i
IMPROVING STUDENTS’ UNDERSTANDING IN USING
INDIRECT SPEECH OF YES-NO QUESTION THROUGH
CONTEXTUAL TEACHING LEARNING (CTL)
(A Classroom Action Research in the Second Year of MTs Nurul
Falah Tangerang)
By:
SITI LATIFAH
NIM: 106014000432
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2013
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DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925 Ciputat 15142 Jakarta Email: [email protected]
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama : Siti Latifah
Tempat/Tanggal lahir : Tangerang, 8 Mei 1988
NIM : 106014000432
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : IMPROVING STUDENTS’ UNDERSTANDING IN USING INDIRECT SPEECH OF YES-NO
QUESTION THROUGH CONTEXTUAL
TEACHING AND LEARNING (CTL) (A Classroom Action Research in the Second Year of MTs NURUL FALAH Tangerang)
Dosen Pembimbing : Dr. Fahriany, M. Pd
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, ,,,,,,,,,,,,,,,,,,,,,,,, 2013
Mahasiswa Ybs.
SITI LATIFAH
NIM. 106014000432
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BSTRACT
Latifah Siti, 2013. Improving Students’ Understanding in Using Indirect
Speech of Yes-No Question Through Contextual Teaching and
Learning (CTL) (A Classroom Action Research in the Second Year of
MTs Nurul Falah Tangerang) Skripsi, English Education Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Dr. Fahriany, M.Pd
Key words: Indirect Speech of Yes-No Question, Contextual Teaching and
Learning (CTL) This study was carried out to improve the Students’ Understanding in Using Indirect Speech of Yes-No Question Through Contextual Teaching and Learning (CTL) in the second year of MTs Nurul Falah Tangerang academic year 2011/2012. The subjects of this study were consisted of 31 students’ second year of MTs Nurul Falah The method used in this study was Classroom Action Research (CAR). The classroom action research design applied in this study was a collaborative classroom action research. It meant that the writer collaborated with the English teacher of MTsN Nurul Falah Tangerang as an observer and collaborator. This study was conducted following Kemmis and Taggart model with the following procedures of the action research: planning, acting, observing, and reflecting. The study carried out in two cycles. Each cycle consisted of three meetings. The data gathering in this study through interview, observation checklist, field notes questionnaire and test. The results of the study showed that there was improvement of the students’ Understanding in Using Indirect Speech of Yes-No Question. Most of the students gradually gained good scores at the end of each cycle. The score of Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of English lesson was 60 (sixty). The students’ mean score in preliminary study was 55.3. The mean score in the first cycle was 61.8. The mean score in the second cycle was 65.6. Besides, it showed that there were 83.3% students participate actively in the first cycle and 90.5% students participated enthusiastically in the second cycle. The class condition during teaching learning process was also quite good. In addition there was a positive response from the students and the English teacher about implementing the action. In conclusion Contextual Teaching and Learning (CTL)
can improve students’ Understanding in Using Indirect Speech of Yes-No Question it can improve students’ participation.
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ABSTRAK
Latifah, Siti, 2013 Improving Students’ Understanding in Using Indirect Speech
of Yes-No Question Through Contextual Teaching and Learning (CTL)
(A Classroom Action Research in the Second Year of MTs Nurul Falah
Tangerang) Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Advisor: Dr. Fahriany, M.Pd
Key words: Pemahaman Siswa tentang Indirect Speech Pertanyaan Ya-Tidak , Contextual Teaching and Learning (CTL)
Penelitian ini dilaksanakan untuk meningkatkan pemahaman siswa tentang
Penggunaan indirect speech Yes-No Question di kelas delapan MTs Nurul Falah Tangerang tahun ajaran 2011/2012. Subyek dari penelitian ini berjumlah 31 siswa.
Metode yang digunakan dalam penelitian ini adalah Classroom Action Research (CAR). Desain penelitian dalam penelitian ini yaitu penelitian tindakan kelas kolaboratif. Peneliti bekerjasama dengan guru bahasa Inggris dari MTs Nurul Falah Tangerang sebagai pengamat dan kolaborator. Penelitian ini dilaksanakan mengikuti model Kemmis and Taggart dengan prosedur penelitian tindakan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tiga kali pertemuan. Teknik pengumpulan data dalam penelitian ini menggunakan instrument: lembar pengamatan, catatan lapangan, angket , wawancara dan tes.
Hasil dari penelitian ini menunjukkan bahwa ada perbaikan dari kemampuan siswa dalam memahami penggunaan Indirect Speech Yes-No Question. Kebanyakan siswa mendapatkan nilai yang bagus secara bertahap pada akhir siklus. Nilai Kriteria Ketuntasan Minimal (KKM) adalah 60. Nilai rata-rata siswa pada penelitian awal adalah 55.3. Nilai rata-rata siswa pada siklus pertama yaitu 61.8. Nilai rata-rata siswa pada siklus kedua yaitu 65.6. Disamping itu, hasil penelitian menunjukkan bahwa 83.3% siswa berpartisipasi aktif pada siklus pertama dan 90.5% siswa berpartisipasi dengan antusias pada siklus kedua. Kondisi kelas selama proses belajar mengajar juga cukup baik. Selain itu, ada tanggapan yang positif dari siswa dan guru bahasa Inggris terkait penggunaan Contextual Teaching and Learning (CTL) dalam meningktatkan pemahaman siswa dalam menggunakan indirect speech Yes-No Question. Kesimpulannya, Contextual Teaching and Learning (CTL) dapat memperbaiki kemampuan siswa dalam Memahami indirect speech Yes-No Question dan meningkatkan partisipasi mereka.
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ACKNOWLEDMENT
First of all Praise be to Allah, Lord of the worlds, who has given the writer
His love and compassion to finish the last assignment in her study. Peace and
salutation be upon the prophet Muhammad SAW, his family, his companion, and
his adherence.
There are so many people who had given valuable contribution to this
writing, firs of all, the writer would like to express her greatest love and honor to
her beloved parents for their examples of strength and faith, with the gratitude for
their love, care and prayer, her beloved sister and brothers and all families who
always encourage her to finish this ‘skripsi’.
The writer would like to express her great honor and deepest gratitude to
her advisor, Dr. Fahriany, M.Pd for her valuable help, guidance, comments,
corrections and suggestions and who has been very patient to sacrifice her energy
and time to assist the writer so that the writer could finish this ‘skripsi’.
It is a pleasure to acknowledge the help and contribution to:
1. All of lecturers who have given her knowledge in different ways hence this
skripsi is processed until it become a complete writing which will be presented
to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the
requirements for the degree of S.Pd (Bachelor of Art) in English Language
Education.
2. Drs. Syauki, M.Pd, as the head of English Education Department.
3. Zaharil Anasy, M. Hum as the secretary of English Education Department.
4. Dra. Nurlaela Rifai, MA. Ph. D. as the Dean of the Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
5. Hj. Nastriyah. the principal of MTs Nurul Falang Tangerang.
6. Sri Nafsiati S.Pd as the English teacher who has given ideas, time, guiding,
advice and support during conducting the research.
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Last but not least, the deepest thanks are to all her beloved friends in English
Education Department 2006/2007 academic year with whom she exchanged ideas,
especially Nindia, Zaky, Viki, Teh Eni, Mami Rani, Nia, Wiwit, Ulfah, Puji, Nina,
Ina, Dila, Yuning, Abi, Lala, Tita, Ibah, Nci, Mumut, Bunda Rina, Riri and C
class. The writer hopes Allah will always bless them all.
The writer does realize that this skripsi cannot be considered perfect without
critiques and suggestions. Therefore, it is such a pleasure for her to get critiques
and suggestions to make this skripsi better.
Jakarta, December 2013
The Writer
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TABLE OF CONTENTS
Page
ABSTRACT ........................................................................................................ i
ABSTRAK ......................................................................................................... ii
ACKNOWLEDGMENTS ................................................................................... iii
TABLE OF CONTENTS .................................................................................... v
LIST OF TABLES .............................................................................................. viii
LIST OF FIGURES ............................................................................................. ix
LIST OF APPENDICES ..................................................................................... x
CHAPTER I INTRODUCTION
A. The Background of the Study .......................................... 1
B. The Limitation and formulation of the problem .............. 5
C The Objective of the Study .............................................. 6
D. The Significance of the Study ......................................... 6
CHAPTER II THEORETICAL FRAMEWORK
A. The Indirect Speech ................................................................ 7
1. Form of Indirect Speech ................................................... 7
2. Tense Change ................................................................... 9
3. Time Change .................................................................... 11
4. Pronoun Change ............................................................... 12
5. Reporting Verb ................................................................ 12
6. Reported Speech Question .............................................. 13
B. Contextual Teaching and Learning ......................................... 14
1. The Understanding of CTL .............................................. 14
2. The Characteristic of CTL ................................................ 16
3. The Principle of CTL ........................................................ 18
4. The procedure of CTL in Teaching Indirect Speech ........ 22
C. Previous Related Study ............................................................ 36
CHAPTER III RESEARCH METHODOLOGY
A. The Setting and Subject of the Study ...................................... 24
B. The Design of the Study .......................................................... 24
vi
C. The Procedures of the Study ................................................... 27
D. The Technique of Collecting Data .......................................... 30
E. The Technique of Data Analysis ............................................. 32
F. The Validity of Data .............................................................. 33
CHAPTER IV RESEARCH FINDINGS
A. The Description of the Data ...................................................... 37
1. Findings of the Preliminary Study ..................................... 37
a. The Result of Interview .................................................. 37
b. The Result of Pre Questionnaire .................................... 38
c. The Result of Pre Test .................................................... 39
2. Findings of the First Cycle ............................................... 42
a. Planning........................................................................ 42
b. Acting ........................................................................... 43
c. Observing ..................................................................... 43
d. Reflecting ..................................................................... 47
e. Revision of the First Cycle ........................................... 48
3. Findings of the Second Cycle ............................................ 49
a. Planning.......................................................................... 49
b. Acting ............................................................................. 49
c. Observing ....................................................................... 51
d. Reflecting ....................................................................... 54
4. Findings After Implementing the Action ........................... 56
a. The Result of Post Interview .......................................... 56
b. The Result of Post Questionnaire ................................... 57
B. The Interpretation of the Data ................................................... 59
1. Data of Observation .............................................................. 59
2. Data of Field notes ................................................................ 60
3. Data of Questionnaire ........................................................... 61
4. Data of Interview .................................................................. 61
5. Data of Test ........................................................................... 62
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CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ......................................................................... 64
B. Suggestion ......................................................................... 65
BIBLIOGRAPHY ............................................................................................... 66
APPENDICES ..................................................................................................... 68
viii
LIST OF TABLES
Page
Table 2.1 Tense Change ...................................................................................... 9
Table 2.2 Time Change ....................................................................................... 16
Table 4.1 Students’ grade pree-test ..................................................................... 40
Table 4.2 Students’ Score of pretest, post test 1, posttest 2 ................................ 52
Table 4.3 A brief scenario of the result of classroom action research ................ 54
ix
LIST OF FIGURES
Page
Figure 3.1 Action Research Spiral, Model from Kemmis & Teggart .................. 26
Figure 3.2 The Classroom action Reserch Procedure Adapted from Kemmis &
Taggart ................................................................................................ 27
Figure 4.1 The Students’ Participation in Grammar class .................................... 60
Figure 4.2 The Students’ Achievement in Grammar Exercise ............................. 62
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LIST OF APPENDICES
Appendix 1a Interview for the English Teacher in the Preliminary Study ....... 68
Appendix 1b The Result of Interview in the Preliminary Study ....................... 69
Appendix 2a Interview for the English in the last Classroom Action
Research ...................................................................................... 71
Appendix 2b The result of interview after Classroom Action Research .......... 72
Appendix 3a Questionnaire for Students in the Preliminary Study ................. 75
Appendix 3b The Result of Questionnaire in the Preliminary Study................ 76
Appendix 4a Questionnaire for Students in the Last Classroom Action
Research ...................................................................................... 77
Appendix 4b The Result of Questionnaire in the Last Classroom
Action Research .......................................................................... 78
Appendix 5a Students’ Writing grammar Scores
in the Preliminary Study .............................................................. 79
Appendix 6a The Students’ grammar Score in the First Cycle ........................ 80
Appendix 7a The Students’ Grammar score Second Cycle .............................. 82
Appendix 8a Observation Checklist for Students’ Participation in the First
Cycle ............................................................................................ 84
Appendix 9b Observation Checklist for Students’ Participation
in the Second Cycle ..................................................................... 93
Appendix 10a Field Notes in the First Cycle ...................................................... 102
Appendix 10b Field Notes in the Second Cycle ................................................. 105
Appendix10a Lesson Plan ................................................................................. 108
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Nowadays, English has become an international language which holds
important roles in people’s life. It is necessary to learn and master it, in order to
communicate well with people from different countries. In addition, it will give
great influences in our life if we have already mastered it. English can help us to
compete in the globalization era where the competition of job marketing is very
strict so we are demanded to use it as a means of communication.
Language is a way of expressing ideas, feelings using movements, symbols,
and sound.1 English as an international language is used in communication, an
activity which people deal with every time. People need to communicate in doing
daily activities and making an interaction to other people in their life. As an
international language, English is undoubtedly is one of the well known language
in the world. It has become the most widely studied foreign language on the earth.
Richards and Rodgers said, “English is the world’s most widely studied, five
hundred years ago it was Latin”.2 However, English has become the most widely
studied foreign language today.
English has become international language which holds important roles in
people’s life. English is considered as the most prominent international language
and has wide influence in the various fields of activities, such as: communication,
economics, education, technology, politics, etc.
Considering the importance of English in people’s life, especially in
education, the Indonesia government, English becomes the first foreign language
and the compulsory subject in Secondary Schools3. In addition, it has been taught
1 A. S Hornby, Oxford Advanced Learner’s Dictionary of Current English (Oxford:
Okford University Press, 2000) p. 721 2 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, (Cambridge: Cambridge University Press, 1986), p. 1 3Depdiknas, Peraturan Menteri Pendidikan Nasional No.22 tentang Kerangka Dasar dan
Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p.9
2
in elementary schools as optional subject or local content materials. English is
also considered important since it is one of requirement subjects to pass National
Examination.
In learning English, language skills and language aspects cannot be separated.
Language aspects can complete the language skills. To learn English the students
should be able to use appropriate basic structural patterns and master grammar
and vocabulary. Grammar is an important aspect for forming words and building
English sentences. Because grammar is important in communication, the students
should master it.
The importance of grammar ability, according to the language experts has a
big role in students’ English fluency; however mastering grammar doesn’t mean
mastering the entire language, mastering grammar should be integrated with
language skills and the language factors in order to make the students easier to
understand the language during the communication. Proficiency in grammar can
give self confident for students to communicate in the target language, knowing
they can use the right expression will reduce the scare and embracement when
they have talk.
There are many aspects discussed in English grammar. One of them is
indirect speech. Indirect speech is a way of reporting what someone has said,
using an introductory reporting verb and subordinate clause.4 Indirect speech or
Reported speech is used to express what others have said. First of all, to make
sentences in reported speech someone needs verbs like say or tell. On the other
hand the tense used to express and idea is also an important factor. In direct
speech the speakers gives the exact word. For example: She said “I’m very well.”
In indirect speech the reporter repeats and gives report the original speaker’s
speech.
Indirect speech is normally used when conversation is reported verbally.
When a speaker turns the direct speech into indirect speech, like in the example
above some changes are usually necessary, such as tense, pronoun and adverb.
4 Sylvia Chalker and Edmund Weiner. Oxford Dictionari of English Grammar. (New York:Oxford University Press, inc . 1994), p. 202
3
And these are most studied by considering statement’s, questions and comma
separately. In addition, writing product in transforming direct into indirect speech
is necessary to be grammatically correct. Consequently, in order to be able to
produce a good sentence, a writer must have grammatically ability. In contrast to
direct speech, indirect speech is used mainly in conversation and is concerned
more with communicating the exact meaning than the exact words. As such, the
reported message may vary depending on the point of view of the speaker and the
vocabulary selected: She said/told him she would phone/call/ring him when/as
soon as she (was) finished (at) work.
When shifting from direct to reported speech, Swan writes that grammatical
changes may need to be made to the original text in order to account for the fact
that “words spoken or thought in one place by one person may be reported in
another place at a different time, and perhaps by a different person.”
When reporting questions, the changes already mentioned in regard to
statements apply. In addition to these, there are also several other areas to
consider. Firstly, the word order changes to that of a statement, namely subject-
verb, and so accordingly reported questions are usually not punctuated with a
question mark. Secondly, the auxiliary verb do is dropped. Finally, yes/no
questions start with if , or whether .
There are some problems that arise especially for students who want to
master the indirect speech because the indirect speech is very different from the
direct speech but students in Second Year of MTs NURUL FALAH have lack of
understanding Grammar pattern. The following are the areas of the students’
mistake in making indirect speech from the sentence is mistake in transforming
the indirect speech into direct speech; the students must know the changes of
tenses, personal pronoun and adverb of time.
Today many kind of method or technique have recognized for teaching
learning process. Based on this case, the writer will give an alternative technique
to enrich students’ comprehension by using Contextual Teaching and Learning.
Contextual mean links between prior knowledge, material and environment.
When the contextual is integrated into teaching-learning situations, the students
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are hoped that they can connect between what they learn with they have known.
According to Jhonson, CTL is an educational process that aims to help student see
meaning in the academic subject with the context of their daily lives, that is, with
the context of their personal, social, and cultural circumstances. To achieve this
aim, the system encompasses the following eight components: making meaningful
connections, doing significant work, self-regulated learning, and collaborating,
critical and creative thinking, nurturing the individual, reaching high standards,
and using authentic assessments.5
From the statement, the writer says that CTL is the method that helps students
relate subject matter content to real world situations and motivate students to
make connections between knowledge and its applications to their lives as family
members, citizens, and workers and engage in the hard work that learning
requires. In such an environment, student will discover meaningful relationship
between abstract ideas and practical applications in the context of the real world.
In teaching learning theory, this method is based on constructivism ideology.
In teaching and learning model, students construct their own knowledge by testing
ideas based on prior knowledge and experience, applying these ideas to a new
situation, and integrating the new knowledge gained with preexisting.
Constructivism calls for active participation in problem solving and critical
thinking regarding an authentic learning activity that students find relevant and
engaging intellectual constructs.
According to Elaine B. Jonshon said that “Contextual teaching-learning is a
system of instruction based on the philosophy that students learn when they see
meaning in academic material, and they see the meaning in schoolwork when they
can connet new information whit prior knowledge and their experiences”.6
Based on the Jhonson stated above, it can be realize that CTL Corresponds
the way the universe work because to learn contextually is to liar in way that
naturally draws fort a system that helps teacher related the subject matter to real
5 Elaine B.Johnson, Contextual Teaching and Learning: What It Is and Why It.s Here to
Stay (Thousand Oaks: Corwin Press, Inc, 2002) p.25 6 Jhonson B. Eline. Contextual Teaching-Learning: what it is hear to stay. (uinted State
of Amerika: Corwin Press, inc. 2002), p. vi
5
situation and motivate students to be more active to make connections between
their knowledge and its applications into their real life.
The writer chooses it as the object to study because transforming direct into
indirect is rather difficult because in transforming direct into indirect speech the
students must know the changes of tenses, personal pronoun and adverb of time.
