type 2 at second grade of Social Class of MAN Tarumajaya Bekasi.
The method of this research is Classroom Action Research (CAR). The writer uses
Kurt Lewin‟s model. It is done in two cycles, and each cycle has four phases: Planning, Acting, Observing and Reflecting. Meanwhile, the data gained from the interview, questionnaire, observation, and test (pretest and posttest).
Based on the results of the study, it can be said that the use of contextual teaching and learning in teaching conditional sentence type 2 has been successful since the criteria of success is achieved, that is 75 % of students who passed the Minimum Mastery Criterion (KKM). KKM of the school is seventy (70). Contextual Teaching Learning has improved their achievement than before. Those are proved by the result of interview, questionnaire, and the result of the tests. The result of posttest 2 there are 22 from 26 students or 84.62% of them whose score has passed the KKM. It improves 40.47% from pretest which only gains 23.08% or there are only 6 from 26 students who have passed the KKM and also improve 22.37% from posttest 1 which gains 61.54% or there are about 16 from 26 students who have passed the KKM. It means there is significant improvement of the students‟ abiliy in using conditional sentence type 2 in this research. In addition, the progress of the students can be seen by the results of post interview, observation, and questionnaire. Finally, it can be concluded that Contextual Teaching Learning can improve the students‟ ability in using conditional sentence type 2 at the second grade of social class of MAN Tarumajaya Bekasi.
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Hadirotusholihah. 2013. Meningkatkan Kemampuan Siswa dalam Menggunakan Kalimat Pengandaian Tipe 2 melalui Contextual Teaching and Learning (Penelitian Tindakan Kelas pada Tingkat II IPS MAN Tarumajaya Bekasi), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta.
Pembimbing : Dr. Fahriany, M.Pd.
Kata Kunci : Kemampuan Siswa, Kalimat Pengandaian Tipe 2, Contextual Teaching and Learning
Penelitian ini bertujuan untuk mengetahui apakah Contextual Teaching and Learning dapat meningkatkan kemampuan siswa dalam mempelajari Conditional Sentence Type 2 pada kelas XI IPS Madrasah Aliyah Negeri Tarumajaya Bekasi. Metode pada penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penulis menggunakan model Kurt Lewin. Penelitian ini dilaksanakan dalam 2 siklus, dan disetiap siklus mempunya 4 tahap: rencana, tindakan, observasi, dan refleksi. Pada penelitian ini data diperoleh dari wawancara, angket, observasi dan tes (pretest dan posttest).
Berdasarkan hasil penelitian yang didapat, penggunaan Contextual Teaching and Learning dalam pengajaran Conditional Sentence Type 2 telah berhasil karena kriteria kesuksesan dalam penelitian ini telah dicapai, 75% dari siswa dapat mencapai nilai sesuai dengan Kriteria Ketuntasan Minimal (KKM) sekolah yakni 70. Hal ini dapat dibuktikan melalui hasil wawancara, angket, dan hasil nilai siswa. Untuk hasil dari posttes 2 terdapat 22 siswa dari 26 siswa atau dengan kata lain persentesenya mencapai 84,62% yang telah melewati standar KKM. Hal ini menunujukkan adanya peningkatan sebanyak 40,47% dari hasil pretest yang mana hanya mendapatakan persentase sebanyak 23,08% atau hanya ada 6 siswa dari 26 siswa yang nilainya melewati standar KKM dan ini juga mengalami peningkatan 22,37% dari hasil posttest 1 yang mencapai peningkatan sebanyak 61,54% atau terdapat 16 siswa dari 26 siswa yang nilainya melewati standar KKM. Ini berarti bahwa ada peningkatan yang signifikan pada kemampuan siswa dalam menggunakan conditional sentence type 2 dalam penelitian ini. Sebagai tambahan, peningkatan siswa dapat dilihat dari hasil wawancara, observasi dan angket. Akhirnya, teknik Contextual Teaching and Learning ini dapat dikatakan mampu meningkatkan kemampuan siswa dalam menggunakan kalimat pengandaian tipe 2 dikelas XI IPS MAN Tarumajaya Bekasi.
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All praise be to Allah, lord of the world, who has given the writer His blessing to finish this skripsi. The writer believes without his help, the writer
couldn‟t do anything. Peace and salutation is upon to the prophet Muhammad SAW, his family, his companion, and his followers.
This is a proud of occasion, the writer would like to express her great honor to her beloved parents, Mr. Mustalab and Mrs. Ayanih who never stop giving their prayers and greatest efforts for the writer in finishing this skripsi. She also would like to say thanks a lot to her beloved brothers, Bunyamin, S.Pd.I, Kamaludin, Abdul Gofur S.Pd.I, Isomulloh, and her lovely sister, Muniroh S.Pd, all of them always give her support in finishing this skripsi, her beloved husband Ahmad Zarkasih who always supports her with his love and his smile the writer gets spirit and gets from her weakness up to finish this skripsi.
The writer also would like to say her sincere gratitude to his advisor, Dr. Fahriany, M.Pd who has patiently given her help, guidance, and corrections to finish this skripsi.
The writer also realizes that she would never finish writing this skripsi without help of some people around her. Therefore, he would like to say a lot of thanks to:
1. All lecturers and staffs of English Education Department. 2. Drs. Syauki, M.Pd, the head of English Education Department.
3. Zaharil Anasy, M. Hum, the secretary of English Education Department. 4. Nurlela Rifa‟i, M.A, Ph.D, the Dean of the Faculty of Tarbiyah and Teachers‟
Training Syarif Hidayatullah State Islamic University Jakarta.
5. Syarif Hidayat, S.Ag, the school principle of MAN Tarumajaya Bekasi. 6. Drs. Ma‟ali, the English teacher of MAN Tarumajaya Bekasi.
7. All friends in English Department, especially her beloved friends of class “B” 2006.
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iv weakness of this skripsi.
