THE APPLICATION OF SQ3R (SURVEY, QUESTION, READ, RECITE, REVIEW)METHOD TO IMPROVE STUDENTS LEARNING OUTCOME AND ACTIVITY IN BIOLOGY AT CLASS X SMA NEGERI 2 KISARAN ACADEMIC YEAR2011/2012.
THE APPLICATION OF SQ3R (Survey, Question, Read, Recite, Review)
METHOD TO IMPROVE STUDENT’S LEARNING OUTCOME
AND ACTIVITY IN BIOLOGY AT CLASS X
SMA NEGERI 2 KISARAN
ACADEMIC YEAR
2011/2012
By:
Sukmawati Sundari Siregar
Reg. Number. 408141111
Biology Bilingual Education Program
THESIS
Submitted to fulfill one of the requirement for the
degree of Sarjana Pendidikan
DEPARTMENT OF BIOLOGY
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2012
ACKNOWLEDGEMENT
Assalamualikum. Wr.Wb
Foremost, I would like to express my deepest thank and praise to the
Almighty God ALLAH SWT for all His blessing and grace that has given a
chance and health so I am able to finish this thesis.
My thesis title is “The Application Of SQ3R (Survey, Question, Read,
Recite, Review) Method to Improve Student’s Learning Outcome and Activity in
Biology at Class X SMA Negeri 2 Kisaran Academic Year 2011/2012” arranged
to fulfill one of the requirement to get the degree of Sarjana Pendidikan of State
University of Medan.
I would like to give thanks to Mr. rer. nat. Binari Manurung, M.Si as my
supervisor for having precious time and gave the guidance, critic, suggest, and
support to do my thesis. For Mrs. Dr. Fauziyah Harahap, M.S.i, Mrs. Meida
Nugrahalia, M.S.c, and Mr. Prof. Dr. Herbert Sipahutar, M.Sc who given usefull
critisims and suggestions for my thesis. To Mrs. Dra. Rosita Tarigan, M.Ps., as
my academic advisor. To Mr. Drs, Tri Harsono, M.Si, as Head of Biology Major,
and also to all of the lecturer and staff in Biology Major of FMIPA UNIMED who
helped and given motivation to me.
My gratitute is also addressed to Mr. Drs. Abdul Mufti, MM as the
headmaster and Mr. Dr. Edward R. Siahaan as vice-heasmaster of SMA Negeri 2
Kisaran and Mrs. Dra. H.A. Sihotang, as the biology teacher who had given me a
lot of help during the research.
Special thank and big appreciation to my beloved parents, Barani Yakub
Siregar (Father) and Elliwati Rambe (Mother), my beloved daughters, Ahmad
Syahdani Siregar, Atikah Ghassani Abdiah Siregar, Nikmat Nur Siregar, and
Fadhli Siregar who gives pray, love, support, motivation to me so I finished my
study.
Especially for Chandra Kurniawan Zendrato as my close friend who
always besides me no matter what. Thanks for hold me when I am down, pray and
guide me since we met until today. Thanks for everything.
I never forget to say thanks to Mrs. Nurainun, S.Pd who have given me a
lot of help, support, pray, and motivation during my research until now. To my
senior, Halim Simatupang, S.Pd, M.Pd who helped me and support me for
finishing my thesis.
Finally, I also thankful to my big family in Medan, Himpunan Mahasiswa
Islam (HMI) Komisariat FMIPA UNIMED, and to my Majelis Ta’lim
Community (Siti Sumari, Raja Novi Ariska, and Rizky Jayati) who are very
helpful and for all their moral support. To unforgettable friend, Keasy Rismauli
Manurung who have fighting together in collages and support for completing this
thesis. Thanks for and also all of my friends at the Biology Bilingual Education
2008 and overall UNIMED.
I realized that my thesis is still much weakness both the content and also
the grammatical, thus I expected critic and suggestion to perferct this thesis. And I
hope this thesis can be usefull to enrich the education knowledge.
Alhamdulillahirabbil’alamin.
Medan, August 2012
Writer,
Sukmawati Sundari Siregar
408141111
vi
TABLE OF CONTENTS
Pages
Legalization Sheet
Biography
Abstract
Acknowledgement
Table of Contents
The List of Figures
The List of Tables
The List of Attachments
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ii
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ix
x
CHAPTER I INTRODUCTION
1.1. Background of Study
1.2. Problem Identification
1.3. Scope of Study
1.4. Research Question
1.5. Objectives of Study
1.6. Significance of Study
1
1
5
5
6
6
6
CHAPTER II LITERATURE REVIEW
2.1.Literature Review
2.1.1 Definition of Learning
2.1.2 Learning Outcome
2.1.3. Learning Activity
2.2. Learning Method
2.2. SQ3R Method
2.2.2. SQ3R as the reading strategy
2.2.2. 1. Skimming and Scanning
2.2.3. Implementation Steps of SQ3R Method
2.2.4. Advantage and disadvantage of SQ3R Method
2.3. Ecosystem
2.3.1. Definition of Ecosystem
2.3.2. Component of Ecosystem
2.3.3. Type of Ecosystem
2.3.4. The independence of Producent, Consumer, and Decomposer
2.4. Conceptual Framework
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CHAPTER III RESEARCH METHOD
3.1. Location and Time of Research
3.1.1. Location of Research
3.1.2. Time of Research
3.2. Research Object
3.3. The Kind and Design of Research
3.4. Research Procedure
3.5. Research Instrument
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vii
3.6. Instrument Test
3.7. Data Analysis
42
45
CHAPTER IV RESULT AND DISCUSSION
4.1. Result of Research
4.1.1. Description of Research Instrument
4.1.2.1. First Cycle
4.1.2.2. Second Cycle
4.1.2.3. Third Cycle
4.2. The improvement of research result in each cycle
4.3. Discussion
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
5.2. Suggestions
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REFERENCES
68
ix
THE LIST OF TABLES
Pages
Table 2.1.