There are still so many students who have difficulties in transforming English
direct into indirect speech. And the students of MTs Nurul Falah face those
problems. Therefore, in this research paper the writer take a study on the error
analysis of transforming direct into indirect speech with the report is entitled
“Improving Students’ Understanding in Using Indirect Speech of Yes-No
Question Through Contextual Teaching and Learning (CTL) (A Classroom
Action Research in the Second Year of MTs Nurul Falah Tangerang).
B. Limitation and Formulation of the Problem
1. The Limitation of the Problem
Grammar covers a lot of language element such as part of speech,
tenses, auxiliary, etc. To discuses in this writing are fairly impossible, and
therefore the writer limits the study on improving students’ understanding in
using indirect speech of yes-no question trough Contextual Teaching and
Learning in the Second Year of MTs Nurul Falah Tangerang.
2. The Formulation of the Problem
In line with the background of the study, the writer formulates the
research question as follows:” Can Contextual Teaching and Learning (CTL)
improve students’ understanding in Using Indirect Speech of Yes-No question
trough Contextual Teaching and Learning in the Second Year of MTs
NURUL FALAH Tangerang?”.
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C. The Objective of the Study
According to the formulation of problem above, the objective of this study
is to see whether and to know how Contextual Teaching and Learning (CTL)
improve students’ understanding in Using indirect speech of yes-no question
trough Contextual Teaching and Learning in the Second Year of MTs NURUL
FALAH Tangerang.
D. The Significance of the Study
The study is expected to be valuable for school quality, English teachers,
students, and other future researcher. For school quality, this study is beneficial
to improve school quality especially in English study because it aims improve
students’ understanding of indirect speech of yes-no question trough
Contextual Teaching and Learning. For the English teachers, the finding of this
study is useful for enriching their teaching strategy to be applied in teaching
Indirect Speech. For the student, it enables students to improve their grammar
ability. This study is also expected to be a reference for other future researchers
who have the same problem and interest in conducting the similar studies.
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CHAPTER II
THEORETICAL FRAMEWORK
A. The Indirect Speech
1. Form of Indirect Speech
Direct speech is used mainly in writing to report a person’s words
exactly. It is found in conversations in books, in plays, and in quotations,
and is often used in situations where accuracy is important, such as in areas
relating to law and public media. Indirect speech is a way of reporting what
someone has said, using an introductory reporting verb and subordinate
clause.7 Reported speech refers to using a noun clause to report what
someone has said and no quotations mark is used.8 Swan said that “Indirect
Speech is the way of quoting somebody’s word or thought”. In this case, we
talk about the idea that was expressed without quoting the exact words that
we used, and we connect it more closely to our sentences (for example, by
using that or whether).
So he comes into the pub and says (that) he’ll have paint.
And then I wondered whether he really mean it.9
According to Thompson and Martinet in their book “A Practical
English Grammar” Indirect Speech is to give exact meaning of a remark,
without necessarily using the speaker’s exact words.
From definitions above, it brings us to the conclusion that indirect speech is
used to relate or to repeat somebody’s words or thought without using or quoting
the speaker exact words.
Indirect speech is used to report declarative, interrogative, directive, and
exclamative. The nominal clause reporting indirect speech are commonly
7 Sylvia Chalker and Edmund Weiner.
O x f o r d D i c t i o n a r i o f E n g l i s h G r a m m a r .(New
York:Oxford University Press, inc . 1994), p. 202
8 Betty S. Azar. U n d e r s t a n d i n g U s i n g E n g l i s g G r a m m a r .
(USA: Prentice Hall Regants.
1989) p. 275 9 Micheal Swan. P r a c t i c a l E n g l i s h L a n g u a g e .
(Oxford University Press. 1983), p.533
8
complements of verb of speaking or thingking, they may also be complements of
nouns.
In making indirect speech, there are some verbs used only in reported verb,
they are:10
1) Indirect speech using say and tell
Indirect speech using say and tell is followed by a pronoun object,
another pattern in a past form with say in used of to + a pronoun object.
Example: Any said to me that she was hungry. Or
Hari told me to come to his party.
2) Indirect speech using ask if
When the question has no question-word, but it is one of the kinds that
can take yes or no for an answer, whether or if is used as link between
the introducing verb and the reported speech.
Example: Mr. Lee asked me whether I was sick
In indirect speech the actual words of the original speaker are usually
changed, in that the pronouns, time and place adverbials, and tense are adjusted to
the overview of the person now reporting. Let us begin by looking at these
changes. When using indirect or reported speech, the form changes. Usually
indirect speech is introduced by the verb said, as in I said, Bill said, or they said.
Using the verb say in this tense, indicates that something was said in the past. In
these cases, the main verb in the reported sentence is put in the past. If the main
verb is already in a past tense, then the tense changes to another past tense; it can
almost be seen as moving even further into the past.
Verb tense changes also characterize other situations using indirect speech.
Note the changes shown in the chart and see the table below for examples. With
indirect speech, the use of that is optional
10
Betty S. Azar and Barbara F. Mathies. F u n d a m e n t a l o f E n g l i s h G r a m m a r .(USA:
Prentice Hall Regents: 1995) 2nd
edition p. 258
9
2. Tense Change
Normally, the tense in reported speech is one tense back in time from the
tense in direct speech:
She said, "I am tired." She said that she was tired.
Table 2.1
The changes are shown below:
Simple present Simple past
"I always drink coffee", she said She said that she always
drank coffee.
Present continuous Past continuous
"I am reading a book", he explained.
He explained that he was reading a
book
Simple past Past perfect
"Bill arrived on Saturday", he said.
He said that Bill had arrived on
Saturday
Present perfect Past perfect
"I have been to Spain", he told me. He told me that he had been to Spain
Past perfect Past perfect
"I had just turned out the light," he
explained.
He explained that he had just turned
out the light.
Present perfect continuous Past perfect continuous
They complained, "We have been
waiting for hours".
They complained that they had been
waiting for hours.
Past continuous Past perfect continuous
"We were living in Paris", they told
me.
They told me that they had been living
in Paris.
Future Present conditional
10
"I will be in Geneva on Monday", he
said
He said that he would be in Geneva on
Monday.
Future continuous Conditional continuous
She said, "I'll be using the car next
Friday".
She said that she would be using the
car next Friday.
NOTE:
1. Do not need to change the tense if the reporting verb is in present, or if the
original statement was about something that is still true, e.g.
He says he has missed the train but he'll catch the next one.
We explained that it is very difficult to find our house.
2. These modal verbs do not change in reported speech:
might, could, would, should, ought to, e.g.
We explained that it could be difficult to find our house.
She said that she might bring a friend to the party.
3. Time change
If the reported sentence contains an expression of time, you must change it to
fit in with the time of reporting.
For example we need to change words like here and yesterday if they have
different meanings at the time and place of reporting.
11
Table 2.2
Today + 24 hours - Indirect speech
"Today's lesson is on
presentations."
She said yesterday's lesson was on
presentations.
Expressions of time if reported on a different day
this (evening) › that (evening)
today › yesterday
these (days) › those (days)
now › then
(a week) ago › (a week) before
last weekend › the weekend before last / the previous weekend
here › there
next (week) › the following (week)
tomorrow › the next/following day
In addition if we report something that someone said in a different place to
where you heard it we must change the place (here) to the place (there).
For example:-
At work At home
"How long have you worked
here?"
She asked me how long I'd worked
there.
4. Pronoun change
In reported speech, the pronoun often changes.
12
For example:
Me You
"I teach English online." She said she teaches English online.
5. Reporting Verbs
Said, told and asked are the most common verbs used in indirect speech.
We use asked to report questions:-
For example: I asked Lynne what time the lesson started.
We use told with an object.
For example: Lynne told me she felt tired.
Note - Here me is the object.
We usually use said without an object.
For example: Lynne said she was going to teach online.
If said is used with an object we must include to ;
For example: Lynne said to me that she'd never been to China.
Note - We usually use told.
For example: Lynne told me that she'd never been to China.
There are many other verbs we can use apart from said, told and asked.
These include:-
accused, admitted, advised, alleged, agreed, apologised, begged, boasted, complained, denied, explained, implied, invited, offered, ordered, promised, replied, suggested and thought.
Using them properly can make what we say much more interesting and informative.
For example:
13
He asked me to come to the party
He invited me to the party.
He begged me to come to the party.
He ordered me to come to the party.
He advised me to come to the party.
6. REPORTED SPEECH QUESTIONS
Yes / no questions: This type of question is reported by using 'ask' + 'if /
whether + clause:
a. "Do you speak English?" He asked me if I spoke English.
b. "Are you British or American?" He asked me whether I was British or
American.
c. "Is it raining?" She asked if it was raining.
d. "Have you got a computer?" He wanted to know whether I had a computer.
e. "Can you type?" She asked if I could type.
f. "Did you come by train?" He enquired whether I had come by train.
g. "Have you been to Bristol before?" She asked if I had been to Bristol before.
B. Contextual Teaching and learning (CTL)
1. The Understanding of CTL
The philosophy of CTL was rooted from progressivisms of John Dewey11.
John Dewey, an expert of classical education proposed the theory of curriculum
and teaching methodology related to the students experience and interest.
Principally, the students will learn effectively if they can make a connection
between what they are learning with the experience they had, and also they
actively involved in learning process in the classroom. John Dewey, as quoted
by Donald freeman, said that “What an individual has learned in the way of
11 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT)
dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004), p.8
14
knowledge and skills in one situation becomes an instrument of understanding
and dealing effectively with the situation which follows. The process goes on
as long as life and learning continue”12.
The theory of Cognitivisme also influenced the philosophy of CTL. The
students will learn so well if they actively involved in the classroom activities
and have a chance to inquiry it by their selves. Students will show their
learning achievement through the real things that they can do. Learning is
regarded as an effort or intellectual activity for developing their idea through
introspection activity13.
Based on two theories above, the CTL philosophy was developed. CTL is
a proven concept that incorporates much of the most recent research in
cognitive science. It is also a reaction to the essentially behaviorist theory that
have dominated American education for many decades. CTL is promoted as the
alternative for the new learning strategy. CTL emphasizes the learning process
through .constructing not memorizing and teaching is interpreted as an activity
of inquiring process not only transferring knowledge to the students. In CTL,
student are expected to develop their own understanding from their past
experience or knowledge (assimilation). It is important because our brain or
human mind functioned as the instrument for interpreting knowledge so that it
will have a unique sense.
Meanwhile, several attempts have been made to define the meaning of
CTL method. In the process of searching the meaning of CTL, writer has found
several definitions about it from different resources.
Johnson defines CTL as follows:
CTL is an educational process that aims to help student see meaning in the academic subject with the context of their daily lives, that is, with the context of their personal, social, and cultural circumstances. To achieve
12 Donald Freeman, Changing Teaching: Insight Into Individual Development In The
Contexts Of School, On Christopher Ward and Willy Reynanda (Ed.), Language Teaching, a New Insights For The Language Teacher (Singapore: SEAMEO Regional Language Center, 1999), p.34
13 Nurhadi,Dkk., op. cit., p.9
15
this aim, the system encompasses the following eight components: making meaningful connections, doing significant work, self-regulated learning, and collaborating, critical and creative thinking, nurturing the individual, reaching high standards, and using authentic assessments14. In addition, Berns and Errickson stated that,
Contextual teaching and learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires15.
Meanwhile, The Washington State Consortium for Contextual Teaching
and Learning, as cited in Nurhadi, formulated the definition of CTL as follows,
Contextual teaching is teaching that enables students to reinforce, expand, and apply their academic knowledge and skills in a variety of in-school and out-of school settings in order to solve the stimulated or real-world problems16. Based on the previous four definitions, the writer concludes that CTL is
the way or the concept of teaching that help teacher and students to relate subject
matter to the real life situation and motivate student to connect and apply all
aspect of learning into their role in real life. When we talked about context, most
people say that it related to their social life. In the classroom teaching, CTL means
teacher should present the student real world inside the classroom.
2. The Characteristics of CTL
14 Elaine B. Johnson, Contextual Teaching and Learning: What It Is and Why It.s Here to
Stay (Thousand Oaks: Corwin Press,Inc,2002) p.25 15 Robert G. Berns and Patricia M. Erickson, Contextual Teaching and
Learning:Preparing Students for the New Economy. www.nccte.com, it was retrieved on November 1 2007.
16
Nurhadi,Dkk., P e m b e l a j a r a n K o n t e x t u a l ( C o n t e x t u a l T e a c h i n g a n d L e a r n i n g / C L T )d a n P e n e r a p a n n y a D a l a m K B K(Malang: Penerbit Universitas Negeri Malang, 2004) . , p . 1 2
16
Johnson, as quoted by Nurhadi, characterizes CTL into eight important
elements as follows:
1. Making Meaningful Connections
Students can organize themselves as learners, who learn actively in improving
their interest individually, person who can work individually or collectively in
a group, and a person who can do learning by doing.
2. Doing Significant Work
Student can make relationship among schools and the various existing contexts
in the real world as business maker and as a citizen.
3. Self-Regulated Learning
Students do the significant work; it has purpose, it has connection with others,
it has connection with decision making and it has the concrete results or
products.
4. Collaborating
Students are able to work together. The teacher helps students in order to work
effectively in a group and teacher helps them to understand the way how to
persuade and communicate each others.
5. Critical and Creative Thinking
Students are able to apply higher level thinking critically and effectively. They
are able to analyze, to synthesize, to tackle the problem, to make a decision and
to think logically.
6. Nurturing the Individual
Students carry on their selves, understand, give attention, posses high wishes,
motivate and empower themselves. Students can’t get the success without the
support from adult people. Students should respect their companion and adult
person.
7. Reaching High Standards
Students know and reach the high standard. It identifies their purposes and
motivates them to reach it. Teacher shows to students how to reach what called
excellent.
17
8. Using Authentic Assessments
Students use academic knowledge in the real world context to the meaningful
purposes. For example, students may describe the academic information that
have learnt in subject of science, health, education, math, and English subject
by designing a car, planning the school menu, or making the serving of human
emotion or telling their experience17.
These eight characteristics make CTL different from other methods.
These Characteristics became the main components in applying CTL method.
It is also clearly seen that these eight characteristics ask the students for
actively involving in classroom activity. Collaborating, nurturing the individual
and creative and critical thinking ask the students responsible for their own
learning. The role of teacher in CTL is to facilitate student to find the fact or
the meaning, concept, or principles for their selves. Once these eight
characteristics applied in classroom, it will help both student and teachers in
creating a good atmosphere where the learners have a great responsibility in
achieving their success in leaning.
3. The Principle of CTL
1. Constructivism
Constructivism is the foundation of CTL. The basic premise is that an
individual learner must actively build knowledge and skills. However, all
advocates of constructivism agree that it is the individuals processing of stimuli
from the environment and the resulting cognitive structure that produce
adaptive behavior rather than the stimuli themselves18. In the classroom
teaching learning process, the application of constructivism are applied in five
step of learning that are activating knowledge, acquiring knowledge,
17Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT) dan
Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004)., p.14 18 www.chiron.valdosa.edu/whuitt/cogys/construct.html. it was retrieved on January 1
2011
18
understanding knowledge, applying knowledge and reflecting on knowledge19.
The constructivism paradigm has led us to understand how learning can be
facilitated through certain types of engaging, constructive activities. This
model of learning emphasizes meaning making through active participation in
situated context socially, culturally, historically, and politically.
2. Inquiry
Basically, inquiry is a complex idea that means many things to many
people in any contexts. Inquiry is asking, asking something valuable that
related to the topic discussed. Inquiry is defined as .a seeking for truth,
information or knowledge. seeking information by questioning. in applying
inquiry activity in the classroom teaching, there are several steps that should be
followed that are formulating problem, collecting data through observation,
analyzing and presenting data (through written form, picture, report and table)
and finally, communicating and presenting the result of data to the readers,
classmates, and the other audients.
3. Questioning
Questioning is the mother of contextual teaching and learning, the
beginning of knowledge, the heart of knowledge and the important aspect of
learning. Sadker and Sadker, as quoted by Nurhadi, mentioned the important of
questioning technique in classroom teaching. They said,
To question well is to teach well. In the skillful use of the question more than anything else lies fine art of teaching; for in it we have the guide to clear and vivid ideas, and the quick spur of imagination, the stimulus to thought, the incentive to action. What’s in a question, you ask? Everything. It is the way of evoking stimulating response or stultifying inquiry. It is in essence, the very core of teaching. The art of questioning is the art of guide learning20.
19 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT)
dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004).,p.33
20 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT)
dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004).,p.45
19
Sometimes, the teacher asks the students before, during and after the
lesson. At other times, they are posed effectively by the students to focus their
own lesson, keep them engaged and help them monitor their understanding of
what was learned. In a productive teaching learning, questioning activity are
useful for checking students comprehension, solving problem faced by
students, stimulating responses to the students, measuring student’s curiosity,
focusing student attention, and refreshing students prior knowledge.
4. Learning Community
In learning community, the result of learning can be gotten from gathering
others and also can be taken from sharing with friends, other groups, and
between make out person and not. Actually, learning community has the
meaning as follows: 1).Group of learning which communicate to share the idea
and experience, 2).Working together to solve the problem and 3).The
responsibility of each member of learning group
It is sometimes forgotten that language classes operate as communities,
each within its own collection of shared understandings that have been build up
over time. The overall character or each language class is created, developed,
and maintained by everyone in room. Each class member has a specific role to
play, even those with ostensibly low profile such as .onlooker. or .observer.
(noticing what is going on), .knower. (being privy to shared class
understanding) and follower (reacting in the same way as everyone else to
certain teacher or student initiatives).
5. Modeling
Basically, modeling is verbalization of ideas, teacher demonstrates to
students to study and acting what the teacher need to be implemented by
students. Modeling activity can be summarized into demonstrates the teacher’s
opinion and demonstrates how does the teacher want the student to learn.
20
6. Reflections
Reflection is the ways of thinking about what the students have learned
and thinking about what the students have done in the past. Reflection is
figuration of activity and knowledge that just have received. Teacher need to
do the reflections in the end of teaching learning process. In the end of teaching
learning process, teacher spends a little time and ask student to do the
reflection. The realization of reflection can be done by giving direct statement
about the information that is acquired in the lesson, some notes or journal on
student book, some impression and suggestion from students about the learning
process and discussion.
7. Authentic Assessment
Authentic assessment is a procedure of achievement in the CTL. Assessments
of students. Performance can come from the teacher and the students. Authentic
assessment is the process of collecting the data that can give the description of
student learning development. In the process of learning, not only the teacher that
can be placed to provide accurate assessments of students. performance, but also
students can be extremely effective at monitoring and judging their own language
production. They frequently have a very clear idea of how well they are doing or
have done, and if we help them to develop this awareness, we can greatly enhance
learning21. Meanwhile, authentic assessment has some characteristics that are :(a)
Involves real world experience, (b) Allows access to information, (c) Encourages
the use of computer, dictionary and human resources, (d) Engages the students by
relevance, (e) Uses open-ended format, (f) Includes self-assessment and
reflection, (g) Warrant effort and practice, (h) Identifies strength to enable
21 Jeremy Harmer, The Practice of English Language Teaching, the Third Edition
(Longman, 2002), p. 100
21
students to show what they can do and (i) Make assessment criteria clearer to
students22.
Essentially, the question that needs to answer by authentic assessment is.
Does the students learn something?. not .What have they already known?. So, the
students are assessed through many ways, not only assessed their examination
test.
3. The Procedure of CTL in Teaching Indirect Speech
Seven main components of CTL that explained above are the main
requirements in classroom teaching learning process. Below are the procedures
how to apply CTL, including speaking class activity, in the classroom teaching
learning process.