Jakarta, 15 Mei 2013
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ABSTRAK ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... viii
LIST OF FIGURES ... ix
LIST OF APPENDICES ... x
CHAPTER I : INTRODUCTION A. The Background of the Research ... 1
B. The Limitation of the Research ... 4
C. The Formulation of the Study ... 4
D. The Objective of the Study ... 4
E. The Significance of the Study ... 5
CHAPTER II : THEORETICAL FRAMEWORK A. Conditional Sentence ... 6
1. The Definitions of Conditional Sentence ... 6
2. The Type of Conditional Sentence ... 7
3. The Form of Conditional Sentence Type 2 ... 8
4. The Use of Conditional Sentence Type 2 ... 10
B. Contextual Teaching and Learning ... 11
1. The Nature of Contextual Teaching and Learning . 11 2. The Components of Contextual Teaching and Learning ... 12
3. The Strategies of Contextual Teaching and Learning ... 13
4. The Benefits of Contextual Teaching and Learning 14 C. Previous Related Studies of Conditional Sentence Type 2 ... 15
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C.The Place and Time ... 19
D.The Researcher‟s Role on the Study ... 19
E. The Data and Data Sources ... 19
F. The Research Design ... 21
G.The Classroom Action Research (CAR) Procedure ... 23
H.The Technique of Data Analysis ... 24
I. The Trustworthiness of Study ... 26
J. The Criteria of the Action Success ... 29
CHAPTER IV : RESEARCH FINDINGS A. The Description of Data ... 30
1. Findings of the Preliminary Study ... 30
a) The Result of Pre-Observation ... 30
b) The Result of Pre-Interview ... 32
c) The Result of Pre-Questionnaire ... 33
d) The Result of Pre-Test... 36
2.Findings of the Cycle 1 ... 37
a. Planning ... 37
b. Acting ... 37
c. Observing ... 39
d. Reflecting ... 40
3. Findings of the Cycle 2 ... 41
a. Planning ... 41
b. Acting ... 42
c. Observing ... 43
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c. The Result of Post-Test ... 48
B. The Analysis of the Data ... 50
C. The Interpretation of the Data ... 55
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 57
B. Suggestion ... 58
BIBLIOGRAPHY ... 59
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Table 2.1 The Basic Form of Three Types of Conditional Sentence ... 8
Table 2.2 The Form of Conditional Sentence Type 2 ... 9
Table 3.1 Discriminating Power Scale ... 27
Table 3.2 Item Difficulty Scale ……….. .. 28
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Figure 3.1Kurt Lewins‟ Action Research Design ... 21
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Appendix 1 The Instrument for Pre-test ... 61
Appendix 2 The Instrument for Post-test1 ... 65
Appendix 3 The Instrument for Post-test2 ... 68
Appendix 4 The Answer key of Pre-test, Post test 1, and Post test 2 ... 71
Appendix 5a The English Teacher‟s Interview and its Result before CAR ... 72
Appendix 5b The English Teacher‟s Interview and its Result after CAR ... 74
Appendix 6a The Interview Guideline for Students before CAR ... 76
Appendix 6b The Interview Guideline for Students after CAR ... 77
Appendix 7a The Result of Students‟ Interview before CAR ... 78
Appendix 7b The Result of Students‟ Interview after CAR ... 80
Appendix 8a The Questionnaire for Students before CAR ... 83
Appendix 8b The Questionnaire for Students after CAR ... 84
Appendix 9a Recapitulation of Students‟ Questionnaire before CAR ... 85
Appendix 9b Recapitulation of Students‟ Questionnaire after CAR ... 86
Appendix 10a Field Notes in the First Cycle (First Meeting) ... 87
Appendix 10b Field Notes in the First Cycle (Second Meeting) ... 88
Appendix 11a Field Notes in the Second Cycle (First Meeting) ... 89
Appendix 11b Field Notes in the Second Cycle (Second Meeting) ... 90
Appendix 12 Observational Checklist for Teacher‟s Activity ... 91
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CHAPTER I
INTRODUCTION
This chapter presents the introduction, which is consisting of the background of the research, the limitation of the problem, the formulation of the problem, the objective of the study, and the significance of the study.
A.
The Background of The Research
All people in this world need to communicate with each other. When they communicate, they use a language absolutely. It can be spoken or written form. “Language is a system for the expression of meaning”.1 By using language, people can convey what they need, they want, and they mean. According to Steven E. Weisler and Slavko Milekic, “language is an amazing flexible tool that allows us a vast range of expressiveness”. 2 So that, for expressing and communicating what they mean, they absolutely need a language.
Today, English has an important role in education curriculum, and one of the most influential languages in the world. English is not only used in education, but also in many sectors of life such as politics, science and technology, trading, and so on. Nowadays we had been facing a great challenge in this global era. Anna Pakir states on her book that “one of the greatest challenges facing language teachers in the classroom today is the rapid development of English as a lingua franca for an inter-connected world”.3 The teachers should be ready for great challenge above because English is developed rapidly as a lingua franca for inter-connected world.
In mastering English, the students need to understand the English skill, because gaining a new language necessarily involves developing four
1
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1986), p. 71
2
Steven E. Welster and Slavko Milekic, Theory of Language, (London: Massachussets Institute of Technology Press, 2000), p. 9
3
Ho Wah Kam and Christoper Ward, Language in the Global Context, (Singapore: SEAMEO Regional Language Centre, 2000), p. iii
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modalities in varying degrees and combinations; listening, reading, speaking, and writing.4 They are supported by English components, such as grammar, vocabulary and pronunciation. If they master all above, they may be able to use English in spoken or written communication.
Meanwhile, students who learn English will find a number of problems, especially with grammar as a component of English. “Grammar is the correct usage of the English language”.5 When they want to communicate either spoken or written, it should be correct. So, what they want to convey will be understood by others. The students sometimes find the difficulties in learning English at this component. They think of grammar is a difficult subject and it is confusing and hard to understand.
Grammar need to be taught appropriately because it is the basic element of a language. Without the proper knowledge of grammar, the learners will find many problems to express their ideas and built up sentences for communication.
There are many aspects discussed in English grammar. One of them is Conditional sentence. It is usually discussed after the basic verb forms.
“Conditional sentence is the sentence contains two clauses: a dependent clause beginning with if (or another conjunction performing the same general function) and a main clause”.6 Conditional sentence as a part of grammar rules sometimes makes the students confused moreover on conditional sentence type 2 (unreal conditional sentence). Unlike conditional sentence type I that may be easier to understand because it has not a change in the verb.
“Unreal conditional sentences are difficult for foreign students to understand because it seems that the truth value of a sentence is the opposite of the way
4
Rebecca L. Oxford, Language Learning Strategies: What Every Teacher Should Know, (New York: Heinle and Heinle Publishers, 1990), p. 5
5
Kathryn Riley and Frank Parker, English Grammar (New York: Chestnut Hill Enterprises, inc, 1998), p.1
6
George E. Wishon and Julia M. Burks, Lets Write English, (New York: Litton educational Publishing, 1980), p. 249
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the sentence appears”.7 Therefore students will find some difficulties in learning conditional sentence because the value of a sentence is the opposite of the way the sentence appears, so that they often misunderstand the meaning.
Besides, the students‟ problem in learning conditional sentence is related
to their previous knowledge in English. They have not mastered the simple past and also they have not mastered the irregular verb, so they face the difficulties in the verb change in conditional sentence type 2. “Ron Cowan stated on his book that the students have difficulties in mastering appropriate tense sequences across clauses”.8
Teaching and learning can be successful when the students can directly feel the advantages of learning materials by experiencing and learning it. There are many other factors supporting teaching and learning process, such as the using of appropriate media, learning materials which support teaching learning process, class management, and teacher's method in conveying the
subjects, it means the teachers‟ ability and creativity in developing and conveying the materials in learning process optimally. The teachers must apply the appropriate method in teaching and learning process.
To improve students‟ ability in using conditional sentence type 2, the teachers need to have the appropriate method to present the material in teaching and learning process. Because “method is an overall plan for the orderly presentation of language material, no contradicts, and all of which is based upon, the selected approach”.9 If the teachers use an appropriate method, the students will understand well and get high motivation to learn English.
The writer use Contextual Teaching Learning as a suitable method in teaching conditional sentence to improve students‟ ability in using Conditional
7
Michael A. Pyle and Mary Ellen Munoz Page, Test of English as a Foreign Language
Preparation Guide, (New Delhi: Wiley Dreamlech, 2002), p. 115
8
Ron Cowan, The Teachers’ Grammar of English, (Cambridge: Cambridge University Press, 2008), p. 461
9
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1986), p. 15.
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Sentence Type 2. Students will get higher ability and get the materials optimally when the material is related to their daily life. “Contextual Teaching Learning is a conception that helps teacher relate subject matter content to real world situation and motivates students to make members, citizens, and others”.10 It means that when teaching learning process, the materials should be connected to the real life so the students will have critical and creative thinking. By using CTL, the students may be able to make connections between what they are learning and how that knowledge will be used.
Based on the background above, the writer is interested to choose the title of her research that is Improving Students’ Ability in Using Conditional Sentence Type 2 through Contextual Teaching Learning.
B.
The Limitation of the Problem
To clarify the problem, the writer limits this research in using ccontextual teaching learning to improve students‟ ability in using conditional sentence type 2 at the second grade students of MAN Tarumajaya, Bekasi.
C.