Table 2.2.
Table 3.1.
Table 3.2.
Table 3.3.
Table 4.1.
Table 4.2.
Table 4.3.
Table 4.4.
Table 4.5.
Table 4.6.
Aspects reviewed in the survey step of SQ3R method
Implementation Steps of SQ3R method
Distribution of learning result test on ecosystem lesson
Instrument for student’s activity
Students mastery level
Completeness frequency of student learning outcome
in cycle I
Observation data of each student activities in cycle I
Completeness frequency of student learning outcome
in cycle II
Observation data of each student activities in cycle II
Completeness frequency of student learning outcome
in cycle III
Observation data of each student activities in cycle III
13
18
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viii
THE LIST OF FIGURES
Pages
Figure 2.1. Food chain in surrounding Pakam region
Figure 2.2. Food Net in surrounding Cemara Asri fishpond
Figure 2.3. An ecological pyramid of biomass
Figure 2.4. An ecological pyramid of number
Figure 2.5. An ecological pyramid of energy flow
Figure 3.1. Mechanism cycle of classroom action research in 3 cycles
Figure 4.1. Comparison of student’s learning outcome between values
of pretest, post test I, post test II, and post test III
Figure 4.2. The increasing number of students completes the lesson in
every cycle
Figure 4.3. The improvement of student’s activities in every cycle
Figure 4.4. Comparison of students number in each activities
23
24
26
27
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34
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x
THE LIST OF ATTACHMENTS
Pages
Attachment 1.
Attachment 2.
Attachment 3.
Attachment 4.
Attachment 5.
Attachment 6.
Attachment 7.
Sylabus
Lesson Plan in First Cycle
Lesson Plan in Second Cycle
Lesson Plan in Third Cycle
Student’s SQ3R Reading Worksheet
SQ3R worksheet (K-W-L-S Chart)
Student’s SQ3R Reading Worksheet
(Survey Unfamiliar Words)
Attachment 8. Instrument of Learning Outcome Assessment on
Ecosystem Topic
Attachment 9. Answer Keys
Attachment 10. Validity Table
Attachment 11. The Calculation of Validity Test
Attachment 12. Reliability Table
Attachment 13. The Calculation of Reliability Test
Attachment 14. Difference Capacity Test Table
Attachment 15. The Calculation of Difference Capacity Test
Attachment 16. Test Difficulty Table
Attachment 17. The Calculation of Test Difficulty Level
Attachment 18. Pre-test Achievement
Attachment 19. Students Learning Outcome in Cycle I on Ecosystem
Topic in Class X3 SMA Negeri 2 Kisaran Academic
Year 2011/2012
Attachment 20. Students Learning Outcome in Cycle II on Ecosystem
Topic in Class X3 SMA Negeri 2 Kisaran Academic
Year 2011/2012
Attachment 21. Students Learning Outcome in Cycle III on Ecosystem
Topic in Class X3 SMA Negeri 2 Kisaran Academic
Year 2011/2012
Attachment 22. Comparison of Students Learning Outcome Data
Attachment 23. Observation Sheet Instrument of Students
Attachment 24. Table of Individual Assessment
Attachment 25. Observation Sheet of Students Learning Activities
in Cycle I
Attachment 26. Observation Sheet of Students Learning Activities
in Cycle II
Attachment 27. Observation Sheet of Students Learning Activities
in Cycle III
Attachment 28. Documentation of Research
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1
CHAPTER I
INTRODUCTION
1.1.
Background of study
Biology is one part of natural science that discuss about living
things. Natural Science as the science in education world used to develop
and increase the skills, attitude and scientific value for students. So
students get deep understanding about the surrounding natural. Teacher
has an important role to reach the goal of education. Especially for
biology, the teacher must use the learning strategy that involve the
students become more active in learning to increase the learning outcome.
In teaching and learning process, generally teacher applies lecture
method. The learning process takes place just in one way, where the
teacher explains the lesson and students just listen and note the lesson. In
this learning activity tend to be dominated by teacher and students are not
active. Actually, students are exposed to learn more active, not only rely
on the teacher to get subject matter but also are expected to have a high
curiosity to develop the learning materials obtained from school.
Ecosytem is one of biology topics. It consist of facts, concepts, and
pricnciples, related to the surrounding natural environment and consist of
text description. Such characteristics of biology topic need the deep
understanding of students and implementation. But, students just know the
lesson without recall again the lesson when they found it in field or daily
life. It is caused by the use of learning method which is less precise for
conveying the subject matter.
