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ENDORSEMENT SHEET
The “Skripsi” (Scientific Paper) entitle “IMPROVING STUDENTS’UNDERSTANDING OF MODAL AUXILIARY VERB ‘WILL’ AND ‘WOULD’ BY
USING CONTEXTUAL TEACHING LEARNING AND METHOD (CTL) (AClassroom Action Research at Class VII.5 of MTs Al Musthofa Cireunghas,
Sukabumi), written by DINI KHOERUNNISA LATIF, student’s registration number
206014000118 was examined in the examination session of the Faculty of Tarbiya and
Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta on February, 28th
2011. The “skripsi” has been accepted and declared to have fulfilled one of the
requirements for the degree of “S.Pd” (Bachelor of Arts) in English Language Education atthe English Education Department.
Jakarta, February 28th 2011
IMPROVING STUDENTS’ UNDERSTANDING OF MODAL AUXILIARY
VERB ‘WILL’ AND ‘WOULD’ BY USING CONTEXTUAL TEACHING AND
LEARNING METHOD (CTL)
(A Classroom Action Research At Class VIII.5 of MTs Al Musthofa Cireunghas,
Sukabumi)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By:
DINI KHOERUNNISA LATIF
206014000118
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1432 H/2011 M
1
CHAPTER I
INTRODUCTION
This chapter presents the general account of the present study. It covers
background of the study, the formulation of the problem, aim of the research and
contributions of the research.
A. Background of Study
Nowadays, English is widely used by many countries in some aspects such
as trades, politics, science, education, etc. In Indonesia, English is regarded as a
foreign language, which is important to be learnt. It is in line with the statement of
Indonesian government, which occupied English as the compulsory foreign
language subject taught at the formal education from the elementary up to
university level. Besides, Indonesian government stated that “English played three
major roles in supporting Indonesian National developments. The first, English as
a means of communication with other nations. Second, English as an aid to
develop Indonesian into a modern language. Third, English as an instrument in
utilizing science and technology for national development”.1
To master English, students should master four English basic skills and
language components. The four English basic skills are listening, reading,
speaking and writing. Meanwhile, the language components are vocabulary,
grammar, and pronunciation. As one of the language components, grammar
1 Hartoyo, Grammar in the Teaching of EFL in Indonesia, (Semarang: Universitas Negeri
Semarang Press, 2006). p. 4.
2
should be mastered by students because grammar enables them to use the
language accurately. Without a correct grammar, it is hardly to arrange words into
a sentence, sentences into a paragraph and paragraphs into a passage.
According to Ur, “Grammar may be roughly defined as the way language
manipulates and combines words (or bits of words) in order to form longer units
of meaning”.2 In other words, through studying grammar we study how language
works. There are many kinds of materials should be learnt by students in
grammar, such as structures of a sentence. A sentence structure in English consists
of subject and verb. One kind of verbs is modal auxiliary. The study of modal
auxiliary appears in Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006 which
integrated with functional text such as the expression of command, request,
invitation, etc.
Ideally, students at 8th
grade of Junior High School should master the
function and the form of modal auxiliary verb. It has been stated on Standard of
Competency and Basic Competence (SKKD) in the current curriculum KTSP
2006.3 Since, modal auxiliary involves the future tense and the functional texts. If
the students have a difficulties in understanding modal auxiliary verb, it is worried
they have a further difficulties in understanding the future tense and the functional
texts. Beside of that, the students have to pass the minimum standard of Kriteria
ketuntasan Minimum (KKM) which is determined by the policy of the school.
The KKM that should be attained by the students is 65 (sixty five).
On the contrary, the student at 8th
grade of MTS Al Musthofa still
frequently make some mistakes in learning modal auxiliary verb especially will
and would. Based on the interview result with the teacher on 3rd
of June 2010, it is
found that a common mistake are often made by the students in using modal
auxiliary verb will and would, such as:
She wills help me.
If I have time I would to go to your house.
2 Penny Ur, Grammar Practice Activities : A Practical Guide For Teachers, (New York:
Cambridge University Press, 1988), p.4 3 Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa
Inggris SMP dan Mts, (Jakarta: 2003), p. 17
3
Those sentences above must be written as following:
She will help me.
If I had time I would go to your house.
The problems occur because of some reasons, such as: first, the students
are not too courageous in learning grammar because they seem it’s probably
difficult. Second, most of them consider modal auxiliary verb as a main verb, they
usually use to infinitive after modal auxiliary verb. Third, the students know the
function of the sentence which use a modal auxiliary verb, but they don’t know
the structure of the sentence itself. Then, to get a clear understanding, they must
know its rule and structure of the language.
Furthermore, the writer considers that those problems are necessary to be
solved, because it will cause a further difficulty in learning English materials
involving modal auxiliary such as future tense and functional texts. Beside of that,
it will also affect students who are not able to achieve the Kriteria Ketuntasan
Minimum (KKM) in which it is an obligation target that have to pass by the
students in learning English including learning Modal Auxiliary.
To avoid students’ problems, the writer and the teacher try to find out an
appropriate way to improve students’ understanding of modal auxiliary verbs
especially on will and would, that is through Contextual Teaching and Learning
(CTL) method. According to Johnson, “Contextual teaching and learning is an
educational process that aims to help student see meaning in the academic subject
with the context of their daily lives, which is with the context of their personal,
social, and cultural circumstances”.4 Through relating the subject to students real
situation, hopefully students are able to understand modal auxiliary verb of would
and will easily, because students will discover meaningful relationship between
abstract ideas and practical applications in the context of the real world.
The writer and the teacher will use Classroom Action Research (CAR)
which needs collaborative team. For that reasons the writer work collaboratively
with the teacher in solving the problems trough Classroom Action Research
4 Elaine B. Johnson, Contextual Teaching and Learning; what it is and why it’s here to
stay , (California: Corwin Press, Inc, 2006), p. 25
4
(CAR). Then, the title of this research is Improving Student’s Understanding of
Modal Auxiliary Verb “Will” and “Would” By Using Contextual Teaching
and Learning Method (CTL), (A Classroom action Research at Class VIII.5
of MTs Al Musthofa Cireunghas, Sukabumi).
B. Formulation of the Study
To make the study easy to understand, the writer formulates the problem
as follows:
1. Can contextual teaching and learning improve students’ understanding of
modal auxiliary verbs especially will and would?
2. How does contextual teaching and learning improve students’
understanding of modal auxiliary verbs especially will and would?
C. Objective of the Study
The aim of the research are to know whether contextual teaching and
learning method improve students’ grade VIII.5 of MTS Al Musthofa in
understanding modal auxiliary verb “will” and “would”
D. Significance of the Study
The result of finding are expected to provide useful information about the
implementation of CTL in teaching Modal Auxiliary Verbs will and would at
MTS Al Musthafa. Besides, the findings can contribute into two groups of people
such as English teacher and the writer.
For the English teacher, by implementation Contextual Teaching and
Learning (CTL) in teaching modal auxiliary verbs will and would, it can improve
the quality of his teaching strategies to make students easy in learning English.
Moreover, for the writer it is intended to know about the factual condition
in which the contextual teaching and learning (CTL) is applied as a method in
English teaching learning activity.
5
CHAPTER II
THEORETICAL FRAMEWORK
This chapter covers some theories related to the study. The discussion
focuses on the auxiliaries, modal auxiliaries and Contextual Teaching Learning
(CTL).
A. Auxiliary
1. The Understanding of Auxiliary
There are some definitions related to auxiliary. According to Swan,
“Auxiliary (or helping) verbs are used together with other verb help them express
particular grammatical functions or meaning.”1 In addition, auxiliary is well
known as a helping verb. The definition above explains that an auxiliary is always
followed by other verbs to make the meaning of the sentence clearer both in
meaning and in tense. It is line with the statements of Hansen and McDaniel who
defines “the auxiliary as a helping verb which used with a main verb in a sentence
to help establish when something happened and it is used to make the meaning of
the main verb are more precise.”2
In English, most of important meaning in sentence is expressed by
changing in the main verb which showing the changing of tense. But, English
verbs do not have many different forms the maximum is five for the example the
word see, sees, seeing, saw, seen. So that, to express the meanings a number of
auxiliary verbs are used to make a sentence clearer both in meaning and in tense.
1 Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1982), p. 90.
2 Barbara Hansen and Rebecca McDaniel, Simplified Sentence Skills,(Illinois: NTC
Publishing group, 1998),p. 94.
6
Furthermore, auxiliary verbs are used to construct negative statement and
question. It is supported by the linguist experts, Devitis, at.al. who stated that
“auxiliary verb „help‟ full verbs to convey the extra information about tense,
aspect, integration, negation, etc.”3
From those definitions above, it could be summed up that auxiliary verb is
considered not only as helping verb to express a particular grammar functions and
meaning, but auxiliary verb also construct the verb to form a negative statement,
question, negation, etc.
2. Type of Auxiliary
There are some assumptions related types of auxiliary. According to Swan
there are two types of auxiliaries. The first is, do, be, and have. The second is
modal auxiliary.4 These auxiliary verbs have very important grammatical
function. Meanwhile, according to Riley and Parker there are three types of
auxiliary, which serve different purpose, there are: tense auxiliary, “do” auxiliary
and modal auxiliary.5 Actually, there is no extremely differences between Rilley
and Parker‟s assumption and Swan‟s assumption in classifying types of auxiliary.
The differences occur when Rilley and Parker separated do with tense auxiliary (
be, have, will-shall), meanwhile, Swan classified tense auxiliary (be, have, will-
shall) and do as one unity.
For the complete explanation about kinds of auxiliary verbs according to
Riley and Parker is explained as follow:
First, tense auxiliaries perform a structural function only. In this case the
auxiliary of be occurs with the –ing present participle in the progressive form of
tenses and with –ed of past participle in the passive forms of the tenses.6 So the
auxiliary of be is able to be used both in progressive and passive form.
3 G. De Devitis, L. Maniani and K. O‟Malley, English Grammar for Communication,
(England: Longman Group UK Limited 1989), p.31 4 Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1982), p. 90.
5 Kathryn Riley and Frank Parker, English Grammar: Prescriptive, Descriptive, Generative,
(Minnesota: Pearson Education, 1998), pp. 112-113 6 Kathryn Riley and Frank Parker, English Grammar: Prescriptive, Descriptive,
Generative…p. 113
7
Meanwhile, the auxiliary of Have has a function both as an auxiliary and as main
verb.7 Auxiliary „have‟ is used for the perfect tense. Furthermore, shall and will
used for the future tenses.8 Regarding the statement above, it could be seen that
the tense auxiliary is used to form a tense and as the auxiliary they do not have
any lexical meaning in the sentence.
Second, is auxiliary of do. Do occurs in the present tense (do/does) and
past tense (did). Do usually is used to create a question and to form negative
statement. Riley and Parker also stated that auxiliary do occurs only in three
specific environments. Those are to form yes-no question, to form a negative
statement and to form an emphatic sentence.9
Here is the explanation of do auxiliary which occurs in three specific
environment:
1. The use of auxiliary do is to form yes-no question from a declarative
sentence that has no auxiliary verb.10
For the examples, the sentence such
as She borrow my pen will be formed into question statement as Does she
borrow my pen?