1. Improve the understanding that student will learn more effectively through
self-learning, self-inquiring, and self-constructing using their own knowledge
and experience. First, Teacher need to encourage student to actively involved
in learning process and use the student’s idea and experience to conduct the
learning and whole learning unit
2. Do the inquiring activity to achieved desired competences in speaking
activity In this step, the teacher presents the speaking material (e.g in the
form of certain pictures or visual aid that describes some activities) in which
the student need to analyze it by their self. Try to challenge the students with
their own ideas and conceptions to interpret it. Allow them to present their
own idea and encourage them to apply their own ideas, experience and
interest to direct learning process.
3. Create learning community or learning in groups This step will help student
to improve their leadership and their cooperation among the student. In this
step, the students discuss the material with their friends and then they present
it in front of the class. To make the learning process more effective, teacher
22Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT) dan
Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004).,p.43
22
need to encourage the students to express their own ideas before the teacher
did it.
4. Questioning as a learning tool. it is useful for improving student’s curiosity
The teachers allow the students to ask something related to the material after
the discussion and presentation session finished. It will give them more
understanding in material discussed.
5. Do the reflection in the end of learning to make student feel that they have
learned something. Provide enough time to reflect, analyze, and respect all
ideas that are expressed by all students. Teacher need to engage the students
in searching the information that can be applied in solving the problem in
their own life. So, the learning process will give them many benefits in their
real life.
C. Previous Related Study
The research about Grammar using Contextual Teaching and Laerning had
been done many collage students one of them was Ovalina, she wrote about
“Improving Students’ Ability In Using Simple Past Tense through Contextual
Teaching and Learning ”.23 This research explains about the Contextual Teaching
and Learning method in teaching past tense. She said that this approach improving
the students score in grammar especially Simple Pat Tense and also can increase
students involvement, it was found most of student were actively in teaching
learning process at the of cycle 2 and based on the result post questionnaire there
was the improvement regarding the students’ response to the implementation of
CTL. She said students will be interested if the context of the text that they learn
is familiar with their real life.
By using Contextual Teaching and Learning (CTL) , the researcher hopes
that the students will be interested in grammar, then it is easier for the researcher
to transfer her knowledge to the students. This is suitable such as what the
researcher does to her research.
23
Ovalina, I m p r o v i n g S t u d e n t s ’ A b i l i t y I n U s i n g S i m p l e P a s t T e n s e t h r o u g h C o n t e x t u a lT e a c h i n g a n d L e a r n i n g ,skripsi, (Jakarta : FITK UIN, 2010),
23
CHAPTER III
RESEARCH METHODOLOGY
A. The Setting and Subject of the Study
This study was conducted at MTs Nurul Falah Tangerang. The school was
at Jl. M. Toha Km 3.8, Tangerang, Banten Province. It was established by the
Abdul Majid Naseer
The school has 1 language laboratory, 1 science laboratory, 1 audiovisual
room, 1 library, 1 music room, 1 computer/internet room, 1 principal’s room,
1 teacher’s room, 1 administration rooms, 1 mosque, 1 canteen, 7 restrooms
and 15 classes. There were 5 classes for grade VII, 5 classes for grade VIII,
and 5 classes for grade IX.
In addition, this school has three English teachers. This school was chosen
as the field of the study based on some reasons: first, the researcher was a
trainee-teacher graduated from this school, so she knows the condition of this
school, and she could identify the problems faced by students in learning
grammar. Second, after identifying the problems, she suggests to apply suitable
technique to solve students’ problem in order to develop students’ ability in
grammar for better quality of the school.
The writer selected the second year of VIII-A Class of MTs Nurul Falah
Tangerang, which consists of 31 students in the 2010-2011 academic years as
the subjects of the research. This class was chosen based on the interview result
with the English teacher and the observation that this class had the lowest
achievement on grammar test compared with other second grade classes.
Therefore, their grammar ability needs to be developed by using effective
technique.
B. The Design of the Study
The design of this research called Classroom Action Research (CAR used
for the next term) because it attempts to overcome students’ problem in their
teaching-learning activities. Besides, this study conducted based on the
24
preliminary study to describe students’ problem in English learning process.
CAR was part of action research which conducted in a certain classroom.
The design of this study was classroom action research. It is called CAR
because the study focuses on a particular problem and a particular group of
students in a certain classroom. According Wallace, CAR is a type of
classroom research carried out by the teacher in order to solve problems or to
find answers toward context-specific issues.24
Classroom action research is an action research which carried out at the
classroom aimed to improve learning practice quality.25 Mills defines an
action research as any systematic inquiry conducted by teacher researchers,
principals, and school counselors in the teaching and learning environment to
gather information about (a) how their particular school operates, (b) how
teachers teach, and (c) how well their students learn.26
The essential component of action research according to Kember as
following:
• Concerned with social practice;
• Aimed towards improvement;
• A cyclical process;
• Pursued by systematic enquiry;
• A reflective process;
• Participative;
• Determined by the practitioner. 27
Based on the definition above the implementation of classroom action
research was unable to give improvement of the quality of teaching and learning
of school in education since it can diagnose and solve the problem in teaching
learning activity.
24
Michael J. Wallace, A c t i o n R e s e a r c h f o r L a n g u a g e T e a c h e r s ,
(Cambridge: Cambridge
University Press, 2006), p.5 25
Suharsimi Arikunto, P e n e l i t i a n T i n d a k a n K e l a s, (Jakarta: Bumi Aksara, 2009), p. 58.
26 Geoffrey E. Mills,
A c t i o n R e s e a r c h : A G u i d e f o r t h e T e a c h e r R e s e a r c h e r . ( 2 n d e d ), (New
Jersey: Merril Prentice Hall, 2003), p. 5. 27
David Kember, A c t i o n L e a r n i n g a n d A c t i o n R e s e a r c h ,
(London: Kogan Page Limited,
2000), p. 23-24.
25
The writer used classroom action research model proposed by Kemmis and
Taggart, which consists of four steps, namely, planning, acting, observing, and
reflecting. Improvement of the problem in this study was brought about by a
series of cycles. The figure can be seen below:
Figure 3.1: Action Research Spiral, Model from Kemmis & Taggart (1988)28
The classroom action research design applied in this study was a collaborative
classroom action research. As stated by Arikunto that ideally, CAR conducted
collaboratively between the practitioner and the observer.29 It means that the
writer collaborates with the English teacher of MTs Nurul Falah Tangerang as an
observer and collaborator. In carrying out the study, the writer’s role was as an
English teacher who though Indirect Speech through Contextual Teaching and
Learning (CTL) to the students, while the real English teacher’s role was as an
observer who observes the action of the study while teaching-learning activities
happens in the classroom. Also she acts as a collaborator when helps the writer in
designing lesson plan, carrying out the reflection, and determining the follow up
of the study. The researcher is as an active participant who is not only as an
28
Prof. Dr. Rochiati Wiriaatmadja, M e t o d e P e n e l i t i a n T i n d a k a n K e l a s ( U n t u kM e n i n g k a t k a n K i n e r j a G u r u d a n D o s e n ) , (Bandung: Remaja Rosdakarya, 2006), p. 66.
29 Suharsimi Arikunto, P e n e l i t i a n T i n d a k a n K e l a s
, (Jakarta: Bumi Aksara, 2009), p. 17.
26
observer but she also take actions by making lesson plan and giving assessment.
Moreover, she also collect and analyze data together with the teacher.
C. The Procedure of the Study
Figure 3.2
The Classroom Action Research Procedure Adapted from Kemmis &
Taggart
Acting Conducting the lesson plan
Preliminary Study Interviewing the English teacher, giving questionnaire and pretest to the students, in the second year of MTs Nurul Falah Tangerang
Analysis and findings
Analysis : Analyzing the result of preliminary study Finding : Result of students’ grammar score was still low. Causes :
1. The students have difficulty to transform the tense. 2. The students were not actively involved in grammar class.
Planning
1. Designing lesson plan. 2. Preparing the model of Contextual
Teaching and Learning 3. Preparing the materials and media. 4. Setting the criteria of success.
Observing Observing the teaching learning condition
Reflecting 2. analyzing the collected data 3. determining whether or not
the action is successful
Succeed Fail
Conclusion and report
Revise the plan and continue the next cycle
27
Here, we have known that based on Kurt Lewin’s concept. The CAR consists
of four phases within one cycle. They are planning, acting, observing and
reflecting. If the students cannot exceed the criteria, so it is necessary to continue
to the second cycle with the same concept of the first cycle which used the same
phases.
This classroom action research is carried out by following several phases.
Before entering the cycle of classroom action research, the writer conducts the
preliminary study. It is as the preparation for planning the action. Preliminary
study is useful for analyzing and identifying the problems faced by the students in
teaching learning process.
In conducting the preliminary study, the writer carries out several activities as
follows (a) interviewing the English teachers in terms of the techniques and
activities employed in teaching grammar, (b) giving questionnaire to the students
in terms of learning English, and (c) assigning the students to answer the question
of Indirect Speech of Yes-No Question to indentify the students’ observing and
reflecting.
After carrying out the preliminary study, then the writer goes on to the next
phase. The first cycle of action is done involving planning, acting, observing and
reflecting.
1. Planning Phase
According to Kemmis and Taggart as quoted by Kunandar that “planning
phase is the development of the action plan to improve what has happened.”30 In
this phase, the writer and the collaborator made some planning based on the
finding of preliminary study. The following activities in this action planning were
designing lesson plan, preparing the model of Contextual Teaching and Learning,
preparing materials and media, and determining criteria of success.
Designing lesson plan aims to provide the teacher with the guideline of
teaching and learning activities. The lesson plan is included the following items:
30
Kunandar, L a n g k a h M u d a h P e n e l i t i a n T i n d a k a n K e l a s ( S e b a g a i P e n g e m b a n g a n P r o f e s iG u r u )
, (Jakarta: Rajagrafindo Persada, 2008), p. 71
28
specific instructional objectives, the instructional materials and media, procedure
of presentation, and procedure of assessment. (The detail lesson plan can be seen
in appendix 4 and 6).
Next step was preparing the model of Contextual Teaching and Learning; the
use of Contextual teaching and Learning in improving student’s ability of
transforming Indirect Speech was applied. A model of Contextual Teaching and
Learning which developed by the writer and collaborator in teaching Indirect
speech was using narrative text.
The last step was to determine the criteria of success. It is useful for
measuring whether the action of this study was successful or not. In line with the
study, the criteria of success are decided based on the agreement between the
writer and the collaborator as follows:
a. The students’ writing score improves at the same as the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) of English (60.0) or above.
And it is considered successful if 75% (26 out of 31) of the students with
individual score in grammar achieve at least the same as or above 60.0.
b. The students’ participation in writing activities increase that 75% (26 out of
31) of the students should get involved in writing activities and their
involvements are in scales “Good” and “Very Good”.
2. Acting Phase
The action here means that action that controlled and consciously
conducted.31 In this phase, the writer carried out the action based on the lesson
plan that had been made. In implementing the action, the writer acted as the
English teacher who taught Indirect Speech trough Contextual Teaching and
Learning. Meanwhile the collaborator acted as the observer who observed all the
activities that happened in the teaching learning process. The implementation of
the action involved three meetings in each cycle.
31
Kunandar, L a n g k a h M u d a h P e n e l i t i a n T i n d a k a n K e l a s ( S e b a g a i P e n g e m b a n g a n P r o f e s iG u r u )
, (Jakarta: Rajagrafindo Persada, 2008), p. 72
29
3. Observing phase
Observation aimed at collecting the data from the influence of action.32 This
phase discusses the process of recording and gathering all relevant data about any
aspect occurred during the implementation of the action. The important aspects in
observation were sources of data, the instrument used in collecting the data, and
the technique for data collection. In doing the observation, the observer observes
all the activities that happen in the class.
In conducting the observation toward the implementation of the action, the
observer used field notes and observation checklist for gathering the result of
observation dealing with the teacher performance, the students’ participation and
the class condition.
4. Reflecting Phase
Reflection was to remember and reflect the action as the result of
observation.33 Reflecting phase was the last phase in one cycle. The aims of this
phase were to reflect the data from the implementation of the action and to know
whether the action is successful or not by matching the result of the observing
phase with the criteria of success. Reflecting phase is carried out by the writer and
the collaborator focusing on the discussion about the result of the action. If the
finding of the first cycle is satisfy marked by reaching the criteria of success, so
there will not be the next cycle. Meanwhile, if the finding of the action did not
reach the criteria of success, so the next cycle needs to be accomplished.
D. The Technique of Collecting Data
This study used both qualitative and quantitative data as technique of
collecting data. Qualitative used to describe data which are amenable to being
32
I b i d ., p. 73
33 Kunandar,
L a n g k a h M u d a h P e n e l i t i a n T i n d a k a n K e l a s ( S e b a g a i P e n g e m b a n g a n P r o f e s iG u r u ), (Jakarta: Rajagrafindo Persada, 2008), p. 73
30
counted measured in objective way, and are therefore ‘subjective’ while
quantitative is broadly used to describe what can be counted or measured and can
therefore be considered ‘objective’.34 The qualitative data consists of observation
and interview while quantitative data used questionnaire and test (pre-test and
post-test).
The technique of collecting data used by the researcher to get the data
observation by using:
1. Interview applied for the English teacher before the classroom action
research and after classroom action research. It was applied before
classroom action research to know the students difficulties in study
grammar, the students’ participation in grammar class, and the teaching
strategy in teaching grammar. Meanwhile, it was conducted after
classroom action research to know the teacher’s response about the
learning strategy focus on Contextual Teaching and Learning (CTL).
2. Questionnaire was written of questions to be answered by the students.
These instruments take all students as the respondents. It were applied at
the preliminary study. Also, it is used after classroom action research to
know the students’ response toward teaching and learning activities
through Contextual Teaching and Learning (CTL).
3. An observation checklist was done to monitor and record the data of the
students’ performance during the teaching and learning processes. The
data is taken based on the students’ participation during teaching and
learning activity according to lesson plan. The information obtained from
these observation checklists was used as a basis to determine the planning
for the following cycle.
4. Field notes used to record detailed information about the implementation
of the study in the classroom that might not be covered in the observation
checklists. In addition its used to know the good point from the student
and the teacher side and things to consider for the next meeting. The writer
34
Michael J.Wallace, A c t i o n R e s e a r c h f o r E n g l i s h T e a c h e r ,
(Cambridge: Cambridge Univ.
Press,1998), p.38
31
and observer record a description of classroom atmosphere, the setting of
the class, and the students’ activities during the teaching and learning of
grammar using Contextual Teaching and Learning (CTL).
5. Test, is used for getting data of study result and students activities in
teaching learning. There are two tests used in this study as follows:
1. Pre-test is done before implementing Contextual Teaching and
Learning (CTL). It is to measure students’ grammar skill at the first
time.
2. Post-test is implemented after using Contextual Teaching and Learning
(CTL).
In this research the test is done in form of multiple choices. The test is held on
every second action of each cycle.
E. The Technique of Data Analysis
In this research the writer used analysis qualitative data that is the observation
of writer and students’ activities during teaching learning process. The writer will
discuss about entire data collection in every observation from performing action
research cycles are analyzed descriptively by using percentage to see tendency
that happened in learning activity.
Here, she looked for the average of students’ grammar score per action within
one cycle to analyze numerical data, those are:
First, it is done to know how well students’ score on grammar skill:
n
xX
Σ=
X : mean
x : individual score
n : number of students
32
Second, to know the class percentage that pass the KKM 60, the writer uses
as reference is according to Anas Sudijono (2006) it is called by of relative
frequency distribution whose formula as follows: 35
P = f x100%
N
P : the class Percentage
F : total percentage score
N: number of sample of students.
Third, after mean of students’ scores per action gained. She identified
whether there was or no students’ improvement scores on grammar from pre-test
up to post-test score in cycle 1 and cycle 2. In identifying that, she used the
formula:36
P = %1001 ×−
y
yy
P : percentage of students’ improvement
y : pre-test result
y1 : post-test 1
P = %1002 ×−
y
yy
P : percentage of students’ improvement
y : pre-test result
y2 : post-test 2
35
Anas Sudijono, P e n g a n t a r S t a t i s t i k P e n d i d i k a n, (Jakarta; PT Raja Grafindo Persada:
2006), p. 34. 36
David E. Meltzer, T h e R e l a t t i o n s h i p b e t w e e n M a t h e m a t i c s P r e p a r a t i o n a n d C o n c e p t u a lL e a r n i n g G a i n s i n P h y s i c s : A P o s s i b l e H i d d e n V a r i a b l e i n D i a g n o s t i c P r e t e s t S c o r e s ,
(Iowa:
Departmentof Physic and Astronomy, 2008), p.3
33
F. The Validity of Data
Validity is an essential criterion for evaluating the quality and acceptable of
the research. Regarding validity in action research, the writer adopts Anderson,
Herr, and Nihlen’s criteria that mention the validity of action research including
democratic validity, outcome validity, process validity, catalytic validity, and
dialogic validity.37 In this study, the writer uses democratic, process, and dialogic
validity. Anderson defines outcome validity as:
Outcome validity requires that the action emerging from a particular study leads to the successful resolution of the problem that was being studied, that is, your study can be considered valid of you learn something that can be applied to the subsequent research cycle.38
Based on the explanation above, the outcome validity could be seen from the
result of the test. When the result of cycle two was better than cycle one, it means
that the study is successful. Then, Process validity is “the validity that requires a
study has been conducted in a “dependable” and “competent” manner.”39
It could be seen from the outcome of observation. In this case, the writer
notes all events happening during the CAR. When there might have some
mistakes in the method of teaching, then the writer discusses with the teacher to
modify the further strategies. Next, the dialogic validity; “it involves having a
critical conversation with peers about research findings and practices.”40 In this
case, the writer and the teacher discussed and assess the students’ test result of
cycle one and cycle two together. It was done in order to avoid invalid data.
To analyze the examined test items, the writer implements the credibility of
the test. There are some phases including:
37
Geoffrey E. Mills, A c t i o n R e s e a r c h : A G u i d e f o r t h e T e a c h e r R e s e a r c h e r
, (Columbus:
Merrill Prentice Hall, 2003), p. 84. 38
I b i d., p. 84.
39 Geoffrey E. Mills,
A c t i o n R e s e a r c h : A G u i d e f o r t h e T e a c h e r R e s e a r c h e r, (Columbus:
Merrill Prentice Hall, 2003),p . 8 4
40
I b i d . p . 8 4
34
1. Discriminating Power
The analysis of discriminating power of test items is to know the performance
of the test through distinguishing students who have high achievement and low
achievement. Discriminating power provides a more detailed analysis of the test
items than does item difficulty, because it shows how the top scores and lower
scores performed on each item.41
The computing of discriminating power uses the formula as following:42
U – L
D = � � � � N
In which, 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 of the groups
Next, the discriminating scale used:43
DP REMARK
0.6 – 1.0 Very good
0.4 – 0.6 Good
0.1 – 0.3 Ok
-1 – 0.0 Bad
41
Kathleen M. Bailey, L e a r n i n g a b o u t L a n g u a g e A s s e s s m e n t : D i l l e m a s , D e c i s i o n s , a n dD i r e c t i o n ,
(London: Heinle & Heinle Publisher, 1998), p. 135. 42
Wilmar Tambunan, E v a l u a t i o n o f S t u d e n t A c h i e v e m e n t ,
(Jakarta: Depdiknas, 1998), p. 139. 43
J. B. Heaton, C l a s s r o o m T e s t i n g
, (New York: Longman Inc, 1990), p. 174.