If the lecture method is applied in biology lesson, it will make
biology is often described as an object of study which is difficult to be
understood and mastered because of much emphasis on rote learning of
facts and concepts.
Conversely need to avoid the rigid learning atmosphere, filled with
tension, terms with orders and instruction that make the learner become
2
passive, listless, bores quickly, and experienced fatigue (Ajarini, 2008:1).
This condition also can influence the learning outcome of students.
Dimyati and Mudjiono (2002, in Prasetyani, 2010:1) argued that
the learning process is more effective when students participate actively in
the process learning. Students will be able to understand the lessons from
their experience and it will enhance learning outcomes. Therefore, the task
of teachers is not simply pass on information to achievement of learning
goals, but also creates learning experiences of students. Teachers should
strive to make the classroom activities can provide opportunities as
possible for the student experience. Students activity in learning process
can develop learning capacity and potential of students in full, then the
students can obtain good learning results.
Teacher should be able to find methods and techniques that can
support these roles, so the teaching and learning activities can be
organized effectively. According to Mastuti, (2009:2), the selection of a
method need the attention to some things like the material presented, the
purposes of learning, the available time, the students number, and the
condition of students in learning as well as matters related to the students
success in the learning process.
This research is conducted in SMA Negeri 2 Kisaran. SMA Negeri
2 Kisaran is one of the Pioneering International School in Kisaran. There
are adequate facilities that support the teaching and learning process
include: libraries and laboratories in the school. But, it cannot be said
complete because the number of facilities of laboratory and LCD is still
limited. Subject of this research is students of SMA Negeri 2 Kisaran at
class X3 which has number of students are 32 with details 14 are male and
18 are female. In this class has 16 sets of student desks and chairs that
facing to the balckboard.
Based on the interviews with a biology teacher class X3 SMA
Negeri 2 Kisaran, Mrs.Sihotang, she said that, the learning outcome of
students is not satisfactory yet. It was shown from student’s average score
3
of biology in 2010/2011 achieve 70, there are only 8 students from 32
students that reach the value above of Criteria of Mininum Completeness
with Criteria of Mininum Completeness is 72. From the observation result,
the existing problems obtained in the classroom are: 1) Teacher oriented to
spend the material than the meaningful learning process in learning
process, 2) Conventional method is generally applied. Although the
teacher uses the teacher-centered method but teacher sometimes have to
involve the students participated in the learning process. Almost all
students designated by teacher to answer questions just quiet and were
surprised when appointed. The use of lecture method in the class X3 is less
precise because most students are more quickly saturated and bored, so the
students' enthusiastic and attention to the biology class is reduced. 3) Class
X3 is a class where the students are passive for asking question and express
their own opinion. It is only dominated by certain students. Almost
students tend to be quiet to listen and record the teacher explanation. it
causes the students learning participation has not been visible. Class X3
used as subjects in the study because there were problems in the classroom
that need improvement.
Based on the identification of the problems above, there are serious
problems that should not be allowed to continue because it will greatly
affect the successful of achievement of learning objectives, especially for
biology. Therefore, it is necessary to develop learning method that capable
in involving the student’s participation as a whole and increase the
learning outcome of students.
One method that can be developed to increase the learning
outcome of students and make the students become active in learning
process in the school is SQ3R (Survey, Question, Read, Recite, Review).
This method is relevant to the characteristics of ecosystem topic where
consist of facts and concepts. This method is used to help students to
remember what they read, and can help the learning process in classes
conducted by reading a book.
4
Reading allows us to communicate with others through writing.
Reading can be viewed as a process of interaction between language and
thought. As the process of interaction, the success of reading will be
influenced by knowledge factors that underlying the reading method
(Trianto, 2009:151). By reading activity skill also will open the extensive
knowledge (Doloksaribu, 2010).
Methods of SQ3R, students are expected to find the main idea and
remember for a long time, if it is done continuously, students can
understand the reading until 80 % (Bernico, 2010:2). Students are also
expected to understand the matter and remember the information. So the
students are able to critic, understand, and express their opinion and view
to the discussed matter (Anggreini, 2010:2).
Some result of previous research shown that the application of
SQ3R method has increased the learning result of students. Research result
of Siti Gunarti (2011) showed that the SQ3R method can increase the
learning outcome of students. It can be seen from the average of students
result in the first cycle was 62.2 while in the second cycle was 76.30.
The same research result by Mei Anisyah (2011), where the
average of students result in the first cycle was 72.2 while in the second
cycle was 80.3 and the observation result also showed that there is an
increasing of students activity where the percent of students activity in the
first cycle was 76.05 % increase become 80.7 % with the category is good.
Based on the explanation above, it is important for conducting the
research with the title “The Application of SQ3R (Survey, Question,
Read, Recite, Review) Method to Improve Student’s Learning
Outcome and Activity in Biology at class X SMA Negeri 2 Kisaran
Academic Year 2011/2012”.
5
1.2.
Problem Identification
Based on the background of the study above, so the problems of
study are:
1. The learning outcome of student’s SMA Negeri 2 Kisaran is not
satisfactory yet. It was shown from the student’s average score in
2010/2011 achieve 70, there are only 8 students from 32 students that
reach the value above of Criteria of Mininum Completeness with
Criteria of Mininum Completeness is 72.