2. The use of auxiliary do is to form a negative sentence from a positive
sentence that has no auxiliary.11
For instance, the negative sentence of I
play guitar will be formed into I don’t /do not play guitar.
3. The last, the use of do auxiliary is to form an emphatic sentence from a
declarative that has no auxiliary verb.12
Normally, to form an emphatic
sentence, the first auxiliary verb is stressed. So in the sentence which has
no an auxiliary verb to form an emphatic sentence have to be added by do.
Such as in the sentence I see Jhon could be I do see Jhon.
7 Sidney Greenbaum and Randolph Quirk, Student’s Grammar of the English Language,
(London: Pearson Education Limited, 1990).p.37 8 Graham Lock, Functional English Grammar; An Introduction for Second Language
Teacher, (Cambridge: Cambridge University Press, 1996).pp.68-69. 9 Kathryn Riley and Frank Parker, English Grammar: Prescriptive, Descriptive, Generative,
(Minnesota: Pearson Education, 1998), p. 115 10
Kathryn Riley and Frank Parker, English Grammar: Prescriptive, Descriptive,
Generative… p. 115 11
Kathryn Riley and Frank Parker, English Grammar: Prescriptive, Descriptive,
Generative… p. 115 12
Kathryn Riley and Frank Parker, English Grammar: Prescriptive, Descriptive,
Generative… p. 115
8
The last type of auxiliary according to Riley and Parker is modal auxiliary
verb, “the modal auxiliary verbs are; can, could, may, might, must, ought, shall,
should, will, would.”13
These auxiliary add the verb a special semantic component
such as ability, obligation, possibility, etc. For further understanding of modal
auxiliary will be discussed in the next sub chapter.
B. Modal Auxiliary
1. The Understanding of Modal Auxiliary
There are some definitions of modal auxiliary. According to Azzar “modal
auxiliary generally express speakers‟ attitudes for example, modals can express
that a speaker feels something is necessary, advisable, or probable, and in addition
they can convey the strength of those attitudes.”14
Regarding the definition above,
it could be seen that modal auxiliary make a message that will be deliver stronger
and clearer. Meanwhile, Hall stated that ”essentially modality is the idea of
talking about something which is not fact because modality discuss such
nonfactual concepts as potentiality, possibility, necessity and obligation.”15
From
that illustrated, clearly, modal verbs are used to say something that we expect to
happen, something possible, necessary, impossible or something that we are not
sure whether they happened.
Basically, modal auxiliary are alike other auxiliary, they are followed by
not to form negative sentence and they are placed in front of the subject to form
interrogative sentence. However, there are some characteristics owned by modal
auxiliary. First, unlike other verbs, modals cannot be inflected for either the past
participle or present participle form (e.g may become maying and mayen).16
Second, “modals do not take the –s inflection that normally occurs with a third
13
Kathryn Riley, and Frank Parker, English Grammar: Prescriptive, Descriptive, Generative,
(Minnesota: Pearson Education, 1998), p. 112 14
Betty S. Azzar, Understanding and Using English Grammar 3rd
Edition, (New Jersey:
Prentice Hall Regents. 1989), p. 151. 15
Eugene J. hall, Grammar for Use, (USA: National Textbook Company. 1992), p. 195 16
Kathryn Riley, and Frank Parker, English Grammar: Prescriptive, Descriptive,
Generative…p. 112
9
person singular subject.”17
Its means that usually in the sentence that has no
auxiliary, the main verb after the third person singular subject must be added by –
s, however it‟s not used in the sentence in which modal auxiliary are used. For the
example the sentence such as, She will come earlier, it will not become She wills
come earlier. The last, the verb form following a modal is always an infinitive
form, they are not followed by to- infinitive or progressive form.
2. The Use of Modal Auxiliary Verbs
Modals auxiliary and semi modals can be grouped into five categories
based on the meanings.18
Those are certainty, probability, weak probability,
habitual possibility, and conditional certainty or possibility.
a. Certainty: shall, will, must, would.
b. Probability: should, may.
c. Weak probability: might, could.
d. Habitual possibility: can.
e. Conditional certainty or possibility: would, could, might.
Each modal auxiliary verbs has their own function, here there are the
explanation of modal auxiliary verb of will and would, as the following:
Will
Will usually is a modal auxiliary verb that leads to say that we
are willing to do something or to offer to do something, to ask a
request and orders.19
Besides of that, will also used to talk about the
future, prediction and to talk about habits and characteristic. However,
some people confuse to define the usage of will and want, will is used
when our wishes affect other people: when we promise, offer, request
etc. Meanwhile want simply describes our wishes, the detailed
example will be discussed later.
17
Kathryn Riley, and Frank Parker, English Grammar: Prescriptive, Descriptive, Generative,
(Minnesota: Pearson Education, 1998), p. 115 18
Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1982), p. 389. 19
Michael Swan, Practical English Usage, … p. 628
10
a. Will is used to express willingness.
Example: I really will accomplish my task soon.
I will stop smoking.
b. Will is used to make polite request.
Example: Will you help me to carry this, please?
Will you come to my party?
c. Will is used to talk future.
Example: I will do everything for you.
I will come to Resa‟s birthday party, tomorrow.
d. Will is for prediction.
Example: I think it will be rain today.
Putri Ayu will be a great diva latter.
e. Will is used to talk habits and characteristics.
Example: She will sit reading a book for an hour.
f. The differences of will and want.
Example: Will you open the window? (An order)
Do you want to open the window? (A question about
somebody‟s wishes)
Would
Would is a past form of will, would used to express an
action that was repeated regularly in the past.20
Meanwhile, would
does not always have past meaning. In many structure such as a
request, would replace will, because the request which created by
would is more polite than will. Besides of that, would used to talk
about past habits and characteristic, and to use in the conditional
sentence. Furthermore, would is used to express preferences, it is
followed by rather than and than. Here are the examples of would:
20
Betty S. Azzar, Understanding and Using English Grammar 3rd
Edition, (New Jersey:
Prentice Hall Regents. 1989), p. 195
11
a. Would is used to express an action that was repeated regularly in
the past.
Example: When I was in senior high school, I would go to the
library twice a week.
b. Would is used to express polite request.
Example: Would you lend me some money?
Would you pass the salt please?
c. Would in the conditional sentence.
Example: If I had a time, I would visit my grandmother.
If I were you, I would accept the scholarship.
d. Would to express preferences.
Example: I would rather go to the beach, than a mountain.
I would rather watch a comedy movie, than a romantic
movie.
3. Sentence Pattern of Modal Auxiliary Verbs
“Sentence is a group of words that has a main verb and subjects, express a
complete thought, and can stand alone.”21
A sentence expresses a complete
thought. These are the pattern of modal auxiliary verbs, in the positive, negative
and interrogative sentence.
a. Affirmative sentence
The form of Modal Auxiliaries in the afformative sentence is:22
S + Modal Auxiliaries + V (Infinitive without „to) + O/C
Example: I will buy new shoes next week.
If I had much money, I would go around the world.
From the explanation and the example above, it could be seen that in the
first sentence, the modal auxiliary will is placed after the subject I and followed by
21
Barbara Hansen, and Rebbeca McDonald, Simplified Sentence Skills, (Illinois: NTC
Publishing Group, 1998), p. 4 22
Patricia K. Werner, Interaction 2 Grammar 4th
Edition, (USA: McGraw-Hill, 2002), p.75.
12
the infinitive without to which is buy. In addition, shoes are an object and next
week is adverb of time. Furthermore, the second sentence is the example of
conditional sentence, the modal auxiliary verb would is placed after the subject
that is I, and followed by the main verb go around.
b. Negative Sentence
The pattern of Modal auxiliaries in the negative sentence is:23
S + Modal Auxiliaries + Not + V (Infinitive without „to) + O/C
Example: You will not get my love.
I will not believe you anymore.
The pattern of negative sentence is alike the pattern of the positive
sentence. The modal auxiliaries are placed after the subject, in the first sentence
the modal auxiliary is will and the subject is you, while in the second sentence the
modal auxiliary is will and the subject is I. The difference is the position of not
after the modal auxiliary in the negative sentence, so it becomes will not or won’t.
c. Interrogative Sentence
The pattern of modal auxiliaries in interrogatives sentence is:24
Modal Auxiliaries + S + V (Infinitive without „to‟) + O/C
Example: Will you pick me up?
Would you come to my party tonight?
Unlike affirmative and negative sentence, in the interrogative sentence
modal auxiliary is placed in the beginning of the sentence and followed by the
subject and then followed by the infinitive without to. Will you pick me up ? And
Would you come to my party tonight?.
23
Patricia K. Werner, Interaction 2 Grammar 4th
Edition, (New York: McGraw-Hill, 2002),
p.75 24
Patricia K. Werner, Interaction 2 Grammar 4th
Edition, … p.75
13
d. Question Tag
The following is the form of modal auxiliary in the question tag:25
Example: Diana would like to come with us, would not she?
You will not come late, will you?
The first example above is the example of affirmative sentence + negative
tag, the sentence Diana would like to come with us take a position as an
affirmative sentence. Meanwhile would not she has a role as a negative tag. The
second example is the example of negative sentence + affirmative tag. The
sentence You will not come late has a role as negative sentence and will you is a
affirmative tag.
e. Request
The pattern of modal auxiliary „will and would‟ in request is as follow:26
Example: Will you open the door, please?
Would you like to help me
Would you mind bringing my book?
Basically, the pattern of request is alike the pattern of interrogatives
sentence. In the first example, the modal auxiliary will is placed in the beginning
25
Betty S. Azzar, Understanding and Using English Grammar 3rd
Edition, (New Jersey:
Prentice Hall Regents. 1989), p. A15 26
Patricia K. Werner, Interaction 2 Grammar 4th
Edition, (New York: McGraw-Hill,
2002),p.75
Will/ would + S + V (Infinitive without „to‟) + O/C
Would + S + like + to infinitive + O/C
Would + S + mind + Verb –ing + O/C
Affirmative sentence + Negative tag
S + Modal auxiliary + V (infinitive without „to‟) + O/C + Modal auxiliary
+ Not + S?
Negative sentence + Affirmative tag
S + Modal Auxiliaries + Not + V (Infinitive without „to) + O/C +Modal
auxiliary + S?
14
of the sentence and followed by the subject you and then followed by the
infinitive without to that is open, the door has a role as an object, and please in
the sentence make a request more polite. In the second sentence, would you like is
a common expression that is used to make a request, would you like is always
followed by to infinitive, in this case would you like is followed by to help. Me in
the sentence has a role as an object. The third sentence in another form of request
that used would you mind, the different is would you mind is followed by verb –
ing. In the example the expression would you mind is followed by bringing, and
the object of the sentence is my book.
f. Information question
The pattern of modal auxiliaries in information question is as follow:27
Example: What will you do next week?
Where will you go?
The pattern of information question is alike interrogative sentence, the
difference is the addition of WH question before the modal auxiliary. In the first
sentence, the word What is placed before will, then followed by the subject you
and the main verb do. In the second sentence, the WH question is where, which is
followed by modal auxiliary will and the subject you. Meanwhile, the main verb
of the second sentence is go.
