THE EFFECT OF CROSSWORD PUZZLE ON STUDENTS LEARNING OUTCOMES AND ACADEMIC ENGLISH MASTERY FOR HUMAN REPRODUCTIVE SYSTEM, GRADE ELEVEN SCIENCE PROGRAM SMA NEGERI 1 MEDAN, ACADEMIC YEAR 2011/2012.
22
THE EFFECT OF CROSSWORD PUZZLE ON STUDENTS’ LEARNING
OUTCOMES AND ACADEMIC ENGLISH MASTERY FOR HUMAN
REPRODUCTIVE SYSTEM, GRADE ELEVEN SCIENCE PROGRAM
SMA NEGERI 1 MEDAN, ACADEMIC YEAR 2011/2012
By:
Dina Kharida
NIM. 081244410004
Biology Education Bilingual Study Program
A THESIS
Submitted in Partial Fulfillment of the Requirement for Degree of Sarjana
Pendidikan
BIOLOGY DEPARTMENT
MATHEMATICS AND NATURAL SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN
MEDAN
2012
23
25
ACKNOWLEDGEMENT
First and foremost, praise and thank be to Allah SWT, the almighty, who
has granted countless blessing, knowledge, and opportunity to the writer, so that
she has been finally able to accomplish her thesis.
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but several people
deserve her sincere and special thanks.
She gratefully acknowledges the deepest gratitude to her thesis
supervisor, Syarifuddin, M.Sc, Ph.D, who has generously spent precious time in
giving the guidance, encouragement, suggestion, and comments until this thesis
comes to its present form.
Her enormous appreciation is addressed to Drs. Tri Harsono, M.Si. the
head of Biology Department, Prof. Dr. Herbert Sipahutar M.Si., M.Sc., the
coordinator of Bilingual Program, and Mr. Samsuddin for his administrative
assistance. She heartily wishes to acknowledge Prof. Dr. Herbert Sipahutar
M.Si., M.Sc., Dr. Hj. Ely Djulia, M.Pd., and Drs. Zulkifli Simatupang, M.Pd.,
as her examiners, for the valuable inputs to be included in this thesis. She is
indebted to Drs.Zulkifli Simatupang, M. Pd and Dra. Meida Nugrahalia, M.
Sc., as evaluator for her research instruments, for their constructive comments and
suggestion for the improvement of this study. She also in enormous intellectual
debt to all lecturers of Biology Education Bilingual Program, who has become her
inspiration during the academic years and also during the completion of this
thesis.
Special thanks are extended to Dra. Hj. Safrimi, M.Pd., headmistress of
SMA Negeri 1 Medan, Biology teacher of Grade Eleven, Dra. Guti Gratimah,
M. Si, and to grade eleven science program students‘ of class 1 and 2 academic
year 2011/2012 for the cooperation during research.
Finally, she will forever be indebted to her beloved parents H.B.
Nasution and Hj. S. Batubara S.Pd., for having given her unfailing support and
encouragement during the academic year and the completion of this thesis, her
26
lovely brother and sister, Munawir Muhammad, Hari Muttahari and Ami
Doharni, her uncle Drs.H. Abdul Halim Nasution,M.Ag., and also her amazing
relatives for always trying to keep her on track whenever and whatever problems
she have to overcome.
Last but not least, her heartfelt thanks also go to her best friend Nila,
Tika Sarah, Runi, Lisa. She also thanks Yeni and Maya for helping her
discussing hard matters during the completion of this thesis, to Henny, Sylvia,
Noviyanti, Maria, Asruri, Rajanovi, Syahriani, Verro, Desri, Syadwina and
all friends from Biology Bilingual Program Year 2008 for their friendship and
cooperation.
It would be difficult to find adequate words to convey how much she owes the
people. Lots of love and thank to all of you.
May Allah bless us.
July, 2012
The Writer
Dina Kharida
Reg. No. 081244410004
24
THE EFFECT OF CROSSWORD PUZZLE ON STUDENTS’ LEARNING
OUTCOME AND ACADEMIC ENGLISH MASTERY FOR HUMAN
REPRODUCTIVE SYSTEM, GRADE ELEVEN SCIENCE PROGRAM
SMA NEGERI 1 MEDAN ACADEMIC YEAR 2011/2012
Dina Kharida (NIM 081244410004)
ABSTRACT
The objectives of this study are to find out whether or not: (1) Crossword puzzles
significantly affect students‘ learning outcome. (2) Crossword puzzles
significantly affect students‘ ability in answering Bloom‘s taxonomy of cognitive
domain based question (C1, C2, C3, C4, C4 and C6). (3) Crossword puzzles
significantly affect students‘ writing abilities. (4) Crossword puzzles significantly
affect students‘ vocabulary use. (5) Crossword puzzles significantly affect
students‘ spelling ability. (6) Crossword puzzles significantly affect students‘
reasoning abilities. A quasi experimental research with non-equivalent control
group design was used in this study .The population of this study was all students
from grade eleven science program at SMA Negeri 1 Medan academic Year
2011/2012. There were two parallel classes chosen as the sample by applying
cluster random sampling techniques. Experimental group consists of 24 students
and control group consists of 21 students. The instruments used for the data
collection were multiple choice and essay test. The data were analyzed by
applying Independent T-test and Mann-Whitney U test with the level of
significance α = 0, 05. The result of hypothesis test showed that: (1) Crossword
puzzles significantly affect students‘ learning outcomes (t = 3, 430; P = 0,001).
(2) Crossword puzzles significantly affect students‘ ability in answering C4, C5,
C6 of Bloom‘s taxonomy of cognitive domain based question, C4 (U = 449 ; P =
0,000), C5 (U = 374; P =0,002), C6 (U = 315; P = 0,039). (3) Crossword puzzle
significantly affects students‘ writing abilities (t = 3, 0966; P = 0,003). (4)
Crossword puzzles significantly affect students‘ vocabulary use (t = 2, 119; P =
0,040). (5) Crossword puzzles significantly affect students‘ spelling abilities (t =
2, 096; P = 0, 043). (6) Crossword puzzles significantly affect students‘ reasoning
abilities (t = 2, 327; P = 0, 025).