The Formulation of the Problem
The writer formulates the problem as follows:
“Can Contextual Teaching and Learning improve students‟ ability in using conditional sentence type 2?”
D.
The Objective of the Study
The objective of the study in this Classroom Action Research is the writer would like to find out whether contextual teaching and learning can improve
students‟ ability in using conditional sentence type 2 or not?
10
Ellaine B. Johnson, Contextual Teaching and Learning, (London: Corwin Press, 2002), p. 39.
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E.
The Significance of the Study
This study is expected to give the contribution to the English teachers, the students, the school principal, and exclussively to the writer to try contextual
teaching learning method to relate students‟ real world situation and materials
they get. Furthermore, the English teachers are hoped to explore their English teaching technique, especially in teaching conditional sentence type 2. The writer hopes that this technique will help the teacher and the student in teaching and learning process.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter discusses about the theoretical framework which is consisting of conditional sentence and contextual teaching and learning. Conditional sentence consists of definition, type of conditional sentence, form, and the use of conditional sentence type 2, whereas contextual teaching and learning consists of the nature of contextual teaching and learning, components, strategies, and the benefits of contextual teaching and learning.
A.
Conditional Sentence
1.
The Definitions of Conditional Sentence
Conditional sentence is almost appears in every English textbook. It usually comes after the chapters that present some of basic verb form or somewhere in more advanced section of the book.
There are a lot of definitions of conditional sentence from the language experts. According to Marianne Celce-Murcia and Dianne Larsen-Freeman “conditional sentence is the sentences consisting of two clauses, a subordinate clause, and a main clause”.1
George E. Wishon stated that “conditional sentence is the sentence contains two clauses: a dependent clause beginning with if (or another conjunction performing the same general function) and a main clause”.2
In another definition of conditional sentence from Martin Parott
“conditional sentences consist of two clausesa main („conditional‟) clause containing a verb with a form with will or would, and a subordinated clause that is introduced by if.”3
1
Marianne Celce Murcia and Diane Larsen-Freeman, The Grammar Book: An ESL/EFL
Teacher’s Course, (Newbury: Heinle & Heinle Publisher, 1999), p. 545 2
George E. Wishon and Julia M. Burks, Lets Write English, (New York: Litton Educational Publishing, 1980), p. 249
3
Martin Parott, Grammar for English Language Teacher, (New York: Cambridge University Press, 2000), p. 231
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Based on the definitions above, the writer concludes that conditional sentence is a sentence which consists of two clauses; a main clause which containing modal auxiliary and a subordinated clause which begins with if, unless or adverb clauses.
2.
The Types of Conditional Sentence
There are three different types of conditional sentences. Each type is composed of a different combination of tenses. According to Marianne C. Murcia and Larsen Freeman “conditional sentence is divided into three types”, they are:
a. Future conditional : If I have money, I will take a vacation b. Present conditional : If I had money, I would take a vacation c. Past conditional :If I had had money, I would have taken a vacation.4
George E. Wishon also stated that there are three types of conditional sentences:
a. Future-Possible Condition b. Present-Unreal Condition c. Past-Unreal Condition.5
In the first type, the sentence expresses a future-possible condition refers to an action that may or not may take place in the future. The present tense of the verb is used in the if clause, and the future tense is used in the main clause.
In present-unreal condition, the sentence describes a situation which does not exist or unreal. We do not expect the condition in the if clause to become a fact. The past tense of the verb is used in the if clause, and the modal would, should, could, and might are used in the main clause.
4
Murcia. loc. cit.
5
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In this type, the subjunctives were in the if clause is used for all persons: if I were, if he were, if we were, if you were, etc.
The third type of conditional sentence is past-unreal condition. This conditional sentence indicates past time and indicates an unreal and unfulfilled situation. In this conditional sentence, the past perfect is used in the if clause, and would have, should have, could have, and might have are used in the main clause.
3.
The Form of Conditional sentence
As stated in chapter I, the writer has limited the discussion only at conditional sentence type 2, but it is necessary to know the basic forms of each types of conditional sentence.
Table 2.1
The Basic forms of three types of conditional sentence6
MEANING OF THE
“IF CLAUSE”
VERB FORM IN THE “IF CLAUSE”
VERB FORM IN THE “RESULT
CLAUSE”
EXAMPLES
True
in the present/ future
Simple present Simple present, Simple future (a) If I have enough time, I write to my parents every week.
(b) If I have enough time tomorrow, I will write to my parents.
Untrue
In the present/future
Simple past would + simple form (c) If I had enough time, I would write to my parents. ( in truth, I do not have enough time, so I will not write them.)
Untrue in the past Past perfect Would have + past participle (d) If I had had enough time, I would have written to my parents yesterday. (In truth, I did not have enough time, so I did not write to them.)
After the writer distinguishes three types of conditional sentence, the writer presents the form of conditional sentence type 2 further.
6
Betty Schrampfer Azar, Understanding and Using English Grammar, (London: Prentice-Hall Inc, 1989), p. 347
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Here are the forms of conditional sentence type 2:
Table 2.2
Form of Conditional Sentence Type 2 7 Affirmative statements
If Clause: Simple Past Result Clause: Would + Base Form of
Verb If I knew his telephone number I would call him
Negative Statements
If I did not know his telephone number I would not call him Yes/No Question
Result Clause If Clause
Would I call him If I knew his telephone number? Wh-Questions
What Would you do If you knew his telephone number Short Answer
Affirmative Negative
Yes, I would No, I would not
General variants of conditional sentence type 2
The followings are possible variants of conditional sentence type 2:8 1. Using progressive verb form
If it were not raining, I would go for a walk 2. Using could, might, and should
If I were a bird, I could fly
7
Marjorie, Fuchs and Margaret Boner, Grammar Express for Self Study or the Classroom, (England: Pearson Education Limited, 2003), p.280
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If you were a better student, you might get better grades
I shouldn’t get to sleep at all if I lived next the noise
3. Omitting If
Were Iyou, I wouldn’t do that 4. Verb form following wish
I wish I could speak Japanese 5. Using asif
She talked to him as if he were a child
4.
The Use of Conditional Sentence Type 2
Every type of conditional sentence has a specific form and usage. The writer will try to describe the use of conditional sentence of type 2.
a. It can describe improbable future event or situation. The condition is unlikely to be fulfilled because the future event is unlikely to happen.
If the result of the test were positive, we would call you within two days.
b. It can also describe a hypothetical current situation or event, i.e. one which is contrary to known facts. It is therefore impossible to fulfill the condition:
If the police were confident of their case against Sykes, surely they wouldn’t hasitate to take him into custody? (The police aren‟t confident of their case.)9
Beside, the second conditional is used to express a variety functions:
Giving advice
If I were you, I would take her out of that school.
Polite request
9
Mark Foley and Diane Hall, Advanced Learners’ Grammar, (Edinburg: Pearson Education Limited, 2003), p. 122
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If you could dealwith this matter, I’d be very grateful.
Desire/regrets
If we didn’t have to work so hard, we could spend more time together.
B.
Contextual Teaching and Learning
1.
The Nature of Contextual Teaching and Learning
In teaching and learning process the students need to get interesting method. They want to get the teaching method which is more fun and easy to be understood. Unlike the conventional point of view that knowledge which is given from the teacher should be memorized by the students. They have to memorize the concepts what the teachers gave. While, students will understand the materials if they connect the subject with their real life and it will be saved in long-term memory, and they do not need to memorize compulsory. Contextual teaching and learning will improve
students‟ ability because it relates the students‟ real life to the subject
matter.
