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“IMPROVING STUDENTS’ ABILITY IN USING
PERSONAL PRONOUN THROUGH CONTEXTUAL
TEACHING LEARNING”
(A Classroom Action Research at the Second Year of SMP Islam Raden Patah
Depok)
Written by:
Arifah Febri Winarni
106014000370
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1432 AH / 2011 AD
“IMPROVING STUDENTS’ ABILITY IN USING PERSONAL
PRONOUN THROUGH CONTEXTUAL TEACHING
LEARNING”
(A Classroom Action Research at the Second Year of SMP Islam Raden Patah
Depok)
“Skripsi”
Presented to the Faculty of Tarbiya and Teachers Training
In a Partial Fulfillment of the Requirements
For the Degree of S. Pd in English Language Education
By:
Arifah Febri Winarni
NIM.106014000370
Approved by the Advisor
Dr. Fahriany, M. Pd.
NIP.19700611 199101 2001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiyah and Teachers Training
certifies that the skripsi (specific paper) entitled “Improving Students’ Ability in
Using Personal Pronoun through Contextual Teaching Learning” written by Arifah
Febri Winarni student’s registration number 106014000370, was examined by
committee on December 22, 2011 and was declared to have passed and have fulfilled
one of the requirements for the degree of S. Pd in English Language Education in the
Department of English Education.
Jakarta, December 29, 2011
Examination committee
Chairman : Drs. Syauki, M. Pd ( )
NIP. 19641212 199103 1 002
Secretary : Neneng Sunengsih, S. Pd ( )
NIP. 19730625 199903 2 001
Examiners : 1. Drs. Nasifuddin Djalil. M. Ag ( )
NIP. 19560506 199003 1 002
2. Drs. Sunardi kartiwisastro, Dipl. Ed ( )
NIP. 19440719 196510 2 001
Ackowlwedged by
Dean of Faculty of Tarbiyah and Teachers Training
Nurlena Rifa’I, M. A. Ph. D
NIP. 19591020 1986 032 001
ACKNOWLEDGEMENT
In the Name of Allah, the Beneficent and the Merciful
All praises be to Allah, lord of the world, who has given the mercy and
blessing upon the writer in completing this „skripsi‟. Shalawat and salam wish always
go to our last and the greatest prophet Muhammad peace be upon Him and to his
family, companions and followers.
In this occasion, the writer would like to express her greatest thankful to Allah
Who gives her a patience, strength and permission, so she can accomplish this skripsi,
without His blessing, she cannot complete it.
The writer also would like to say her great honor to her parents, Agung
Widodo and Sunarmi and all of family members who always give motivation, prayer
and support for her during her study.
Her special thanks are to Dr. Fahriany, M. Pd, the advisor, for her valuable
help, guidance, correction and advice, in writing this skripsi.
She offers her gratitude to all of people who have contributed to her study in
Syarif Hidayatullah State Islamic University:
1. All of the lecturers of English Education Department
2. Drs. Syauki, M. Pd, the Chief of English Education Department
3. Neneng Sunengsih, S. Pd, the Secretary of English Education Department
4. Nurlena Rifa‟i, M. A. Ph. D the Acting Dean of Faculty of Tarbiyah and
Teachers Training
5. Mr. Sulaeman, M. Pd, the Headmaster of SMPI Raden Patah Depok, for
permitting the writer to do the research
6. Mrs. Triana Aprilya, S. Sos, the English teacher of SMPI Raden Patah, who
has given her time, kindness, guidance, advice and support during
conducting the writer‟s research
7. All of her friends at Syarif Hidayatullah State Islamic University, especially
in English Education Department 2006-B class; Anisa Dwi Mardhotillah,
Luthfiyah Aziz, Erna Asmiya wildani, Isrotun Nofifah, M. B. Nawawi, M.
Iqbal, Izz Rizqiani, Irfan Fahmi, Depo A. Handoko, Hendra Wisesa, Asri
Nurtauhida, Lia Nurshohifah, Merisa Amalia, Bahtir Rifa‟I, Hadirotun
Sholiha, Emiptahudin etc. Thanks for everything that they given to her.
8. The writer‟s motivator; Nurhidayat, Hafidz Ferdiansyah, Navali, Deni
Haryanto, Wandi Musthofa, Aji Wahyudi, Zulfahmi, M. Adam, K Hendra,
Zikri Choirullisan, all the members of Majlis Ta‟lim Nurul Musthofa, for
always making her smile.
May Allah the Almighty bless them all, so be it.
Finally, the writer realizes that this “skripsi” is still far from being perfect.
Criticism and suggestion would be welcomed to make it better.
Jakarta, December 2011
The writer
i
ABSTRACT
Arifah Febri Winarni: 2011. Improving Students’ Ability in Using Personal Pronoun
through Contextual Teaching Learning, Skripsi, English
Department Faculty of Tarbiyah and Teachers Training
Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Fahriany, Dr. M. Pd.
Keywords: Personal Pronoun, Contextual Teaching Learning.
The objective of this research is to improve students’ ability in using personal
pronoun through Contextual Teaching Learning in the VIII-I class of SMP Raden
Patah Depok.
This research includes Classroom Action Research to improve the students’
ability in using personal pronoun. The Classroom Action Research was done based
on the Kurt Lewin design, which is divided into 2 cycles. The subject of this research
was the students of SMP Raden Patah Depok at VIII-1 class which consists of 46
students. The data is derived from the tests (pre-test and post-test), the result of
interview to the English teacher, the result of questionnaires and the result of
observation.