2. Conventional method is generally applied and it does not attract the
students' enthusiastic and attention to the biology class.
3. SQ3R (Survey, Question, Read, Recite, Review) method is applied in
biology lesson yet.
4. The lack of student’s involvement in learning process in asking
question and express their own opinion. It is just dominated by certain
students.
1.3.
Scope of Study
Based on the scope of the studying problems, the scopes of study
are:
1. Research Object
a. Learning Method
Learning method used in this research is SQ3R (Survey, Question,
Read, Recite, Review) method.
b.Teaching material
Teaching material is limited only on ecosystem topic.
c. Parameter
Parameter used in this research is the students learning outcome
assessment (cognitive) and the student’s activity in teaching and
learning process.
6
2. Research Subject
Research Subject is Student’s SMA Negeri 2 Kisaran Grade X3
Academic Year 2011/2012.
1.4.
Research Question
The problems of this study are:
1. Is there an improving of student’s learning outcomes after SQ3R
method applied in biology at class X SMA Negeri 2 Kisaran Academic
Year 2011/2012?
2. Is there an improving of student’s activity during the biology learning
process after SQ3R method applied in biology at class X SMA Negeri 2
Kisaran Academic Year 2011/2012?
1.5.
Objectives of Study
The objectives of this study are:
1. To know an improving of student’s learning outcomes after SQ3R
method applied in biology at class X SMA Negeri 2 Kisaran Academic
Year 2011/2012?
2. To know an improving of student’s activitiy during the biology learning
process after SQ3R method applied in biology at class X SMA Negeri 2
Kisaran Academic Year 2011/2012?
1.6.
Significance of Study
1. For educational institutions
As input/suggestions to develop the appropriate learning strategies in
order to improve the quality of processes, quality of student learning
outcomes or quality of graduates.
2. For teachers
If the research result show that the application of SQ3R (Survey,
Question, Read, Recite, Review) method is effective in biology
7
learning, it can be an information, alternative, a consideration and
input materials for teacher to apply the SQ3R method.
3. For Students
To facilitate students in their lessons delivered by teacher by using the
suitable method so that it can increase the student’s learning outcome
and activity in learning process.
4. Other Researcher
As the scientific references and input for the next research for
improving the teaching and learning process.
65
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1.
Conclusions
After the data had been analysed, so it can be concluded that:
1. The application of SQ3R method can improve the students
learning outcomes on ecosystem topic. Based on the result of
test done in each cycle, the average of students learning
outcome value in first cycle was 67.47 and still low, in the
second cycle reach 75.94 and presented as medium criteria and
88.19 in the third cycle and presented as high criteria. The
number of students getting the completeness increases, which is
from 40.62% at the end of first cycle, then in the second cycle
shown the increasing value reach 56.25 %, and 93.75% at the
end of third cycle.
2. The application of SQ3R method can improve the students
learning activities. It showed from the increasing of number of
students activities in each cycle from the first cycle is 14.47%
with very low criteria, 35.99% with low criteria in second
cycle, and to 41.43% with medium criteria in the third cycle.
5.2.
Suggestions
Based on the conclusion above, it can be suggested:
a. For Biology Teacher
1. Teacher is suggested to apply SQ3R method in teaching and
learning process as an alternative to increase the students
learning outcome and student’s activities.
2. Teacher is suggested to use learning media or variation of
model/method to make easy in delivering the concepts of
matter in teaching and learning process.
66
3. Teacher
hoped
can
manage
the
time
effectively
in
implementing the SQ3R method. So all the steps of SQ3R can
be applied.
4. Teacher should guides the students as a whole at the time in
implementating SQ3R method, so the students can participate
in the learning process by using SQ3R.
b.
For Students
1. Students suggested for applying the SQ3R method for any
reading, not only in biology learning but also the others.
2. Students should be able to better interact and give good
responses and work together in learning, especially when the
discussion took place.
c.
For School
1.
School should be able to implement the SQ3R method by
using variations of media to another subject matter.
2.
School should be able to provide a useful learning tool for
improving students' attention to the material presented by the
teacher.
d.
For other researchers
1.
Before the research implemented, suggested to develop and
prepare the better instruments to reveal the other aspects.
2
Suggested to reanalysis the instrument or tools that have been
made by researchers before it used in research to suit their
application, especially in terms of time allocation, support
facilities
including
instructional
media
and
student
characteristics that exist in schools where the research was
conducted.
67
3.
Before the research implemented, suggested the SQ3R method
must first be trained and socialized to students to make the
students had no difficulty in every step in the SQ3R method
and the teaching and learning process can be effective.
4.
Suggested to make the balancing between the numbers of
observer with the indicator that will be observed. There should
be limitation of indicator that observed by observer. It will
make the observer become focused on some students.
5.
This research should be used as a reference for further research
by linking the aspects that have not been exposed and
developed from the variables mentioned earlier through the
addition of the cycle in order to better enhancement.