C. Contextual Teaching And Learning
1. The Understanding of Contextual Teaching And Learning ( CTL)
Most of students in the schools are difficult to make a connection between
what they are learned and how the knowledge will be used. Hence, most educators
have to be creative in choosing teaching method, because teaching learning
activities should be varied according to the subject being emphasized. Contextual
Teaching and Learning (CTL) is the one of teaching methodology. Contextual
27
Elaine Krin, Interactions 1 Grammar 4th
edition, (New York: McGraw-Hill, 2002), p. 47
WH question + will/would + S + V (infinitive without „to‟)
15
Teaching and Learning (CTL) was invented by Jhon Dewey in 1916, Dewey in
Trianto proposed a teaching methodology, which related to a material with student
experience. He thought by connecting the academic knowledge with students‟ real
life, a teaching learning activity will be more meaningfully. 28
It means they are
not only learn about the theory, but they know why they learn the theory and how
to apply a theory in the real life.
Furthermore, Johnson defined that “Contextual Teaching and Learning
(CTL) is an educational process that aim to help students see meaning in the
academic material they are studying by connecting academic subject with the
context of their lives, that is, with the context of their personal, social, and cultural
circumstances.”29
In other words, the objective of Contextual Teaching and
Learning (CTL) is to help a students make a connection between the material they
are learned with the environment. Therefore, students not only learn about the
concept of the theory but also know how to apply the theory.
In line with the definitions above, Blanchard in Trianto quoted that
“Contextual Teaching and Learning (CTL) is a conception of teaching and
learning that helps teacher relate subject matter content to real world situations
and motivates students to make connection between knowledge and its application
to their lives as family member‟s citizens and workers and engage in the hard
work that learning requires.”30
In addition, Sanjaya has the same perspective in defining Contextual
Teaching Learning (CTL), he said that ”pengajaran dan pembelajaran kontekstual
adalah suatu pendekatan pembelajaran yang menekankan kepada proses
keterlibatan siswa secara penuh untuk dapat menemukan materi yang dipelajari
dan menghubungkannya dengan situasi kehidupan nyata sehingga mendorong
siswa untuk dapat menerapkannya dalam kehidupan mereka.”31
28
Trianto, Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta:
Prestasi Pustaka, 2007), p. 101 29
Elaine B. Johnson, Contextual Teaching Learning: what it is and why it’s here to stay,
(California: Corwin Press, Inc.2002), p. 25 30
Trianto, Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik ,… p. 101 31
Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi,
(Jakarta: Kencana Perdana Media group, 2008), p. 117
16
As a whole, the teacher has a function as a mediator and the students are
expected to be more active to formulate the material which is taught contextually
not textually. Besides Contextual Teaching and Learning (CTL) is a method
which considers a connection between academic knowledge and the context of
students daily lives. It emphasizes on the students‟ understanding and meaningful
learning. To create students understanding, teachers have to help students to seek
meaning in the context which has relationship to the students‟ environment, since
learning occurs only when students proceed knowledge in such a way that make
sense to their own frames. Again, to create meaningful learning, students are to
motivate to find a meaning in the material by themselves, so the teaching learning
activity will be more meaningful and fun.
2. The Principle of Contextual Teaching And Learning (CTL)
In general, according to Johnson Contextual Teaching and Learning (CTL)
has three principles that should be known by the teacher who conducts this
method in their teaching learning process. The principles are; the principle of
interdependence, the principle of the differentiation and the principle of self-
organization.32
a. The Principle of Interdependence.
The principle of interdependent calls teacher to recognize their
connection to one other, to their students, to the community and to the
earth.33
In other words, this principal emphasizes on the importance of build
a relationship with everything around people because this principal places us
in the world of relationship.
In addition, the principle motivate a student to collaborate each
other. The statement above related to the statement that people need one and
other to have a social live. Collaborative works also help students to identify
32
Elaine B. Johnson, Contextual Teaching Learning: what it is and why it’s here to stay,
(California: Corwin Press, Inc.2002), pp. 29-34 33
Elaine B. Johnson, Contextual Teaching Learning: what it is and why it’s here to stay,…
p. 29.
17
a problem, to design a plan, and to explore solutions. It also teaches student
that collaborative work lead them into a success.
b. The Principle of Differentiation
The Contextual Teaching and Learning method (CTL) really
appreciates to a human differentiation. It believes that people are not equal
everybody has his/ her own unique characteristic and abilities. It is proven in
the principal of differentiation. Those who teach using the Contextual
Teaching and Learning (CTL) system have to replicate major attributes of
the principle of differentiation which covers active learning, hands-on
learning, for example constantly challenges student to create.34
c. The Principle of Self-Organization.
The principle of self-organization requires the teacher to encourage
all students to actualize their potential. In keeping with it, ”the central aim of
Contextual Teaching and Learning (CTL )system is to help students achieve
academic excellence, acquire career skills, and develop character by
connecting school work with their own experience and knowledge.”35
In other words, since students connect academic material with the
context of their own personal circumstances, they engaged in activities
which contain the principle of self-organization. Such as; learners have to be
responsible of their own decisions and their task as creative students, create
a solutions, analyze the information etc. In doing these things, student
discover their interest, limitations, capacity and imaginative power. So that,
learners will discover who they are and what they can do.
34
Elaine B. Johnson, Contextual Teaching Learning: what it is and why it’s here to stay,
(California: Corwin Press, Inc.2002), p. 30 35
Elaine B. Johnson, Contextual Teaching Learning: what it is and why it’s here to stay, …
p. 34
18
3. The Component of Contextual Teaching And Learning (CTL)
In implementing Contextual Teaching and Learning (CTL), seven
components of CTL that must be filled relate to the principle of CTL. Those
components are the important things in building Contextual Teaching and
Learning (CTL) system. The components are constructivism, inquiry, questioning,
learning community, modeling, reflection, and authentic assessment.36
a. Constructivism
Constructivism is a process of building up a new information or
knowledge in a learner‟s cognitive structure based on the experience.37
Constructivism assumes that a knowledge is not formed from the object but
the individual ability as an subject who process all the object that is
observed, have an important role in forming a knowledge. It could be seen
that constructivism emphasizes on the importance of students in building
their own knowledge through actively involving toward teaching learning
process. Since in this method, the teaching learning process more covered by
students centered than teacher centered. This obviously seen that Contextual
Teaching and Learning (CTL) is method which emphasize on process
oriented not product oriented.
b. Inquiry
The second component of Contextual Teaching and Learning (CTL) is
inquiry. In this component, teaching learning process based on the finding of
thinking systematically.38
It means that knowledge and a skill gained is not
an outcome of remaining material, but as an outcome of finding itself. In this
step, teachers have to design the activities that motivate students‟ creativity.
Regarding the statement above, Trijanto defined four steps in carrying
inquiry activities, there are:
36
Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi,
(Jakarta: Kencana Perdana Media group, 2008), p. 118 37
http://www.texascollaborative.org/WhatIsCTL.htm, accessed on 22nd
of
August 2010.
38 Trianto, Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta:
Prestasi Pustaka, 2007), p. 110
19
a) Formulated a problem
b) Observed a problem.
c) Analyzed and the result in the written form, picture, chart, table, etc.
d) Communicate and report the result that is found.39
Through those steps, students are used to find and solve the problem
by themselves, and they used to work collaboratively.
c. Questioning
Questioning is viewed as a reflection of individual curiosity. In
Contextual Teaching and Learning (CTL), the teacher does not only explain
the material traditionally, but also the teacher leads the students to find out
the information or knowledge through question. Furthermore, questioning is
the teacher activity to motivate, to lead and to measure the power of
students‟ thinking.40
Moreover, this activity helps students to get the
information and confirm the information they have already known. In
addition, questioning can be done between students and teacher, student and
student. In this sense, Sanjaya stated five usage of questioning, there are:
a) Knowing information about student ability in mastering the material.
b) Improving students motivation to learn
c) Stimulating student curiosity.
d) Focusing student on what they want.
e) Leading students to find and to conclude the material.41
d. Learning Community
The concept of learning community suggested that the outcome of
learning activity is gained from the corporation with other, that statement
supported by Smenovich in Sanjaya who stated that a knowledge and the
39
Trianto, Model-Model Pembelajaran Iinovatif Berorientasi Konstruktivistik, (Jakarta:
Prestasi Pustaka, 2007), p. 110 40
Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi,
(Jakarta: Kencana Perdana Media group, 2008). p. 120 41
Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi, …
p. 120
20
understanding is much supported by the communication with other.42
It
could be said that a problem is impossible to be solved alone, needed others
help to solve it. The corporation of take and give has an important role in the
learning community. In addition, learning community can be held by
applying group learning.
e. Modeling
In this concept, teaching learning is held by demonstrating
something as an example that can be imitated by the students. Not only the
teacher can do this process, but also the students who have skills can be used
as a model.43
Through modeling, contextual learning can be held and
theoretical learning can be avoided.
f. Reflection
Reflection is the way of thinking process of a new material which is
learned. Indeed, reflection is a responds to the event, activity, or to a new
knowledge that is achieved.44
In the end of learning process, teacher gives a
chance to the students for remaining what they have learned. This process
motivates a student to define their experience, so that they can conclude
their learning experience.
Usually the reflection is able to be realized, through some manners
such as a question about today‟s material which is gained, a note or a journal
in the student‟s book, impression and suggestion about today learning
activity, discussion, etc.
42
Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi, …
p. 120 43
Trianto, Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta:
Prestasi Pustaka, 2007), p. 112 44
Trianto, Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik, … p. 110
21
g. Authentic Assessment.
Assessment is a process of data collecting which explain students
learning improvement.45
Authentic assessment estimates knowledge and the
skills that is gained by a students.
Usually, authentic assessment focuses on objectives, involves hands-
on learning requires making connection and collaborating, and inculcates
higher order thinking. Because authentic task uses these strategies, they
allow students to display mastery of objectives and depth of understanding,
while at the same time increasing their knowledge and discovering ways to
improve.
4. The Strategies of Contextual Teaching And Learning (CTL)
As discussed before, to conduct Contextual Teaching and Learning
(CTL) class, teachers need to know every component and aspect that builds a
CTL, including the strategies to teach contextually to attain the maximum result in
teaching learning process in the class. Here there are six strategies to teach
contextually: making connection, self-regulated learning and collaboration,
critical and creative thinking, nurturing the individual, and reaching high standard
and using authentic assessment.46
a. Making Connection
Making connection is needed to find a meaning, and it is a central
focus of Contextual Teaching and Learning (CTL). Because when students
can connect their academic subject with their own experience, they will
discover meaning and they will find the reasons for learning.
45
Trianto, Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik, … p. 114 46
Dharma Kesuma, Contextual Teaching And Learning; Sebuah Panduan Awal Dalam
Pengembangan PBM, (Yogyakarta: Rhayasa Research and Training, 2010), p. 14
22
b. Self-Regulated Learning And Collaboration.