“Contextual Teaching Learning system is an academic material they are studying by connecting academic subjects with the context of their daily lives, that is, with the context of their personal, social, and cultural circumstances”.10
Susan Sears stated in her book that “contextual teaching learning is a concept that helps teachers relates subject matter to real-world situation”.11
By using Contextual Teaching Learning, students connect the subject to their context in real life situation. Making these connections, students see meaning in schoolwork. When students formulate projects or identify interesting problems, when they make choices and accept
10
Elain B. Johnson , Contextual Teaching and Learning (Thousand Oaks: Corwin Press, 2002), p. 25
11
Susan Sears, Contextual Teaching and Learning, (Bloomington: Phi Delta Kappa Educational foundation , 2002), p. 2
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responsibility, search out information and reach conclusion, when they actively choose, organize, touch, plan, investigate, questions, and make decisions to reach objectives, they connect academic content to the context
of life‟s situation, and through those way the student will discover meaning. It means that students can get high understanding in their learning.
From the definitions above, the writer concludes that contextual teaching and learning is a concept that helps teacher and students to relate academic material in teaching and learning process to the real word situations.
2. The Components of Contextual Teaching and Learning
Here are seven components of contextual teaching learning:12 1. Constructivism
Constructivism is a process to motivate or to organize new
experience in students‟ cognitive structure based on their
experience. In constructivism, knowledge can be formed by two importance factors; they are the object which is the source of the observing, and the ability of the subject to interpret the object itself.13
2. Inquiry
Inquiry is the core of CTL process. While designing the tasks of activities in class, teachers should refer to an inquiry activity both in reading and speaking. Knowledge and skill that achieved by the students expected not from remembering the facts, but from self inquiry. The cycles of inquiry are observation, questioning, hypothesis data and gathering and conclusion.
3. Questioning
Questioning is not new strategy. In teaching and learning process, teachers have already applied this strategy. What is new is that questioning is not only monopolized by the teacher but also is asked by the students. It is natural to say that curiosity means questioning. If someone in curious about something, she/he will ask questions concerning the things she/he is observing. Good
questions can raise students‟ interest, motivate them and lead to
attract their attention to the phenomena observed.
12
Johnson, op. cit., p. 24
13
Wina Sanjaya, Strategi Pembelajaran, (Jakarta: Kencana Prenada Media Group, 2006), p. 264
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4. Learning community
Learning community suggests that the result of teaching and learning is resulted from doing tasks with other student in group. In other word sharing is needed among friends, other groups, and between make out person and not.
5. Modeling
Basically, modeling is verbalization of ideas, teacher demonstrates students to study and acting what the teacher need to be implemented by students. Modeling activity can be summarized
into demonstrates the teacher‟s opinion and demonstrates how does
the teacher wants the students learn. 6. Reflection
Reflection is the ways of thinking about what the students have learned and thinking about what the students have done in the past. Reflection is a figuration of activity and knowledge that just have received. Teacher need to do the reflections in the end of teaching learning process. In the end of teaching learning process, teacher spends a little time and ask student to do the reflection.
7. Authentic Assessment
Authentic assessment is the process of collecting the data that can give the description of student learning development. In the process of learning not only the teacher that can be placed to
provide accurate assessments of students‟ performance, but also
students can be extremely effective at monitoring and judging their own language production.
3. The Strategies of Contextual Teaching and Learning
The following are the strategies of CTL:14 a. Problem-based
Contextual Teaching Learning (CTL) can begin with a simulation or real problem. Students use critical-thinking and systematic approach to inquiry the problem or issue. Students may also draw upon multiple content areas to solve their problems. Worthwhile
problems that are relevant to students‟ families, school experience,
workplace, and communities hold greater personal meaning for students.
b. Using multiple context
Theories of situated cognition suggest that knowledge cannot be the physical and social context in which it develops. How and where a person acquires and creates knowledge is very important. CTL experiences are enriched when students learn skills in multiple contexts, such as school, community, workplace, and family.
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c. Drawing upon student diversity
Diversity is a valuable resource for the learning all of participants in the classroom community. From the diversity, the students can work together to achieve real goals with others who are quite different from themselves, they learn to understand and value different viewpoints and abilities and to collaborate effectively with students tend to retain higher-level knowledge and skills longer when their learning experience by contexts that are close to real life as possible. d. Supported 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
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.
4. The Benefits of Contextual Teaching Learning
The followings are the benefits of contextual teaching learning:15
Students are the subject of study (active)
Students learned by grouping activities, discussion, and sharing knowledge
Learning process is connected to the real world situation
Students‟ abilities are achieved through their experiences
15
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Students have responsibilities to organize and to develop the learning process
The ‘setting’ of learning process is contextually.
C.
The Previous Related Studies of Conditional Sentence Type
2.
Many researchers have taken conditional sentence type 2 for their
research to get the students‟ problems in learning it. The previous
researchers used various methods in solving students‟ problems.
Widji Widjayanti stated that “the students who learn conditional sentence may understand the syntactic change of each type, but they may have difficulties in understanding the semantic all types”.16 Conditional sentence type 1 may be easier to understand since it has same meaning in Indonesian, but both conditional sentence type 2 and conditional sentences type 3 may cause problems since according to the students these types do not exist in Indonesian language. Indonesian students do not realize that unlike conditional sentence type 1, both conditional sentence type 2 and conditional sentence type 3 cannot be translated as jika, but seandainya. As in If I had wings, I would fly to the moon, which should be translated as seandainya (not jika) saya punya sayap, saya akan terbang ke bulan.
Students‟ awareness of differences in the meaning of the three conditional sentences can be seen through the way they translate the conditional sentence.
From the stated above the writer concluded that the students still have difficulties in the form and usage of conditional sentence type2, and they often make the mistakes that conditional sentence type 2 refers to present not past time.
16 Widji Widjayanti “
An Analysis on the Difficulties by the Students in Learning Conditional Sentence Type 2 at MAN Cibinong Bogor”, Skripsi of UIN Syarif Hidayatullah
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In another studies, Lia Nurshohifah stated that “conditional sentence type 2 is difficult for the students to understand since the grammatical rule in terms the verb form of English and Indonesian language is totally different”. 17 It can be said that Indonesian language has no change in verb form between present and past time, although in English it has a change of verb form between present and past time.
In this research the writer tries to apply Contextual Teaching and Learning to improve students‟ ability in using conditional sentence type 2.
The way of writer‟s teaching is totally different from the previous
researcher. She related the subject material with the students‟ real life.
By using contextual teaching and learning the writer connects the
students‟ materials with their real life, such as what they were facing in their
life, what they knew about the current issues around them, the most popular figure they knew, their experience and so on. It would make them creative and critical thinking to relate the subject matter.
The writer begins the lesson by reminding the students about the irregular verb, because this was related to the material would be explained, that is Conditional Sentence Type 2. Besides, she wants to increase their vocabularies. She presents a slide within a picture of popular singer. The aim is to connect students‟ real life with the subject material. Then she gives them a question related to Conditional Sentence Type 2. Then she begins to explain the pattern and the use of conditional sentence type 2. She also explains the changes of the verb.
The students are divided into some groups. One student of each group becomes a model to presents what they had got in group work. Because of modeling is one of Contextual Teaching and Learning components. She also gives some questions related to the conditional sentence type 2. Its aim is to get the respond from the students with the
17Lia Nurshohifah, “ Improving Students’ Ability in
Learning Conditional Sentence Type
2 through Songs”, Skripsi of UIN Syarif Hidayatullah Jakarta, (Jakarta: Library of UIN Syarif Hidayatullah Jakarta, 2011), p. 3
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correct answer by grammatical pattern of the conditional sentence type 2. And also they are more active in teaching and learning process.
The writer also applies fun learning. She uses a song lyric to motivate the students in getting higher understanding in using conditional sentence type 2. Then she gives assessment or evaluation to the students about conditional sentence type 2.