68
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Pustaka Pelajar, Yogyakarta
Trianto., (2009), Mendesain Model Pembelajaran Inovatif-Progresif:
Konsep, Landasan, dan Implementasinya pada Kurikulum Tingkat
Satuan Pendidikan (KTSP), Kharisma Putra Utama, Jakarta
METHOD TO IMPROVE STUDENT’S LEARNING OUTCOME
AND ACTIVITY IN BIOLOGY AT CLASS X
SMA NEGERI 2 KISARAN
ACADEMIC YEAR
2011/2012
By:
Sukmawati Sundari Siregar
Reg. Number. 408141111
Biology Bilingual Education Program
THESIS
Submitted to fulfill one of the requirement for the
degree of Sarjana Pendidikan
DEPARTMENT OF BIOLOGY
FACULTY OF MATHEMATIC AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2012
ACKNOWLEDGEMENT
Assalamualikum. Wr.Wb
Foremost, I would like to express my deepest thank and praise to the
Almighty God ALLAH SWT for all His blessing and grace that has given a
chance and health so I am able to finish this thesis.
My thesis title is “The Application Of SQ3R (Survey, Question, Read,
Recite, Review) Method to Improve Student’s Learning Outcome and Activity in
Biology at Class X SMA Negeri 2 Kisaran Academic Year 2011/2012” arranged
to fulfill one of the requirement to get the degree of Sarjana Pendidikan of State
University of Medan.
I would like to give thanks to Mr. rer. nat. Binari Manurung, M.Si as my
supervisor for having precious time and gave the guidance, critic, suggest, and
support to do my thesis. For Mrs. Dr. Fauziyah Harahap, M.S.i, Mrs. Meida
Nugrahalia, M.S.c, and Mr. Prof. Dr. Herbert Sipahutar, M.Sc who given usefull
critisims and suggestions for my thesis. To Mrs. Dra. Rosita Tarigan, M.Ps., as
my academic advisor. To Mr. Drs, Tri Harsono, M.Si, as Head of Biology Major,
and also to all of the lecturer and staff in Biology Major of FMIPA UNIMED who
helped and given motivation to me.
My gratitute is also addressed to Mr. Drs. Abdul Mufti, MM as the
headmaster and Mr. Dr. Edward R. Siahaan as vice-heasmaster of SMA Negeri 2
Kisaran and Mrs. Dra. H.A. Sihotang, as the biology teacher who had given me a
lot of help during the research.
Special thank and big appreciation to my beloved parents, Barani Yakub
Siregar (Father) and Elliwati Rambe (Mother), my beloved daughters, Ahmad
Syahdani Siregar, Atikah Ghassani Abdiah Siregar, Nikmat Nur Siregar, and
Fadhli Siregar who gives pray, love, support, motivation to me so I finished my
study.
Especially for Chandra Kurniawan Zendrato as my close friend who
always besides me no matter what. Thanks for hold me when I am down, pray and
guide me since we met until today. Thanks for everything.
I never forget to say thanks to Mrs. Nurainun, S.Pd who have given me a
lot of help, support, pray, and motivation during my research until now. To my
senior, Halim Simatupang, S.Pd, M.Pd who helped me and support me for
finishing my thesis.
Finally, I also thankful to my big family in Medan, Himpunan Mahasiswa
Islam (HMI) Komisariat FMIPA UNIMED, and to my Majelis Ta’lim
Community (Siti Sumari, Raja Novi Ariska, and Rizky Jayati) who are very
helpful and for all their moral support. To unforgettable friend, Keasy Rismauli
Manurung who have fighting together in collages and support for completing this
thesis. Thanks for and also all of my friends at the Biology Bilingual Education
2008 and overall UNIMED.
I realized that my thesis is still much weakness both the content and also
the grammatical, thus I expected critic and suggestion to perferct this thesis. And I
hope this thesis can be usefull to enrich the education knowledge.
Alhamdulillahirabbil’alamin.
Medan, August 2012
Writer,
Sukmawati Sundari Siregar
408141111
vi
TABLE OF CONTENTS
Pages
Legalization Sheet
Biography
Abstract
Acknowledgement
Table of Contents
The List of Figures
The List of Tables
The List of Attachments
i
ii
iii
iv
vi
viii
ix
x
CHAPTER I INTRODUCTION
1.1. Background of Study
1.2. Problem Identification
1.3. Scope of Study
1.4. Research Question
1.5. Objectives of Study
1.6. Significance of Study
1
1
5
5
6
6
6
CHAPTER II LITERATURE REVIEW
2.1.Literature Review
2.1.1 Definition of Learning
2.1.2 Learning Outcome
2.1.3. Learning Activity
2.2. Learning Method
2.2. SQ3R Method
2.2.2. SQ3R as the reading strategy
2.2.2. 1. Skimming and Scanning
2.2.3. Implementation Steps of SQ3R Method
2.2.4. Advantage and disadvantage of SQ3R Method
2.3. Ecosystem
2.3.1. Definition of Ecosystem
2.3.2. Component of Ecosystem
2.3.3. Type of Ecosystem
2.3.4. The independence of Producent, Consumer, and Decomposer
2.4. Conceptual Framework
8
8
8
8
10
11
12
14
15
18
19
21
21
21
22
23
29
CHAPTER III RESEARCH METHOD
3.1. Location and Time of Research
3.1.1. Location of Research
3.1.2. Time of Research
3.2. Research Object
3.3. The Kind and Design of Research
3.4. Research Procedure
3.5. Research Instrument
30
30
30
30
30
30
31
39
vii
3.6. Instrument Test
3.7. Data Analysis
42
45
CHAPTER IV RESULT AND DISCUSSION
4.1. Result of Research
4.1.1. Description of Research Instrument
4.1.2.1. First Cycle
4.1.2.2. Second Cycle
4.1.2.3. Third Cycle
4.2. The improvement of research result in each cycle
4.3. Discussion
49
49
49
50
54
57
59
62
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
5.2. Suggestions
65
65
65
REFERENCES
68
ix
THE LIST OF TABLES
Pages
Table 2.1.