“Self-regulated learning is a learning process that engages students in
independent action involving something one person, usually a group. This
independent action is designed to connect academic knowledge with the
context of students‟ daily lives.”47
Here, students are encouraged to know
their strong and their weakness to organize the learning goal and develop the
strategies to achieve the goal. To actualize self-regulated learning students
need to collaborate with each other.
c. Critical And Creative Thinking
Contextual Teaching and Learning (CTL) requires students to think
critically and creatively. Here, students use critical and creative thinking
skills to inquiry the problem or issue. Students who think critically will
achieve the fullest understanding possible. Because, understanding allow
us to see the ideas that direct our live each day. And the students who
think creatively will find new ideas or new design in solving a problem.
d. Nurturing the Individual
Contextual Teaching and Learning (CTL) asks teacher to nurture
every students. By nurturing and knowing the students, teacher has big
chance to create students potential and help students to attain their academic
achievement. Because teacher who knows students can help students
discover the subjects, ideas, and skills that truly interest and delight them.
e. Reaching High Standard And Using Authentic Assessment.
Setting a high academic mark for students to reach is an important
thing in Contextual Teaching and Learning (CTL). A high academic mark
motivate a students, CTL requires a students to do everything they know. It
makes teaching learning process meaningfully. While, Authentic assessment
47
Elaine B. Johnson, Contextual Teaching Learning: what it is and why it’s here to stay,
(California: Corwin Press, Inc.2002), p. 83
23
evaluates the applying of knowledge and the students‟ complex thinking. It
is better than just memorizing the actual information. An assessment is
authentic when it involves students in tasks that are worthwhile, significant,
and meaningful.
5. The Advantages and Disadvantages of Contextual Teaching And
Learning (CTL).
After defining many concepts of Contextual Teaching and Learning
(CTL), it can be said that CTL provides many advantages for the teaching
learning process. Through CTL method students can remember the subject matter
easily because they do not have to memorize the subject however, they know it
related to the subject with their knowledge and their experience. Then connect the
subject matter with their real world, it makes learning more meaningful. Besides,
in this method students do not only become a passive observer rather than become
more active and more responsible to their learning.48
In other hand, CTL has it‟s own weakness, CTL is taking time for the
preparation. In preparing the lesson plan, teacher should recognize students‟
diversity and then utilize difference to create a rich learning environment. Besides,
the authentic assessment also takes more time for the teachers to develop and
apply.49
D. Teaching Modal Auxiliary Verbs Will and Would through Contextual
Teaching And Learning (CTL).
In conducting a Contextual Teaching Learning (CTL) in the class, teacher
has to prepare a lesson plan to support a teaching learning activity run well. The
lesson plan must be integrated with the components of CTL. The following is the
steps of teaching modal auxiliary verbs will and would through contextual
teaching learning (CTL). The steps are adapted with the implementation of the
48
Nurhadi, Pembelajaran Kontekstual (Contextual Teaching and Learning) Dan
Penerapannya Dalam KBK, (Malang: Universitas Negeri Malang, 2004), p. 6 49
Anisah, Kelemahan dan Kelebihan CTL dan Pakem beserta Saran untuk Mengatasinya,
(accessed on 18th
of October 2010 from http://Anisah89.blogspot.com.)
24
contextual teaching and learning (CTL) in the classroom according to Trijanto in
“Mendesain Model Pembelajaran Inovatif-Progresif”50
a. Preliminary activities
Ask students related to their condition and motivate the students. Such
as, what will you be in the future?, and then relate it with the material
that will be delivered.
b. Presentation
First, the teacher divide a class into five group, and deliver a blank
cardboard and the paper which contain a sentence which use a modal
auxiliary verb „will‟ and „would‟.
Next, students have to identify the sentence pattern in the paper, this
activity is an application of constructivism.
After that, students in a group have to write and discuss the result of
the identification of the sentence pattern and the sentence usage. This
activity covered learning community, inquiry, and questioning. Then,
as an application of modeling student in a group have to present a
result of the discussion. After that, the teacher explains the formulation
and the usage of modal auxiliary verbs „will‟ and „would‟.
The next, as an implementation of authentic assessment, teacher asked
the students to do the exercise related to the material
c. Closing
The last, teacher and students review the material they have learned
and conclude the material, this activity is an application of reflection.
Give students a task, to measure student understanding of will and
would‟.
50
Trijanto, Mendesain Pembelajaran Inovatif-Progresif, (Jakarta: Prenada Media group,
2009), p.111.
25
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of research, subject, and object of the
study, time and place, research design, the classroom action research (CAR)
procedures technique of collecting data, data validity, and criteria of the action
success.
A. The Method of Research
In this study, the writer chooses Classroom Action Research (CAR) to
conduct a research. According to Mills, he states action research as follows:
Action research is any systematic inquiry conducted by teacher
researchers, principals, school counselors, or other stakeholders in the
teaching/learning environment to gather information about how their
particular school operates, how they teach, and how well their students
learn. This information gathered with the goals of gaining insight,
developing reflective practice, effective positives changes in the school
environment, and improving student outcomes and the lives of those
involved.1
Based upon the statement, it could be said that Classroom Action Research
(CAR) is a research methodology which aims to revise or to improve teaching
learning activity, and to solve the problem which occurs in teaching learning in
the classroom. In carrying out this action research, a researcher work
collaboratively with the teacher to overcome problems in teaching learning
process.
1 Geoffrey E. Mills, Action Research: a Guide for the Teacher Researcher, 2
nd ed.
(United State: Prentice Hall, 2003), P..5.
26
B. Subject and Object of the Study
1. Subject
The subject of the study is the students of class VIII.5 of MTS Al
Musthafa Cireunghas, Sukabumi academic year 2010/2011. The class
consists of 36 (thirty six) students. This class is chosen based on the
researcher observation and interview with English teacher of MTS Al
Musthafa.
2. Object
The object of the study is Contextual Teaching and Learning. It is used to
improve Students‟ understanding of Modal Auxiliary Verbs of „will‟ and
„would‟.
C. The Writer’s Role
In conducting this research, the writer works collaboratively with the
teacher at MTs Al – Musthafa. In this study, the writer has some roles as the
teacher and the observer. In the 1st cycle, the writer takes a role as the observer
and in the 2nd
cycle the writer takes a role as a teacher. Thus, in the first role, the
writer observes the teacher who teaches modal auxiliary verbs „will‟ and „would‟
by using Contextual Teaching Learning (CTL). Meanwhile, in the second role the
writer takes a role as the teacher who implements the action. Out of those roles,
the writer also needs to collect and to analyze data taken from students‟ pre-test
and post-test, questionnaire, interview, and observation. And then, report the
result of the study.
D. Time and Place
This research is carried out for 8 (eight) months started from June 2010 to
January 2011. This study was conduct at MTS Al Musthafa Cireunghas,
Sukabumi, academic year 2010/2011.
27
E. Research Design
In conducting the research, the writer had chosen CAR design of Kurt
Lewin which consists of, two cycles. Each cycle consists of four phases. These are
planning, acting, observing, and reflecting. The design as following:
Figure 3.1
Kurt Lewin’s Action Research Design2
F. The Classroom Action Research (CAR) Procedures
As mention before, in this study the writer implements Kurt Lewin‟ design
which consists of two cycles where each cycle consists of four phases. These
phases are planning, acting, observing, and reflecting. The first cycle was done to
know the improvement of an action. Then, it will be continued to a second cycle
until the goal is reached. Here, the followings are the writer design of Classroom
Action Research (CAR) adopted from Kurt Lewin‟s action research design and
the explanation related to the cycle:
2 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 21
Acting
Observing
Planning
Reflecting
Acting
Planning
Observing
Reflecting
Cycle I
Cycle II
28
Figure 3.2
The Writer’s Action Research Design Adapted from Kurt Lewin’s Model
CYCLE 1
d
CYCLE 2
Planning In this phase the writer collaborates with
the teacher to prepare the instrument, such
as; the lesson plan, field note, the posttest
and also the questionnaire for students, to
know students response to the English
teaching learning process.
Acting The teacher implements the lesson plan
that has been made; that is teaching
modal auxiliary verb “will” and
“would” by using Contextual Teaching
and Learning method (CTL).
Observing The writer observes all the occasions that
happen during an action phase by taking
note. It is included a teacher performance,
class situation and students response.
Meanwhile, at last of cycle 1 the students
are given the posttest 1. Furthermore, the writer calculates the students‟ score result
to find if there some students‟ improvement
scores from the pretest or not
Reflecting The teacher and the writer analyze the
result of the test that is found in the
observation phase and review the
weakness of the action. Here, the writer
and the teacher agree to make some
modifications in the next lesson plan.
Planning The teacher and the writer collaborate to
prepare some instruments such as: the new
lesson plan (with some modifications),
field note, the questionnaire to know
students response after implementing the
action, and also the posttest.
Reflecting The teacher and the writer discuss the
result of the action. If the Classroom
Action Research (CAR) target did not
complete yet, the action would be
continued to the next cycle, but if the
students‟ test result has completed the
criterion of the action success, the cycle
would be stopped.
Acting The teacher implements the new lesson
plan. Here the students asked to create a
dialogue based on the picture, in order
to make them more understand to the
material. Beside that students are asked
to practice the dialogue.
Observing The observer observes the teacher‟s
performance, the class situation, and the
students‟ response. In the end of cycle
two, the students are given the test
(posttest 2). Next, the writer calculates
the students‟ score result, to know the improvement from the posttest 1 to the
posttest 2.
29
1. Planning Phase
In this phase the writer creates a lesson plan and the instrument that
will be implemented in class VIII.5 of MTS Al Musthofa. The lesson plan
consists of teaching procedures, media, resources and evaluation.
Meanwhile, the instruments are including a pre-test and post-test that
would be done by the students, interview, and questionnaire before and
after implementing CAR, and observational note.
2. Acting Phase
In carrying out an action phase, the writer work collaboratively with
the teacher to practice a planned action. Based on Suharsimi Arikunto the
acting phase should be implemented at least two cycles continuously; and
at the time period for each cycle depends on the material needs that existed
in the semester or annual program designed by the teacher.3 Then, the
writer and the teacher decide to held the acting phase for two weeks, start
from 10 January up to 22 January, 2011. Each cycle held on one week.
3. Observing Phase
In this phase the writer did the observations by taking note all the
occasions that happened during an action phase. It is included a teacher
performance, class situation and students response. All criterions were
implemented in the field note. Furthermore, observation is used to know
students‟ learning activity whether there might be appearance some
difficulties in implementing a teaching learning activity. Beside of that, it
is to measure an action that need to be solved. In the end of this observing
phase, the students are also given a test.
4. Reflecting Phase
Reflecting phase was a kind of review activity. The teacher and the
writer analyze the result of the test that is found in the observation phase.
By doing this reflection, the activities gain a goal or not would be known.
In addition, the result of the analyzing would be used as a model to move
on to the next cycle concerning re-planning, re-acting, and re-observing.
3 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 21-23.
30
G. The Technique of Collecting Data
In collecting the data, the writer used two techniques of collecting data,
there are; qualitative data and quantitative data. Qualitative data included
observation, questionnaire, and interview. Meanwhile, quantitative data included a
post- test and pre-test.