35
2. Difficulty Item
The difficulty item analysis concerns with the proportion of comparing
students who answer correctly with all of students who follow the test. Item
difficulty is how easy or difficult an item is form the viewpoint of the group of
students or examinees taking the test of which that item is a part.44 The formula as
following:45
R
P = � � T
In which, P : Index of difficulty
R : The total number of students who selected the correct answer
T : The total number of students including upper and lower group
The criterion using as follows:46
ID REMARK
0 – 0.30 High
0.30 – 0.79 Medium
0.80 – 1.00 Low
44
John W. Oller, L a n g u a g e T e s t a t S c h o o l ,(London: Longman Group Limited, 1979), p. 246.
45 Norman E. Gronlund,
C o n s t r u c t i o n A c h i e v e m e n t T e s t ,(New York: Prentice Hall, 1982),
p. 102. 46
John W. Oller, L a n g u a g e T e s t a t S c h o o l ,(London: Longman Group Limited, 1979), p. 427
36
CHAPTER IV
RESEARCH FINDINGS
A. The Description of the Data
1. Findings of the Preliminary Study
a. The Result of Pre-Interview
Pre interview carried out in this study was the unstructured
interview. It was held on Friday, March 18th 2011 started at 14.15 P.M
and finished at 15.00 PM. The writer asked to the teacher some
questions. The questions were divided into three categories of
questions, involving: the general condition in English class especially
in grammar material, the difficulty faced by students and their
participation, and the strategy used by the teacher in teaching
grammar and asking about Contextual Teaching and Learning method.
First category discussed about the general condition in English
class especially in teaching grammar. The teaching learning process
conducted as usual, there were pre activities, while activities and post
activities. In teaching grammar, the teacher used some activities like
grouping, fill in the blank, Multiples choice, and arrange the sentence
into a good paragraph and so on. The media used was text which
relevant to the topic. (see item numbers 1, 2 and 3 of interview)
Second category talked about the difficulty faced by the students
focus on English grammar. The teacher said that grammar was the
difficult sub skills to be learned whereas the students must achieve the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM).
The students’ difficulties in learning grammar lied on transforming
the tense. Consequently, the students got bored in learning grammar,
and students’ participation in grammar class was not too active. ( see
item numbers 4,5 and 6 of interview)
The last category is about the strategy used by the teacher in
teaching grammar and asking about Contextual Teaching and
37
Learning method. The teacher said that she has ever used Contextual
Teaching Learning in English class. She assumed that Contextual
Teaching and could be an effective strategy in teaching grammar
because it could facilitate the learning. So, it might be able to improve
students’ ability in learning grammar. (See item numbers 7, 8, 9, and
10 of interview).
The conclusion of the interview in term of the students’
difficulties in learning grammar was the students’ of A class still have
difficulties in grammar in term of transforming the tense and the time.
(The detail result of pre interview can be seen in appendix 1b).
b. The Result of Pre Questionnaire
The pre questionnaire was conducted to know about the students’
response about English lesson especially in learning grammar. The
questionnaire used in this study was open questionnaire. The
questionnaire was given to the students in the second year of A class
on Saturday, March 19th 2011. The questionnaire had five questions.
The description of the pre questionnaire as follow:
1. The feeling toward the English lesson
The result of the questionnaire showed that 9.7% of students
like English lesson very much, 54.8% of students like English
lesson, 32.3% students felt fair to the English lesson. It can be
drawn the conclusion that most of the students of A class like
English lesson.
2. The Understanding in grammar material
58.1% of students assumed that grammar was easy to
understand. Meanwhile, 32.3% of the students consider that
grammar was difficult to learn.
38
3. The feeling toward teaching learning process of learning
grammar.
The result showed that 54.8% of the students like to study
grammar and 32.3% of the students just so-so. It was indicated that
some students should be given the innovation in studying in order
to change their feeling become interest in learning grammar.
4. The feeling if the students learn grammar.
It showed that 22.6% of the students got difficulties in learning
grammar. Meanwhile 41.9% of the students felt easy with
grammar.
5. The teacher’ style when teaching grammar.
The result was 9.7% of the students felt very interested in
the way of the teacher teach, 48.8% of the students felt interest,
meanwhile, 41.9% of the students felt fair about it. It indicated that
although there was not problem about the way teacher teach, but
for some students it still needed the innovation to develop teaching
learning strategy.
The conclusion in term of grammar problem was this class still
got difficulty in learning grammar and need improvement to reach the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM).
(The detail result of questionnaire can be seen in appendix 3b).
c. The Result of Pre-Test
The writer had done pre-test before CAR. It was conducted on
Saturday, March 19th 2011. It started at 14.00 A.M. there are actually 10
questions in multiple-choice form in which the students carried out the
test during 15 minutes.
39
Here, the table of students’ grade in pre-test:
Table 4.1
No Students’ Number Pretest
1 S1 40 2 S2 60* 3 S3 60* 4 S4 60* 5 S5 50 6 S6 50 7 S7 60* 8 S8 60* 9 S9 50 10 S10 65* 11 S11 50 12 S12 60* 13 S13 60* 14 S14 60* 15 S15 40 16 S16 50 17 S17 60* 18 S18 60* 19 S19 70* 20 S20 60* 21 S21 60* 22 S22 60* 23 S23 60* 24 S24 50 25 S25 60* 26 S26 30 27 S27 50 28 S28 50 29 S29 50 30 S30 50 31 S31 70*
Mean 55.3
*student who passed the KKM The scores are processed from students’ answer sheets
40
From the data above, it can be made a chart as follows:
To get the mean of the pretest score, the researcher calculated the data
by using the following formula;
n
x∑=Χ
−
31
1715=Χ
−
3,55=Χ−
Then, to the percentage of students who passed the KKM score, the
researcher used the following formula:
%100xN
F=Ρ
31
%10018x=Ρ
%1.58=Ρ
41
Based on the result of the pre test on the table, the data showed that
the mean score of pre-test was 55.3 there were 18 students who derived the
score above the minimum mastery criterion (KKM) meanwhile the other
13 students were below that criteria where the lowest achievement gained
score 2. Next, the percentage of the students who passed the KKM was
58.1 %. From that analyzing, it could be seen that almost of the A class
students’ grammar for indirect speech tenses was still low. Therefore, the
researcher needed to apply the technique which can solve students’
problems. (See Appendix 5b).
The action needed to improve students’ ability in learning grammar.
The action research conducted in two cycles. Every cycle followed the
procedures of action research involving planning, acting, observing, and
reflecting. Every cycle was conducted in three meetings. The following
was the explanation of the action research results.
2. Findings of the First Cycle
a. Planning
In this phase, the writer made a planning for the Action Research
based upon the problems faced by students toward grammar. In this
case, the writer determined selected material and exercises into lesson
plan. Based on syllabus, there are some kinds of text on this term, as
follows: recount and narrative. But narrative was chosen as the text to
be delivered for students. That was only discussing some sentences
that consist of indirect speech. In the lesson plan, there were some
paragraphs to identify grammar structure.
Besides of making lesson plan, the writer also prepared observation
sheet to observe the students and writer’s activities in teaching
learning process whether it was in line with the lesson plan had made
before or not. Next, the writer and collaborator determined the criteria
of success. The criteria of success were 75% of the students’ grammar
score achieved the Minimum Mastery Criterion- Kriteria Ketuntasan
42
Minimal (KKM) of English (60.0) or above and 75% of students
participated in learning grammar. Besides, the writer prepared the
instruments for research such as: posttest 1, observation checklist and
field notes.
b. Acting
Action of the first cycle was done on March 19th, 21st and 26th. The
writer implemented the teaching leaning process based on the lesson
plan had been made. This teaching learning process used Contextual
Teaching and Learning method. Here, after the writer started to
convey what materials that would like to be learned by students, she
began to ask students to read the text silently. Furthermore, some
students were asked to point out the sentences used Indirect speech of
Yes-No question. Next, the students were asked to see activities
around them and made the direct speech to be changed the indirect
speech sentence. Here, the writer asked them to repeat their answers
up to get the right one. Then to make sure students’ understanding
indirect speech of Yes-No question, the writer showed flash card to
the student and asked him to make indirect speech sentence that the
answer was repeated by his friends.
Afterwards, to know how well students’ understanding of indirect
speech of yes-no question given, the writer explained the vocabularies
attached and sentences’ structure used. Finally, asked the students’
difficulties and gave exercises by using Indirect speech of Yes-No
question based on context. This task was done by the students
individually. In the last meeting, the final test was the posttest 1.
c. Observing
In this phase, the observer observed the students’ participation
through observation checklist and observed the teaching learning
process through field notes. Also, after accomplished the first cycle,
43
the writer collected the data for posttest 1. The result of observation
checklist in the first cycle was 83.3% of the students were involved in
learning grammar. It meant that most of the students of A class have
done the class activities well.
The result of field notes revealed that the teaching learning has
done well although the class still had some problems such as: First,
some students had problem in looking for vocabulary and correct
grammar. Second, some students looked difficult in following the
class activities. Third, some students looked lack serious and some
students still had difficulty in grammar, they spent too much time to
accomplish their task.
The result of posttest 1 showed that the mean score of the class
derived 61.8 in which there were 26 students who passed the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 60
(sixty). The following were the detail results of instruments used in
the first cycle:
� The Result of Students’ Participation in Grammar Activities
The result of students’ participation in grammar activities was
determined by observation checklist that showed their active
participation in teaching learning activities. The activities that was
monitored involving the group activities. In the first meeting, there
were 81.3% of the students who participated actively in teaching
learning activities. There were 82.7% of the students involved
enthusiastically in learning grammar in the second meeting, while
in the third meeting; there were 86.1% of the students who
participated actively in Learning grammar.
In conclusion, 60.7% of the students were involved in grammar
class activity in Cycle 1. This was assessed by adding the
percentage of the students’ participation in all meetings (Meeting 1
+ Meeting 2 + Meeting 3) divided by 3. From the students’
participation, it indicated that the students were motivated in the
44
teaching and learning of grammar. It indicated that the second
criteria of success had been achieved. In addition, the findings were
also sustained by the data obtained from field notes which used to
make notes related to the data which were not be covered in
observation checklist. (see appendix 8a)
� The Result Of Field notes
Concerning the teaching procedures, the field notes revealed
that in Meeting 1, Meeting 2, and Meeting 3 of Cycle 1, there were
some problems found during the teaching and learning process.
First, some students still had problems in looking for the difficult
vocabulary; they did not look to try hard to find out the vocabulary
they need. Second, other students (not many) had problems in
following the class activities; they tend to ask more than write.
Third, some students also looked lack serious, and some students
still had difficulty in grammar, so that they spent too much time to
accomplish their task. The possible factors that caused those
problems were that the writer did not give sufficient explanation
about difficult vocabulary and did not give sufficient guidance to
the students in the stages of grammar. The writer also did not give
clearly instruction.
The good points also derived from the field notes. First, more
students paid attention on teacher’s explanation and they looked so
motivated. Second, More Students wrote and revised their exercise
in their group enthusiastically; they revised their exercise following
the guiding questions, step by step, helped by the teacher. Third,
some students were cooperative to support the teacher’s teaching
goal and they edited their exercise through peer correction
seriously using modeled of editing guide. (See appendix 9a for the
detail result).
45
� The Result of Students’ Grammar
To know the result of students’ writing, the writer needs to
calculate the mean score firstly. The mean score derived from
the following formula:
n
xMx
∑=
31
1915=Mx
8.61=Mx
Then, the writer calculated the class percentage whose
passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) using the following formula:
%100xN
F=Ρ
31
%10012x=Ρ
%7.38=Ρ
The data showed that the mean score of posttest 1 was .
There were only tweleve students or 38.7% of the students who
got the score above the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) meanwhile the other 19 students
were below that criterion. It implied that the first criterion has
not fulfilled.
Based on the result of the students’ grammar in the cycle 1,
there was a slight improvement of students’ mean score from the
students’ writing on the preliminary study to the students’
writing on the first cycle. The mean score of the previous score
was 53.3 and the mean score of the students’ grammar on the
first cycle was 61.7. That means that there was 6.45 points or
12.10% of mean score improvement. The improvement
percentage derived from the formula:
46
%1001 ×−
=Ρy
yy
P = %1009.53
9.538.61×
−
P = %10.12
The detail of all students’ scores in the first cycle can be
seen in Appendix 6a.
d. Reflecting
Based on the result of observation cycle 1, the writer as researcher
found success and failure for action given. By observing teaching
learning process had done, it looked that some students (girls) start to
develop their activities and to improve their ability in learning
grammar. Besides, students’ performance was also showed their
confidence to propose their ability. However, the implementation of
contextual teaching and learning had not maximal yet mainly in
developing students’ understanding of indirect speech of yes-no
question.
Here, the writer and collaborator analyzed the problem and found
the main causal factors of failure to reach indirect speech of yes-no
question by using contextual teaching and learning were students’ lack
of vocabularies, mistake in transforming the direct into indirect speech
and their ability in using verb both regular and irregular. This could
identify that there was students’ enthusiastic in “grammar”. In
teaching learning process had not succeed yet in spite of had started
appear. It could be proven that there were many students not discipline
by making dialogue and joke. Even, initiative to repeat the answer till
got the right one should wait her command. Hence, she tried to modify
in order students more understand in using passive indirect speech of
yes-no question and in order 80% of students in the class could pass
the minimum mastery criterion.
47
Here, the writer still had difficulties in contextual teaching and
learning in the class, she had idea to walk around the class to check
students’ activities to avoid they made any noise and cheated each
other in doing tasks. Next, some students said that the writer’s
explanation was too fast till made them confuse and asked her to repeat
the explanation more slowly and clearly.
So, there must be more efforts to develop students’ understanding
indirect speech of yes-no question through contextual teaching and
learning. It needed to be improved again in the next cycle. This effort
was done in the next lesson plan of cycle 2.
In this phase, the writer and the collaborator talked about the result
of the action. Based on the analysis of the students’ grammar that
showed 38.7% of the students who got the score above the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM), The students
have not achieved the criteria of success that 75% of students must
achieve the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM). Therefore, it needed to be revised before the implementation
of the next cycle so that it could achieve the criteria of success of this
study. Meanwhile, field notes showed that the teaching learning
activities has done well although there were some problems that should
be solved. Although the second criterion has achieved, but it still need
to accomplish the next cycle to improve students’ score.
e. Revision of the First Cycle
Based on the result of reflection stage, the writer and the
collaborator concluded some revision of the first cycle. First, the
students had to bring dictionary at least one dictionary in one group in
order to help them to find out the difficult word. Next, the students
were free to choose their group in order to make them comfortable
with their friend. In addition, the students were given more time to do
their exercises. And the last, the teacher should give more explanation
48
about the material and give clearly instruction in order to make the
students understand about the activity that they have to do. All of the
revision in the first cycle would implement in the second cycle.
3. Findings of the Second Cycle
a. Planning
In this phase, the writer and the collaborator made some planning
for the action based on the revision of the first cycle. The planning of
the action was served into lesson plan. There were not significant
differences with the previous lesson plan. The material still related to
narrative paragraph but it is focus fable. The media used was still same
with the previous media but the picture used in this cycle was funny
picture and also prepared dictionary. Beside of that, the writer still also
prepared the observation checklist, field notes to note the classroom
activities, camera, and the writer also prepared the posttest 2 to collect
the data.
b. Acting
The action of the second cycle was done on April 9th, 12th, and 16th
2011. The action was done based on the lesson plan. In the first
meeting, The writer introduce a new topic about narrative text,
introduce a new design of contextual teaching and learning and asked
the students to make their own story of narrative text facilitated by the
dictionary based on the picture given and collected it. In the second
meeting, the students were asked to find direct speech on the text and
asked them to transform into indirect speech. In the third meeting, the
students were asked to answer the question of indirect speech of yes-
no question. The final draft was the data for the posttest 2.
49
c. Observing
The observer conducted the observation to the class through
observation checklist and field notes. In the second cycle, 94.4% of
the students participated in class derived from observation checklist’
result. The field notes showed that the class condition had a good
atmosphere in teaching learning process. The students looked
enthusiast in doing the class activities. Some problems also appear in
teaching learning process such as the class condition was still noisy
and so on. Although still seem some problems in class condition that
observed through field notes, but most of the students have done the
class activities well. In the last meeting of the second cycle, the teacher
was held on posttest 2 that is taken from the students’ final draft. The
mean score of the students was 65.6 in which there were 28 students
who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) 60 (seventy). The following were the detail
description about the result of instruments used in the second cycle:
� The Result of Students’ Participation in Grammar Activities
The result of students’ participation in grammar activities was
90.5%. So, it has met the second criterion of success. It is derived
from adding the percentage of the students’ participation in all
meetings (Meeting 1 + Meeting 2 + Meeting 3) divided by 3. In the
first meeting, there were 83.3% students who participated actively
in teaching learning activities. There were 90.1% students involved
enthusiastically in Learning Grammar and doing their exercise in
the second meeting, while in the third meeting, there were 96.1%
students who participated actively in editing and completing their
final exercise. (see appendix 9a)
� The Result of Field notes
The result of field notes showed the good points of the students.
In the first meeting showed that: first, more students pay attention
on a new text, some students participate in making narrative on the
50
white board, more students look enthusiast when reading the text
and making group and the students bring dictionary in each group.
In the second meeting, the field notes showed that: first, the
students wrote and revise their exercise in their group
cooperatively and enthusiastically. The Students did peer
correction to check their friend writing. In the third meeting, all of
students do the exercise of indirect speech of yes-no question. In
the other hand, there were things to consider such as: the class was
still noisy and some students still asked about indirect speech in the
first meeting. In the second meeting, some students still had
difficult to understand the instructions given. In the third meeting,
some students had difficulty to find the mistake of their friend
writing. (see appendix 9b)
� The Result of Students’ Grammar
The calculation of the mean of students’ score in writing posttest
2 gained 65.6. It was derived from:
n
xMx
∑=
31
2035=Mx
6.65=Mx
Then, The calculation of class percentage about the students
who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM):
%100xN
F=Ρ
31
%10028x=Ρ
%3.90=Ρ
Finally, the calculation of the improvement percentage is gained
from the following formula:
51
P = %1002 ×−
y
yy
P = %1003.55
3.55.6.65×
−
P = %32.19
Based on the result of the students’ grammar exercise, there was
better improvement of students’ mean score in the preliminary
study to the students’ writing in the second cycle. The mean score
for the first one was 55.3 and the mean score of writing posttest 2
in the second cycle was 65.6. It means that there was 10.3 points or
19.32% of mean score improvement. The students who passed the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM)
were 28 students or 90.32% if it calculated into class percentage. It
indicated that the first criterion of success has been achieved. The
following was the table of students’ score. (see appendix 7a)
Table 4.2
The Students’ Score of Pretest, Posttest 1, Posttest 2
No Students' Number Pre-Test Post-Test 1 Post-Test 2 1 S1 40 65* 65* 2 S2 60* 75* 80* 3 S3 60* 60* 75* 4 S4 60* 65* 70* 5 S5 50 65* 75* 6 S6 50 60* 70* 7 S7 60* 60* 70* 8 S8 60* 60* 60* 9 S9 50 65* 70* 10 S10 65* 60* 70* 11 S11 50 60* 60* 12 S12 60* 65* 65* 13 S13 60* 60* 60* 14 S14 60* 50 50* 15 S15 40 65* 65* 16 S16 50 65* 65*
52
17 S17 60* 60* 60* 18 S18 60* 70* 70* 19 S19 70* 70* 60* 20 S20 60* 60* 70* 21 S21 60* 60* 65* 22 S22 60* 60* 65* 23 S23 60* 60* 70* 24 S24 50 50 50 25 S25 60* 60* 60* 26 S26 30 50 50 27 S27 50 65* 65* 28 S28 50 50 65* 29 S29 50 50 60* 30 S30 50 60* 65* 31 S31 70* 90* 90*
MEAN
55.3
61.8 65.6
*: The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal KKM (60)
It could be seen from the table above that the number of students who passed
the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) also
increases from preliminary study and each cycle. There were only three students
or 9.67% of the students who got the score above the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) in the preliminary study; There
were only tweleve students or 38.7% of the students who got the score above the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in the first
cycle; and in the second cycle, The students who passed the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) were 28 students or 90.32%. It
proved that the target of the first criterion of success in which minimum 75% of
the students passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM) could be achieved.