28
TABLE OF CONTENT
Page
Title
Approval Sheet ................................................................................................ i
Abstract ........................................................................................................... ii
Acknowledgement .......................................................................................... iii
Biography ........................................................................................................ v
Table of Content .............................................................................................. vi
List of Table .................................................................................................... ix
List of Figure ................................................................................................... x
List of Appendix ............................................................................................. xi
CHAPTER I INTRODUCTION
1.1 Background ............................................................................................ 1
1.2 Problem Identification............................................................................ 4
1.3 Research Scope ...................................................................................... 5
1.4 Research Question.................................................................................. 6
1.5. Objectives.............................................................................................. 6
1.6. Significance ........................................................................................... 7
CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework ........................................................................... 8
2.1.1 Problem of Second Language Acquisition .......................................... 8
2.1.2 Teaching – Learning Biology .............................................................. 9
2.1.3 Language Use in Biology..................................................................... 10
2.1.4. Learning Evaluation ............................................................................ 16
2.1.5 Role of Evaluation Tools on Biology and English Acquisition ........... 15
2.1.6 Crossword Puzzle................................................................................. 16
2.1.7 Role of Crossword Puzzle .................................................................... 17
2.2 Conceptual Framework ........................................................................... 18
2.3 Formulation of Hypothesis...................................................................... 19
29
2.3.1 Statistical Hypotheses .......................................................................... 19
2.3.1 Research Hypotheses ........................................................................... 21
CHAPTER III RESEARCH METHODOLOGY
3.1 Location and Time .................................................................................. 22
3.2 Population and Sample............................................................................ 22
3.3 Research Variables ................................................................................. 22
3.4 Research Method and Design ................................................................ 22
3.5 Research Procedures .............................................................................. 23
3.6 Research Instrument ............................................................................... 27
3.7 Research Instrument Test ........................................................................ 27
3.8 Result of Research Instrument Test ....................................................... 31
3.8 Technique of Data Analysis ................................................................... 32
3.8.1 Descriptive Statistics ............................................................................ 36
3.8.2 Inferential Statistics .............................................................................. 36
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Data Analysis .......................................................................................... 38
4.1.1 The Students‘ Beginning Ability on Pretest ........................................ 40
4.1.1 The Effect of Crossword Puzzle on Students‘ Learning Outcome ...... 40
4.1.2 The Effect of Crossword Puzzle on Students‘ Ability in Answering
Question Based on Bloom Taxonomy of Cognitive Domain ............. 42
4.1.2 The Effect of Crossword Puzzle on Students‘ Writing Abilities ......... 42
4.1.3 The Effect of Crossword Puzzle on Students‘ Vocabulary Use .......... 45
4.1.4 The Effect of Crossword Puzzle on Students‘ Spelling Ability ......... 47
4.1.5 The Effect of Crossword Puzzle on Students‘ Reasoning Abilities .... 48
4.2 Discussion ............................................................................................... 50
4.2.1 The Effect of Crossword Puzzle on Students‘ Learning Outcome and
Ability in Answering Bloom Taxonomy of Cognitive Domain Based
Question .............................................................................................. 50
4.2.2 The Effect of Crossword Puzzle on Students‘ Ability in Writing ...... 52
30
4.2.3 The Effect of Crossword Puzzle on Students‘ Vocabulary Use and
Spelling Ability .................................................................................. 53
4.2.5 The Effect of Crossword Puzzle on Students‘ Reasoning Abilities ... 54
4.2.5 Limitation of Research ....................................................................... 55
CHAPTER V CONCLUSIONS AND RECOMMENDATION
5.1 Conclusions ............................................................................................ 56
5.2 Recommendations .................................................................................. 57
REFERENCES ............................................................................................ 58
APENDICES ................................................................................................ 62
31
LIST OF TABLE
Page
Table 3.1 Research Design .............................................................................. 23
Table 3.2 Pattern of Multiple Choice Test of Human Reproductive System
Topics .............................................................................................. 28
Table 3.3 Pattern of Essay Test of Human Reproductive System Topics ....... 29
Table 3.4 Table of Data Organization of Students‘ Learning Outcome ......... 32
Table 3.5 Table of Data Organization of Students‘ Learning Outcome Based on
Cognitive Domain ........................................................................... 33
Table 3.6 Table of Data Organization of Students‘ Writing Abilities ............ 34
Table 3.7 Table of Data Organization of Students‘ Vocabulary Use .............. 34
Table 3.8 Table of Data Organization of Students‘ Spelling Ability............... 35
Table 3.9 Table of Data Organization of Students Reasoning Abilities .......... 35
32
LIST OF FIGURE
Page
Figure 3.1 Scheme of Research Procedures .................................................... 26
Figure 4.1 Result of Pretest between Students‘ who were assigned with
crossword puzzle and who were given regular assignments ........ 41
Figure 4.2 The effect of crossword puzzles on students‘ learning outcomes . 41
Figure 4.3 Ability in answering C1, C1 and C3 question, between Students‘
who were assigned with crossword puzzle and those who were
given regular assignments ............................................................ 43
Figure 4.4 The effect of crossword puzzles on students‘ ability in answering
C4 (Analysis-Synthesis) question ................................................. 43
Figure 4.5 The effect of crossword puzzles on students‘ ability in answering
C5 (Evaluation) question............................................................... 44
Figure 4.6 The effect of crossword puzzles on students‘ ability in answering
C6 (Creation) question .................................................................. 46
Figure 4.7 Histogram of students‘ writing abilities ........................................ 45
Figure 4.8 The effect of crossword puzzles on students‘ writing abilities ..... 46
Figure 4.9 The effect of crossword puzzles on students‘ vocabulary use ..... 49
Figure 4.10 Histogram of students‘ vocabulary use ........................................ 50
Figure 4.11 The effect of crossword puzzles on students‘ spelling abilities ... 52
Figure 4.12 Histogram of students‘ spelling ability ........................................ 52
Figure 4.13 The effect of crossword puzzles on students‘ reasoning abilities 52
Figure 4.14 Histogram of students‘ reasoning ability ...................................... 53
35
CHAPTER I
INTRODUCTION
1.1 Background
According to Gusti (2011), English in this global era, holds important
role, being a dominant and official language, as a vital component which
accommodate communication for millions of people around the world. Most of
scientific technological and academic information in the world is expressed in
English and over 80% of all information stored in electronic retrieval system of
information is using English (Crystal, 1997:106).