All above is the writer‟s way of teaching which involved all of the components and strategies of contextual teaching and learning.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter describes about The Method of Research, The Participants of the Research, Time and Place of the Research, The Researcher‟s Role of the Research, The Research Design, The Classroom Action Research (CAR) Procedures, The Technique of Collecting Data, The Technique of the Data Analysis, The Trustworthiness of the study and Criteria of the Action Success.
A.
The Method of Research
The method which is used by the writer in this research is Classroom Action Research (CAR). Some experts have definitions of classroom action research based on their opinions.
According to Suharsimi Arikunto, “classroom action research is an action research which is carried out in the classroom aimed to improve learning practice quality”.1
Michael J. Wallace stated that “classroom action research is a type of classroom research carried out by the teacher in order to solve problems or to find answers toward context-specific issues”.2
In another definition from James H. Mc. Millan and Sally Schumacher, “action research is the process of using research principles to provide information that educational professional use to improve aspects of day-to-day practice”.3
From definitions above, the writer concludes that classroom action research is an action research carried out by the teacher to improve learning practice quality of day to day practice.
1
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2008), p. 5 2
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p. 5
3
James H. Mc. Millan and Sally Schumacher, Research in Education, (Boston: Pearson Education, Inc, 2006), p. 414.
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B.
The Participant of the Research
The participant of this research was students of Social Class at second grade of State Islamic Senior High School, Tarumajaya Bekasi, and academic year 2011/2012. The number of students is 26 (twenty six). In the first meeting with the English teacher who teach them, he suggests her to take the research at Social Class because he said that the students in social class has low motivation in learning English and their scores are very low, almost they could not achieve the minimal mastery level criterion (KKM) of that school. So the writer accepted the suggestion of the English teacher to hold the research in Social Class.
C.
The Place and Time
The place of this Classroom Action Research (CAR) is at MAN Tarumajaya Bekasi. The research started from May up to the middle of June, it held is about one half months.
D.
The Researcher’s Role on the Study
The writer held the research collaborates with the English teacher.
The writer‟s role is as a teacher who makes the lesson plan, prepares the
teaching media, and makes the pre-test before conducting Classroom Action Research (CAR) and post-test after implementing the actions. Whereas, the English teacher as a collaborator. Then, the writer and the English teacher
observe and analyze students‟ activities and their abilities in teaching and learning process.
E.
The Data and Data Sources
In this Classroom Action Research (CAR), the researcher used qualitative data and quantitative data.
The following are the research instruments of collecting data used by the researcher:
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a. Questionnaire
“Questionnaire is a tool of collecting written data which consists of questions or statements and it arranged especially and used to get the information to be analyzed”.4 In this research, the researcher gave the questionnaire to the students of MAN Tarumajaya Bekasi grade eleventh
to reveal students‟ opinion of grammar class especially at conditional
sentence type 2 had been conducted both before and after implementing CAR.
b. Interview
“Interview is a technique of collecting the data through directly communication (face to face) between interviewer (questions giver) and interviewee (questions receiver)”.5 In this classroom action research, researcher as an interviewer used interview guide to get the information from the students and English teacher. In this case students and English teacher are the interviewees. Interview activity involves 4 (four) components; questions, interviewer, respondent, and the situation during interview.
Before implementing contextual teaching and learning in the classroom, the researcher asks to the English teacher to know about
students‟ ability, their motivations, and their scores in learning grammar especially in conditional sentence type 2. Then, after implementing the actions, the researcher also asks to the English teacher to give the feedback about the use contextual teaching and learning in teaching conditional sentence type 2.
c. Observation
Observation is used to observe the writer and students‟ activities
generally during the process of teaching learning in the classroom.
4
Djudju Sudjana, Evaluasi Program Pendidikan Luar Sekolah, (Bandung: PT Remaja Rosdakarya, 2006)p. 177
5
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d.Test
“A test is a formal, systematic, usually paper-and-pencil procedure for gathering information”.6 The Researcher used the test to know the
students‟ score improvement before and after implementing the Classroom Action Research. In this CAR, the researcher used three kinds of test; pretest, posttest 1 and posttest 2.
F.
The Research DesignThe writer uses Kurt Lewin design in this Classroom Action Research (CAR). The writer took two cycles in her research. His design consist of four phases; planning, acting, observing, and reflecting in each cycles.
Figure 3.1
Kurt Lewin’s Action Research Design
(Adapted from Suharsimi Arikunto)7
6
Peter W. Airasian, Classroom Assessment, (New York: Mc Graw Hill, 2008) p. 9
7
Arikunto, op. cit., p.16
PLANNING
ACTING CYLCE 1
REFLECTING
OBSERVING PLANNING
REFLECTING CYCLE II ACTING
OBSERVING
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From the figure above, we can see that CAR consists of four phases within one cycle. They are planning, acting, observing and reflecting. If the students cannot reach the criteria, so it is necessary to continue to the second cycle with the same concepts of the first cycle which uses identical phases.
Based on the Kurt Lewins' Action Research Design above, the writer described the detailed steps in this following figure.
Figure 3.2
The Writer’s Action Research Design
PLANNING -Making lesson Planning -Preparing Teaching media -Preparing observation sheet
ACTING - Explain about
materials
- Giving the example of conditional sentence type 2.
- Connected students‟
subject materials with their real life situation
- Practice (students make the sentences) - Giving Post-test 1
for students OBSERVING
-Asking students‟ opinions or responses
- Observing the class while students are practicing
- Finding the students difficulties to improve for the next cycle
PLANNING - Identifying the problem
cycle 1and finding the solution.
- Revise the lesson plan. REFLECTING
- Analyze students‟ achievement.
-Discuss with the English teacher.
-Evaluation the result of the cycle II.
- Analysis students‟ improvement in using conditional sentence type 2 based on their score of post-test 2.
REFLECTING - Evaluating teaching and
learning process. - Analyze students‟
achievement.
- Revise the action planning for the next cycle.
- Checking the result of post-test 1
ACTING - Preparing a song
related to conditional sentence type 2. - Practice the learning
process with their group.
- Perform each group in front of the class.. - Giving Post-test 2 for
students. OBSERVING
-Observing students‟ participation. -Observing students‟ achievement.
Cycle 1
Cycle 2
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G.
The Classroom Action Research (CAR) Procedures
The writer uses classroom Action Research which consists of four phases within one cycle. They are planning, acting, observing and reflecting. This research will be done on two cycles. If the first cycle has not been achieved, it will be continued to the next cycle with the identical phases of the first cycle.
The following are the explanations about four phases: 1. Planning phase
The first phase in this research is making a planning before implementing the action in the class. In this phase, the writer prepares what she needs to take the research, or what she uses in teaching and learning process. She prepares the materials, makes lesson plan based on the syllabus which is used at that school, prepares the teaching aids to facilitate the research and also she prepares research instrument such as: observation sheet, and the tests which are going to use in this Classroom Action Research.
2. Acting Phase
Acting performed by the researcher to solve or answer the problem by analyzing classroom organization, or who needs to be a collaborator, and who will take the test. In this phase, both the researcher and the teacher collaborate to carry out the planned action.
The researcher hold teaching learning process based on lesson planning which has been arranged, with the material has been planned based on the result of decision with observer.
After making the planning, the researcher begins to implement the technique in the classroom and it is done in two meetings within each cycle. Before implementing the first meeting, she gives the students pre-test in order to know their ability in conditional sentence type 2.
3. Observing Phase
In this step, the researcher writes what all happened to know, and make document for each indicator from the result and process are obtained
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either is appeared by planning or not in the class during acting. Collecting the data needs observation or assessment format which is arranged to accurate of performing scenario acting from time to time and the impact toward the process of teaching and learning activity in the class.