53
d. Reflecting
After getting the result of observation checklist, field notes and posttest 2, the
writer and the collaborator carried out the reflection. They felt satisfaction with
the result of the action. The result of the posttest 2 showed that 90.47% of the
students got the score above the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM). So it has met the first criterion of success that 75% of the
students must get the score above the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM). Also, the students’ participation in the second cycle
achieved 92.3%. It meant that the second criterion of success has achieved.
Because of the satisfied result, so the writer and the collaborator decided to stop
the action.
Table 4.3
A brief scenario of the result of classroom action research
Planning in the first cycle
1. Designing lesson plan for the first cycle.
2. Preparing the model of contextual teaching and learning.
3. Preparing materials and media.
4. Determining the criteria of success.
5. Preparing the
instruments for research.
1. (The lesson plan can be seen in appendix 11a)
2. The materials took from English text books and media used were laptop, several pictures, colored marker and paper.
3. 75% Students gain score > 70 and 75% Students get involved in grammar class
4. Posttest 1, observation checklist, field notes
Acting 1. Conducting the lesson plan
1. Implement contextual teaching and learning
observing 1. Observation 1. 83.3% of the
54
checklist
2. Field notes
3. Posttest 1
students were involved in writing class activity
2. The teaching learning has done well although the class still had some problems
3. The mean score of the class derived 55.3
Reflecting 1. Result of Posttest 1
2. Result of Observation checklist and Field notes
1. The students have not achieved first the criterion.
2. The students have achieved the second criterion.
Revision 1. The students had to
bring dictionary. 2. The students were
free to choose their group
3. The teacher should give more explanation about the material
Planning in the second cycle
1. Designing lesson plan for the second cycle.
2. Preparing the model of contextual teaching and learning.
3. Preparing materials and media.
4. Preparing the instruments for
1. (The lesson plan can be seen in appendix 11b)
2. The materials took from English text books and media used were laptop, several pictures, colored marker and paper and dictionary.
3. Posttest 2, observation checklist, field notes
55
research.
Acting 1. Conducting the lesson plan
1. Implement contextual teaching and learning
observing 1. Observation checklist
2. Field notes
3. Posttest 1
1. 89.5% of the students were involved in grammar class activity
2. The teaching learning has done well.
3. The mean score of the class derived 61.8
Reflecting 1. Result of Posttest 2
2. Result of Observation checklist and Field notes
1. The students have achieved first the criterion.
2. The students have achieved the second criterion.
4. Findings After Implementing the Action
After conducting classroom action research, the writer carried out the
interview to the English teacher who acted as collaborator and observer to
know her response about implementation the action and gave
questionnaire to the students to know their response about the
implementation of Mind Mapping in teaching writing.
a. The Result of Post Interview
Unstructured interview was conducted on Saturday, April 16th 2011
after accomplishing cycle 2. It started at 03.15 P.M and finished at 04.00
P.M. In this case, the writer divided into three criteria of questions. First
criterion talked about the general condition in grammar class during
implementing the action. It was found that the students’ condition were
better than before. In this sense, they looked enthusiast in learning
grammar and of course. The students’ participation was good because the
56
activity in the classroom involved the students. (see items number 1, 2,
and 3 of interview)
Second criterion was about the barrier and its solution in implementing
contextual teaching and learning during implementing the action. It was
observed that most of the students difficult in transforming direct into
indirect speech. So, it was suggested for the students to bring dictionary.
(see item number 4 and 5 of interview)
The last criterion is about the opinion of contextual teaching and
learning strategy. It was said that contextual teaching and learning was a
good strategy in teaching English. It could be an effective way to help the
students’ grammar. Beside it might be able to improve the students’
grammar; it could be an alternative strategy and could motivate the
English teacher to use it. (see item number 6,7,8,9,10 and See appendix 2b
from the detail result of interview)
From the explanation above, it could be drawn the general conclusion
from the post interview that the teacher gave a positive response toward
the implementation of contextual teaching and learning in teaching-
learning grammar. In addition, contextual teaching and learning gave a
good impact for improvement of the students’ ability in learning grammar.
b. The Result of Post-Questionnaire
The post-questionnaire was conducted to know about the students’
response after learning grammar through contextual teaching and learning.
The questionnaire used in this study was open questionnaire. The
questionnaire was given to the students in the second year of MTs Nurul
Falah 2 class on Saturday, April 16th 2011. This questionnaire has five
questions. The following was the description of the result of post
questionnaire.
57
1. The feeling toward teaching learning grammar through contextual
teaching and learning
The result of the first question showed that 61.3% 0f the students like
using contextual teaching and learning, 38.7% of the students just so-so
like to learn grammar through contextual teaching and learning. The result
indicated that most of students like to learn grammar through contextual
teaching and learning. The students’ reasons were contextual teaching and
learning was an interesting activity and it could develop their creativity.
2. Contextual Teaching and Learning help the students to be more
understand in learning grammar in English
The second question showed that 64.5% of the students agree that
contextual teaching and learning could help them more understand in
learning grammar because it needed to explore their experience in learning
grammar.
3. The feeling toward learning grammar in English.
The result showed that 16.1% of the students like grammar very
much, 64,5 of the students like toward grammar in English, 9.7% of the
students didn’t like learning grammar and 9.7% of the students did not like
it very much. This meant that the students feeling toward learning
grammar was better.
4. The students’ responses about teaching grammar through Contextual
Teaching and Learning.
The result was 58.1% of the students assumed that grammar through
Contextual Teaching and Learning were easy and 3.2% of the students
were so easy, and 35,5 % of students were not to difficult in learning
grammar and 3.2% of student felt grammar was still difficult to learn. So it
indicated that contextual Teaching and Learning was easy and interesting
to be applied in teaching learning process.
58
5. Teacher’s style during teaching grammar through Contextual
Teaching and Learning
The result showed that 60.7% of the students were interested in the
teacher style during the action, 16.7% of the students were very interested,
20.0% felt fair about the teacher’s style. It indicated that the teacher had
done the action well.
The conclusion in term of students’ response toward Contextual Teaching
and Learning was positive based on the result of post-questionnaire. The detail
result of post-questionnaire can be seen in appendix 8b.
B. The Interpretation of the Data
In action research, we should not rely on any single data but we have to
look the various data sources to sustain the result of research. Data sources
used in this study was triangulation. It was used to know and to check whether
the result of each instrument was in line with the result of other instrument. So
it could produce the validity of the data and it could be clearly seen the
accordance of the research findings.
1. Data of Observation
Based on the result of the students’ participation in grammar class
through observation checklist, it was indicated that the students’
participation gradually increase from the first cycle into the second cycle.
In the first cycle, the students’ participation was 83.3%. Meanwhile, the
students’ participation in the second cycle was 90.4%. It meant that the
improvement percentage was 7.1% (90.4% - 83.3%). Hence, it has met the
second criterion of success. The students’ participation improvement in
grammar class can be seen in the following figure:
59
Figure 4.1: the Students’ Participation in Grammar Class
The improvement of students participation meant that the
implementation of Contextual Teaching and Learning and a series of
activities in grammar class has successfully improve the students
participation in writing class. It was because the Contextual teaching and
Learning activities could make the students interest in doing it. Also, the
process approach used in grammar class has influenced the students’
participation because it forced all the students to involve into the activities.
(see appendices 8a and 8b)
2. Data of field notes
The data gained from field notes revealed that the teaching learning
process when implementing the contextual teaching and Learning has done
well. Although there were some problem occurred in the process of the
action such as some students still made noisy in the class, some students
had difficulty in transforming the tense, and also some students had
difficulty in following the instruction but those problems did not disturb
the action. The students still enjoyed the activities and the activities have
well done. It showed that the implementing of Contextual Teaching and
Learning has given positive impact in teaching learning process. (see
appendix 9a and 9b)
60
3. Data of Questionnaire
The data from the pre questionnaire revealed that grammar was one
of the English sub skill that difficult to master. The students had difficulty
in term of transforming the tense, changing the verb and choosing the
words. Those problems made the students did not interest in learning
grammar of indirect speech. However, after using contextual Teaching and
Learning in teaching grammar, the students gave positive responses toward
that action. The students assumed that Contextual Teaching and Learning
could throw away boredom and it could facilitate in learning grammar, and
also it was interesting activities because it served student experience,
knowledge, and built the students’ creativity. Hence, Contextual Teaching
and Learning could make the classroom atmosphere more interesting and
make students easier in Learning Grammar. (see appendix 3b and 4b)
4. Data of Interview
The data gained from the pre interview with the English teacher
indicated that the students’ ability in learning grammar was poor because
the students had some difficulty in grammar, and the students’
participation in learning grammar was not too active. Consequently, it
needed to do the innovation in teaching learning process. The writer
suggested implementing contextual teaching and learning strategy in
learning grammar. After conducting the action, the English teacher gave
positive responses toward the action. The English teacher felt satisfied
with the improvement made by the students focus on grammar
understanding and their participation. Hence, the English teacher would
use contextual Teaching and Learning as an alternative strategy in teaching
grammar. (see appendices 1b and 2b)
5. Data of Test
61
Based on the result of students’ grammar score, it was found out
that the students’ learning grammar was gradually improving. It meant that
there was a positive impact of Contextual Teaching and Learning strategy
toward the increase of students’ ability in learning grammar. In other
words, the use of Contextual Teaching and Learning could increasingly
help and make them participate to learn for better in learning grammar.
Thus, most of them gradually gained good scores at the end of each cycle.
The students’ mean score in preliminary study was 55.3; in the first cycle
the mean score was 61.8; and the mean score in the second cycle was 65.6.
There was 6.5 points or 11.66% of mean score improvement from
students’ score in preliminary study up to the first cycle, and there was
10.3 points or 18.66% of mean score improvement from the students’
score in the preliminary study up to the second cycle. (see appendices 5b,
6a, 7a) The students’ improvement in the learning grammar from the
preliminary study to the second cycle was recapped in Figure below:
Figure 4.2: the Students’ Achievement in Grammar Exercise
All of the result of instruments after accomplishing the classroom
action research revealed the good results from implementing Contextual
62
Teaching and Learning Strategy in teaching Indirect speech of Yes-No
Question. The result of observation checklist indicated that the action
could improve the students’ participation because it served interesting
activities. It meant that the students could accept the activities and most of
the teaching learning activities have done successfully. The result of
observation checklist sustained by the result of field notes that the teaching
learning process of the action has done well and showed the positive
atmosphere in the classroom. It meant that the action has given a good
impact of the teaching learning process. In addition, the result of
questionnaire indicated that the student like to study grammar trough
Contextual Teaching and Learning. It was because Contextual Teaching
and Learning was an interesting strategy. It could facilitate them in
Learning Grammar and help them become more creative. Furthermore, the
interview implied that Contextual Teaching and Learning was a good
strategy in improving students’ grammar and it could be an alternative
strategy in teaching grammar. The interpretation above described how
Contextual teaching and Learning improves the students’ learning
grammar. The data from the test supported the other data. It indicated that
there was the improvement of the students’ score. It meant that Contextual
Teaching and Learning could improve students’ ability in learning
grammar especially indirect speech of yes-no question.
63
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Related to the research conducted at the 8th grade students of MTs Nurul
Falah, the writer concludes that the implementation of Contextual Teaching
and Learning in the teaching of Indirect speech of yes-no question can
improved the second year students’ ability in Learning of Indirect speech of
yes-no at MTs Nurul Falah in academic year 2011/2012. It can be seen from
the result of data gained from the quantitative study: tes result (pretest and
posttest) and questionnaire result, and qualitative study: observation and
interview result.
The improvement could be seen from the increase of students’ mean
grammar score from 55.3 in the preliminary study, and 61.8 in the first cycle,
to 65.6 in the second cycle. Besides, it showed that there were 83.3% students
participated actively in the first cycle and 90.5% students participated
enthusiastically in the second cycle. It was supported by the result of field
notes that the class condition during teaching learning process was also quite
good and creates the positive atmosphere in the classroom. Finally, the
teacher’s response about the implementation of contextual teaching and
learning was positive and it would be alternative strategy in teaching
grammar. Therefore, Contextual Teaching and Learning could improve the
students’ learning grammar of indirect speech of yes-no question.
B. Suggestion
Based on the conclusion that has been mentioned above, there are some
suggestions to offer to the English teachers and the other researchers based on
the research findings and discussion.
It is suggested that the English teachers implement the Contextual
Teaching and learning strategy as an alternative strategy in English
instruction, the teacher should be selective in choosing the material in
64
grammar aspect of tense and she/he should be also creative in connecting that
material to the students real life because material is one of the external factors
which can motivate students to learn joyfully
To the further researcher, particularly those who have the same problem
and interested in conducting research, it is suggested that this study can be a
reference.
65
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Limited, 2000.
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New Jersey: Merril Prentice Hall, 2003).
Mills, Geoffrey E., Action Research: A Guide for the Teacher Researcher. (2nd
ed), New Jersey: Merril Prentice Hall, 2003
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Learning/CLT) dan Penerapannya Dalam KBK, Malang: Penerbit
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Richards, Jack C. and Theodore S. Rogers, Approaches and Methods in Language
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Robert G. Berns and Patricia M. Erickson, Contextual Teaching and
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was retrieved on November 1 2007.
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www.chiron.valdosa.edu/whuitt/cogys/construct.html. it was retrieved on January
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67
Appendix 1a: Interview for the English teacher in the Preliminary Study
(Before Classroom Action Research)
PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS
TERKAIT MASALAH PENGAJARAN DI KELAS
1. Bagaimana proses pembelajaran bahasa Inggris di kelas?
2. Aktivitas apa yang dilaksanakan dalam proses pengajaran Bahasa Inggris?
3. Media apa yang anda gunakan dalam pengajaran Bahasa Inggris?
4. Sub Skill apa yang anda anggap paling sulit dalam pengajaran bahasa
inggris?
5. Apa kendala dalam pengajaran Grammar?
6. Bagaimana partisipasi siswa ketika pengajaran Grammar berlangsung?
7. Strategi apa yang anda gunakan dalam pengajaran grammar?
8. Apakah anda pernah mendengar strategi pembelajaran Mind Mapping?
9. Apakah strategi pembelajaran Contextual Teaching and Learning efektif
diterapkan pada pengajaran grammar?
10. Menurut anda, apakah strategi pengajaran Contextual Teaching and Learning
dapat meningkatkan kemampuan Grammar dalam bahasa Inggris pada siswa?
68
Appendix 1b: The result of interview in the preliminary study (Before CAR)
HASIL WAWANCARA
Kepada Guru Bahasa Inggris (MTs Nurul Falah Tangerang)
Pewawancara : Siti Latifah Pihak yang diwawancarai : Sri Nafsiati, S. Pd Jabatan : Guru Bahasa Inggris Hari/ Tanggal : Jumat, 18 Maret 2011 Waktu : 14.15 - 15.00 Tempat : Ruang Guru
1. Tanya : Bagaimana proses pembelajaran bahasa Inggris di kelas?
Jawab : Proses pembelajaran bahasa Inggris di kelas meliputi beberapa langkah. Langkah pertama diawali dengan kegiatan appersepsi yang bertujuan untuk mengingatkan siswa dengan materi yang lalu dan mengenalkan materi yang akan disampaikan. Kemudian pre-test untuk mengetahui sebera besar pemahaman siswa terhadap materi baru yang akan disampaikan. Langkah selanjutnya yaitu kegiatan inti. Yaitu pemberian materi pembelajaran dan activitas terkait materi. Langkah terakhir yaitu memberikan evaluasi guna untuk mengukur pemahaman siswa terhadap materi yang diberikan.
2. Tanya : Aktivitas apa yang dilaksanakan dalam proses pengajaran
grammar?
Jawab : Aktifitas yang dilakukan dikelas selain mengerjakan tugas secara individu, juga menggunakan grouping. Contoh aktifitas yang biasa dilakukan yaitu siswa mengerjakan soal dalam bentuk Pilihan Ganda atau Fill in the blank dan menyusun Kata menjadi kalimat yang benar
3. Tanya : Media apa yang anda gunakan dalam pengajaran Grammar?
Jawab : Media yang digunakan yaitu berupa text yang sedang dipelajari dan suara guru tersebut.
4. Tanya : Subskill apa yang anda anggap paling sulit dalam pengajaran
bahasa inggris?
Jawab : Skill yang paling sulit dalam pengajaran bahasa Inggris yaitu speaking karena dalam pembelajaran speaking anak- anak sulit untuk berbicara bahasa Inggris dikarenakan kurangnya rasa percaya diri dan malu jika mengucapkan kalimat yang salah. Selain itu juga anak sering sekali mendapatkan kesulitan dalam memahami grammar
69
yang menjadikan siswa tambah kurang percaya diri dalam berbicara bahasa inggris dalam kehidupan sehari-hari
5. Tanya : Apa kendala dalam pengajaran Grammar?
Jawab : Kendala dalam pengajaran grammar yaitu siswa cepat bosan. Selain itu siwa juga kesulitan dalam mengubah dari bentuk grammar yang satu ke bentuk grammar yang lain.
6. Tanya : Bagaimana partisipasi siswa ketika pengajaran grammar
berlangsung?
Jawab : Umumnya partisipasi siswa cukup aktif jika siswa dihadapkan pada kegiatan yang melibatkan mereka. Maka dari itu guru seharusnya mempunyai aktifitas yang melibatkan semua siswa contohnya penggunaan metode Contextual teaching and Learning.
7. Tanya : Strategy apa yang anda gunakan dalam pengajaran grammar?
Jawab : Strategy yang digunakan dalam pengajaran grammar yaitu berkenaan dengan Kegiatan pembelajaran diantaranya melengkapi kata dalam kalimat (fill in the blank), menyusun kata menjadi kalimat yang benar, mengerjakan soal dalam bentuk pilihan ganda
8. Tanya : Apakah anda pernah mendengar strategi pengajaran Contextual
Teaching and Learning?
Jawab : Ya, Contextual teaching and Learning ini sudah cukup banyak digunakan dalam pembelajaran.
9. Tanya : Apakah strategi pengajaran Contextual Teaching and Learning
efektif diterapkan pada pengajaran skill writing?
Jawab : Contextual teaching and leraning dapat mempermudah pengajaran, jadi kemungkinan efektif.
10. Tanya : Menurut anda, apakah strategi pengajaran Contextual teaching
and learning dapat meningkatkan kemampuan menulis siswa
dalam bahasa Inggris?
Jawab : Mungkin akan meningkatkan kemampuan anak karena dapat mempermudah dalam pengajaran grammar.