To answer the necessity of producing qualified future generation with the
ability to compete in global scope, International and Bilingual School has come in
order to improve both quality of education and achievement of English as
International standard for communication (Harahap, 2011:2).
In Indonesia, international school is called SBI (Sekolah Bertaraf
Internasional) and some other use Bilingual attributes to mention the presence of
two languages on subject delivery. Bilingual schooling implies the presence of
two languages in the instructional process. RSBI (Rintisan Sekolah Bertaraf
Internasional) for example, a model of bilingual school, will be directed to have
international standard for teaching and learning process, going in such a gradual
system, to give the school appropriate preparation during specific period of time.
The essential purpose of SBI based on educational consideration, in
Sofa (2009) were the abilities in continuing education to international unit level,
working for international institution, and attaining various achievements on
science, mathematics, technology, art, and sports‘ competition. To obtain those
purposes, subjects like Mathematics, Physics, Chemistry, Biology, and Economics
were delivered differently compare to regular class. SBI for example, use both
international curriculum as well as national curriculum to increase the quality of
school and education by using English as second language (ESL) on teaching and
learning process. That is why SBI and RSBI expect students to understand,
explain, write, and present topics in English along with students‘ major language.
1
36
The schools were then, in intensive way on making teaching and
learning process to be more effective than monolingual class because bilingual
schools is designed for those who speak English as a second language. The
experience of an effective bilingual model of learning, in order to raise students‘
competitiveness, is a consequence to make sure that content knowledge is well
delivered. The competitive advantages of student‘s graduate from these schools
were totally depending on teaching and learning process. This leads to learning
and assessment models that were planned to build students‘ problem-solving
skills and creative thinking in a form of authentic learning.
Form the result of biology daily test using Bahasa Indonesia, for Human
reproductive System, the average scores obtained by students‘ of SMA Negeri 1
Medan Grade Eleven Science, Academic Year 2010/2011, was 77. It indicates
that the students‘ were basically performed well for this topic, since Human
reproductive System was considered to be interesting matters for them. But from
beginning observation which was done before teaching and learning process on
SMA Negeri 1 Medan, revealed that when 24 RSBI students‘ were directed to
answer 7 biological question written in English, 37% were able to correctly
answer 4 questions, 8, 3% were able to answer 3 questions, 1, 2 % of them were
able to answer 2 question, and 41, 60% were answering incorrectly to all of 7
questions being asked.
Since English is not students major language especially the academic
English, students find the languages become a problem to understand learning
topics, in both written and spoken form. It will follow then with poor achievement
for example when they have to finish some task using English text. This concern
is one that the writer had experienced during her Integrated Teacher Training
Program.
Students were generally find hardship in analyzing sentences, leading to
misunderstanding. This is something regretful since students were not well
acquainted with Science text as they did not fully interest in applying this
language to enhance learning. They seem to pay not enough intention and interest
37
because of less ability in understanding sentences and lack of proper vocabulary
to understand Biology text. Besides that, unfamiliar words and lack of background
knowledge is also mentioned as some obstacles of learning using English on
instructional process as well as some difficult concept on Academic text and,
complex noun group. Academic English looks quite hard because it has different
sense compare to usual English text which seldom use scientific interpretation to
figure out.
The presence and mastery of English as a medium of science instruction
will bring the impact on student‘s acquisition of science content knowledge. The
foundation of this factor was Cummins (1981) work on cognitive academic
language proficiency, which relates both cognitive and linguistic processes to the
academic success of students, more specifically non-native English language
learner (ELL). All students which identified as ELL can and should have every
opportunity to learn and succeed in science (Torres 2001:2).
Biology will always be such an engaging subject, as most students were
unreservedly challenged to involve as long as we provide them with such an
appealing thread. In other hand, student‘ will find it also hard since Biology cover
broad materials, especially for topics at Grade Eleven, because it contains
anatomical and physiological theme which packed in such a dense topics and
impossible for materials removal. For example, Human Reproductive System
topics filled with terminology in which students have a hard time identifying and
keeping tracks of key terms.
Teachers then play a critical and central role in this process and provide
various effective techniques for science instruction that incorporate literacy skills
(NSTA, 2009:1). Thus, there must be an increasing type of various technique and
the need of correction for teaching method use in learning, since a feature of
interesting and challenging class is something that teacher should concern in. It is
in accordance to the importance of learning, as students were expected to acquire
something new after teaching and learning process. Hence, method or techniques
38
to make students‘ improve learning and master scientific term were crucially
important which will ease them to memorize and use the language.
Due to the problem of Learning outcomes and academic English mastery
and effective method to overcome such problem, we can bring the idea of testing
for an evaluation tools from learning method that can provide both anxiety and
achievement for biology topics.
Crosswords and word searches were ideal at presenting work in a way
that it does not really feel like "proper work" to pupils of most ages and abilities.
These puzzles can be very versatile and help to vary activity and motivate pupils.
Word puzzle have been used as review tools prior to exam, as it always believed
to improve students‘ learning (Williams 2002:1). Crossword solving involves
several useful skills including vocabulary, reasoning, spelling, and word use
skills. To solve any crossword puzzle, a person must be able to identify and
understand the terms being used. This often involves acquiring new vocabulary
or terminology.
From background of study, the writer was conducted an experiment to
see the effect of crossword puzzle on students‘ learning outcomes and academic
English mastery, (English scores including spelling ability, vocabulary
developments, English spelling ability, and writing ability) for Eleven Grade
Science Program at SMA Negeri 1 Medan, Academic year 2011/2012.
1.2 Problem Identification
Based on the elaboration of the background of the study above, the problems
of study were formulated as follow:
a. English is not students‘ major language, especially the academic
English; students find the language as a main problem to understand
both written and spoken form.
b. Student pay not enough intention and interest in starting Science
Language acquisition because of less ability in understanding
39
sentences, lack of proper vocabulary to understand scientific and
Biological text. Unfamiliar words and lack of background knowledge
is also mentioned as some obstacle of learning using English on
instructional process as well as some difficult concept on Academic
text.
c. Human Reproductive System topics can be such an interesting
learning matters, but at the same time, it consists of biological text
with long and complex sentences that were laden with facts. It also
filled with terminology in which students have a hard time
identifying and keeping tracks of key terms.
d. One approach on teaching using Foreign Language, task based
approach in form of engaging evaluation tools that will affect
students‘ vocabulary mastery, reasoning, spelling, and word use
skills problem on academic English as well as students‘ learning
outcomes.