4. Reflecting Phase
Reflecting is the last phase of classroom action research. It is a step for processing the data which the researcher finds when acting observation. It is necessary to hold evaluation for completing the next cycle. The data are interpreted and analyzed by the writer. She works collaboratively with the English teacher. His participation in this phase is to help the researcher holds reflecting and evaluation accurately.
However, if the students have not reached the KKM, the writer will continue to the next cycle with the same concepts which uses identical phases, they are; planning, acting, observing, and reflecting.
H.
The Technique of Data Analysis
In this research, the writer analyzes two kinds of data which have been collected during the Classroom Action Research, there are: qualitative and
quantitative data. The qualitative data covers the observation of students‟
activities during teaching learning process, the interview before and after Classroom Action Research and questionnaire. Besides, quantitative data is
gained from the students‟ score of pretest, posttest1 and posttest2. It is used to measure students‟ ability in understanding the material given and also to
know their improvement after learning the material by using the writer‟s technique. To analyze this data, the writer uses formulas as follows:
First, the writer calculate the average of students‟ score each actions wit one cycle. It is used to know whether the students can reach the KKM or not. Here is the formula:8
8
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X : mean
x : individual score n : number of students
Then, the writer tries to get the class percentage which passes the minimal mastery level criterion (KKM) of that school which is 70 (seventy). It uses the formula:9
P : the class percentage F : total percentage score N : number of students
The last, after getting the mean of students‟ score per actions, the
writer identifies whether the students get improvement score in understanding Conditional Sentence Type 2 from pre-test up to post-test in cycle 1 and cycle 2. And to analyze it, he uses the formula:10
9
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006), p. 43.
10
Ibid., p.46.
F
P = ── X 100%
N
y1 - y
P = ───X 100%
y _ ∑x X = ── n
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P : percentage of students‟ improvement
y : pre-test result y1 : post-test 1
P : percentage of students‟ improvement
y : pre-test result y2 : post-test 2
I.
The Trustworthiness of Study
To analyze the examined test items, the writer implements the trustworthiness of the test; they are discriminating power and difficulty items. It is aimed to identify the quality of test items which will be used in this research.
Besides, the writer also examines the tests which are used as the instrument of the study to get its validity. To analyze the examined test items, the writer implements the trustworthiness of the test. It is used as the evidence of the truth of this research. Furthermore, there are some phases including:
1) Discriminating Power
The analysis of discriminating power of test items is to know the performance of the test through distinguishing students who have high achievement and low achievement.
y2 - y
P = ─── X 100%
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And to calculate the discriminating power the writer uses formula as follow:11
D = Ba – Bb Ja Jb
In which,
D : The index of discriminating power
Ba : The number of pupils in the upper group who answered the item correctly
Bb : The number of pupils in the lower group who answered the item correctly
Ja : Number of pupils in the upper group Jb : Number of pupils in the lower group
Furthermore, it uses the discriminating power scale as follow:
Table 3.1
Discriminating Power Scale (Adapted from Suharsimi Arikunto)12
DP REMARK
0.70 - 1.00 Excellent
0.40 - 0.70 Good
0.20 - 0.40 Satisfactory
0.00 - 0.20 Poor
Negative Discarded
11
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 1993), p. 218.
12
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2) Item Difficulty
The difficulty item analysis concerns with the proportion of comparing students who answer correctly with all of students who follow the test. Item difficulty is how easy or difficult an item is form the viewpoint of the group of students or examinees taking the test of which that item is a part.13 The formula used as follow:14
B P = ── JS
In which,
P: Index of difficulty
B: The total number of students who selected the correct answer JS: The total number of students including upper and lower group
In addition, the writer uses criterion scale of Item Difficulty as follow:
Table 3.2 Item Difficulty Scale
ID REMARK
0.0 – 0.30 Hard
0.30 – 0.70 Moderate
0.70 – 1.00 Easy
13
John W. Oller, Language Test at School, (London: Longman Group Limited, 1979), p. 246. 14
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J.
The Criteria of the Action Success
Classroom Action Research can be called successful when it fulfills the criteria which have been determined, on the other hand it will be called failed when the result cannot achieve the determined criteria.
In this study, the research will be success when there are 75% number of students can improve their achievements from the pre-test until the second post-test in cycle two and/or they can pass the target score of the minimal mastery level criterion, which is seventy (70).
If the criteria mentioned above are achieved, the researcher will stop
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CHAPTER IV
RESEARCH FINDINGS
This chapter presents the result and discussion based on the data collected from the implementation of Contextual Teaching and Learning to improve
students‟ ability in using Conditional Sentence Type 2 at second grade of Social class MAN Tarumajaya, Bekasi academic year 2011/2012. The discussion presented The Description of Data and Analysis of Data. The Description of Data consists of Finding of the Preliminary Study, Finding of Cycle 1, Finding of Cycle 2, and Finding after Implementing the Action. While Analysis of Data consists of data analysis based on the data has been collected and the data interpretation.
A.
The Description of Data
1.
Findings of the Preliminary Study
The writer did the survey before implementing this research, and the aim is to know the detail information about the class condition which would be taken for this research. The further explanation will be explained as follow:
a. The Result of Observation
Pre observation was done in order to observe the teaching and learning activity of English grammar, especially in Conditional Sentence Type 2 before implementing the action. It was conducted at the second grade of social class of MAN Tarumajaya Bekasi academic year 2011/2012. There consisted of 26 students. The researcher did pre-observation on Wednesday, April 25th 2012.
While writer observed on teaching and learning process, she also
observed the way of the English teacher‟s teaching and the condition
of the students in grammar class especially in Conditional Sentence Type 2. The English teacher gave the explanation of the material without connecting simple past tense and irregular verb, although in
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Conditional Sentence is very related to those materials (simple past tense and irregular). Then he gave the formula of conditional sentence type 2 and he asked to the students to memorize it. He did not connect the subject matter with their life or what they had been facing in their real life. This teacher-oriented technique was less effective because the students were expected to remember the formula, consequently if they did not remember it they would not be able to make the sentences of the material was being taught. The teacher gave the example of conditional sentence type 2 was too far from the real situation or their real life so that they were difficult to understand the lesson. If he made the example using hot issues or the event which had been facing in their life, it would be easy to understand the lesson. Besides, the teacher also told too much during teaching learning process, therefore the students as good listeners without giving opportunities for the students to give ideas or opinions, comments, even to ask the questions. Finally, they got low scores in doing exercise.
While observing, she also absolutely paid attention to the students during teaching and learning process. The students were lack of vocabulary. The writer stated this statement because while she was observing, many students asked the vocabularies they used in doing exercises to another student. Moreover they didn‟t know the change of
the verbs. They haven‟t mastered either simple past tense or irregular
verb. As the result, they still made much mistakes in completing the verb in conditional sentence type 2. It meant that the students got low achievement.
Besides, the writer also observed the students‟ motivation while
teaching and learning process. She found that many students were not serious in learning. They did not pay full attention to the English
teacher‟s explanation. Some of students made a joke with their friends, some of students looked so bored and they were not care about the materials. From this observation, the writer concludes that
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the students need the best method in their learning process in the classroom. They need a method which can relate the subject matter with their real experience, their real situation in their life, with the realities they are facing in their life. So that they will understand the subject matter easily, they will be more fun in learning, and they will get higher motivation. As the result they will achieve the minimal mastery level criterion (KKM) of the school.
b. The Result of Pre-Interview
Pre-interview in this research was done on Wednesday, May 2nd 2012. It was started from 10.30 a.m until 11.30 a.m. In this part, the writer asked the English teacher some questions and she divided
the questions into three categories. They were students‟ general
condition in grammar class especially at conditional sentence type 2 and their performance, the difficulty faced by students and their participation, and the last is about the method used by the teacher in teaching and learning process.