Table 2.2.
Table 3.1.
Table 3.2.
Table 3.3.
Table 4.1.
Table 4.2.
Table 4.3.
Table 4.4.
Table 4.5.
Table 4.6.
Aspects reviewed in the survey step of SQ3R method
Implementation Steps of SQ3R method
Distribution of learning result test on ecosystem lesson
Instrument for student’s activity
Students mastery level
Completeness frequency of student learning outcome
in cycle I
Observation data of each student activities in cycle I
Completeness frequency of student learning outcome
in cycle II
Observation data of each student activities in cycle II
Completeness frequency of student learning outcome
in cycle III
Observation data of each student activities in cycle III
13
18
41
42
47
52
52
55
56
58
58
viii
THE LIST OF FIGURES
Pages
Figure 2.1. Food chain in surrounding Pakam region
Figure 2.2. Food Net in surrounding Cemara Asri fishpond
Figure 2.3. An ecological pyramid of biomass
Figure 2.4. An ecological pyramid of number
Figure 2.5. An ecological pyramid of energy flow
Figure 3.1. Mechanism cycle of classroom action research in 3 cycles
Figure 4.1. Comparison of student’s learning outcome between values
of pretest, post test I, post test II, and post test III
Figure 4.2. The increasing number of students completes the lesson in
every cycle
Figure 4.3. The improvement of student’s activities in every cycle
Figure 4.4. Comparison of students number in each activities
23
24
26
27
28
34
59
60
61
61
x
THE LIST OF ATTACHMENTS
Pages
Attachment 1.
Attachment 2.
Attachment 3.
Attachment 4.
Attachment 5.
Attachment 6.
Attachment 7.
Sylabus
Lesson Plan in First Cycle
Lesson Plan in Second Cycle
Lesson Plan in Third Cycle
Student’s SQ3R Reading Worksheet
SQ3R worksheet (K-W-L-S Chart)
Student’s SQ3R Reading Worksheet
(Survey Unfamiliar Words)
Attachment 8. Instrument of Learning Outcome Assessment on
Ecosystem Topic
Attachment 9. Answer Keys
Attachment 10. Validity Table
Attachment 11. The Calculation of Validity Test
Attachment 12. Reliability Table
Attachment 13. The Calculation of Reliability Test
Attachment 14. Difference Capacity Test Table
Attachment 15. The Calculation of Difference Capacity Test
Attachment 16. Test Difficulty Table
Attachment 17. The Calculation of Test Difficulty Level
Attachment 18. Pre-test Achievement
Attachment 19. Students Learning Outcome in Cycle I on Ecosystem
Topic in Class X3 SMA Negeri 2 Kisaran Academic
Year 2011/2012
Attachment 20. Students Learning Outcome in Cycle II on Ecosystem
Topic in Class X3 SMA Negeri 2 Kisaran Academic
Year 2011/2012
Attachment 21. Students Learning Outcome in Cycle III on Ecosystem
Topic in Class X3 SMA Negeri 2 Kisaran Academic
Year 2011/2012
Attachment 22. Comparison of Students Learning Outcome Data
Attachment 23. Observation Sheet Instrument of Students
Attachment 24. Table of Individual Assessment
Attachment 25. Observation Sheet of Students Learning Activities
in Cycle I
Attachment 26. Observation Sheet of Students Learning Activities
in Cycle II
Attachment 27. Observation Sheet of Students Learning Activities
in Cycle III
Attachment 28. Documentation of Research
71
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1
CHAPTER I
INTRODUCTION
1.1.
Background of study
Biology is one part of natural science that discuss about living
things. Natural Science as the science in education world used to develop
and increase the skills, attitude and scientific value for students. So
students get deep understanding about the surrounding natural. Teacher
has an important role to reach the goal of education. Especially for
biology, the teacher must use the learning strategy that involve the
students become more active in learning to increase the learning outcome.
In teaching and learning process, generally teacher applies lecture
method. The learning process takes place just in one way, where the
teacher explains the lesson and students just listen and note the lesson. In
this learning activity tend to be dominated by teacher and students are not
active. Actually, students are exposed to learn more active, not only rely
on the teacher to get subject matter but also are expected to have a high
curiosity to develop the learning materials obtained from school.