1.3 Research Scope
The scope of this study will be limited to the effect of crossword puzzle as
learning evaluation tools, for the topics of Human Reproductive System, on
students learning outcomes including and academic English mastery, which
includes test scores on writing, vocabulary use, spelling and, reasoning abilities.
Other details were mentioned below:
a. Research was done at SMA Negeri 1 Medan
b. Research was conducted for Grade Eleven (XI) Science Program at SMA
Negeri 1 Medan Academic Year 2011/2012
40
1.4 Research Question
a. Do crossword puzzles significantly affect students‘ learning outcome
on Human reproductive system, grade eleven science programs SMA
Negeri 1 Medan?
b. Do crossword puzzles significantly affect students‘ ability in
answering question from Bloom‘s taxonomy of Cognitive Domain,
(C1, C2, C3, C4, C5, and C6 on Human reproductive system, grade
eleven science programs SMA Negeri 1 Medan?
c. Do crossword puzzles significantly affect students‘ writing abilities
on Human reproductive system, grade eleven science programs SMA
Negeri 1 Medan?
d. Do crossword puzzles significantly affect students‘ vocabulary use
on Human reproductive system, grade eleven science programs SMA
Negeri 1 Medan?
e. Do crossword puzzles significantly affect students‘ spelling abilities
on Human reproductive system, grade eleven science programs SMA
Negeri 1 Medan?
f. Do crossword puzzles significantly affect students‘ reasoning ability
on Human reproductive system, grade eleven science programs SMA
Negeri 1 Medan?
1.5 Objectives
Based on the problem of the study, the objectives of the research were:
a. To see the effect of crossword puzzle on students‘ leaning outcome,
for Human Reproductive System grade eleven science program.
b. To see the effect of crossword puzzle on students‘ ability in
answering question of Bloom‘s taxonomy cognitive domain (C1 to
C6), for Human Reproductive System grade eleven science program.
41
c. To see the effect of crossword puzzle on students‘ writing abilities
for Human Reproductive System grade eleven science program.
d. To see the effect of crossword puzzle on students‘ vocabulary use for
Human Reproductive System grade eleven science program.
e. To see the effect of crossword puzzle on students‘ spelling abilities
for Human Reproductive System grade eleven science programs.
f. To see the effect of crossword puzzle on students‘ reasoning ability
for Human Reproductive System grade eleven science program.
1.6 Significance
The research findings will be important to:
a. Researcher; to provide the information that can be used to
overcome problems on teaching and learning process on Human
Reproductive System topics for students at bilingual class.
b. Teachers;
1. To provide information about an effective evaluation tools
in helping bilingual students‘ learning problems.
2. To provide some feedback for teachers and educators in
term of enlarging knowledge and improvement on
classroom
activities
and
student‘s
achievement
Biological topics.
Students; to help students with a more effective way of learning.
in
88
CHAPTER V
CONCLUSIONS AND RECOMMENDATION
5.1 Conclusion
Based on the data analysis and research discussion on Chapter IV,
generally, the result of research can be concluded as followed:
1. Crossword puzzles significantly affect students‘ learning outcome on
Human Reproductive system, grade eleven science program.
2. Crossword puzzles significantly affect students‘ ability in answering C4,
C5, C6 questions based on Bloom‘s taxonomy of cognitive domain for
Human Reproductive system, grade science program.
3. Crossword puzzle significantly affects students‘ writing abilities on
Human Reproductive system, grade eleven science program.
4. Crossword puzzles significantly affect students‘ vocabulary use on Human
Reproductive system, grade eleven science program.
5. Crossword puzzles significantly affect students‘ spelling abilities on
Human Reproductive system, grade eleven science program.
6. Crossword puzzles significantly affect students‘ reasoning abilities on
Human Reproductive system, grade eleven science program.
89
5.2 Recommendation
In line with conclusion drawn, it is suggested that:
1. Biology teacher can apply this leaning evaluation tools in the
attempts
of
improving
Biological
and
non-biological
vocabularies.
2. Teacher should
actively assign students
of bilingual
or
international class to engage in learning activities. Learning
evaluation
tools
can
be
sources
for
developing
their
understanding on Biological topics, as well as helping them cope
with language problem.
3. The result of this research can be a consideration for Biology
teacher in order to develop teaching and learning process in
accordance to the improvement of students‘ learning outcome.
33
LIST OF APPENDIX
Page
Appendix 1 Learning Instrument ..................................................................... 62
1. a Learning Matters .................................................................. 63
1. b Syllabi .................................................................................. 73
1. c Lesson Plan for Experimental Class..................................... 77
1. d Lesson Plan for Control Class .............................................. 86
Appendix 2 Research Instrument .....................................................................
95
2. a Cognitive Test Instruments (Question) ................................
96
2. a Content validation of Test Instrument .................................. 101
2. c. Rubric Scoring for Writing Abilities, Vocabulary Use, and
Spelling Abilities ........................................................................ 114
Appendix 3 Result of Testing and Analysis of Research Instrument .............. 119
3. a Raw Data .............................................................................. 120
3. b Validity................................................................................. 121
3. c Reliability ............................................................................. 123
3. d Difficulty Index .................................................................... 124
3. e Discrimination Index ............................................................ 126
Appendix 4 Resulted Data ............................................................................... 130
4. a Raw Data ............................................................................. 131
4. b Data Analysis ...................................................................... 142
4. b. a Descriptive Statistics ........................................................ 142
4. b. b Normality Test of Data .................................................... 144
4. b. c Homogeneity Test of Data ............................................... 146
4. b. d Parametric Test Using Independent Sample T-test .......... 148
4. b. e Non parametric Test Using Mann Whitney U-test........... 150
34
Appendix 6 Documentation
6. a Documentation ..................................................................... 151
Appendix 7 Approval Letters ...........................................................................