First category discussed about students‟ general condition in
grammar class especially at conditional sentence type 2, their performance and motivation. The teacher said that most of students at social science second class of MAN Tarumajaya still got low achievement in English grammar especially in Conditional Sentence Type 2. They also were not serious and enthusiastic in teaching and
learning process. It could be seen from their attention in teacher‟s explanation, their response to the teacher‟s question, moreover in the
result of their tasks were given by the teacher, it was far from KKM of the school, which was seventy (70).
The second category was about the difficulty faced by students
in learning conditional sentence type 2. Based on the English teacher‟s
answer, the students had difficulties in understanding conditional sentence type 2. They did not know the structure of conditional
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sentence type 2, they could not make right sentence based on the pattern of conditional sentence type 2, they did not know the use of conditional sentence type 2, and also they did not understand the change of the verb. It meant that they also had low understanding in simple past tense and irregular verb.
At the last category was about the teacher‟s method. At the result of teacher‟s interview that he used speech and giving tasks.
Based on the teacher‟s answer of those questions above, writer concludes that the students need an appropriate and interesting way in teaching and learning process in order to get higher understanding in using conditional sentence type 2.
Then, in interviewing the students the writer asked about their feeling or interest in learning conditional sentence type 2, their difficulty in understanding conditional sentence type 2, and their response to the learning method of their English teacher. Based on the result of pre interview with the students, the writer concluded that they had low interest in learning conditional sentence type 2. Then they had difficulties in the change of the verb in conditional sentence type 2, most of them did not know the structure and the use of conditional sentence type 2. Besides, the way of their English teacher made them confused, and they wanted to get more interesting method to get higher understanding in using conditional sentence type 2.
c. The Result of Pre-Questionnaire
Questionnaire is a tool of collecting written data which consists of questions or statements and it arranged especially and used to get the information to be analyzed.1 In this research pre-questionnaire was taken on Thursday, May 3rd 2012. The result of pre-questionnaire would be described as follow:
1
Djudju Sudjana, Evaluasi Program Pendidikan Luar Sekolah, (Bandung: PT Remaja Rosdakarya, 2006)p. 177
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1. The students’ interest in learning grammar, especially in conditional sentence type 2 by using their English teacher’s method.
The result of questionnaire showed that 34.62% or 9 students like studying English, especially in conditional sentence type 2 through their English teacher method, and the rest of them 65.38% or 17 students did not like studying English, especially in conditional sentence type 2 through their English teacher method. It can be concluded that most of the students of social science second grade of MAN Tarumajaya did not like learning grammar with their English teacher‟s method.
2. The students’ enthusiasm in teaching and learning process
There were only 6 or 23.08% students felt enthusiast in teaching and learning process, and majority 20 students or 76.92% students did not feel enthusiast in teaching and learning process. The researcher concluded that most of students did not feel enthusiast in teaching and learning process.
3. The student knew the structure of conditional sentence type 2 The result of questionnaire showed that 73.08% or 19 students did not know the structure of conditional sentence type 2, and there were only 26.92% or 7 students who knew it. It could be concluded that most of them did not know the structure of conditional sentence type 2.
4. The students understood conditional sentence type 2 through their English teacher’s method.
There were only 4 or 15.38% students understood the conditional sentence type 2, and the rest 22 or 84.62% students did not understand conditional sentence type 2. It could be concluded that most of students did not understand conditional sentence type 2
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5. Feeling satisfied with their English score which had been achieved. The result of questionnaire showed that 11.53% or only 4 students felt satisfy with their English Score, and 88.54% or 23 students did not feel satisfy with their score. The writer concluded that they did not feel satisfy with their English score.
6. The students wanted to get a higher score
The result of questionnaire showed that 100% or 26 students wanted to get a higher score. They did not want to get low score because most of them had not passed the minimum mastery level (KKM).
7. The students could answer or response the teacher’s question about conditional sentence type 2.
The researcher concluded based on the result of questionnaire that
only15.38% or 4 students could answer the teacher‟s question, and
84.62% or 22 students could not answer it. It meant that most of
them did not have ability to answer or response the teacher‟s
question.
8. The students always did the task given by the teacher
The result of questionnaire showed that 26.92% or there were only 7 students who did the task given by the teacher, and 73.08% or 19 students did not do the task given by the teacher. It could be concluded that most of students seldom do the task.
9. Feeling bored with the teacher’s method
The researcher concluded that most of students were bored with
their English teacher‟s method. It could be known from the percentage of the questionnaire result, that was 88.46% or 23
students felt bored with their English teacher‟s method, and there
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10.The students wanted to get more interesting method, more fun, and easy to be understood.
Based on the result of questionnaire, it showed that 100% or 26 students of second grade social class of MAN Tarumajaya Bekasi wanted to get more interesting method, more fun, and easy to be understood.
d. The Result of Pre Test
According to Wiliam Wiersma and Stephen G. Jurs “pretest is a measure or test given to the subjects prior to the experimental treatment”.2 Writer gave pretest to the students of second grade of MAN Tarumajaya Bekasi on Monday, May 7th 2012. It was started at 09.15 A.M – 10.35 A.M. The questions consisted of twenty (20) multiple choices which must be finished on thirty five (35) minutes.
The pre test was used to know the students‟ understanding in using
Conditional Sentence Type 2 before implementing Classroom Action Research (CAR).
From the result of pre test was done, the mean score of pretest was 58.46, it can be seen from 26 students in the classroom there were only 6 students who got the score above the KKM which is seventy (70) and 20 students could not achieve KKM. It meant that they got the scores were under the available criterion. If it was showed into the percentage, there were only 23.08% of the students who passed the KKM. From the result above, the writer concluded that most of the students had not understood or they had low ability in using Conditional Sentence Type 2.
2
William Wiersma and Stephen G. Jurs, Research Methods in Education, (Boston: Pearson Educational, 2009), p. 144.
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2. Findings of Cycle 1
As it is stated in the previous chapter that this research has two cycles within each cycle has four phases, they are: planning, acting, observing and reflecting. Here, the writer will try to explain what she and the English teacher had done in each cycle and each phase of the Classroom Action Research.
a) Planning
In this phase the writer made a lesson plan for the action based on the needs of the students, and it was corrected by the teacher. Furthermore, the lesson plan contained about teaching material, teaching procedure, evaluation and some exercises. In this case, the writer made lesson plan for each meeting. Besides, the writer also prepared structured observation sheet to observe her performance,
students‟ response, and class situation during the teaching learning
process. In addition, the writer was accompanied by the English teacher who was observer. Then, the writer also prepared field notes to write some additional information which were not covered in the observation sheet. The last, she prepared the posttest to know
whether there is any improvement in students‟ score from pretest to
posttest or not, and it was given at the end of the second meeting in every cycles.
b) Acting
This phase was conducted on Monday, May 7th 2012. The writer tried to implement the teaching learning process based on the lesson plan had been made. She hoped all indicators stated in the lesson plan could be reached. Before the researcher implemented the method and explain the material would be conveyed to the students, she wanted remind them the irregular verb, because this was very important and related to the material would be explained in this research. Besides, the researcher had the aim is to remind and increase their vocabularies. So, in this first meeting she gave a game
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which is related to the material, so the students could remind the change of the verbs. Because of this game, the students were very enthusiastic. Then, she began the lesson by greeting and gave a game as it is stated above to motivate the students. Before explaining conditional sentence type 2, she presents a slide within a picture of
Justin Bieber who was very popular singer in students‟ circle who
were teenagers. After the researcher shows that picture, she could see that the students got higher motivation in learning process. Then the researcher asked the students with the questions “what would you do
if you met Justin Bieber?”. The researcher connected the subject
matter with the students‟ real life or the students‟ experience or real
situation. Some of them answered “they would take his picture, they would pinch his cheeks” and the others response with the different answers. But, they responded with ungrammatical sentence, or they used wrong pattern of conditional sentence type 2. From this case, the researcher explained the conditional sentence type 2, and she also reminds them each type of conditional sentence so they would know change of the verbs. Then, the students were divided becomes some groups, and the researcher gave different questions with the identical pattern, they began discuss with their groups, and one of them in each groups is asked to be a model, then he/she answered what his/her group had discussed orally. Then, the teacher asked the other groups to correct his/her answer. In this activity the students looked more enthusiastic.