1. Observation
The observation used to know the activity during teaching learning
process. In implementing the research, the writer conducted the
observation twice. The first observation is held in the beginning of the
research. The observation used to find out the problem, and to seek a
solution to solve it immediately. The focus of the observations included all
the process during the teaching learning process. The second observation
is carried out during the Classroom Action Research (CAR). In this case,
the observer did the observations by taking note all the occasions that
happened during an action phase in the field note. It is used to know
students responses in learning modal auxiliary verbs of „will’ and „would’
through Contextual Teaching Learning (CTL).
2. Interview
The interview was carried out before and after implementing
Classroom Action Research (CAR), In this case, the writer used the
unstructured interview. Before implementing Classroom Action Research
(CAR) the writer asked some questions such as students‟ condition in
learning grammar, the method used by the teacher in delivering grammar
material, and students‟ responses in learning grammar material. After
accomplishing Classroom Action Research (CAR), the writer asked to the
teacher related to teaching modal auxiliary verbs through Contextual
Teaching Learning (CTL) and students‟ response after learning modal
auxiliary verbs through Contextual Teaching Learning (CTL).
3. Questionnaire
The questionnaire is used to know students responses and
experience about the ideas of learning modal auxiliary verbs ‘will’ and
31
‘would’ through contextual teaching and learning. The questionnaire is
carried out in two sessions, the first is before implementing the CAR and
the second is after implementing the CAR. Furthermore, the writer uses
yes/ no design in making a questionnaire. In addition for the need of the
research, the writer had done the validity of the pre questionnaire before
CAR and questionnaire after CAR by using dialogic validity. The
followings are the blueprint of questionnaire before CAR and after CAR.
Table 3.1
The Blueprint of Questionnaire before CAR
No Indicators Number
1 Students‟ respond in learning English grammar. 1-3
2 Students‟ understanding to the material 4-8
3 Students‟ activity in teaching learning process 9-10
Table 3.2
The Blueprint of Questionnaire after CAR:
No Indicators Number
1 Students‟ response in teaching learning process 1-4
2 Students‟ understanding to the material 5-7
3 The effectiveness of contextual teaching and
learning method in teaching learning process.
8-10
4. Test
Test is a precious data measurement tool in a research.4 In this case
to measure students understanding, the writer used once pre-test and twice
post-test. The pre-test is done before implementing CTL (Contextual
Teaching Learning) in teaching modal auxiliary verbs will and would.
Meanwhile, the post-test is implemented twice, after accomplishing cycle I
and cycle II. Both the test is done in form of multiple choices and fill in.
4 Wijaya Kusumah, Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta:
Indeks, 2009), p. 78
32
Next, to know the validity of test items, the writer uses
discriminating power and the difficulty item. The use of discriminating
power of the tests item is to know the difference response between the
proportions of the high and low groups to the item.5 The following is the
formula to calculate the discriminating power:6
D = 𝐔−𝐋
𝐍
D = The index of Discriminating power.
U = The number of pupils in the upper group who answered the item
correctly.
L = The number of pupils in the lower group who answered the item
correctly.
N = Number of pupils in each group.
Then, the discriminating scale uses:7
DP Remark
0.6 – 1.0 Very good
0.4 – 0.6 Good
0.1 – 0.3 Ok
-1 – 0.0 Bad
Furthermore, the difficulty item analysis concerns with the
proportion of comparing students who answered correctly with all students
who follow the test. To know the difficulty item of the test, the following
formula is used:8
P = 𝐑
𝐓
5 Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and
Direction, (London: Heinle & Heinle Publisher, 1998), p.135 6 Wilmar Tambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998),
p.139 7 J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174
8 Norman E. Grondlund, Costruction Achievement Test, (New York: Prentice Hall, 1982),
p.102.
33
P = Index of difficulty.
R = Total number of students who selected the correct answer.
T = Total number of students including upper and lower group
The following is the criterion of index difficulty:9
ID Remark
0 – 0.30 High
0.30 – 0.79 Medium
0.80 – 1.00 Low
H. The Technique of Data Analysis
In analyzing the qualitative data, the writer used the observation during
teaching learning activity and interview which held before and after implementing
Classroom Action Research (CAR). Furthermore, in analyzing the quantitative
data the writer begin to get the average of students‟ score per action in one cycle,
to measure students‟ understanding in learning modal auxiliary verbs will and
would. To get the data the writer uses formula as follow:10
X : mean
x : individual score
n : number of students
Next, to know the class percentages which pass the mastery level
minimum of Kriteria Ketuntasan Minimum (KKM) 65 (sixty-five) it uses this
formula:11
9 Suharsimi Arikunto , Dasar-Dasar Evaluasi Pendidikan; Edisi Revisi, (Jakarta: Bumi
Aksara, 2007), p.210 10
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p.67. 11
Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2003), p. 43.
34
P : the class percentage
F : total percentage score
n : number of students.
The last, to know student improvement in modal auxiliary test, from the
pre-test up to posttest scores in cycle 1 and cycle 2, the writer used the formula as
follows:12
P : percentage of students‟ improvement
y : pre-test result
y1 : post-test 1
P : percentage of students‟ improvement
y : pre-test result
y2 : post-test 2
Besides analyzing the result of the tests the writer also uses questionnaire
to find out students‟ response and experience about the ideas of learning modal
12
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A possible Hidden Variable in Diagnostic Pretest score, (Iowa:
Department of Physics and Astronomy, 2008), p. 3.
35
auxiliary verbs ‘will’ and ‘would’ through contextual teaching and learning. In
analyzing the students‟ response, the writer uses formula:13
P = 𝐅
𝐍 × 100%
P = the percentage
f = frequency of the percentage is being calculated
N = number of cases
I. The Validity of Data
Validity is a measurement instrument which shown whether the
instruments valid or not.14
It means that validity is one of the crucial conditions in
implementing a research including Classroom Action Research (CAR). By using
data validity, there should be no irrelevant points or misleading in reflecting the
data. To get the validity of the data the writer uses triangulation. Triangulation
method is a data validation technique by comparing the data.15
In this case the
writer compares the result of the test with the result of questionnaire and the result
of the observation.
Beside of that, the writer also uses the criterion of data validity relate to
Anderson, et.al. in Mills there are outcome validity, process validity and dialogic
validity16
. To know the outcome validity, the writer compares the test outcome of
cycle 1 and cycle 2. Next, in the process validity the writer analyzes the result of
the observation to know whether there some problems that need to be solved in
the next cycle are found. After that to know the dialogic validity, the writer and
the teacher discussed and assed the result of an action in each cycle together.
13
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p.43 14
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (PT Rineka Cipta:
Jakarta, 2002), p. 144. 15
Djunaidi Ghony, Penelitian Tindakan Kelas, (UIN- Malang Press: Malang, 2008), p. 81 16
Geoffrey E. Mills, Action Research: a Guide for the Teacher Researcher, 2nd
ed.
(United State: Prentice Hall, 2003), p. 84.
36
J. Criteria of The Action Success
In determining the criterion of a successful, the writer and the teacher
agreed that a research could be said successful when there was an improvement of
the result of the test at least 70% of students who pass the Kriteria Ketuntasan
Minimum (KKM) which is 65, begin from the pre-test until the second post-test in
cycle two. According to Sukidin an action is called have an improvement if there
was an improvement condition after implementing Classroom Action Research
(CAR) and the condition before Classroom Action Research (CAR).17
However, if
the successful has not been reached yet, then the alternative action would be done
in the next cycle.
17
Sukidin, Manajemen Penelitian Tindakan Kelas,( Jakarta: Insan Cendikia, 2007), p.
140.
37
CHAPTER IV
RESEARCH FINDINGS
This chapter presents the result of the research findings based on the
analysis of data collected from the implementation of Contextual Teaching
Learning (CTL) in improving students’ understanding of modal auxiliary verbs
‘Will’ and ‘Would’ at grade VII.5 of MTs Al Musthafa Cireunghas, Sukabumi
academic year 2010/2011. Related to the discussion of the result, it is divided into
three parts. Those are before implementing the action, the implementation of the
action, and discussion of the data after implementing the action.
A. Data Description
There are three general parts of data description including before
implementing the action research, the implementation of the action research, and
the result after implementing the action. Those descriptions as following:
1. Before Implementing the Action
a. The Result of Pre Interview
Pre interview held on 3rd
June 2010. Here, the writer asked some
questions to the teacher related to the teaching learning process of modal
auxiliary verbs ‘will’ and ‘would’. The questions divided into three
categories. Those were the general conditions in English class primarily on
38
students’ performance and students’ achievement, the difficulties faced by
students in understanding modal auxiliary verb ‘will’ and ‘would’, and the
strategies used by the teacher to solve the students’ difficulties in
understanding modal auxiliary verbs ‘will’ and ‘would’.
Related to the first category, the teacher said that most of students
though that English is difficult subject and it influenced their motivation
and performance in learning English. Furthermore, those conditions affect
to the students’ achievement. Some students who did not like English
subject are hardly to pass the criterion of minimum completeness (KKM),
it is sixty five (65).
The second category discussed about the students’ difficulties in
understanding modal auxiliary verbs ‘will’ and ‘would’. It was related to
the students’ difficulties in understanding the formula of the sentence and
the usage of modal auxiliary verbs ‘will’ and ‘would’. The teacher said
students are not too courageous in learning grammar because they seem it
is probably difficult. Most of them considered modal auxiliary verb as a
main verb. In this case, they usually use to infinitive after modal auxiliary
verb. Beside of that, the students know the function of the sentence which
used modal auxiliary verbs, but they do not know the structure of the
sentence itself.
The third category was related to the strategy used by the teacher to
solve students’ difficulties in understanding modal auxiliary verbs ‘will’
and ‘would’. The teacher said he usually gave a brief explanation and
focused on students’ who really have difficulties in understanding modal
auxiliary verbs ‘will’ and would’. He also gave some exercises from the
students’ hand book (LKS) or English text book. Unfortunately, it did not
really solve the problem. Then, the writer suggested to use contextual
teaching and learning method to solve the problem. Because through
contextual teaching and learning method, hopefully students are able to
understand modal auxiliary verb of will and would easily. Finally, the
39
teacher and the writer agreed to use contextual teaching and learning
(CTL) in teaching modal auxiliary verbs will and would.
b. The Result of Pre Observation
Pre observation was conducted to know the process of teaching
learning modal auxiliary verbs ‘will’ and ‘would before implementing
contextual teaching and learning (CTL). It was conducted at grade VIII.5
of MTS Al Musthafa Cireunghas. The class consists of thirty six (36)
students.
In general, when teaching modal auxiliary verbs ‘will’ and ‘would’
the teacher taught deductively and the teaching learning process seemed
uninteresting. The teacher wrote some sentences using modal auxiliary
verbs ‘will’ and ‘would’. After that, he explained the formula of the
sentence and the function of the sentence. Next he asked the students to
write the sentences in their book. After that, students had to make a
sentence by using modal auxiliary verbs.