7. a Letters of Official Statement of Thesis Supervisor ............. 154
7. b Letters of Research Instruments‘ Content Validity ............. 155
7. b Letters of Official Statement of validity from MAN 1
Medan .................................................................................... 157
7. c Letters of Research Permission ........................................... 158
7. d Letters of Official Statement of Research Activities from
SMA Negeri 1 Medan ............................................................ 159
THE EFFECT OF CROSSWORD PUZZLE ON STUDENTS’ LEARNING
OUTCOMES AND ACADEMIC ENGLISH MASTERY FOR HUMAN
REPRODUCTIVE SYSTEM, GRADE ELEVEN SCIENCE PROGRAM
SMA NEGERI 1 MEDAN, ACADEMIC YEAR 2011/2012
By:
Dina Kharida
NIM. 081244410004
Biology Education Bilingual Study Program
A THESIS
Submitted in Partial Fulfillment of the Requirement for Degree of Sarjana
Pendidikan
BIOLOGY DEPARTMENT
MATHEMATICS AND NATURAL SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN
MEDAN
2012
23
25
ACKNOWLEDGEMENT
First and foremost, praise and thank be to Allah SWT, the almighty, who
has granted countless blessing, knowledge, and opportunity to the writer, so that
she has been finally able to accomplish her thesis.
The writer hardly knows where to start expressing her gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but several people
deserve her sincere and special thanks.
She gratefully acknowledges the deepest gratitude to her thesis
supervisor, Syarifuddin, M.Sc, Ph.D, who has generously spent precious time in
giving the guidance, encouragement, suggestion, and comments until this thesis
comes to its present form.
Her enormous appreciation is addressed to Drs. Tri Harsono, M.Si. the
head of Biology Department, Prof. Dr. Herbert Sipahutar M.Si., M.Sc., the
coordinator of Bilingual Program, and Mr. Samsuddin for his administrative
assistance. She heartily wishes to acknowledge Prof. Dr. Herbert Sipahutar
M.Si., M.Sc., Dr. Hj. Ely Djulia, M.Pd., and Drs. Zulkifli Simatupang, M.Pd.,
as her examiners, for the valuable inputs to be included in this thesis. She is
indebted to Drs.Zulkifli Simatupang, M. Pd and Dra. Meida Nugrahalia, M.
Sc., as evaluator for her research instruments, for their constructive comments and
suggestion for the improvement of this study. She also in enormous intellectual
debt to all lecturers of Biology Education Bilingual Program, who has become her
inspiration during the academic years and also during the completion of this
thesis.
Special thanks are extended to Dra. Hj. Safrimi, M.Pd., headmistress of
SMA Negeri 1 Medan, Biology teacher of Grade Eleven, Dra. Guti Gratimah,
M. Si, and to grade eleven science program students‘ of class 1 and 2 academic
year 2011/2012 for the cooperation during research.
Finally, she will forever be indebted to her beloved parents H.B.
Nasution and Hj. S. Batubara S.Pd., for having given her unfailing support and
encouragement during the academic year and the completion of this thesis, her
26
lovely brother and sister, Munawir Muhammad, Hari Muttahari and Ami
Doharni, her uncle Drs.H. Abdul Halim Nasution,M.Ag., and also her amazing
relatives for always trying to keep her on track whenever and whatever problems
she have to overcome.
Last but not least, her heartfelt thanks also go to her best friend Nila,
Tika Sarah, Runi, Lisa. She also thanks Yeni and Maya for helping her
discussing hard matters during the completion of this thesis, to Henny, Sylvia,
Noviyanti, Maria, Asruri, Rajanovi, Syahriani, Verro, Desri, Syadwina and
all friends from Biology Bilingual Program Year 2008 for their friendship and
cooperation.
It would be difficult to find adequate words to convey how much she owes the
people. Lots of love and thank to all of you.
May Allah bless us.
July, 2012
The Writer
Dina Kharida
Reg. No. 081244410004
24
THE EFFECT OF CROSSWORD PUZZLE ON STUDENTS’ LEARNING
OUTCOME AND ACADEMIC ENGLISH MASTERY FOR HUMAN
REPRODUCTIVE SYSTEM, GRADE ELEVEN SCIENCE PROGRAM
SMA NEGERI 1 MEDAN ACADEMIC YEAR 2011/2012
Dina Kharida (NIM 081244410004)
ABSTRACT
The objectives of this study are to find out whether or not: (1) Crossword puzzles
significantly affect students‘ learning outcome. (2) Crossword puzzles
significantly affect students‘ ability in answering Bloom‘s taxonomy of cognitive
domain based question (C1, C2, C3, C4, C4 and C6). (3) Crossword puzzles
significantly affect students‘ writing abilities. (4) Crossword puzzles significantly
affect students‘ vocabulary use. (5) Crossword puzzles significantly affect
students‘ spelling ability. (6) Crossword puzzles significantly affect students‘
reasoning abilities. A quasi experimental research with non-equivalent control
group design was used in this study .The population of this study was all students
from grade eleven science program at SMA Negeri 1 Medan academic Year
2011/2012. There were two parallel classes chosen as the sample by applying
cluster random sampling techniques. Experimental group consists of 24 students
and control group consists of 21 students. The instruments used for the data
collection were multiple choice and essay test. The data were analyzed by
applying Independent T-test and Mann-Whitney U test with the level of
significance α = 0, 05. The result of hypothesis test showed that: (1) Crossword
puzzles significantly affect students‘ learning outcomes (t = 3, 430; P = 0,001).
(2) Crossword puzzles significantly affect students‘ ability in answering C4, C5,
C6 of Bloom‘s taxonomy of cognitive domain based question, C4 (U = 449 ; P =
0,000), C5 (U = 374; P =0,002), C6 (U = 315; P = 0,039). (3) Crossword puzzle
significantly affects students‘ writing abilities (t = 3, 0966; P = 0,003). (4)
Crossword puzzles significantly affect students‘ vocabulary use (t = 2, 119; P =
0,040). (5) Crossword puzzles significantly affect students‘ spelling abilities (t =
2, 096; P = 0, 043). (6) Crossword puzzles significantly affect students‘ reasoning
abilities (t = 2, 327; P = 0, 025).