Tangerang, 18 April 2011 Interviewer Interviewee Siti Latifah Sri Nafsiati, S. Pd
70
Appendix 2a: Interview for the English Teacher after Classroom Action Research
PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS
TERKAIT RESPON PENGGUNAAN
CONTEXTUAL TEACHING AND LEARNING
1. Bagaimana kondisi siswa ibu dalam pembelajaran Grammar setelah menggunakan metode Contextual Teaching and Learning?
2. Bagaimana kemampuan pemahaman Grammar siswa ibu setelah menerapkan metode Contextual Teaching and Learning?
3. Bagaimana partisipasi siswa ketika pembelajaran Grammar menggunakan
metode Contextual Teaching and Learning berlangsung?
4. Kendala apa yang terlihat ketika belajar Grammar menggunakan metode
Contextual Teaching and Learning?
5. Menurut anda, bagaimana cara mengatasi kendala itu?
6. Apa pendapat anda, setelah melihat pembelajaran Grammar menggunakan metode Contextual Teaching and Learning?
7. Apakah Ibu merasa termotivasi setelah melihat penggunaan metode Contextual Teaching and Learning dalam pembelajaran di kelas?
8. Menurut pendapat anda, bagaimana activitas yang dilaksanakan dalam
proses pembelajaran Grammar dengan menggunakan metode Contextual
Teaching and Learning?
9. Setelah mengobservasi pembelajaran Grammar dengan menggunakan
metode Contextual Teaching and Learning, apakah metode Contextual
Teaching and Learning efektif diterapkan pada pembelajaran Grammar?
10. Setelah menjadi observer, Menurut anda, apakah strategi pengajaran
metode Contextual Teaching and Learning dapat meningkatkan
kemampuan Grammar siswa dalam bahasa Inggris?
71
Appendix 2b: The result of interview in the last of classroom action research
HASIL WAWANCARA
Kepada Guru Bahasa Inggris (MTs Nurul Falah Tangerang)
Pewawancara : Nia Mariana Syahrani
Pihak yang diwawancarai : Sri Nafsiati, S. Pd
Jabatan : Guru Bahasa Inggris
Hari/ Tanggal : Sabtu, 16 April 2011
Waktu : 16.00 – 17.00
Tempat : Ruang Guru
1. Tanya : Ketika ibu menjadi observer, bagaimana kondisi siswa dalam
pembelajaran grammar setelah menggunakan Metode Contextual
Teaching and Learning?
Jawab : Saya mengamati siswa terlihat termotivasi dalam pembelajaran
grammar, mereka jadi merasa tertarik dan merasa perlu untuk belajar
grammar agar dapat mempelajari bahasa Inggris dengan baik dan benar.
2. Tanya : Bagaimana kemampuan pemahaman Grammar siswa setelah
menerapkan Metode Contextual Teaching and Learning?
Jawab : Saya sangat senang melihat perkembangan kemampuan siswa
dalam grammar, apalagi setelah kita sama-sama melihat hasil dari nilai
mereka yang menunjukkan perbaikan.
3. Tanya : Bagaimana partisipasi siswa ketika pembelajaran Grammar
menggunakan Metode Contextual Teaching and Learning
berlangsung?
Jawab : partisipasi siswa cukup baik dalam proses pembelajaran di kelas.
Walaupun pada awalnya siswa terlihat pasif namun dalam dengan adanya
kegiatan yang melibatkan siswa dalam proses pembelajaran dan siswa
72
dituntut untuk melaksanakan kegiatan tersebut, sehingga siswa lama
kelamaan berpartisipasi. Jadi partisipasi siswa cukup baik dan terkontrol.
4. Tanya : Kendala apa yang terlihat ketika belajar Grammar
menggunakan Metode Contextual Teaching and Learning?
Jawab : Kendala yang terlihat yaitu ketika siswa harus mengingat kembali
tenses yang telah mereka pelajari sebelumnya dan harus menghapalkan
kata kerja yang berbeda-beda ketika menggunakan tenses yang berbeda
juga, dan kebanyakan mereka kekurangan vocabulary sehingga mereka
kesulitan dalam menemukan kosakata yang mereka maksud.
5. Tanya : Menurut anda, bagaimana cara mengatasi kendala itu?
Jawab : Seperti yang telah kita diskusikan pada pase refleksi bahwa
penambahan kamus atau ketentuan wajib membawa kamus minimal 1
kamus dalam satu kelompok itu merupakan cara yang tepatbaik dalam
mengatasi kendala tersebut.
6. Tanya : Apa pendapat anda, setelah melihat pembelajaran Grammar
menggunakan Metode Contextual Teaching and Learning?
Jawab : ya, bagus. Pembelajaran Grammar menggunakan Metode
Contextual Teaching and Learning ini merupakan suatu penyegaran dalam
pembelajaran Bahasa Inggris khususnya grammar
7. Tanya : Apakah Ibu merasa termotivasi setelah melihat penggunaan
Metode Contextual Teaching and Learning dalam pembelajaran di
kelas?
Jawab : ya, Metode Contextual Teaching and Learning ini bisa menjadi
alternative dalam pembelajaran Bahasa Inggrris. Metode ini dapat
memperkaya strategi pembelajaran yang akan saya gunakan di waktu yang
akan datang.
73
8. Tanya : Menurut pendapat anda, bagaimana aktivitas yang
dilaksanakan dalam proses pembelajaran grammar dengan
menggunakan Metode Contextual Teaching and Learning?
Jawab : aktifitasnya sangat menarik dan kreatif, karena di dalam kegiatan
pembelajarannya dibentuk beberapa kelompok yang mengkondisikan
siswa untuk bekerjasama secara kooperatif. Selain itu aktifitas yang lain
yaitu peer correction yang dapat melatih kejujuran siswa dalam
memeriksa hasil teman mereka.
9. Tanya : Setelah mengobservasi pembelajaran Grammar dengan
menggunakan Metode Contextual Teaching and Learning apakah
strategi pembelajaran Metode Contextual Teaching and Learning
efektif diterapkan pada pembelajaran grammar?
Jawab : ya, saya rasa Metode Contextual Teaching and Learning ini
cukup efektif dan juga dapat meningkatkan kreatifitas siswa karena dalam
mempelajari grammar.
10. Tanya : Setelah menjadi observer, Menurut anda, apakah Metode
Contextual Teaching and Learning dapat meningkatkan kemampuan
menulis siswa dalam bahasa Inggris?
Jawab : ya, saya metode ini dapat meningkatkan kemampuan grammar
siswa karena dapat mempermudah siswa pemahaman siswa dalam belajar
grammar dalam bahasa inggris dan itu juga dapat terlihat dalam nilai siswa
yang menunjukan perbaikan dari setiap siklus.
Tangerang, 16 April 2011
Interviewer Interviewee
Siti Latifah Sri Nafsiati, S. Pd
74
Appendix 3a Questionnaire for Students in the Preliminary Study
PEDOMAN KUISIONER UNTUK SISWA
PETUNJUK:
1. Pertanyaan – pertanyaan berikut ini berkaitan dengan pengajaran menulis pada pelajaran bahasa Inggris. Mohon diisi dengan sebenar – benarnya.
2. Jawaban anda sama sekali tidak akan mempengaruhi nilai. 1. Apakah Anda suka pelajaran Bahasa Inggris?
a. sangat suka b. suka c. biasa saja d. tidak suka e. sangat tidak suka
Alasan: __________________________________________________________ _____________________________________________________________
2. Apakah kamu dengan mudah memahami materi grammar dalam bahasa Inggris selama ini? a. sangat mudah c. mudah e. sangat sulit
b. cukup mudah d. sulit
Alasan: __________________________________________________________
_____________________________________________________________
3. Apakah Anda senang terhadap pelajaran grammar dalam bahasa Inggris? a. sangat senang b.senang e. sangat tidak senang.
c.biasa saja d. tidak senang
Alasan: ___________________________________________________________
4. Bagaimanakah menurut Anda grammar dalam bahasa Inggris?
a. Sangat mudah b. Mudah c. Biasa saja d. Sulit e. Sangat sulit.
Alasan: ___________________________________________________________ _____________________________________________________________
5. Bagaimana cara guru anda mengajar pada pelajaran grammar dalam bahasa Inggris? a. sangat menyenangkan c. biasa saja e. sangat tidak menarik
b. menyenangkan d. tidak menyenangkan Alasan: _______________________________________________________
75
Appendix 3b: The Result of Questionnaire in the Preliminary Study
RECAPITULATION OF THE QUESTIONNAIRE RESULT
IN PRELIMINARY STUDY
No Questions Score Percentage
a b c d e a b c d e
1
Apakah Anda sukapelajaran Bahasa Inggris?
3 14 9 1 0 9.7 54.8 32.3 3.7 0
2
Apakah kamu dengan mudah memahami materi grammar dalam bahasa Inggris selama ini?
0 14 9 3 0 0 54.8 9.7 32.3 0
3
Apakah Anda senang terhadap pelajaran grammar dalam bahasa Inggris
1 14 9 3 0 3.2 54.8 32.3 9.7 0
4
Bagaimanakah menurut Anda grammar dalam bahasa Inggris
0 12 11 7 0 0 41.9 33.5 22.6 0
5
Bagaimana cara guru anda mengajar pada pelajaran grammar dalam bahasa Inggris?
3 15 13 0 0 9.7 48.8 41.9 0 0
76
Appendix 4a: Questionnaire for Students after Classroom Action
Research
PEDOMAN KUISIONER UNTUK SISWA
PETUNJUK:
Pertanyaan – pertanyaan berikut ini berkaitan dengan pengajaran menulis pada pelajaran bahasa Inggris. Mohon diisi dengan sebenar – benarnya. Jawaban anda sama sekali tidak akan mempengaruhi nilai.
1. Bagaimanakah perasaan Anda terhadap pembelajaran grammar dengan
menggunakan Contextual Teaching and Learning (CTL)? a. sangat suka b. suka c. biasa saja d. tidak suka e. sangat tidak suka Alasan: _____________________________________________________________ _____________________________________________________________
2. Apakah belajar dengan menggunakan CTL membantu Anda lebih memahami grammar dalam bahasa Inggris? a. sangat membantu b. membantu c. kurang membantu d. tidak membantu e. sangat tidak membantu Alasan: _____________________________________________________________ _____________________________________________________________
3. Apakah sekarang Anda senang terhadap pelajaran grammar dalam bahasa Inggris? a. sangat senang b.senang c.biasa saja
d. tidak senang e. sangat tidak senang.
Alasan: _____________________________________________________________ _____________________________________________________________
4. Bagaimanakah menurut Anda belajar grammar dengan menggunakan CTL? a. Sangat mudah b. Mudah c. Biasa saja d. Sulit e. Sangat sulit. Alasan: _____________________________________________________________ _____________________________________________________________
5. Bagaimana cara guru anda mengajar pada pelajaran grammar dalam bahasa Inggris dengan menggunakan CTL? a. sangat menyenangkan b. Menyenangkan c. biasa saja d. tidak menyenangkan e. sangat tidak menyenangkan Alasan: ______________________________________________________________________________________________________________________________
77
Appendix 4b: The Result of Questionnaire after Classroom Action Research.
RECAPITULATION OF THE QUESTIONNAIRE RESULT
IN LAST CLASSROOM ACTION RESEARCH
No Questions Score Percentage
a b c d e a b c d e
1
Bagaimanakah perasaan Anda terhadap pembelajaran grammar dengan menggunakan Contextual Teaching and Learning (CTL)?
0 16 11 0 0 0 61.3 38.7 0 0
2
Apakah belajar dengan menggunakan CTL membantu Anda lebih memahami grammar dalam bahasa Inggris?
5 20 3 3 0 16.1 64.5 9.7 0 0
3
Apakah sekarang Anda senang terhadap pelajaran grammar dalam bahasa Inggris?
1 18 12 1 0 3.2 58.1 35.5 3.2 0
4
Bagaimanakah menurut Anda belajar grammar dengan menggunakan CTL?
0 8 15 7 0 0 25.8 48.4 22.6 0
5
Bagaimana cara guru anda mengajar pada pelajaran grammar dalam bahasa Inggris dengan menggunakan CTL?
5 19 6 1 0 16.7 60.7 20.0 3.3 0
78
Appendix 5a : Students’ Grammar Score in Preliminary Study
THE RESULT OF STUDENTS' GRAMMAR
IN THE PRELIMINARY STUDY
No Students' Number Score
1 S1 40
2 S2 60
3 S3 60
4 S4 60
5 S5 50
6 S6 50
7 S7 60
8 S8 60
9 S9 50
10 S10 65
11 S11 50
12 S12 60
13 S13 60
14 S14 60
15 S15 40
16 S16 50
17 S17 60
18 S18 60
19 S19 70
20 S20 60
21 S21 60
22 S22 60
23 S23 60
24 S24 50
25 S25 60
26 S26 30
27 S27 50
28 S28 50
29 S29 50
30 S30 50
31 S31 70
Total 1,715.0
Mean 55.323
Maximum Score 70
Minimum Score 30
79
Appendix 6a: Students’ Grammar Score in the Cycle 1
THE RESULT OF STUDENTS' WRITING IN
THE CYCLE 1
No Students' Number Score
1 S1 65
2 S2 75
3 S3 60
4 S4 65
5 S5 65
6 S6 60
7 S7 60
8 S8 60
9 S9 65
10 S10 60
11 S11 60
12 S12 65
13 S13 60
14 S14 50
15 S15 65
16 S16 65
17 S17 60
18 S18 70
19 S19 70
20 S20 60
21 S21 60
22 S22 60
23 S23 60
24 S24 50
25 S25 60
26 S26 50
27 S27 65
28 S28 50
29 S29 50
30 S30 60
31 S31 90
Total 1,915.0
Mean 61.774
Maximum Score 90
Minimum Score 50
80
No Level Number of students percentage
1 70 ≥ 100 12 38.710
2 60 ≤ 0 19 61.290
Total 31 100
81
Appendix 7a: The students’ grammar score in the cycle 2
THE RESULT OF STUDENTS' GRAMMAR
IN THE CYCLE 2
No Students' Number Score
1 S1 65
2 S2 80
3 S3 75
4 S4 70
5 S5 75
6 S6 70
7 S7 70
8 S8 60
9 S9 70
10 S10 70
11 S11 60
12 S12 65
13 S13 60
14 S14 50
15 S15 65
16 S16 65
17 S17 60
18 S18 70
19 S19 60
20 S20 70
21 S21 65
22 S22 65
23 S23 70
24 S24 50
25 S25 60
26 S26 50
27 S27 65
28 S28 65
29 S29 60
30 S30 65
31 S31 90
Total 2035
Mean 65.6
Maximum Score 90.0
Minimum Score 50.0
82
No Level Number of students percentage
1 70 ≥ 100 21 67.742
2 60 ≤ 0 10 32.258
Total 31 100
83
Appendix 8a: Observation Checklist for Students’ Participation in the First
Cycle
Teaching and Learning Activities Monitored for Observation Checklist
Cycle/Meeting : 1 / 1 (One) Day/Date : Saturday / March 19th , 2011
Time : 14.15 – 15.25 Theme/ subtheme :
Teacher’s activities Students’ activities
Pre activities
1. Explain the instructional objectives. 2. Brainstorming by giving questions
Pre activities
1. Listen to teacher’s explanation. 2. Answering the questions
Whilst activities
1. Explain about Indirect Speech
2. Reading the text based on the Thema
3. Write the direct speech on the text
4. Explain the vocabulary related to the topic
5. Give the example of direct speech on the text
6. Ask the students to make a group of 5 or 6 .
7. Ask the students to change the direct speech into indirect speeech
8. Ask the students to collect the the direct speech into indirect speeech
Whilst activities
1. Listen to the teacher’s explanation
2. Listening to the teacher
3. Write the direct Speech on the papaer
4. Pay attention and give the meaning of vocabulary
5. Give the example of direct speech on the text
6. Make a group of 5 or 6.
7. Make the direct speech into indirect speeech
8. Collect the the direct speech into indirect speeech.
Post activities
1. Do reflection on the activities that have done in the class.
2. Remind the students that in the following meeting they will write the indirect speech of Yes-No question
Post activities
1. Do reflection on the activities that have done in the class.
2. Listen to the teacher’s explanation.
84
OBSERVATION CHECKLIST FOR STUDENTS’ PARTICIPATION
Cycle/Meeting : 1 / 1 (One) Day/Date : Saturday / March 19th , 2011
Time : 14.15 – 15.25
No
Group
Students’
number
Phase of Activities
Pre (2) Whilst (8) Post(2) Total
Notes 1 2 1 2 3 4 5 6 7 8 1 2
1
1
S10 √ √ √ √ √ √ √ √ √ √ - - 10 VG 2 S7 √ - √ - √ - √ √ √ √ - √ 8 G 3 S5 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 4 S4 √ - √ - - √ √ √ √ √ - √ 8 G 5 S5 √ - √ - - √ √ √ √ √ - √ 8 G 6 S6 √ - √ - - √ √ √ √ √ - √ 8 G 7
2
S7 √ - √ - √ - √ √ √ √ √ - 8 G 8 S8 √ √ √ √ - - √ √ √ √ - √ 9 G 9 S9 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 10 S10 √ √ √ - - √ √ √ √ √ √ √ 10 VG 11 S11 √ √ √ - - √ √ √ √ √ √ √ 10 VG 12 S12 √ √ √ - - √ √ √ √ √ √ √ 10 VG 13
3
S13 √ √ √ - √ √ √ √ √ √ - - 9 G 14 S14 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 15 S15 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 16 S16 √ √ √ - √ - √ √ √ √ - - 8 G 17 S17 √ √ √ - √ - √ √ √ √ - - 8 G 18 S18 √ √ √ - √ - √ √ √ √ - - 8 G 19
4
S19 √ - √ √ - √ √ √ √ √ √ √ 10 VG 20 S20 √ - √ √ - - √ √ √ √ √ √ 9 G 21 S21 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 22 S22 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 23 S23 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 24 S24 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 25
5
S25 √ - √ √ - √ √ √ √ √ √ √ 10 VG 26 S26 √ - √ √ - - √ √ √ √ √ √ 9 G 27 S27 √ - √ √ - - √ √ √ √ √ √ 9 G
85
28 S28 √ √ √ √ - √ √ √ √ √ - √ 10 VG 29 S29 √ √ √ √ √ - √ √ √ √ - √ 10 VG 30 S30 √ √ √ √ √ - √ √ √ √ - √ 10 VG 31 S31 √ √ √ √ √ - √ √ √ √ - √ 10 VG
Total 31
22
31
19
14
20
31
31
31 31
17
24 249
81,3%
Notes: I. VG (10 - 12) = all of the activities were done II. (16 - 21) = all of the students do
(Successful) G (7 - 9) = almost of the activities were done (11 - 15) = almost of the students do (Successful)
F (4 - 6) = some of the activities were done (6 - 10) = some of the students do (fail) P (0 - 3) = few of the activities were done (0 - 5) = few of the students do (fail)