In this teaching learning process, the teacher seemed more active
than the students; the students had a little chance to be active in the
classroom. When the teacher explained the material, some of the students
were paying attention, however some of them instead made own
conversation. Consequently, when the teacher gave the exercise, some of
them were complaint and asked the teacher what to do. This problem
influenced students’ achievement in understanding modal auxiliary verbs
‘will’ and ‘would’.
c. The Result of Pre Questionnaire
The questionnaire was used to know the students’ response of
teaching learning process before implementing CAR. The pre
questionnaire was delivered on Friday 7th
January 2011, and the
questionnaire consists of ten (10) statements The questioner covers three
categories: the students’ response in learning grammar (question number
40
1- 3), the second categories was the students’ understanding of modal
auxiliary verb ‘will’ and ‘would’ (question number 4- 8), Students’
activity in teaching learning process (question number 9- 10). The
following table is the result of the questionnaire before CAR:
Table: 4.1
The Result of Pre Questionnaire
No Students’ answer The Result of Student’s answer
Yes % No %
1 Students feel satisfied with their
English score.
7 19.4% 29 80.5%
2 Students like to learn English
grammar.
16 44.5% 20 55.5%
3 Students motivated in learning
modal auxiliary verbs ‘will’ and
‘would’
8 22.3% 28 77.7%
4 Students understand modal
auxiliary verbs ‘will’ and ‘would’
easily.
6 16.7% 30 83.3%
5 Students have the difficulty in using
modal auxiliary verbs ‘will’ and
would’.
32 88.8% 4 11.2%
6 Students could remember the formula
of modal auxiliary ‘will’ and ‘would’
5
13.9% 31
86.1%
7 The students know the use of modal
auxiliary verbs ‘will’ and ‘would’ in
their daily life.
6
16.7% 30
83.3%
8 Students can do the exercise about
modal auxiliary verbs ‘will’ and
‘would’
12 33.3% 24 66.7%
41
9 The students do the English
exercise individually
11 30.5% 25 69.5%
10 The students do the English exercise
in group
28 77.7% 8 22.3%
To find out students’ response and experience about the ideas of
learning modal auxiliary verbs ‘will’ and ‘would’ before implementing the
action, the writer used the following formula:1
P = the percentage
f = frequency of the percentage is being calculated
N = number of students
According to statement whether Students feel satisfied with their
English score or not, only 7 students (19.4%) were satisfied with their
English score, and other 29 students (80.5%) did not satisfy with their
English score. The statement number two shown that 16 students (44.5%)
like to learn English grammar and 20 students (55.5%) did not like to learn
English grammar. For statement number three about students motivation in
learning modal auxiliary verb, shown that 8 of 36 students (22.3%) felt
motivated in learning modal auxiliary verbs ‘will’ and ‘would’, it means
28 students (77.7%) did not feel motivated in learning modal auxiliary
verbs ‘will’ and ‘would’. Next, related to number four only 6 students
(16.7%) understand modal auxiliary verbs easily and 30 students (83.3%)
were hardly to understand the modal auxiliary verb ‘will’ and ‘would’.
Then for number five which stated about students difficulties in learning
1 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p.43
42
modal auxiliary verb ‘will’ and ‘would, it stated that 32 students (88.8%)
realized that they had a difficulty in using modal auxiliary verbs ‘will’ and
‘would’ and only 4 students (11.2%) could understand in using modal
auxiliary verbs ‘will’ and ‘would’. Related to statement number six, there
are 6 students (16.7%) who know the use of modal auxiliary verbs ‘will’
and ‘would’ in their daily life, and 30 students (83.3%) did not know it.
about students ability in remembering the formula of modal auxiliary verb
‘will’ and ‘would’, 5 (13.9%) students could remember the formula of
modal auxiliary verbs ‘will’ and ‘would’, while 31 students (86.1%) could
not remember the formula of modal auxiliary verbs ‘will’ and ‘would’.
Next the responses for students’ ability in doing the exercises of modal
auxiliary verb ‘will’ and ‘would’, there were 12 students (33.3%) could do
the exercises about modal auxiliary verbs ‘will’ and ‘would’. For
statement number nine, 11 students (30.5%) did the English exercises
individually and the other 25 students (69.5%) did not do the English
exercises individually. For the last statement number ten, 28 students
(77.7%) did the English exercises in a group and the other 8 students
(22.3%) did not do the exercises in a group.
Based on the result of the pre questionnaire above, here the writer
would like to give the explanation. Generally, from the table above it could
be seen that most of students have a difficulty in learning modal auxiliary
verbs and the students also have a low motivation in learning English
grammar.
d. The Result of Pre test
The pre test was held on 7th
January 2011. There were 20 questions
in a form of multiple choices and 5 questions in a form of fill in. The
students carried out the test during 30 minutes. The following table is the
students’ score result in the pretest:
43
Table: 4.2
The Result of Pretest
Students’
Number Pretest
1 60
2 56
3 44
4 40
5 32
6 56
7 28
8 76*
9 48
10 56
11 32
12 72*
13 52
14 56
15 40
16 52
17 60
18 48
19 68*
20 48
21 40
22 40
23 44
24 32
25 68*
26 36
27 32
28 40
29 48
30 40
31 60
32 56
33 56
34 68*
35 28
36 40
Mean:
𝑋 = 𝑋
𝑛
48.66
44
Based on the result of the pre test, those were only 5 students who
passed the KKM. Meanwhile, the other 31 students could not pass the
KKM. The mean of the pretest result is 48.66. The highest score of pre test
was 76 and the lowest score that was gained by the student was 28. From
the data above, it could be seen that most of the students in class VIII.5
needed an improvement to understand modal auxiliary verbs ‘will’ and
‘would’.
2. The Implementation of Classroom Action Research
a. CYCLE 1
1) Planning
In this phase, the writer and the teacher made a planning
that will be implemented in the action phase to solve students’ problem
in understanding modal auxiliary verbs ‘will’ and ‘would’. In this case,
the writer provided a material and the exercises in the lesson plan. In
the lesson plan, the main discussion is the formula and the function of
modal auxiliary verbs ‘will’ and ‘would’. The lesson plan was created
in line with the principal and the component of Contextual Teaching
Learning (CTL). Such as; the students asked to identify the sentence
pattern of modal auxiliary verb ‘will’ and ‘would’ as an application of
constructivism. After that, students have to work in a group and
discuss their idea about the sentence pattern and the sentence usage,
this activity covered learning community, inquiry, and questioning.
Then, as an application of modeling, student in a group have to present
a result of the discussion. The last, as the implementation of reflection,
the teacher and students review the material they have learned and
conclude the material, in the end of teaching learning activity.
In this phase, the writer not only made a lesson plan but
also prepared a field notes to observe the students’ and teacher’
activities during teaching learning process and the pre questionnaire to
know students’ response in teaching learning process before
implementing CAR . Besides, the writer also prepared the post test 1 to
45
know whether there are some students’ improvement scores in learning
modal auxiliary verb ‘will’ and ‘would’ from pretest to posttest.
2) Acting
The 1st action of the cycle 1 was done on January 13
th 2011.
And the 2nd
action of the cycle 1 was done on January 14th
2011. In
this phase, the teacher implements the teaching learning process
based on the lesson plan has been made and the writer observes the
teaching learning process. Firstly, the teacher asked the students to
make a group, and asked them to identify and to discuss the
patterns and the usage of the sentence in the paper. The paper
consisted of five sentence which use modal auxiliary verbs ‘will’
and would’ in the positive pattern, negative pattern, and
interrogative pattern. After that, the teacher asked the delegation
of each group to present their result of discussion. Next, after all
delegations of each group had presented their discussion, the
teacher gave the explanation about the pattern and the function of
modal auxiliary verbs ‘will’ and ‘would’ to avoid
misunderstanding. Then, to measure students’ understanding,
students were asked to do the exercises.
In the second action, students were asked to work in a
group. They have to make the sentence about what they will do,
what they will not do in the next week, asked another group to do
something and knowing your friends preference. Next, they have to
stick their paper in the wall. After that, the teacher and the students
evaluated the sentences together.
3) Observing
In this phase, the writer observed all the occasions that
happened during an action phase. It was included the teacher
performance, class situation and students’ response. Based on the
46
1st action, the teacher already delivered a material in line with the
lesson plan. However, there still found a weakness. That is when
teacher asked the students to identify and discuss the sentence
pattern and the sentence function, he gave unclear direction so that
some students still asked what they have to do. Meanwhile, when
the students worked in a group, only some of them who acted
actively in the group and the other students were talking each
other. In this case, the teacher needed to give more attention to the
students in each group. In addition, some students felt ashamed to
express their ideas, in the other words they were passive in class
activity. Next according to the test result, because of some students
did not pay attention to the teacher explanation, many of the
students cheated and asked to the other students to accomplish the
task.
According to the observation in the second action, it was
found some improvements. Here the observer noticed that there
were some students who acted actively and seemed enjoy to the
learning process. It seemed when the teacher asked them to work in
a group, the students seemed enjoy doing the exercises. However,
in this action, the writer still found some weakness too, such as;
there were students who still difficult to identify the formula how
to use would you like and would you mind. Otherwise, in the
second action the teacher gave more attention to the students. So,
the students who still talked each other and did not pay attention to
the teacher worse than before.
In this observing phase, the writer also carried out the
posttest 1 to measure the improvement score of students’
understanding of modal auxiliary verbs ‘will’ and ‘would’. Related
to the result of the posttest 1 the mean score of posttest 1 is 59.88,
it is mean there were 12 students could achieve the KKM.
47
4) Reflecting
In the end of the cycle 1, the teacher and the writer
discussed the conclusion of implementing the action. Although the
first action has shown a good improvement, the teacher and the
writer still felt unsatisfied with the result, because most of the
students were still difficult in understanding modal auxiliary verb
‘will’ and ‘would’. Then, the writer and the teacher tried to
improve students’ understanding in the next action in order 70% of
students in the class could pass the KKM. Whereas, the result of
pretest data showed only 10% of the students could passed (KKM).
in addition, the result of pre questionnaire shown that most of the
have a difficulty in learning modal auxiliary verbs and the students
also have a low motivation in learning English grammar
Because of that, the teacher and the writer evaluated the
implementation of contextual teaching and learning method in the
first cycle. As the observer, the writer suggested to the teacher to
give more attention to the students in order they did not talk each
other instead they paid attention to the material. And the teacher
also had to walk around a class when students worked in a group to
check students’ work and to avoid students’ who did not involve in
class activity. Besides, the teacher needed to give a clear
explanation so that the students could understand the material
easily. Another problem that needed to be evaluated is about
managing time. In this case, the writer suggested to the teacher to
use a time keeper in order the teaching learning process run
effectively.
After reflecting the teaching learning process of cycle 1, the
writer and the teacher decided to conduct the next cycle. To get the
better result in the next cycle, the teacher and the writer modified a
previous lesson plan in order to make students more enthusiastic
and more active during teaching learning process. In this case, the
48
writer and the teacher decided to use a picture and dialogue in the
next lesson plan. Hopefully, by using picture and dialogue, the
students could understand the material of modal auxiliary verbs
‘will’ and ‘would’ easily.
b. CYCLE 2
1) Planning
As in the previous cycle, in this phase the writer and the
teacher selected the material and the exercise into a lesson and
modified it based on the result of reflecting phase in the first cycle.