28
TABLE OF CONTENT
Page
Title
Approval Sheet ................................................................................................ i
Abstract ........................................................................................................... ii
Acknowledgement .......................................................................................... iii
Biography ........................................................................................................ v
Table of Content .............................................................................................. vi
List of Table .................................................................................................... ix
List of Figure ................................................................................................... x
List of Appendix ............................................................................................. xi
CHAPTER I INTRODUCTION
1.1 Background ............................................................................................ 1
1.2 Problem Identification............................................................................ 4
1.3 Research Scope ...................................................................................... 5
1.4 Research Question.................................................................................. 6
1.5. Objectives.............................................................................................. 6
1.6. Significance ........................................................................................... 7
CHAPTER II LITERATURE REVIEW
2.1 Theoretical Framework ........................................................................... 8
2.1.1 Problem of Second Language Acquisition .......................................... 8
2.1.2 Teaching – Learning Biology .............................................................. 9
2.1.3 Language Use in Biology..................................................................... 10
2.1.4. Learning Evaluation ............................................................................ 16
2.1.5 Role of Evaluation Tools on Biology and English Acquisition ........... 15
2.1.6 Crossword Puzzle................................................................................. 16
2.1.7 Role of Crossword Puzzle .................................................................... 17
2.2 Conceptual Framework ........................................................................... 18
2.3 Formulation of Hypothesis...................................................................... 19
29
2.3.1 Statistical Hypotheses .......................................................................... 19
2.3.1 Research Hypotheses ........................................................................... 21
CHAPTER III RESEARCH METHODOLOGY
3.1 Location and Time .................................................................................. 22
3.2 Population and Sample............................................................................ 22
3.3 Research Variables ................................................................................. 22
3.4 Research Method and Design ................................................................ 22
3.5 Research Procedures .............................................................................. 23
3.6 Research Instrument ............................................................................... 27
3.7 Research Instrument Test ........................................................................ 27
3.8 Result of Research Instrument Test ....................................................... 31
3.8 Technique of Data Analysis ................................................................... 32
3.8.1 Descriptive Statistics ............................................................................ 36
3.8.2 Inferential Statistics .............................................................................. 36
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Data Analysis .......................................................................................... 38
4.1.1 The Students‘ Beginning Ability on Pretest ........................................ 40
4.1.1 The Effect of Crossword Puzzle on Students‘ Learning Outcome ...... 40
4.1.2 The Effect of Crossword Puzzle on Students‘ Ability in Answering
Question Based on Bloom Taxonomy of Cognitive Domain ............. 42
4.1.2 The Effect of Crossword Puzzle on Students‘ Writing Abilities ......... 42
4.1.3 The Effect of Crossword Puzzle on Students‘ Vocabulary Use .......... 45
4.1.4 The Effect of Crossword Puzzle on Students‘ Spelling Ability ......... 47
4.1.5 The Effect of Crossword Puzzle on Students‘ Reasoning Abilities .... 48
4.2 Discussion ............................................................................................... 50
4.2.1 The Effect of Crossword Puzzle on Students‘ Learning Outcome and
Ability in Answering Bloom Taxonomy of Cognitive Domain Based
Question .............................................................................................. 50
4.2.2 The Effect of Crossword Puzzle on Students‘ Ability in Writing ...... 52
30
4.2.3 The Effect of Crossword Puzzle on Students‘ Vocabulary Use and
Spelling Ability .................................................................................. 53
4.2.5 The Effect of Crossword Puzzle on Students‘ Reasoning Abilities ... 54
4.2.5 Limitation of Research ....................................................................... 55
CHAPTER V CONCLUSIONS AND RECOMMENDATION
5.1 Conclusions ............................................................................................ 56
5.2 Recommendations .................................................................................. 57
REFERENCES ............................................................................................ 58
APENDICES ................................................................................................ 62
31
LIST OF TABLE
Page
Table 3.1 Research Design .............................................................................. 23
Table 3.2 Pattern of Multiple Choice Test of Human Reproductive System
Topics .............................................................................................. 28
Table 3.3 Pattern of Essay Test of Human Reproductive System Topics ....... 29
Table 3.4 Table of Data Organization of Students‘ Learning Outcome ......... 32
Table 3.5 Table of Data Organization of Students‘ Learning Outcome Based on
Cognitive Domain ........................................................................... 33
Table 3.6 Table of Data Organization of Students‘ Writing Abilities ............ 34
Table 3.7 Table of Data Organization of Students‘ Vocabulary Use .............. 34
Table 3.8 Table of Data Organization of Students‘ Spelling Ability............... 35
Table 3.9 Table of Data Organization of Students Reasoning Abilities .......... 35
32
LIST OF FIGURE
Page
Figure 3.1 Scheme of Research Procedures .................................................... 26
Figure 4.1 Result of Pretest between Students‘ who were assigned with
crossword puzzle and who were given regular assignments ........ 41
Figure 4.2 The effect of crossword puzzles on students‘ learning outcomes . 41
Figure 4.3 Ability in answering C1, C1 and C3 question, between Students‘
who were assigned with crossword puzzle and those who were
given regular assignments ............................................................ 43
Figure 4.4 The effect of crossword puzzles on students‘ ability in answering
C4 (Analysis-Synthesis) question ................................................. 43
Figure 4.5 The effect of crossword puzzles on students‘ ability in answering
C5 (Evaluation) question............................................................... 44
Figure 4.6 The effect of crossword puzzles on students‘ ability in answering
C6 (Creation) question .................................................................. 46
Figure 4.7 Histogram of students‘ writing abilities ........................................ 45
Figure 4.8 The effect of crossword puzzles on students‘ writing abilities ..... 46
Figure 4.9 The effect of crossword puzzles on students‘ vocabulary use ..... 49
Figure 4.10 Histogram of students‘ vocabulary use ........................................ 50
Figure 4.11 The effect of crossword puzzles on students‘ spelling abilities ... 52
Figure 4.12 Histogram of students‘ spelling ability ........................................ 52
Figure 4.13 The effect of crossword puzzles on students‘ reasoning abilities 52
Figure 4.14 Histogram of students‘ reasoning ability ...................................... 53
35
CHAPTER I
INTRODUCTION
1.1 Background
According to Gusti (2011), English in this global era, holds important
role, being a dominant and official language, as a vital component which
accommodate communication for millions of people around the world. Most of
scientific technological and academic information in the world is expressed in
English and over 80% of all information stored in electronic retrieval system of
information is using English (Crystal, 1997:106).
To answer the necessity of producing qualified future generation with the
ability to compete in global scope, International and Bilingual School has come in
order to improve both quality of education and achievement of English as
International standard for communication (Harahap, 2011:2).