Ecosytem is one of biology topics. It consist of facts, concepts, and
pricnciples, related to the surrounding natural environment and consist of
text description. Such characteristics of biology topic need the deep
understanding of students and implementation. But, students just know the
lesson without recall again the lesson when they found it in field or daily
life. It is caused by the use of learning method which is less precise for
conveying the subject matter.
If the lecture method is applied in biology lesson, it will make
biology is often described as an object of study which is difficult to be
understood and mastered because of much emphasis on rote learning of
facts and concepts.
Conversely need to avoid the rigid learning atmosphere, filled with
tension, terms with orders and instruction that make the learner become
2
passive, listless, bores quickly, and experienced fatigue (Ajarini, 2008:1).
This condition also can influence the learning outcome of students.
Dimyati and Mudjiono (2002, in Prasetyani, 2010:1) argued that
the learning process is more effective when students participate actively in
the process learning. Students will be able to understand the lessons from
their experience and it will enhance learning outcomes. Therefore, the task
of teachers is not simply pass on information to achievement of learning
goals, but also creates learning experiences of students. Teachers should
strive to make the classroom activities can provide opportunities as
possible for the student experience. Students activity in learning process
can develop learning capacity and potential of students in full, then the
students can obtain good learning results.
Teacher should be able to find methods and techniques that can
support these roles, so the teaching and learning activities can be
organized effectively. According to Mastuti, (2009:2), the selection of a
method need the attention to some things like the material presented, the
purposes of learning, the available time, the students number, and the
condition of students in learning as well as matters related to the students
success in the learning process.
This research is conducted in SMA Negeri 2 Kisaran. SMA Negeri
2 Kisaran is one of the Pioneering International School in Kisaran. There
are adequate facilities that support the teaching and learning process
include: libraries and laboratories in the school. But, it cannot be said
complete because the number of facilities of laboratory and LCD is still
limited. Subject of this research is students of SMA Negeri 2 Kisaran at
class X3 which has number of students are 32 with details 14 are male and
18 are female. In this class has 16 sets of student desks and chairs that
facing to the balckboard.
Based on the interviews with a biology teacher class X3 SMA
Negeri 2 Kisaran, Mrs.Sihotang, she said that, the learning outcome of
students is not satisfactory yet. It was shown from student’s average score
3
of biology in 2010/2011 achieve 70, there are only 8 students from 32
students that reach the value above of Criteria of Mininum Completeness
with Criteria of Mininum Completeness is 72. From the observation result,
the existing problems obtained in the classroom are: 1) Teacher oriented to
spend the material than the meaningful learning process in learning
process, 2) Conventional method is generally applied. Although the
teacher uses the teacher-centered method but teacher sometimes have to
involve the students participated in the learning process. Almost all
students designated by teacher to answer questions just quiet and were
surprised when appointed. The use of lecture method in the class X3 is less
precise because most students are more quickly saturated and bored, so the
students' enthusiastic and attention to the biology class is reduced. 3) Class
X3 is a class where the students are passive for asking question and express
their own opinion. It is only dominated by certain students. Almost
students tend to be quiet to listen and record the teacher explanation. it
causes the students learning participation has not been visible. Class X3
used as subjects in the study because there were problems in the classroom
that need improvement.
Based on the identification of the problems above, there are serious
problems that should not be allowed to continue because it will greatly
affect the successful of achievement of learning objectives, especially for
biology. Therefore, it is necessary to develop learning method that capable
in involving the student’s participation as a whole and increase the
learning outcome of students.
One method that can be developed to increase the learning
outcome of students and make the students become active in learning
process in the school is SQ3R (Survey, Question, Read, Recite, Review).
This method is relevant to the characteristics of ecosystem topic where
consist of facts and concepts. This method is used to help students to
remember what they read, and can help the learning process in classes
conducted by reading a book.
4
Reading allows us to communicate with others through writing.
Reading can be viewed as a process of interaction between language and
thought. As the process of interaction, the success of reading will be
influenced by knowledge factors that underlying the reading method
(Trianto, 2009:151). By reading activity skill also will open the extensive
knowledge (Doloksaribu, 2010).
Methods of SQ3R, students are expected to find the main idea and
remember for a long time, if it is done continuously, students can
understand the reading until 80 % (Bernico, 2010:2). Students are also
expected to understand the matter and remember the information. So the
students are able to critic, understand, and express their opinion and view
to the discussed matter (Anggreini, 2010:2).
Some result of previous research shown that the application of
SQ3R method has increased the learning result of students. Research result
of Siti Gunarti (2011) showed that the SQ3R method can increase the
learning outcome of students. It can be seen from the average of students
result in the first cycle was 62.2 while in the second cycle was 76.30.
The same research result by Mei Anisyah (2011), where the
average of students result in the first cycle was 72.2 while in the second
cycle was 80.3 and the observation result also showed that there is an
increasing of students activity where the percent of students activity in the
first cycle was 76.05 % increase become 80.7 % with the category is good.
Based on the explanation above, it is important for conducting the
research with the title “The Application of SQ3R (Survey, Question,
Read, Recite, Review) Method to Improve Student’s Learning
Outcome and Activity in Biology at class X SMA Negeri 2 Kisaran
Academic Year 2011/2012”.
5
1.2.