The lesson plan which was used still in line with the principal and
the component of CTL, but in this case the writer and the teacher
gave some modifications in the lesson plan in order to make the
students more enthusiastic and more comprehend with the material
of modal auxiliary verbs ‘will’ and ‘would’. The modifications
were added to improve the teaching learning process, such as; the
use of dialogue and picture to help students understand the material
easily, the teacher had to pay more attention to the students, the
teacher had to use a time keeper in order to make teaching learning
activity run well.
Furthermore, the writer also prepared a field note for the
observer to note the class activities during teaching learning
process. And the writer also prepared the post test 2 to collect the
data and the post questionnaire to know students’ responses related
to the use of contextual teaching learning (CTL) in improving
students’ understanding of modal auxiliary verbs ‘will’ and
‘would’
2) Acting
The 1st action of the cycle 2 was done on January 20
th 2011.
And the 2nd
action of the cycle 2 was done on January 22th
2011. In
49
cycle 2, the writer took a role as a teacher and the teacher took a
role as an observer who observed the teaching learning process
during CAR. As in the first cycle, in conducting the 1st action the
teacher implemented the teaching learning process related to the
lesson plan. At the beginning the teacher reviewed the material that
had been learned in the previous meeting. Next, the teacher asked
the students to change the affirmative sentences into interrogative
sentences based on the picture. After that, the teacher gave the
clear explanation. Besides, teacher gave a list of schedule and
students had to make affirmative sentence based on the schedule
that was given. In doing the exercises, some of students were
interested in it, but several of them still looked confuse with the
exercises.
In the 2nd
action, the teacher gave script of the conversation
to the students, and then asked some students to become her
partner in giving an example to the other students. Next, the
teacher asked them to make a conversation by using modal
auxiliary verbs ‘will’ and ‘would’ in pair, and they also had to
practice it in the front of the class room. The student who could
give a best performance in the dialogue was given a price, and
some students were excited to give their best performance.
3) Observing
In general, the teaching learning process in the cycle 2 was
much better than the cycle before. There was a significant
improvement in the class situation, the teacher performance, and
the students’ response. According to the observation of the first
action, the observer or the teacher mentioned that the teacher or the
writer explained the material too fast which made some students
could not grasp the material clearly. However, there were some
improvements in the first action of cycle 2. In this case, the writer
50
inferred that the picture gave a good influence for the students,
they were not taking a long time in making a sentence because they
were helped by the picture.
In the second observation, the observer mentioned that the
teacher had been shown the improvement in her teaching, the
teacher spoke not too fast in explaining the material, that is why
the students could get clear understanding about the material. Then,
related to the students’ responses the observer said that the
students’ were more active in teaching learning process, although
there were several students’ who still ashamed in expressing their
ideas.
In this phase, the writer also conducted the posttest 2
related to the students’ understanding of modal auxiliary verb
‘will’ and ‘would’. Based on the posttest 2, the mean score of the
class in modal auxiliary verb ‘will’ and ‘would’ test is 70.66.
Meaning that, there were 26 students whose score passed the
KKM.
4) Reflecting
In this phase the writer and the teacher discussed about the
conclusion of the action in cycle 2. From the observation above, it
could be seen that students could understand the material of modal
auxiliary verb ‘will’ and ‘would’ easier than before using
contextual teaching learning CTL. It was proven by the
improvement score of students’ posttest 1 and posttest 2.
According to students’ score from pretest to posttest 2,
there was a significant improvement that was shown by the
students, there was 72.22% students who derived the KKM (65). It
means, the writer and the teacher’s action was successful to
improve students’ understanding of modal auxiliary verb ‘will’ and
‘would’. Therefore, the writer and the teacher decided to stop the
51
CAR, considering to the teacher and the writer agreement that the
action called success if there was 70% of students could achieve
the KKM.
Based on the result of the reflection, the writer and the
teacher concluded that teaching modal auxiliary verb ‘will’ and
‘would’ by using contextual teaching learning (CTL) that was
implemented in CAR was very effective.
3. After Implementing the Action Research
The description of the data after implementing the action consisted of three
parts. Those were the result of post interview, the result of post questionnaire, and
the result of post test.
a. The Result of Post Interview.
The post interview was carried out on Saturday, 22th
January 2011.
The post interview was conducted to know the teacher’ responses related
to the use of Contextual Teaching Learning (CTL) in improving students’
understanding of modal auxiliary verbs ‘will’ and ‘would’. Here, the
writer asked 8 questions related to the use of CTL in improving students’
understanding of modal auxiliary verbs ‘will’ and ‘would’. The eight
questions were divided into three general categories. Those were the
general condition of the classroom after CAR, the difficulties of using
contextual teaching learning (CTL) during CAR, and the strategy had been
use to solved the problems.
For the first category, the teacher mentioned that the general
condition of the class during CAR was better than before. It could be seen
from the students’ activities during CAR. Almost all students in the class
seem more active and enthusiastic during teaching learning process.
Besides of that, the students who understood the material were better, it
was proven from the outcome of post test 2, that almost 70% students’
score could pass the KKM.
52
The second category is about the difficulties of using contextual
teaching learning (CTL) during CAR. Related to this category, the teacher
said that in the first time he was difficult in creating the appropriate lesson
plan according to the principle of Contextual Teaching Learning. Besides,
he also had a difficulty in managing time.
Related to the last category, the teacher mentioned that he had
some ways that had been tried to overcome the problem. According to the
first difficulties the teacher made a lesson plan collaboratively with the
writer to look for the appropriate lesson plan that could be used in teaching
learning process. For the next problem, the teacher tried to use time keeper
in order to make teaching learning process run efficiency.
b. The Result of Post Questionnaire.
The post questionnaire was delivered on Saturday 22th
January
2011, and the questionnaire consisted of ten (10) statements. The
questionnaire was used to know students’ responses related to the use of
Contextual Teaching Learning CTL in improving students’ understanding
of modal auxiliary verbs ‘will’ and ‘would’. The questioner covers three
categories: the students response in teaching learning process (question
number 1- 4), the second categories was the students’ understanding of
modal auxiliary verb ‘will’ and ‘would’ (question number 5- 7), the last
categories was The effectiveness of Contextual Teaching and Learning
method (CTL) in teaching learning process. (question number 8- 10). The
following table was the result of the questionnaire after CAR:
Table: 4.3`
The Result of Post Questionnaire
No Students’ answer The Result of Student’s answer
Yes % No %
1 Students like the material of modal
auxiliary verbs ‘will’ and ‘would’ 30 83.3% 6 16.7%
2 The teaching learning process was better 27 75% 9 25%
53
than before the implementation of CTL
3 The students felt motivated in teaching
learning process after the implementation
of CTL
29 80.5% 7 19.5%
4 The strategy was suitable with the
students’ expectation. 31 86.2% 5 13.8%
5 The students could remember the formula
of modal auxiliary verbs ‘will’ and
‘would’ easier than before.
25 69.5% 11 30.5%
6 The students could do the exercise of
modal auxiliary verbs ‘will’ and ‘would’
easier than before
27 75% 9 25%
7 The students ability in making the
sentence was better than before the
implementation of CTL
28 77.7% 8 22.3%
8 Students used the opportunity to give
question 18 50% 18 50%
9 The teacher gave opportunity to the
students to work in group. 36 100% 0 0%
10 The strategy could help the students to
implement the material in their daily life. 25 69.5% 11 30.5%
In analyzing the result of post questionnaire, the writer used the
formula which used in analyzing the pre questionnaire. The following is
the formula:
P = the percentage
f = frequency of the percentage is being calculated
N = number of cases
54
Relating to the first statement it is known that 30 students (83.3%)
were like the material of modal auxiliary verb ‘will’ and ‘would’ after
using Contextual teaching Learning (CTL). And there were 27 students
(75%) who felt that the teaching learning process was better than before
implementing contextual teaching learning (CTL). Next, related to the
third questions 29 of 36 students felt motivated in teaching learning
process. Beside of that 31 students (86.2%) stated that CTL was suitable to
teach modal auxiliary verb ‘will’ and ‘would’. Then, 25 students (69.5.%)
stated that they could remember the formula of modal auxiliary verb ‘will’
and ‘would’ easier than before. and also 27 students (75%) were agreed
that they could do the exercises of modal auxiliary verb ‘will’ and ‘would’
easier after implementing the contextual teaching learning (CTL) in the
teaching learning process. Next, according to the seven statements, 28
students (77.7%) realized that their ability in making sentence by using
modal auxiliary verb ‘will’ and ‘would’ was better than before the
implementation of CTL. But related to the statement number eight, there
were only half of students (50%) who used the opportunity to give a
question. For number nine, all the students agreed that the teacher gave the
opportunity to work in a group, And the last, 25 students (69.5%) agreed
that the CTL help them to implement the material in their daily lives.
According to the data of the post questionnaire above, the writer
would like to give some explanations. From the table above it could be
seen that most of students are respond the action positively. Beside that the
data shown the improvements compared with the questionnaire before
CAR.
c. The Result of Post Test.
For the need of the research, the writer had done the
trustworthiness of the test by using discriminating power and difficulty
item for pretest, posttest 1, and posttest 2. According to the data, there was
found ten items that should be dropped. It could be seen in the appendix.
55
Furthermore, the following table illustrated the data on students’
achievement’ score of pretest, post test 1, and post test 2:
Table: 4.4
The Result of Post Test
Students’
Number Pretest Cycle 1 Post Test Cycle 2 Post Test
1 60 72* 84*
2 56 68* 76*
3 44 52 68*
4 40 60 76*
5 32 48 60
6 56 72* 80*
7 28 40 60
8 76* 80* 88*
9 48 60 76*
10 56 68* 68*
11 32 56 64
12 72* 68* 76*
13 52 60 68*
14 56 68* 76*
15 40 56 64
16 52 68 76*
17 60 72* 76*
18 48 60 72*
19 68* 72* 72*
20 48 60 68*
21 40 60 72*
22 40 56 76*
23 44 60 76*
24 32 44 64
25 68* 76* 88*
26 36 44 52
27 32 44 56
28 40 56 72*
29 48 52 68*
30 40 48 56
31 60 72* 72*
32 56 68* 76*
33 56 52 68*
34 68* 68* 72*
35 28 44 60
36 40 52 68*
Mean:
𝑋 = 𝑋
𝑛
48.66 59.88 70.66
*: The students who passed KKM (65)
56
To know the students’ improvement score from pretest to posttest
in each cycle, the writer used some steps. The steps are calculating the
students’ mean score of the test, calculating the class percentage, and
calculating the students’ improvement score from pretest to posttest1 and 2
into percentage.
To analyze the data of pre test, the first step is to get the mean
score of the class. The following is the calculation:
X = 𝐱
𝐧
X = 𝟏𝟕𝟓𝟐
𝟑𝟔
𝑋 = 48.66
From the calculation above, it was known that the mean score of
the class in pretest is 48.66. In other words, the students’ achievement
score of modal auxiliary verbs ‘will’ and ‘would’ before implementing
Classroom Action Research (CAR) is 48.66.