In Indonesia, international school is called SBI (Sekolah Bertaraf
Internasional) and some other use Bilingual attributes to mention the presence of
two languages on subject delivery. Bilingual schooling implies the presence of
two languages in the instructional process. RSBI (Rintisan Sekolah Bertaraf
Internasional) for example, a model of bilingual school, will be directed to have
international standard for teaching and learning process, going in such a gradual
system, to give the school appropriate preparation during specific period of time.
The essential purpose of SBI based on educational consideration, in
Sofa (2009) were the abilities in continuing education to international unit level,
working for international institution, and attaining various achievements on
science, mathematics, technology, art, and sports‘ competition. To obtain those
purposes, subjects like Mathematics, Physics, Chemistry, Biology, and Economics
were delivered differently compare to regular class. SBI for example, use both
international curriculum as well as national curriculum to increase the quality of
school and education by using English as second language (ESL) on teaching and
learning process. That is why SBI and RSBI expect students to understand,
explain, write, and present topics in English along with students‘ major language.
1
36
The schools were then, in intensive way on making teaching and
learning process to be more effective than monolingual class because bilingual
schools is designed for those who speak English as a second language. The
experience of an effective bilingual model of learning, in order to raise students‘
competitiveness, is a consequence to make sure that content knowledge is well
delivered. The competitive advantages of student‘s graduate from these schools
were totally depending on teaching and learning process. This leads to learning
and assessment models that were planned to build students‘ problem-solving
skills and creative thinking in a form of authentic learning.
Form the result of biology daily test using Bahasa Indonesia, for Human
reproductive System, the average scores obtained by students‘ of SMA Negeri 1
Medan Grade Eleven Science, Academic Year 2010/2011, was 77. It indicates
that the students‘ were basically performed well for this topic, since Human
reproductive System was considered to be interesting matters for them. But from
beginning observation which was done before teaching and learning process on
SMA Negeri 1 Medan, revealed that when 24 RSBI students‘ were directed to
answer 7 biological question written in English, 37% were able to correctly
answer 4 questions, 8, 3% were able to answer 3 questions, 1, 2 % of them were
able to answer 2 question, and 41, 60% were answering incorrectly to all of 7
questions being asked.
Since English is not students major language especially the academic
English, students find the languages become a problem to understand learning
topics, in both written and spoken form. It will follow then with poor achievement
for example when they have to finish some task using English text. This concern
is one that the writer had experienced during her Integrated Teacher Training
Program.
Students were generally find hardship in analyzing sentences, leading to
misunderstanding. This is something regretful since students were not well
acquainted with Science text as they did not fully interest in applying this
language to enhance learning. They seem to pay not enough intention and interest
37
because of less ability in understanding sentences and lack of proper vocabulary
to understand Biology text. Besides that, unfamiliar words and lack of background
knowledge is also mentioned as some obstacles of learning using English on
instructional process as well as some difficult concept on Academic text and,
complex noun group. Academic English looks quite hard because it has different
sense compare to usual English text which seldom use scientific interpretation to
figure out.
The presence and mastery of English as a medium of science instruction
will bring the impact on student‘s acquisition of science content knowledge. The
foundation of this factor was Cummins (1981) work on cognitive academic
language proficiency, which relates both cognitive and linguistic processes to the
academic success of students, more specifically non-native English language
learner (ELL). All students which identified as ELL can and should have every
opportunity to learn and succeed in science (Torres 2001:2).
Biology will always be such an engaging subject, as most students were
unreservedly challenged to involve as long as we provide them with such an
appealing thread. In other hand, student‘ will find it also hard since Biology cover
broad materials, especially for topics at Grade Eleven, because it contains
anatomical and physiological theme which packed in such a dense topics and
impossible for materials removal. For example, Human Reproductive System
topics filled with terminology in which students have a hard time identifying and
keeping tracks of key terms.
Teachers then play a critical and central role in this process and provide
various effective techniques for science instruction that incorporate literacy skills
(NSTA, 2009:1). Thus, there must be an increasing type of various technique and
the need of correction for teaching method use in learning, since a feature of
interesting and challenging class is something that teacher should concern in. It is
in accordance to the importance of learning, as students were expected to acquire
something new after teaching and learning process. Hence, method or techniques
38
to make students‘ improve learning and master scientific term were crucially
important which will ease them to memorize and use the language.
Due to the problem of Learning outcomes and academic English mastery
and effective method to overcome such problem, we can bring the idea of testing
for an evaluation tools from learning method that can provide both anxiety and
achievement for biology topics.
Crosswords and word searches were ideal at presenting work in a way
that it does not really feel like "proper work" to pupils of most ages and abilities.
These puzzles can be very versatile and help to vary activity and motivate pupils.
Word puzzle have been used as review tools prior to exam, as it always believed
to improve students‘ learning (Williams 2002:1). Crossword solving involves
several useful skills including vocabulary, reasoning, spelling, and word use
skills. To solve any crossword puzzle, a person must be able to identify and
understand the terms being used. This often involves acquiring new vocabulary
or terminology.
From background of study, the writer was conducted an experiment to
see the effect of crossword puzzle on students‘ learning outcomes and academic
English mastery, (English scores including spelling ability, vocabulary
developments, English spelling ability, and writing ability) for Eleven Grade
Science Program at SMA Negeri 1 Medan, Academic year 2011/2012.
1.2 Problem Identification
Based on the elaboration of the background of the study above, the problems
of study were formulated as follow:
a. English is not students‘ major language, especially the academic
English; students find the language as a main problem to understand
both written and spoken form.
b. Student pay not enough intention and interest in starting Science
Language acquisition because of less ability in understanding
39
sentences, lack of proper vocabulary to understand scientific and
Biological text. Unfamiliar words and lack of background knowledge
is also mentioned as some obstacle of learning using English on
instructional process as well as some difficult concept on Academic
text.
c. Human Reproductive System topics can be such an interesting
learning matters, but at the same time, it consists of biological text
with long and complex sentences that were laden with facts. It also
filled with terminology in which students have a hard time
identifying and keeping tracks of key terms.
d. One approach on teaching using Foreign Language, task based
approach in form of engaging evaluation tools that will affect
students‘ vocabulary mastery, reasoning, spelling, and word use
skills problem on academic English as well as students‘ learning
outcomes.