100xscoreofnumberTotal
involvedarewhoScoreofNumberTotalPercentage =
%3,81100300
249== x Observer
Sri Nafsiati, S. Pd
86
Teaching and Learning Activities Monitored for Observation Checklist
Cycle/Meeting : 1 / 2 (Two) Day/Date : Monday/March 21st , 2011
Time : 14.15 – 15. 25
Teacher’s activities Students’ activities
Pre activities
1. Reviewing the previous lesson by asking students some questions.
2. Ask the student to sit in their group.
Pre activities
1. Answering the questions
2. Sit in their group.
Whilst activities
1. Ask the students to write the direct speech based on the text
2. Ask the students to exchange their exercise to their friend in a group.
3. Give the sheet of revising guide and explain it step by step.
4. Ask the student to give comment and suggestion of their friend’s writing.
Whilst activities
1. Write the the direct speech based on the text
2. Exchange their exercise to their friend in a group.
3. Listen and check their writing correctly.
4. Give comment and suggestion of their friend’s writing.
Post activities
1. Ask the student to collect their exercise
2. Do reflection on the activities that have done in the class.
Post activities
1. Collect their exercise
2. Listen to the teacher’s conclusion
87
OBSERVATION CHECKLIST FOR STUDENTS’ PARTICIPATION
Cycle/Meeting : 1 / 2 (Two) Day/Date : Monday /March 21st , 2011
Time : 14.15 – 15. 25
No
Group
Students’
number
Phase of Activities
Pre (2) Whilst (8) Post(2) Total
Notes 1 2 1 2 3 4 5 6 7 8 1 2
1
1
S10 √ √ √ √ √ √ √ √ √ √ - - 10 VG 2 S7 √ - √ - √ - √ √ √ √ - √ 8 G 3 S5 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 4 S4 √ - √ - - √ √ √ √ √ - √ 8 G 5 S5 √ - √ - - √ √ √ √ √ - √ 8 G 6 S6 √ - √ - - √ √ √ √ √ - √ 8 G 7
2
S7 √ - √ - √ - √ √ √ √ √ - 8 G 8 S8 √ √ √ √ - - √ √ √ √ - √ 9 G 9 S9 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 10 S10 √ √ √ - - √ √ √ √ √ √ √ 10 VG 11 S11 √ √ √ - - √ √ √ √ √ √ √ 10 VG 12 S12 √ √ √ - - √ √ √ √ √ √ √ 10 VG 13
3
S13 √ √ √ - √ √ √ √ √ √ - - 9 G 14 S14 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 15 S15 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 16 S16 √ √ √ - √ - √ √ √ √ - - 8 G 17 S17 √ √ √ - √ - √ √ √ √ - - 8 G 18 S18 √ √ √ - √ - √ √ √ √ - - 8 G 19
4
S19 √ - √ √ - √ √ √ √ √ √ √ 10 VG 20 S20 √ - √ √ - - √ √ √ √ √ √ 9 G 21 S21 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 22 S22 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 23 S23 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 24 S24 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 25
5
S25 √ - √ √ - √ √ √ √ √ √ √ 10 VG 26 S26 √ - √ √ - - √ √ √ √ √ √ 9 G 27 S27 √ - √ √ - - √ √ √ √ √ √ 9 G
88
28 S28 √ √ √ √ - √ √ √ √ √ - √ 10 VG 29 S29 √ √ √ √ √ - √ √ √ √ - √ 10 VG 30 S30 √ √ √ √ √ - √ √ √ √ - √ 10 VG 31 S31 √ √ √ √ √ - √ √ √ √ - √ 10 VG
Total 31
22
31
19
14
20
31
31
31 31
17
24 250
82,7%
Notes:
I. VG (7 - 8) = all of the activities were done II. (16 - 21) = all of the students do (Successful)
G (5 - 6) = almost of the activities were done (11 - 15) = almost of the students do (Successful) F (3 - 4) = some of the activities were done (6 - 10) = some of the students do (fail) P (0 - 2) = few of the activities were done (0 - 5) = few of the students do (fail)
100xscoreofnumberTotal
involvedarewhoScoreofNumberTotalPercentage =
%7,82100302250
== x Observer
Sri Nafsiati, S. Pd
89
Teaching and Learning Activities Monitored for Observation Checklist
Cycle/Meeting : 1 / 3 (Three) Day/Date : Saturday / March 26th , 2010
Time : 14.15 – 15.25
Teacher’s activities Students’ activities
Pre activities
1. Reviewing the previous lesson by asking students some questions.
2. Ask the student to sit in their group.
Pre activities
1. Answering the questions
2. Sit in their group.
Whilst activities
1. Give the instruction about the activities that are going to do.
2. Ask the students to swap their exercise that has been revised.
3. Give the sheet of editing guide question and explain it step by step.
4. Ask the student to edit their friend’s exercise.
5. Ask the students to do the the final exercise.
6. Ask students to answer their final exercise.
Whilst activities
1. Listen to the teacher’s explanation.
2. Swap their exercise that has been revised.
3. Listen and check their exercise.
4. Edit their friend’s exercise
correctly.
5. Write the final exercise
6. Answer the final exercise.
Post activities
1. Ask the student to collect their exercise
2. Do reflection on the activities that have done in the class.
Post activities
1. Collect their exercise
2. Listen to the teacher’s conclusion
90
OBSERVATION CHECKLIST FOR STUDENTS’ PARTICIPATION
Cycle/Meeting : 1 / 3 (Three) Day/Date : Saturday /March 26th , 2011
Time : 14.15 – 15. 25
No
Group Students’
number
Phase of Activities Pre (2) Whilst (8) Post(2) Tot
al Notes 1 2 1 2 3 4 5 6 7 8 1 2
1
1
S10 √ √ √ √ √ √ √ √ √ √ - - 10 VG 2 S7 √ - √ - √ - √ √ √ √ - √ 8 G 3 S5 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 4 S4 √ - √ - - √ √ √ √ √ - √ 8 G 5 S5 √ - √ - - √ √ √ √ √ - √ 8 G 6 S6 √ - √ - - √ √ √ √ √ - √ 8 G 7
2
S7 √ - √ - √ - √ √ √ √ √ - 8 G 8 S8 √ √ √ √ - - √ √ √ √ - √ 9 G 9 S9 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 10 S10 √ √ √ - - √ √ √ √ √ √ √ 10 VG 11 S11 √ √ √ - - √ √ √ √ √ √ √ 10 VG 12 S12 √ √ √ - - √ √ √ √ √ √ √ 10 VG 13
3
S13 √ √ √ - √ √ √ √ √ √ - - 9 G 14 S14 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 15 S15 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 16 S16 √ √ √ - √ - √ √ √ √ - - 8 G 17 S17 √ √ √ - √ - √ √ √ √ - - 8 G 18 S18 √ √ √ - √ - √ √ √ √ - - 8 G 19
4
S19 √ - √ √ - √ √ √ √ √ √ √ 10 VG 20 S20 √ - √ √ - - √ √ √ √ √ √ 9 G 21 S21 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 22 S22 √ √ √ √ - √ √ √ √ √ √ √ 11 VG
91
23 S23 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 24 S24 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 25
5
S25 √ - √ √ - √ √ √ √ √ √ √ 10 VG 26 S26 √ - √ √ - - √ √ √ √ √ √ 9 G 27 S27 √ - √ √ - - √ √ √ √ √ √ 9 G 28 S28 √ √ √ √ - √ √ √ √ √ - √ 10 VG 29 S29 √ √ √ √ √ - √ √ √ √ - √ 10 VG 30 S30 √ √ √ √ √ - √ √ √ √ - √ 10 VG 31 S31 √ √ √ √ √ - √ √ √ √ - √ 10 VG
Total 31 22
31
19
14
20
31
31 31 31
17
24 260
86,1%
Notes: I. VG (9 - 10) = all of the activities were done II. (16 - 21) = all of the students do (Successful) G (7 - 8) = almost of the activities were done (11 - 15) = almost of the students do (Successful) F (4 - 6) = some of the activities were done (6 - 10) = some of the students do (fail) P (0 - 3) = few of the activities were done (0 - 5) = few of the students do (fail)
100xscoreofnumberTotal
involvedarewhoScoreofNumberTotalPercentage =
%1,86100302260
== x
No Meeting 1 Meeting 2 Meeting 3 Total Meeting (TM) Percentage (P)
1 81.3 82.7 86.1 250.1 83,3% P = TM/3
= 250.1/3 = 83.3 Observer
Sri Nafsiati, S, Pd
92
Appendix 9a:
Observation Checklist for Students’ Participation in the Second Cycle.
Teaching and Learning Activities Monitored for Observation Checklist
Cycle/Meeting : 2 / 1 (One) Day/Date : Saturday / April 9st , 2011
Time : 14. 15 – 15.25
Teacher’s activities Students’ activities
Pre activities
1. Explain the instructional objectives.
2. Brainstorming by giving questions
Pre activities
1. Listen to teacher’s explanation.
2. Answering the questions
Whilst activities
1. Explain about Direct and Indirect Speech
2. Showing the text of narrative text 3. Write the transformation of direct
speech into indirect speech 4. Explain the vocabulary related to
the topic 5. Give the example of indirect
speech of yes-no question 6. Ask the students to make a group
of 5 or 6. 7. Ask the students to change the
direct into indirect speech 8. Ask the students to collect their
exercise
Whilst activities
1. Listen to the teacher’s explanation
2. Read the text 3. Write the transformation of direct
speech into indirect speech 4. Pay attention and give the
meaning of vocabulary 5. Give the example of indirect
speech of yes-no question 6. Make a group of 5 or 6.
7. Make the direct into indirect
speech 8. Collect their exercise
Post activities
1. Do reflection on the activities that have done in the class.
2. Remind the students that in the following meeting they will study of ndirect speech pf yes-no question
Post activities
1. Do reflection on the activities that have done in the class.
2. Listen to the teacher’s explanation.
93
OBSERVATION CHECKLIST FOR STUDENTS’ PARTICIPATION
Cycle/Meeting : 2 / 1 (One)
Day/Date : Saturday /April 9th , 2011
Time : 14. 15 – 15.25
No
Group
Students’
number
Phase of Activities
Pre (2) Whilst (8) Post(2) Total
Notes 1 2 1 2 3 4 5 6 7 8 1 2
1
1
S10 √ √ √ √ √ √ √ √ √ √ - - 10 VG 2 S7 √ - √ - √ - √ √ √ √ - √ 8 G 3 S5 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 4 S4 √ - √ - - √ √ √ √ √ - √ 8 G 5 S5 √ - √ - - √ √ √ √ √ - √ 8 G 6 S6 √ - √ - - √ √ √ √ √ - √ 8 G 7
2
S7 √ - √ - √ - √ √ √ √ √ - 8 G 8 S8 √ √ √ √ - - √ √ √ √ - √ 9 G 9 S9 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 10 S10 √ √ √ - - √ √ √ √ √ √ √ 10 VG 11 S11 √ √ √ - - √ √ √ √ √ √ √ 10 VG 12 S12 √ √ √ - - √ √ √ √ √ √ √ 10 VG 13
3
S13 √ √ √ - √ √ √ √ √ √ - - 9 G 14 S14 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 15 S15 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 16 S16 √ √ √ - √ - √ √ √ √ - - 8 G 17 S17 √ √ √ - √ - √ √ √ √ - - 8 G 18 S18 √ √ √ - √ - √ √ √ √ - - 8 G 19
4
S19 √ - √ √ - √ √ √ √ √ √ √ 10 VG 20 S20 √ - √ √ - - √ √ √ √ √ √ 9 G 21 S21 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 22 S22 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 23 S23 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 24 S24 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 25
5
S25 √ - √ √ - √ √ √ √ √ √ √ 10 VG 26 S26 √ - √ √ - - √ √ √ √ √ √ 9 G 27 S27 √ - √ √ - - √ √ √ √ √ √ 9 G
94
28 S28 √ √ √ √ - √ √ √ √ √ - √ 10 VG 29 S29 √ √ √ √ √ - √ √ √ √ - √ 10 VG 30 S30 √ √ √ √ √ - √ √ √ √ - √ 10 VG 31 S31 √ √ √ √ √ - √ √ √ √ - √ 10 VG
Total 31
22
31
19
14
20
31
31
31 31
17
24 254
83.3%
Notes: I. VG (10 - 12) = all of the activities were done II. (16 - 21) = all of the students do
(successful) G (7 - 9) = almost of the activities were done (11 - 15) = almost of the students do
(successful) F (4 - 6) = some of the activities were done (6 - 10) = some of the students do (fail) P (0 - 3) = few of the activities were done (0 - 5) = few of the students do (fail)
100xscoreofnumberTotal
involvedarewhoScoreofNumberTotalPercentage =
%3.83100305254
== x Observer
Sri Nafsiati, S. Pd
95
Teaching and Learning Activities Monitored for Observation Checklist
Cycle/Meeting : 2 / 2 (Two) Day/Date : Monday / April 11th , 2011
Time : 14. 15 – 15. 25
Teacher’s activities Students’ activities
Pre activities
3. Reviewing the previous lesson by asking students some questions.
4. Ask the student to sit in their group.
Pre activities
3. Answering the questions
4. Sit in their group.
Whilst activities
5. Ask the students to write the direct speech based on the text
6. Ask the students to exchange their exercise to their friend in a group.
7. Give the sheet of revising guide and explain it step by step.
8. Ask the student to give comment and suggestion of their friend’s writing.
Whilst activities
5. Write the the direct speech based on the text
6. Exchange their exercise to their friend in a group.
7. Listen and check their writing correctly.
8. Give comment and suggestion of their friend’s writing.
Post activities
3. Ask the student to collect their exercise
4. Do reflection on the activities that have done in the class.
Post activities
3. Collect their exercise
4. Listen to the teacher’s conclusion
96
OBSERVATION CHECKLIST FOR STUDENTS’ PARTICIPATION Cycle/Meeting : 2 / 2 (Two) Day/Date : Monday / April 11th , 2011
Time : 14. 15 – 15. 25
No
Group
Students’
number
Phase of Activities
Pre (2) Whilst (8) Post(2) Total
Notes 1 2 1 2 3 4 5 6 7 8 1 2
1
1
S10 √ √ √ √ √ √ √ √ √ √ - - 10 VG 2 S7 √ - √ - √ - √ √ √ √ - √ 8 G 3 S5 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 4 S4 √ - √ - - √ √ √ √ √ - √ 8 G 5 S5 √ - √ - - √ √ √ √ √ - √ 8 G 6 S6 √ - √ - - √ √ √ √ √ - √ 8 G 7
2
S7 √ - √ - √ - √ √ √ √ √ - 8 G 8 S8 √ √ √ √ - - √ √ √ √ - √ 9 G 9 S9 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 10 S10 √ √ √ - - √ √ √ √ √ √ √ 10 VG 11 S11 √ √ √ - - √ √ √ √ √ √ √ 10 VG 12 S12 √ √ √ - - √ √ √ √ √ √ √ 10 VG 13
3
S13 √ √ √ - √ √ √ √ √ √ - - 9 G 14 S14 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 15 S15 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 16 S16 √ √ √ - √ - √ √ √ √ - - 8 G 17 S17 √ √ √ - √ - √ √ √ √ - - 8 G 18 S18 √ √ √ - √ - √ √ √ √ - - 8 G 19
4
S19 √ - √ √ - √ √ √ √ √ √ √ 10 VG 20 S20 √ - √ √ - - √ √ √ √ √ √ 9 G 21 S21 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 22 S22 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 23 S23 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 24 S24 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 25
5
S25 √ - √ √ - √ √ √ √ √ √ √ 10 VG 26 S26 √ - √ √ - - √ √ √ √ √ √ 9 G 27 S27 √ - √ √ - - √ √ √ √ √ √ 9 G 28 S28 √ √ √ √ - √ √ √ √ √ - √ 10 VG
97
29 S29 √ √ √ √ √ - √ √ √ √ - √ 10 VG 30 S30 √ √ √ √ √ - √ √ √ √ - √ 10 VG 31 S31 √ √ √ √ √ - √ √ √ √ - √ 10 VG
Total 31
22
31
19
14
20
31
31
31 31
17
24 277
90,1%
Notes:
I. VG (7 - 8) = all of the activities were done II. (16 - 21) = all of the students do (Successful)
G (5 - 6) = almost of the activities were done (11 - 15) = almost of the students do (Successful)
F (3 - 4) = some of the activities were done (6 - 10) = some of the students do (fail) P (0 - 2) = few of the activities were done (0 - 5) = few of the students do (fail)
100xscoreofnumberTotal
involvedarewhoScoreofNumberTotalPercentage =
%1,90100304280
== x Observer
Sri Nafsiati, S. Pd
98
Teaching and Learning Activities Monitored for Observation Checklist
Cycle/Meeting : 2 / 3 (Three) Day/Date : Saturday / April 16th , 2011
Time : 14.15 – 15. 25
Teacher’s activities Students’ activities
Pre activities
1. Reviewing the previous lesson by asking students some questions.
2. Ask the student to sit in their group.
Pre activities
1. Answering the questions
2. Sit in their group.
Whilst activities
7. Give the instruction about the activities that are going to do.
8. Ask the students to swap their exercise that has been revised.
9. Give the sheet of editing guide question and explain it step by step.
10. Ask the student to edit their friend’s exercise.
11. Ask the students to do the the final exercise.
12. Ask students to answer their final exercise.
Whilst activities
7. Listen to the teacher’s explanation.
8. Swap their exercise that has been revised.
9. Listen and check their exercise.
10. Edit their friend’s exercise
correctly.
11. Write the final exercise
12. Answer the final exercise.
Post activities
3. Ask the student to collect their exercise
4. Do reflection on the activities that have done in the class.
Post activities
3. Collect their exercise
4. Listen to the teacher’s conclusion
99
OBSERVATION CHECKLIST FOR STUDENTS’ PARTICIPATION
Cycle/Meeting : 2 / 3 (Three) Day/Date : Saturday /April 16th , 2011
Time : 14.15 – 15.25
No
Group Students’
number
Phase of Activities Pre (2) Whilst (8) Post(2) Tot
al Notes 1 2 1 2 3 4 5 6 7 8 1 2
1
1
S10 √ √ √ √ √ √ √ √ √ √ - - 10 VG 2 S7 √ - √ - √ - √ √ √ √ - √ 8 G 3 S5 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 4 S4 √ - √ - - √ √ √ √ √ - √ 8 G 5 S5 √ - √ - - √ √ √ √ √ - √ 8 G 6 S6 √ - √ - - √ √ √ √ √ - √ 8 G 7
2
S7 √ - √ - √ - √ √ √ √ √ - 8 G 8 S8 √ √ √ √ - - √ √ √ √ - √ 9 G 9 S9 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 10 S10 √ √ √ - - √ √ √ √ √ √ √ 10 VG 11 S11 √ √ √ - - √ √ √ √ √ √ √ 10 VG 12 S12 √ √ √ - - √ √ √ √ √ √ √ 10 VG 13
3
S13 √ √ √ - √ √ √ √ √ √ - - 9 G 14 S14 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 15 S15 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 16 S16 √ √ √ - √ - √ √ √ √ - - 8 G 17 S17 √ √ √ - √ - √ √ √ √ - - 8 G 18 S18 √ √ √ - √ - √ √ √ √ - - 8 G 19
4
S19 √ - √ √ - √ √ √ √ √ √ √ 10 VG 20 S20 √ - √ √ - - √ √ √ √ √ √ 9 G 21 S21 √ √ √ √ √ √ √ √ √ √ √ √ 12 VG 22 S22 √ √ √ √ - √ √ √ √ √ √ √ 11 VG
100
23 S23 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 24 S24 √ √ √ √ - √ √ √ √ √ √ √ 11 VG 25
5
S25 √ - √ √ - √ √ √ √ √ √ √ 10 VG 26 S26 √ - √ √ - - √ √ √ √ √ √ 9 G 27 S27 √ - √ √ - - √ √ √ √ √ √ 9 G 28 S28 √ √ √ √ - √ √ √ √ √ - √ 10 VG 29 S29 √ √ √ √ √ - √ √ √ √ - √ 10 VG 30 S30 √ √ √ √ √ - √ √ √ √ - √ 10 VG 31 S31 √ √ √ √ √ - √ √ √ √ - √ 10 VG
Total 31 22
31
19
14
20
31
31 31 31
17
24 293
96,1%
Notes: I. VG (9 - 10) = all of the activities were done II. (16 - 21) = all of the students do (Successful) G (7 - 8) = almost of the activities were done (11 - 15) = almost of the students do (Successful) F (4 - 6) = some of the activities were done (6 - 10) = some of the students do (fail) P (0 - 3) = few of the activities were done (0 - 5) = few of the students do (fail)
100xscoreofnumberTotal
involvedarewhoScoreofNumberTotalPercentage =
%1,96100305293
== x
No Meeting 1 Meeting 2 Meeting 3 Total Meeting (TM) Percentage (P)
1 83.3 90.1 96.1 271.5 90.5% P = TM/3
= 271.5/3 = 95.6 Observer
Sri Nafsiati, S. Pd
101
Appendix 10a: FIELD NOTES
Cycle/Meeting : I / 1 (One) Day/Date : Saturday/ March 19th, 2011 Time : 14.15 – 15.25
I. Good points
� From the students’ side
• Some students pay attention on teacher’s explanation • Students looked so motivated to Study Indirect Speech
� From the teacher’s side • The teacher chose the good teaching in explaining Indirect Speech • Teacher gave intensive guide by answering all of the questions.