The next step is to know the percentage of students’ score who
passed the KKM (65). The writer computes as follows:
P = 𝑭
𝑵 X 100%
P = 𝟓
𝟑𝟔 X100%
P = 13.88%
From the computation above the students’ score percentage in the
pretest was 13.8%. It means that the students who pass the KKM are 5
students and the other 31 students were below the KKM (65).
Furthermore, in the cycle 1 after getting students’ score in the
posttest 1, the writer analyzed the data in order to compare the result
between pretest and posttest 1. There are three steps to know the
comparing result of pretest and posttest1. Those are calculating the
students’ mean score of the class, calculating the students’ improvement
into percentage, and calculating the class percentage.
57
The first step was calculating the mean score of posttest 1. It was
calculated as follows:
𝑋 = 𝐱
𝐧
𝑋 = 𝟐𝟏𝟓𝟔
𝟑𝟔
𝑋 = 59.88
The calculation above shown that the students’ mean score of
posttest 1 was 59.88. It was shown that there were some improvements
score from the pretest mean score. It could be seen from the pretest mean
score (48.66) to the mean score of posttest 1 (59.88). In other word there
was an improvement about 11.22 (59.88 – 48.66).
Next, the percentage of students’ improvement score could be
explained from the following computation:
P = 𝐲𝟏−𝐲
𝐲 X 100 %
P = 𝟓𝟗.𝟖𝟖−𝟒𝟖.𝟔𝟔
𝟒𝟖.𝟔𝟔 X 100 %
P = 𝟏𝟏.𝟐𝟐
𝟒𝟖.𝟔𝟔 X 100%
P = 23.05%
Based on the result above, the percentage of students’
improvement score from the pretest to the posttest 1 was 23.05%. It means
that the score in the cycle 1 improved about 23.05% from the pretest score.
After that, the writer would like to know the percentage of students
who passed the KKM. It used the calculation as following:
P = 𝑭
𝑵 X 100%
P = 𝟏𝟑
𝟑𝟔 X100%
P = 36.11%
58
According to the calculation, the class percentage which passed the
KKM in the posttest 1 was 36.11%. In the other word, there were 13
students who derived the KKM and the other 23 students were out of
target. The class percentage of posttest 1 saw some improvements of the
class percentage in the pretest (13.88%). It could be concluded the
students’ improvement which derived the KKM is 22.23% (36.11% –
13.88%).
In cycle 2, the writer used the same steps to get the mean score of
the class, to get the percentage of the students’ improvement score, and to
know the class percentage which derived the KKM (65).
Firstly, to get the mean score of the class, the writer used
calculation as follows:
𝑋 = 𝐱
𝐧
𝑋 = 𝟐𝟓𝟒𝟒
��𝟔
𝑋 = 70.66
From that calculation, the mean score of posttest 2 is 70.66. It
meant that there are some students’ improvements scores from the mean
score of posttest 1 (59.88).
Next, to get the percentage of students’ improvement scores, the
following is the calculation:
P = 𝐲𝟐−𝐲
𝐲 X 100 %
P = 𝟕𝟎.𝟔𝟔−𝟒𝟖.𝟔𝟔
𝟒𝟖.𝟔𝟔 X 100 %
P = 𝟐𝟐
𝟒𝟖.𝟔𝟔 X 100%
P = 45.21%
According to that calculation, It could be said that the posttest 2
improves 45.21% from the pretest and improves 22.16% from the posttest
1 (45.21 – 23.05).
59
Then, to know the percentage of students who passed the KKM
could be explained in the following computation:
P = 𝑭
𝑵 X 100%
P = 𝟐𝟔
𝟑𝟔 X100%
P = 72.22%
From that calculation, the class percentage is 72.22%. It means that
in the cycle 2 there were 26 students who pass the KKM and 10 students
were below the KKM. Furthermore, the class percentage of posttest 2 saw
the improvements 58.34% (72.22% – 13.88%) from the percentage of
pretest or 36.11% (72.22 – 36.11) from the percentage of posttest 1.
B. Data Interpretation
1. The Interpretation of Interview
In this part the writer would like to interpret the data results from the
interview before the action and the interview after implementing the action.
According to the pre interview result with the English teacher of MTs Al
Musthofa it could be said that the students class VIII.5 of MTs Al Musthofa have
a low motivation in learning English grammar, it was caused because most of
them thought that English is difficult subject. Furthermore, they have a difficulty
in understanding modal auxiliary verb ‘will’ and ‘would’, they considered modal
auxiliary verb as a main verb. They usually use to infinitive after modal auxiliary.
It is in line with some students answer in the questionnaire who realize that they
have the difficulty in understanding modal auxiliary verb ‘will’ and ‘would.
Furthermore, after implementing the action the teacher realized that the
teaching learning process was better than before implementing the action. It was
seen from students’ involvement during teaching learning activity and the result of
students’ score. However, there are some difficulties faced by the teacher in
implementing the action such as looked for the appropriate lesson plan which in
line with the principles of Contextual Teaching and Learning (CTL) and managed
the time in order to make teaching learning activity run well. To overcome those
60
difficulties the teacher had been tried some ways to overcome the problems, such
us made a lesson plan collaboratively with the writer to look for the appropriate
lesson plan and use the time keeper to manage the time.
2. The Interpretation of Observation
Related to the observation results, the writer assumed that one of students’
difficulties was caused by the teaching learning process in the classroom, such as
the teacher used inappropriate method in delivering the material. In the
observation the writer found the teacher dominated the classroom during the
teaching learning. Beside of that, the teacher explained material deductively
which made students had a little chance in constructing their ideas. As a whole,
that teaching learning process seemed uninteresting which affect students’
motivation and enthusiastic in learning modal auxiliary verb ‘will’ and ‘would’.
But, there are some improvements found during the teaching learning
process. Some students seemed more active and enthusiastic in learning process.
In addition, the teacher explained the material inductively and he gave more
attention to the students. Furthermore, the teacher gave the students more chance
to express and to construct their idea. It made the teaching learning activity was
better, and the teacher not the only one who act actively in the teaching learning
process.
3. The Interpretation of Questionnaire
According to the pre questionnaire result it could be concluded that
students; responses in learning English was not good. Most of them did not like
learn English grammar because they judged English grammar as the complex
material. Hence, most of them had a low motivation in learning English grammar.
Consequently, those problems influenced their understanding in learning modal
auxiliary verb ‘will’ and ‘would’. Most of them felt hard to understand the use and
the formula of modal auxiliary verb ‘will’ and ‘would’.
Fortunately, the writer found the significant improvement on students’
response to the teaching learning process. In the post questionnaire it could be
61
seen that most of students’ felt motivated in learning modal auxiliary verb ‘will’
and ‘would’ after the implementation of contextual teaching learning in the
teaching learning process. Students’ high motivation automatically affects their
understanding to the modal auxiliary verb ‘will’ and ‘would’. Most of them could
remember the modal auxiliary verb ‘will’ and ‘would’ easier than before.
Moreover, students ability in doing the exercise of modal auxiliary verb ‘will’ and
‘would’ shown a good improvement. Beside of that, Students realized that the
teaching learning process was better than before the implementation of contextual
teaching and learning (CTL).
4. The Interpretation of the Test
Here, the writer would like to interpret the data results among the pretest,
the posttest of cycle 1 and the posttest of cycle 2 are as following:
In the pretest, the students’ mean score on modal auxiliary verbs ‘will’ and
‘would’ test before carrying out CAR is 48.66. it meant the class percentages
which pass the KKM is 13.88%. In other words from the 36 students, there were
only 5 students who can pass the KKM (65) and the other 31 students were out of
target.
Next, the students mean score of posttest 1 is 59.88 It saw the students’
score improvements from the pretest that is 11.22 (59.88– 48.66) or 23.05%.
Meanwhile, the class percentage which passed the KKM I posttest 1 is 36.11%. It
meant there were 13 students who passed the KKM and 23 students whose score
still below KKM. Although the result saw more improvement, but it was still
needed an improvement to reach the target of success CAR, which is 70% of the
class percentage or at least could achieved the KKM.
Then, in the second cycle the students’ mean score of posttest 2 is 70.66. it
was shown the improvement from the posttest 1 10.78 (70.66 – 59.88) or 45.21%
students’ improvement in the score percentage from the pretest or 22.16%
students’ improvement from the posttest 1. Furthermore, the class percentage
whose pass the KKM is 72.22%, in other words there are 26 students who pass the
KKM and the other 10 students were still out of target. The class percentage
62
shows the improvement 58.34% (72.22% - 13.88%) from the pretest or 36.11%
(72.22% - 36.11) from the posttest 1. Based on that calculation, it could be said
that the posttest 2 of CAR is success. It was indicated by a number of students
who passed the KKM score more than 70%, meaning that it has already met the
criterion of success.
63
CHAPTER V
CONCLUSSION AND SUGGESTION
After finishing the whole steps of this research, the writer would like
to makes some conclusion about the result of this research. After that, related to
the conclusion the writer would give some suggestions.
A. Conclusion
Related to the finding of this research, it could be said that this
research was success. It is proven by the test result, there was 45.21 improvements
of students’ mean score from pretest to the posttest in the second cycle. In the
pretest, there were only 5 students who passed the KKM and the other 31 students
were out of target. In the posttest 1, there were 13 or 36.11% students who passed
the KKM. And in the result of cycle 2 there were 26 or 72.22% students who
passed the KKM in which their mean score of modal auxiliary verb ‘will’ and
‘would’ test derived 70.66%. Based on the statement above, it could be
concluded that Contextual Teaching and Learning (CTL) could improve students’
understanding of modal auxiliary verb ‘will’ and ‘would’.
64
B. Suggestion
In this part the writer would like to give some suggestions for the
teacher. First, the teacher must be creative in creating the teaching learning
activities, the teacher should focus on teaching learning strategy not only focus on
transferring information. Second, Contextual Teaching and Learning (CTL) is an
appropriate method to improve student’s understanding of grammar skill
especially modal auxiliary verb ‘will’ and ‘would’. So, the writer hopes the
teacher maintain the use of Contextual Teaching and Learning (CTL) in teaching
modal auxiliary verb ‘will’ and ‘would’ or another grammar material in the next
new academic year .
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DEPARTEMEN AGAMAUNIVERSITAS ISLAM NEGERI (UIN)SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328,7401925Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama : Dini Khoerunnisa Latif
Tempat/Tanggal lahir : Sukabumi, 14 Juli 1988NIM : 206014000118
Program Studi : Pendidikan Bahasa InggrisJudul Skripsi : Improving Students’ Understanding of Modal Auxiliary Verb
‘Will’ and ‘Would’ by Using Contextual Teaching LearningAnd Method (CTL) (A Classroom Action Research at Class
VII.5 of MTs Al Musthofa Cireunghas, Sukabumi)Dosen Pembimbing : Drs. Syauki, M.Pd
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya sendiridan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.