At the second meeting of the first cycle on Friday, May 11th 2012, the teaching and learning process is more fun the teacher began the lesson with reviewing the last material in order to remind the students about the pattern of conditional sentence type 2. The teacher as usual worked with the English teacher collaboratively. The teacher divided the students became some groups. Then the students got a piece of cardboard to write their answer within a
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question on it, which was “what would you do if you were a Regent
of Bekasi?” The aim of the researcher was she wanted to relate the
students‟ subject matters with their real experience because as the
inhabitants of Bekasi, they absolutely knew that the Regent Election of Bekasi was a current issue which was very popular. They were asked to write three (3) questions on it. Then, one student of each group came forward to write their answer on the whiteboard, and the teacher asked the other groups to correct their answer. Besides, the writer gave some questions, and she asked the students to respond with the right pattern of conditional sentence type 2 based on the real situation in the classroom (contextually). At the last activity is giving a post-test 1 to measure the students‟ ability in using conditional sentence type 2 through contextual teaching and learning.
c) Observing
In this phase, the observer observed all activities which
happened during teaching and learning process, such as the writer‟s performance, the students‟ activities and the class condition during
the teaching and learning process.
At the part of writer‟s performance the English teacher said it
was good enough but he suggested her to explain each type of conditional sentence step by step, so the students would not be confused with the pattern of conditional sentence type 2. Besides, some of the students were still shy or afraid to answer or to respond
the writer‟s question because that was the first meeting in teaching
and learning process with the researcher, and there were some of them just silent. Some of them did not pay full attention to writer
explanation, but she tried to make students‟ attention focus on the
lesson they were studying. But, some of the students were active to answer or respond, and paid full attention during teaching and learning process. They looked enjoy and got high motivation in teaching and learning process.
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At the second meeting, writer explained the lesson better than previous meeting. She explained the structure of Conditional
Sentence Type 2 step by step, so the students‟ understanding in using Conditional Sentence Type 2 could be improved. Besides, in this meeting the students looked more enjoy following the teaching and learning process. It could be seen from their cooperation in each
groups, their response to writer‟s questions, they looked more active than the first meeting.
After teaching learning process of cycle one, it was continued with post test 1. It was used to measure whether there were any improvements or not from pretest to posttest 1. Based on the result of post test 1 there was 13.08 points of improvements. Because, the mean score in pretest was 58.46 and the mean score of posttest 1 was 71.54 which were 16 students or about 22.37 % of them who passed the KKM.
d) Reflecting
In the last phase of this Classroom Action Research, the writer and the English teacher discussed about what they had gotten collaboratively; they discussed the conclusion of implementing the action in this first cycle. Then, they tried to continue the action for the next cycle in order the students could get more understanding in using Conditional Sentence Type 2, and also 75% of students in the class could pass the minimal mastery level criterion because the result of posttest 1 showed only 61.54% students who passed minimal mastery level criterion. Furthermore, they had some reasons to continue to the next cycle. These are the descriptions:3
In the teaching learning process, there were some groups could not finish their tasks and they could not use available time.
When the writer gave the opportunity for students, they were afraid
to ask the questions, or to respond writer‟s statements.
3
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The writer still had difficulties in conditioning the students. It could be seen from the students‟ attention to the researcher‟s explanations, some of them made a joke with their friend, so they
didn‟t look serious in learning process. But in this situation the
researcher tried to make the students more focus on the learning process.
Writer‟s explanation made students confused to understand the lesson. It was hoped would be clearer on the next cycle.
The students‟ understanding in using Conditional Sentence Type 2
is still low. It could be known by their score in evaluations, either in their individual task or grouping task, and their homework. Although there were some improvements, but it was still below the target of Classroom Action Research (CAR) success.
From the reflecting phase above, there must be more efforts to
improve students‟ ability in using Conditional Sentence Type 2 through Contextual Teaching and Learning. Besides, it needed to be improved more in the next cycle in order to reach the target of Classroom Action Research (CAR) success; that was 75% of students must reach the KKM.
3.
Findings of Cycle 2
a) PlanningThere was the identical way with the planning phase of the first cycle, the researcher made a lesson plan and it was corrected by the English teacher absolutely. In addition, she prepared teaching media and some exercises for the students. In this planning phase of the second cycle, the researcher modified and completed the previous lesson plan based on the result of reflecting phase in the first cycle. She tried to make the teaching and learning process more interesting, so the students would get more understanding and more enthusiastic.
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Guru memberikan reward berupa nilai pujian kepada kelompok yang menjawab dengan benar
c. Kegiatan Penutup
Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM.
Menugaskan siswa secara berkelompok untuk mencari teks lagu yang berkaitan dengan kalimat pengandaian tipe 2
VIII. Sumber Belajar
a. Buku teks (Grace, Eudia dan Th. M. Sudarwati. “Look Ahead”) for senior high school students, Erlangga, 2007, Jakarta.
b. Buku teks “Progress”
a. LKS “Gemilang”, Cipta Pustaka. b. Kurikulum bahasa Inggris (grade XI) c. Syllabus SMA (grade XI)
IX. Penilaian
a. Teknik : Tes tulisan b. Bentuk : Tulisan c. Instrumen : Terlampir
X. Pedoman Penilaian
a. Untuk tiap jawaban benar diberi skor = 1 b. Nilai maksimal = 10
c. Nilai siswa = Skor Perolehan x 10 Skor Maksimal
Mengetahui, Bekasi, Mei 2012
English Teacher Researcher
Drs. Ma’ali Hadirotusholihah
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Song : If I Were a Boy Singer : Beyonce
If I ... (be) a boy even just for I‟d put myself first
a day And make the rules as I go
I‟d roll out of bed in the morning „Cause I know that she‟d be faithful And throw on what I wanted Waiting for me to come home,
and go to come home
Drink beer with the guys *(Back to chorus)
And chase after girls It‟s a little too late for you to come I‟d kick it with who I wanted back
And I‟d never get confronted for it Say it‟s just s mistake
„Cause they stick up for me Think I‟d forgive you like that If you …… (think) I ……. (will)
*(Chorus) wait for you
If I ……… (be)a boy You ……. (think) wrong I think I ……… (can) understand
How it feels to love a girl But you‟re just a boy I swear I‟d be a better man You don‟t understand,oh
How it feels to love a girl
I‟d listen to her Someday you wish you …….. (be) „Cause I know how it hurts a better man
When you lose the one you wanted
„Cause he‟s taking you for granted You don‟t listen to her And everything you had ……... (get) You don‟t care how it hurts
destroyed Until you lose the one you wanted
„Cause you‟re taking her for granted If I …….. (be) a boy And everything you had got
I …….. (will) turn off my phone destroyed
Tell everyone it‟s broken But you‟re just a boy. So they‟d think that that I was sleeping alone
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