Problem Identification
Based on the background of the study above, so the problems of
study are:
1. The learning outcome of student’s SMA Negeri 2 Kisaran is not
satisfactory yet. It was shown from the student’s average score in
2010/2011 achieve 70, there are only 8 students from 32 students that
reach the value above of Criteria of Mininum Completeness with
Criteria of Mininum Completeness is 72.
2. Conventional method is generally applied and it does not attract the
students' enthusiastic and attention to the biology class.
3. SQ3R (Survey, Question, Read, Recite, Review) method is applied in
biology lesson yet.
4. The lack of student’s involvement in learning process in asking
question and express their own opinion. It is just dominated by certain
students.
1.3.
Scope of Study
Based on the scope of the studying problems, the scopes of study
are:
1. Research Object
a. Learning Method
Learning method used in this research is SQ3R (Survey, Question,
Read, Recite, Review) method.
b.Teaching material
Teaching material is limited only on ecosystem topic.
c. Parameter
Parameter used in this research is the students learning outcome
assessment (cognitive) and the student’s activity in teaching and
learning process.
6
2. Research Subject
Research Subject is Student’s SMA Negeri 2 Kisaran Grade X3
Academic Year 2011/2012.
1.4.
Research Question
The problems of this study are:
1. Is there an improving of student’s learning outcomes after SQ3R
method applied in biology at class X SMA Negeri 2 Kisaran Academic
Year 2011/2012?
2. Is there an improving of student’s activity during the biology learning
process after SQ3R method applied in biology at class X SMA Negeri 2
Kisaran Academic Year 2011/2012?
1.5.
Objectives of Study
The objectives of this study are:
1. To know an improving of student’s learning outcomes after SQ3R
method applied in biology at class X SMA Negeri 2 Kisaran Academic
Year 2011/2012?
2. To know an improving of student’s activitiy during the biology learning
process after SQ3R method applied in biology at class X SMA Negeri 2
Kisaran Academic Year 2011/2012?
1.6.
Significance of Study
1. For educational institutions
As input/suggestions to develop the appropriate learning strategies in
order to improve the quality of processes, quality of student learning
outcomes or quality of graduates.
2. For teachers
If the research result show that the application of SQ3R (Survey,
Question, Read, Recite, Review) method is effective in biology
7
learning, it can be an information, alternative, a consideration and
input materials for teacher to apply the SQ3R method.
3. For Students
To facilitate students in their lessons delivered by teacher by using the
suitable method so that it can increase the student’s learning outcome
and activity in learning process.
4. Other Researcher
As the scientific references and input for the next research for
improving the teaching and learning process.
65
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1.
Conclusions
After the data had been analysed, so it can be concluded that:
1. The application of SQ3R method can improve the students
learning outcomes on ecosystem topic. Based on the result of
test done in each cycle, the average of students learning
outcome value in first cycle was 67.47 and still low, in the
second cycle reach 75.94 and presented as medium criteria and
88.19 in the third cycle and presented as high criteria. The
number of students getting the completeness increases, which is
from 40.62% at the end of first cycle, then in the second cycle
shown the increasing value reach 56.25 %, and 93.75% at the
end of third cycle.
2. The application of SQ3R method can improve the students
learning activities. It showed from the increasing of number of
students activities in each cycle from the first cycle is 14.47%
with very low criteria, 35.99% with low criteria in second
cycle, and to 41.43% with medium criteria in the third cycle.
5.2.
Suggestions
Based on the conclusion above, it can be suggested:
a. For Biology Teacher
1. Teacher is suggested to apply SQ3R method in teaching and
learning process as an alternative to increase the students
learning outcome and student’s activities.
2. Teacher is suggested to use learning media or variation of
model/method to make easy in delivering the concepts of
matter in teaching and learning process.
66
3. Teacher
hoped
can
manage
the
time
effectively
in
implementing the SQ3R method. So all the steps of SQ3R can
be applied.
4. Teacher should guides the students as a whole at the time in
implementating SQ3R method, so the students can participate
in the learning process by using SQ3R.
b.
For Students
1. Students suggested for applying the SQ3R method for any
reading, not only in biology learning but also the others.
2. Students should be able to better interact and give good
responses and work together in learning, especially when the
discussion took place.
c.
For School
1.
School should be able to implement the SQ3R method by
using variations of media to another subject matter.
2.
School should be able to provide a useful learning tool for
improving students' attention to the material presented by the
teacher.
d.
For other researchers
1.
Before the research implemented, suggested to develop and
prepare the better instruments to reveal the other aspects.
2
Suggested to reanalysis the instrument or tools that have been
made by researchers before it used in research to suit their
application, especially in terms of time allocation, support
facilities
including
instructional
media
and
student
characteristics that exist in schools where the research was
conducted.
67
3.
Before the research implemented, suggested the SQ3R method
must first be trained and socialized to students to make the
students had no difficulty in every step in the SQ3R method
and the teaching and learning process can be effective.
4.
Suggested to make the balancing between the numbers of
observer with the indicator that will be observed. There should
be limitation of indicator that observed by observer. It will
make the observer become focused on some students.
5.
This research should be used as a reference for further research
by linking the aspects that have not been exposed and
developed from the variables mentioned earlier through the
addition of the cycle in order to better enhancement.
68
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