II. Things to consider � From the students’ side
• Students need to explore their vocabulary hard. Some students don’t
look to try hard to find out the vocabulary they need. • Students need to give interesting explanation to attract the students.
� From the teacher’s side
• Teacher should give the way how to get the vocabulary, because most of students have lack in vocabulary field.
Observer
Sri Nafsiati, S. Pd
102
FIELD NOTES
Cycle/Meeting : 1 / 2 (Two) Day/Date : Monday /March 21th , 2011
Time : 14.15 – 15.25 I. Good points
� From the students’ side • Students looks so cooperated, it’s good. They discuss the work to
make indirect speech based on the text • Students wrote the exercise in their group enthusiastically. • Students revised their exercise following the guiding questions, step
by step, helped by the teacher. � From the teacher’s side
• The teacher gives a good activity and also good choice to get the goal of teaching. They are divided into some groups. It is good.
• The teacher reminded the students that they should pay attention to the content and organization.
• II. Things to consider
� From the students’ side
• Some students don’t understand what they need to do. They only know the little about the activity. So, they know later. Finally they were left.
� From the teacher’s side
• Before starting to a new activity, teacher should explain or describe clearly what the students are going to do. In this case the teacher only told a little of what students will do. So, first they did not look motivated.
Observer
Sri Nafsiati, S. Pd
103
FIELD NOTES
Cycle/Meeting : 1 / 3 (Three) Day/Date : Saturday /March 26th , 2011
Time : 14.15 – 15.25 a. Good points
� From the students’ side
• Students are cooperative to support the teacher’s teaching goal. • Students edited their exercise through peer correction seriously using
modeled of editing guide. � From the teacher’s side
• Teacher masters the technique and the material she gives. • Teacher checked the students’ work by walking to their table and
giving comments.
b. Things to consider � From the students’ side
• Some students look lack serious. • Some students still had difficult in grammar such as in using simple
present tense. � From the teacher’s side
• Teacher should make sure if the students are ready to listen to her explaining. If the students are not ready yet, try to make them ready so what she explains can be understood.
• Teacher sometimes forgot to give reward to the students who succeed in accomplishing his / her task early.
Observer
Sri Nafsiati, S. Pd
104
Appendix 10b: Field Notes in the Second Cycle.
FIELD NOTES
Cycle/Meeting : 2 / 1 (One) Day/Date : Saturday / April 9st , 2011 Time : 14.15 – 15.25 a. Good points
� From the students’ side
• More students pay attention on a new text and explanation about
indirect speech of Yes-No Question
• Some students participate in making Indirect Speech on the white
board.
• The students bring dictionary in each group.
� From the teacher’s side
• The teacher introduce a new text and explanation about indirect speech
of Yes-No Question
• The teacher gave the chance to the student to choose their group,
b. Things to consider
� From the students’ side
• The class still was noisy.
• Some students still asked about indirect speech of Yes-No Question
� From the teacher’s side
• The teacher should have effort to make the student keep silent.
• The teacher should make her voice louder.
Observer
Sri Nafsiati, S. Pd
105
FIELD NOTES
Cycle/Meeting : 2 / 2 (Two) Day/Date : Monday / April 11th , 2011 Time : 14.15 – 15.25 a. Good points
� From the students’ side
• Students wrote and revise their exercise in their group cooperatively
and enthusiastically.
• Students had chance to ask questions as many as possible freely in
English and Indonesian.
� From the teacher’s side
• The teacher gave sufficient explanation and guidance to the students
in transforming direct into indirect speech.
• The teacher used example revising guide to help students in revising
their exercise and explained the points in it one by one.
b. Things to consider
� From the students’ side
• Some students had difficult to understand the instructions given.
� From the teacher’s side
• The teacher should check the students to make sure that they are
understand about the instruction.
Observer
Sri Nafsiati, S. Pd
106
FIELD NOTES
Cycle/Meeting : 2 / 3 (Three) Day/Date : Saturday/ April 16th, 2012 Time : 14.15 – 15.25
a. Good points
� From the students’ side
• All of the students did peer correction to check their friend excercise.
• All of the students edited their exercise
• Some students read their final exercise within their group.
� From the teacher’s side
• Teacher taught used modeled of editing guide.
• Teacher spoke more loudly and clearly.
• The teacher checked the students to make sure the entire student
understand about the instruction.
b. Things to consider
� From the students’ side
• Some student had difficulty to answer the final exrcise.
Observer
Sri Nafsiati, S. Pd
107
Appendix 10a: Lesson Plan
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
WRITING
I. IDENTITAS
Sekolah : MTs Nurul Falah Mata Pelajaran : Bahasa Inggris Kelas : VIII (Delapan) Semester : Genap Alokasi Waktu : 2 x 35 Menit Jenis Teks : Narative Tahun Pelajaran : 2010/2011
II. STANDAR KOMPETENSI
Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR
Menulis
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.
IV. INDIKATOR
Siswa dapat:
1. Mengidentifikasi tujuan komunikatif teks narrative 2. Mengidentifikasi langkah retorika teks narrative 3. Mengidentifikasi ciri kebahasaan teks narrative 4. Menemukan informasi dari teks narrative 5. Mencari dan mendiskusikan makna dari kalimat yang berpola
indirect speech pada wacana yang ada. 6. Merubah kalimat direct speech menjadi indirect speech
108
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat: 1. Mengetahui makna teks berbentuk narrative 2. Ciri kebahasaan teks essai berbentuk narrative 3. Tujuan komunikatif teks essai berbentuk narrative 4. Langkah-langkah teks essai berbentuk narrative. 5. Mencari dan mendiskusikan makna dari kalimat yang berpola
indirect speech pada wacana yang ada. 6. Merubah kalimat direct speech menjadi indirect speech
VI. MATERI PEMBELAJARAN
• Narrative texts used to entertain the reader/listener with our stories. • A narrative text usually has three main part:Orientation,
complication and resolution
The cowardly Lion
Dorothy and her friends were walking through the forest when they heard a terrible roar. The next moment, a great lion ran onto road. Dorothy and her friends were very frightened, but little Toto ran ahead and barked at the huge beast.
When the Lion saw the little dog, he opened up his mouth as if to bite him. Dorothy became so angry at this that she came forward and slapped the Lion on the nose.
“Don’t you dare bite Toto!”She shouted. “You ought to be ashamed of yourself, a big Lion like you,
trying to bite a little dog!” “I didn’t bite him,” said the Lion, as he rubbed his nose with
his big paw. “No, but you tried to,” Dorothy answered. “You are nothing
but a coward!” The lion felt Very ashamed. He told Dorothy and her Friend
that although he was the king of the beasts, he was actually a coward. He was afraid of almost everything and everybody.
The Scarecrow scratched his straw head. The he said, “Maybe Oz could give you courage.”
“If only I had courage, than I could truly be king on the Beasts.” said the Lion.
So Dorothy, the Scarecrow and the Tinman invited the Lion to join them on their journey to the Emerald City. The Lion agreed, and the friends continued to follow the yellow Brick Road toward the home of Great Oz.
Orientation
Complicatio
Resolution
109
Direct speech and Indirect Speech
We Use Indirect Speech when we report what people said. In indirect speech, the tense usually goes ‘one step’ back. Direct Speech Indirect Speech
Simple Present Tense
“I always go to school on foot”
Simple past tense
She said that she always went to school on foot
Present Continous
“I’m doing my homework” Past continous tense
She said that she was doing her homework
Simple past
“ I did not do my test well” Present Perfect
“ I hane sent an email “
Past Perfect
She said that she had not done her test well Past Perfect
She said that she had sent an email. Modals
“ I’ll see you at the party” “ I can tell the stories in English” “You must be careful”
Modals
She said that she woukd see me at the party She said that she could tell stories in English She said that I had be careful
3) Indirect speech using ask if
When the question has no question-word, but it is one of the kinds that can take yes or no for an answer, whether or if is used as link between the introducing verb and the reported speech. Example: Mr. Lee asked me whether I was sick
VII. METODE PEMBELAJARAN / TEKNIK
Three-phase techniques
110
VIII. LANGKAH-LANGKAH KEGIATAN :
KEGIATAN
Waktu Aspek / skill
( menit ) Yang di
kembangkan
I. Kegiatan awal :
•••• Greeting (memberi salam dan tegur sapa)
•••• Tanya jawab berbagai hal terkait kondisi siswa
•••• Guru mengabsen siswa •••• Brainstorming tentang topik yang
akan dibahas
II. Kegiatan Inti :
• Siswa mendengarkan penjelasan tentang Narative texts teks
• Membahas kosakata terkait dengan tema
• Menunjukan contoh tulisan narative paragraph telah dibuat
• Menentukan kalimat yang berbentuk indirect speech bersama siswa
• Menjelaskan tentang formula indirect speech
• Siswa dalam kelompok membuat kelompok untuk membuat kalimat direct speech memjadi kalimat indirect speech
• Mengumpulkan hasil kerja siswa
III. Kegiatan akhir :
• Kesimpulan tentang apa yang telah dipelajari
• Mengingatkan siswa bahwa di pertemuan selanjutnya akan menulis paragraph descriptif
10 Menit 50 Menit 10 Menit
Menyiapkan diri siswa sebelum masuk materi baru Siswa dapat mengenal teks narative dan menemukan kalimat Indirect speech dalam text Feed back dan reinforcement
111
IX. SUMBER BELAJAR & MEDIA BELAJAR:
A. Sumber Belajar
• Buku text English on Sky • Kurikulum KTSP Bahasa Inggris kelas VIII • Silabus SMP Kelas VIII
B. Media Belajar
• Script teks yang terlampir.
X. PENILAIAN
a. Penilaian diambil dari observation checklists mengenai partisipasi siswa dalam kegiatan belajar mengajar dan field notes untuk menilai proses KBM.
b. Instrument = Terlampir
Mengetahui Tangerang, 2011
Observer Researcher
Sri Nafsiati, S. Pd Siti Latifah
NIM. 106014000432
112
Lampiran
Lembar penilaian KBM (Kegiatan Belajar mengajar)
����--------------------------------------------------------------------------------------------
The cowardly Lion
Dorothy and her friends were walking through the forest when they heard a terrible roar. The next moment, a great lion ran onto road. Dorothy and her friends were very frightened, but little Toto ran ahead and barked at the huge beast.
When the Lion saw the little dog, he opened up his mouth as if to bite him. Dorothy became so angry at this that she came forward and slapped the Lion on the nose.
“Don’t you dare bite Toto!”She shouted. “You ought to be ashamed of yourself, a big Lion like you, trying to bite a
little dog!” “I didn’t bite him,” said the Lion, as he rubbed his nose with his big paw. “No, but you tried to,” Dorothy answered. “You are nothing but a coward!” The lion felt Very ashamed. He told Dorothy and her Friend that although
he was the king of the beasts, he was actually a coward. He was afraid of almost everything and everybody.
The Scarecrow scratched his straw head. The he said, “Maybe Oz could give you courage.”
“If only I had courage, than I could truly be king on the Beasts.” said the Lion.
So Dorothy, the Scarecrow and the Tinman invited the Lion to join them on their journey to the Emerald City. The Lion agreed, and the friends continued to follow the yellow Brick Road toward the home of Great Oz.
1. Underline the direct speech and circle the indirect speech.
2. Make the direct speech on the text to Indirect speech.
113
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
WRITING
XI. IDENTITAS
Sekolah : MTs Nurul Falah Mata Pelajaran : Bahasa Inggris Kelas : VIII (Delapan) Semester : Genap Alokasi Waktu : 2 x 35 Menit Jenis Teks : Narative Tahun Pelajaran : 2010/2011
XII. STANDAR KOMPETENSI
Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
XIII. KOMPETENSI DASAR
Menulis
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.
XIV. INDIKATOR
Siswa dapat:
7. Mengidentifikasi tujuan komunikatif teks narrative 8. Mengidentifikasi langkah retorika teks narrative 9. Mengidentifikasi ciri kebahasaan teks narrative 10. Menemukan informasi dari teks narrative 11. Mencari dan mendiskusikan makna dari kalimat yang berpola
indirect speech pada wacana yang ada. 12. Merubah kalimat direct speech menjadi indirect speech
114
XV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat: 7. Mengetahui makna teks berbentuk narrative 8. Ciri kebahasaan teks essai berbentuk narrative 9. Tujuan komunikatif teks essai berbentuk narrative 10. Langkah-langkah teks essai berbentuk narrative. 11. Mencari dan mendiskusikan makna dari kalimat yang berpola
indirect speech pada wacana yang ada. 12. Merubah kalimat direct speech menjadi indirect speech
XVI. MATERI PEMBELAJARAN
• Narrative texts used to entertain the reader/listener with our stories. • A narrative text usually has three main part:Orientation,
complication and resolution
The cowardly Lion
Dorothy and her friends were walking through the forest when they heard a terrible roar. The next moment, a great lion ran onto road. Dorothy and her friends were very frightened, but little Toto ran ahead and barked at the huge beast.
When the Lion saw the little dog, he opened up his mouth as if to bite him. Dorothy became so angry at this that she came forward and slapped the Lion on the nose.
“Don’t you dare bite Toto!”She shouted. “You ought to be ashamed of yourself, a big Lion like you,
trying to bite a little dog!” “I didn’t bite him,” said the Lion, as he rubbed his nose with
his big paw. “No, but you tried to,” Dorothy answered. “You are nothing
but a coward!” The lion felt Very ashamed. He told Dorothy and her Friend
that although he was the king of the beasts, he was actually a coward. He was afraid of almost everything and everybody.
The Scarecrow scratched his straw head. The he said, “Maybe Oz could give you courage.”
“If only I had courage, than I could truly be king on the Beasts.” said the Lion.
So Dorothy, the Scarecrow and the Tinman invited the Lion to join them on their journey to the Emerald City. The Lion agreed, and the friends continued to follow the yellow Brick Road toward the home of Great Oz.
Orientation
Complicatio
Resolution
115
Direct speech and Indirect Speech
We Use Indirect Speech when we report what people said. In indirect speech, the tense usually goes ‘one step’ back. Direct Speech Indirect Speech
Simple Present Tense
“I always go to school on foot”
Simple past tense
She said that she always went to school on foot
Present Continous
“I’m doing my homework” Past continous tense
She said that she was doing her homework
Simple past
“ I did not do my test well” Present Perfect
“ I hane sent an email “
Past Perfect
She said that she had not done her test well Past Perfect
She said that she had sent an email. Modals
“ I’ll see you at the party” “ I can tell the stories in English” “You must be careful”
Modals
She said that she woukd see me at the party She said that she could tell stories in English She said that I had be careful
4) Indirect speech using ask if
When the question has no question-word, but it is one of the kinds that can take yes or no for an answer, whether or if is used as link between the introducing verb and the reported speech. Example: Mr. Lee asked me whether I was sick
XVII. METODE PEMBELAJARAN / TEKNIK
Three-phase techniques
116
XVIII. LANGKAH-LANGKAH KEGIATAN :
KEGIATAN
Waktu Aspek / skill
( menit ) Yang di
kembangkan
II. Kegiatan awal :
•••• Greeting (memberi salam dan tegur sapa)
•••• Tanya jawab berbagai hal terkait kondisi siswa
•••• Guru mengabsen siswa •••• Brainstorming tentang topik yang
akan dibahas
II. Kegiatan Inti :
• Siswa mendengarkan penjelasan tentang Narative texts teks
• Membahas kosakata terkait dengan tema
• Menunjukan contoh tulisan narative paragraph telah dibuat
• Menentukan kalimat yang berbentuk indirect speech bersama siswa
• Menjelaskan tentang formula indirect speech
• Siswa dalam kelompok membuat kelompok untuk membuat kalimat direct speech memjadi kalimat indirect speech
• Mengumpulkan hasil kerja siswa
III. Kegiatan akhir :
• Kesimpulan tentang apa yang telah dipelajari
• Mengingatkan siswa bahwa di pertemuan selanjutnya akan menulis paragraph descriptif
10 Menit 50 Menit 10 Menit
Menyiapkan diri siswa sebelum masuk materi baru Siswa dapat mengenal teks narative dan menemukan kalimat Indirect speech dalam text Feed back dan reinforcement
117
XIX. SUMBER BELAJAR & MEDIA BELAJAR:
C. Sumber Belajar
• Buku text English on Sky • Kurikulum KTSP Bahasa Inggris kelas VIII • Silabus SMP Kelas VIII
D. Media Belajar
• Script teks yang terlampir.
XX. PENILAIAN
a. Penilaian diambil dari observation checklists mengenai partisipasi siswa dalam kegiatan belajar mengajar dan field notes untuk menilai proses KBM.
b. Instrument = Terlampir
Mengetahui Tangerang, 2011
Observer Researcher
Sri Nafsiati, S. Pd Siti Latifah
NIM. 106014000432
118
Lampiran
Lembar penilaian KBM (Kegiatan Belajar mengajar)
����--------------------------------------------------------------------------------------------
The cowardly Lion
Dorothy and her friends were walking through the forest when they heard a terrible roar. The next moment, a great lion ran onto road. Dorothy and her friends were very frightened, but little Toto ran ahead and barked at the huge beast.
When the Lion saw the little dog, he opened up his mouth as if to bite him. Dorothy became so angry at this that she came forward and slapped the Lion on the nose.
“Don’t you dare bite Toto!”She shouted. “You ought to be ashamed of yourself, a big Lion like you, trying to bite a
little dog!” “I didn’t bite him,” said the Lion, as he rubbed his nose with his big paw. “No, but you tried to,” Dorothy answered. “You are nothing but a coward!” The lion felt Very ashamed. He told Dorothy and her Friend that although
he was the king of the beasts, he was actually a coward. He was afraid of almost everything and everybody.
The Scarecrow scratched his straw head. The he said, “Maybe Oz could give you courage.”
“If only I had courage, than I could truly be king on the Beasts.” said the Lion.
So Dorothy, the Scarecrow and the Tinman invited the Lion to join them on their journey to the Emerald City. The Lion agreed, and the friends continued to follow the yellow Brick Road toward the home of Great Oz.
3. Underline the direct speech and circle the indirect speech.
4. Make the direct speech on the text to Indirect speech.
119
120
121