1.3 Research Scope
The scope of this study will be limited to the effect of crossword puzzle as
learning evaluation tools, for the topics of Human Reproductive System, on
students learning outcomes including and academic English mastery, which
includes test scores on writing, vocabulary use, spelling and, reasoning abilities.
Other details were mentioned below:
a. Research was done at SMA Negeri 1 Medan
b. Research was conducted for Grade Eleven (XI) Science Program at SMA
Negeri 1 Medan Academic Year 2011/2012
40
1.4 Research Question
a. Do crossword puzzles significantly affect students‘ learning outcome
on Human reproductive system, grade eleven science programs SMA
Negeri 1 Medan?
b. Do crossword puzzles significantly affect students‘ ability in
answering question from Bloom‘s taxonomy of Cognitive Domain,
(C1, C2, C3, C4, C5, and C6 on Human reproductive system, grade
eleven science programs SMA Negeri 1 Medan?
c. Do crossword puzzles significantly affect students‘ writing abilities
on Human reproductive system, grade eleven science programs SMA
Negeri 1 Medan?
d. Do crossword puzzles significantly affect students‘ vocabulary use
on Human reproductive system, grade eleven science programs SMA
Negeri 1 Medan?
e. Do crossword puzzles significantly affect students‘ spelling abilities
on Human reproductive system, grade eleven science programs SMA
Negeri 1 Medan?
f. Do crossword puzzles significantly affect students‘ reasoning ability
on Human reproductive system, grade eleven science programs SMA
Negeri 1 Medan?
1.5 Objectives
Based on the problem of the study, the objectives of the research were:
a. To see the effect of crossword puzzle on students‘ leaning outcome,
for Human Reproductive System grade eleven science program.
b. To see the effect of crossword puzzle on students‘ ability in
answering question of Bloom‘s taxonomy cognitive domain (C1 to
C6), for Human Reproductive System grade eleven science program.
41
c. To see the effect of crossword puzzle on students‘ writing abilities
for Human Reproductive System grade eleven science program.
d. To see the effect of crossword puzzle on students‘ vocabulary use for
Human Reproductive System grade eleven science program.
e. To see the effect of crossword puzzle on students‘ spelling abilities
for Human Reproductive System grade eleven science programs.
f. To see the effect of crossword puzzle on students‘ reasoning ability
for Human Reproductive System grade eleven science program.
1.6 Significance
The research findings will be important to:
a. Researcher; to provide the information that can be used to
overcome problems on teaching and learning process on Human
Reproductive System topics for students at bilingual class.
b. Teachers;
1. To provide information about an effective evaluation tools
in helping bilingual students‘ learning problems.
2. To provide some feedback for teachers and educators in
term of enlarging knowledge and improvement on
classroom
activities
and
student‘s
achievement
Biological topics.
Students; to help students with a more effective way of learning.
in
88
CHAPTER V
CONCLUSIONS AND RECOMMENDATION
5.1 Conclusion
Based on the data analysis and research discussion on Chapter IV,
generally, the result of research can be concluded as followed:
1. Crossword puzzles significantly affect students‘ learning outcome on
Human Reproductive system, grade eleven science program.
2. Crossword puzzles significantly affect students‘ ability in answering C4,
C5, C6 questions based on Bloom‘s taxonomy of cognitive domain for
Human Reproductive system, grade science program.
3. Crossword puzzle significantly affects students‘ writing abilities on
Human Reproductive system, grade eleven science program.
4. Crossword puzzles significantly affect students‘ vocabulary use on Human
Reproductive system, grade eleven science program.
5. Crossword puzzles significantly affect students‘ spelling abilities on
Human Reproductive system, grade eleven science program.
6. Crossword puzzles significantly affect students‘ reasoning abilities on
Human Reproductive system, grade eleven science program.
89
5.2 Recommendation
In line with conclusion drawn, it is suggested that:
1. Biology teacher can apply this leaning evaluation tools in the
attempts
of
improving
Biological
and
non-biological
vocabularies.
2. Teacher should
actively assign students
of bilingual
or
international class to engage in learning activities. Learning
evaluation
tools
can
be
sources
for
developing
their
understanding on Biological topics, as well as helping them cope
with language problem.
3. The result of this research can be a consideration for Biology
teacher in order to develop teaching and learning process in
accordance to the improvement of students‘ learning outcome.
33
LIST OF APPENDIX
Page
Appendix 1 Learning Instrument ..................................................................... 62
1. a Learning Matters .................................................................. 63
1. b Syllabi .................................................................................. 73
1. c Lesson Plan for Experimental Class..................................... 77
1. d Lesson Plan for Control Class .............................................. 86
Appendix 2 Research Instrument .....................................................................
95
2. a Cognitive Test Instruments (Question) ................................
96
2. a Content validation of Test Instrument .................................. 101
2. c. Rubric Scoring for Writing Abilities, Vocabulary Use, and
Spelling Abilities ........................................................................ 114
Appendix 3 Result of Testing and Analysis of Research Instrument .............. 119
3. a Raw Data .............................................................................. 120
3. b Validity................................................................................. 121
3. c Reliability ............................................................................. 123
3. d Difficulty Index .................................................................... 124
3. e Discrimination Index ............................................................ 126
Appendix 4 Resulted Data ............................................................................... 130
4. a Raw Data ............................................................................. 131
4. b Data Analysis ...................................................................... 142
4. b. a Descriptive Statistics ........................................................ 142
4. b. b Normality Test of Data .................................................... 144
4. b. c Homogeneity Test of Data ............................................... 146
4. b. d Parametric Test Using Independent Sample T-test .......... 148
4. b. e Non parametric Test Using Mann Whitney U-test........... 150
34
Appendix 6 Documentation
6. a Documentation ..................................................................... 151
Appendix 7 Approval Letters ...........................................................................
7. a Letters of Official Statement of Thesis Supervisor ............. 154
7. b Letters of Research Instruments‘ Content Validity ............. 155
7. b Letters of Official Statement of validity from MAN 1
Medan .................................................................................... 157
7. c Letters of Research Permission ........................................... 158
7. d Letters of Official Statement of Research Activities from
SMA Negeri 1 Medan ............................................................ 159