The finding of this research showed that the implementation of the Contextual
Teaching Learning method in personal pronoun material was successful and the
criteria of success was achieved, that 75% of students’ score could pass the minimum
mastery criterion-kriteria ketuntasan minimal (KKM) that is 65. The result of the first
pre-test was that 13 students’ scores passed the minimum mastery criterion-kriteria
ketuntasan minimal (KKM) by average score 55. The result of the second post-test
was that 100% students’ score pass the minimum mastery criterion-kriteria
ketuntasan minimal (KKM) by average score 87. The result of the post-questionnaire
was that 97% of students showed that their ability in using personal pronoun is
improved by using Contextual Teaching Learning method. The result of observation
described that student are more active in teaching learning process. Based on the
finding, it is suggests that English teacher could implement Contextual Teaching
Learning method to improve students’ ability in learning personal pronoun material.
ii
ABSTRAK
Arifah Febri Winarni: 2011. Improving Students’ Ability in Using Personal Pronoun
through Contextual Teaching Learning, Skripsi, English
Department Faculty of Tarbiyah and Teachers Training Syarif
Hidayatullah State Islamic University Jakarta.
Advisor: Fahriany, Dr. M. Pd.
Kata Kunci: Personal Pronoun, Contextual Teaching Learning.
Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam
menggunakan personal pronoun dengan metode Contextual Teaching Learning di
kelas VIII-1 dari SMP Raden Patah Depok.
Penelitian ini termasuk penelitian tindakan kelas untuk meningkatkan
kemampuan siswa dalam menggunakan personal pronoun. Penelitian tindakan kelas
ini menggunakan design Kurt Lewin yang dibagi dalam 2 siklus. Subjek dari
penelitian ini adalah siswa kelas VIII-1 dari SMP Raden Patah Depok yang berjumlah
46 siswa. Data di peroleh dari hasil tes (pre-tes dan post-tes), hasil wawancara kepada
guru bahasa Inggris, hasil angket dan hasil observasi.
Hasil penelitian ini menunjukkan bahwa penerapan metode Contextual
Teaching Learning pada materi personal pronoun telah berhasil dan kriteria
keberhasilannya telah tercapai, yaitu nilai dari 75% siswa dapat melampaui kriteria
ketuntasan minimal (KKM), yaitu 65. Hasil dari pre-tes pertama adalah 13 siswa
nilainya dapat melampaui kriteria ketuntasan minimal (KKM) dengan nilai rata-rata
55. Hasil post-tes kedua adalah 100% siswa nilainya dapat melampaui kriteria
ketuntasan minimal (KKM) dengan nilai rata-rata 87. Hasil angket terakhir adalah
97% siswa menjawab bahwa kemampuan mereka dalam menggunakan personal
pronoun meningkat dengan menggunakan metode Contextual Teaching Learning.
Hasil dari observasi menggambarkan bahwa siswa lebih aktif dalam proses belajar
mengajar. Berdasarkan hasil tersebut, penulis menyarankan bahwa guru bahasa
Inggris dapat menggunakan metode Contextual Teaching Learning untuk
meningkatkan kemampuan siswa dalam belajar materi personal pronoun.
iii
TABLE OF CONTENT
ABSTRACT………………………………………....……………………….….…... i
TABLE OF CONTENT …………………………………...……………………… iii
LIST OF TABLE ……………………………………………...………………...…. v
LIST OF FIGURE ………………………………...…………...……………….…. vi
LIST OF APPENDICES …………………………………………………...…….. vii
CHAPTER I : INTRODUCTION……………………………..………...….… 1
A. Background of study ……….……………….………..…........ 1
B. Limitation of Problem ………………………………........….. 6
C. Formulation of Problem ...……………………………......….. 6
D. The Objective of Study ………………………..……….......... 6
E. The significance of study ……………………..…….…......… 6
CHAPTER II : THEORETICAL FRAMEWORK……….………….........…. 7
A. Personal Pronoun …………………………….…….......…… 7
1. The Meaning of Pronoun ………………...………..…....… 7
2. The Rule to Make Pronoun …………….……………....… 8
3. The Kinds of Pronoun ……………………...………..….... 11
4. The Forms of Personal Pronoun …………………….….... 15
B. Contextual Teaching Learning …………….……….…….... 23
1. The Definition of Contextual Teaching Learning ……….. 23
2. The Characteristics of Contextual Teaching Learning …... 25
3. The Components of Contextual Teaching Learning ...............… 27
4. Strategies of Contextual Teaching Learning ……............. 30
iv
CHAPTER III : RESEARCH METHODOLOGY………...…………………. 34
A. The Subject of the Research ………………………..…….... 34
B. Place and Time …………………………………….………. 34
C. Method of Design ………...………………………...…….... 34
D. Technique of Data Analysis ……..…………………........… 39
E. The Role and Position of the Researcher …….……………. 40
F. The Description of the Cycles ……………………………... 40
G. The Indicators of Work ………….………………..….......…41
H. Criteria of Success ……………….………………...………. 42
I. The Kind and Resource of the Data .………….……........… 43
J. The Instrument of Data ………………….………............… 43
K. Technique of Trustworthiness ……………..…….…..…….. 44
CHAPTER IV : RESEARCH FINDINGS …………………………...……..... 45
A. Data Description ………………………………..……..….... 45
1. The Result of Interview ……..............………..….....….. 45
2. The Result of tests …………………............................... 46
3. The Result of questionnaires …..........………….......….. 49
4. The Result of Observation ............................................... 53
B. Data Interpretation ………………………………...........….. 54
1. The Result of Interview ……..............………...........….. 54
2. The Result of tests …………………............................... 54
3. The Result of questionnaires …..........………...........….. 55
4. The Result of Observation ............................................... 55
CHAPTER V : CONCLUSION AND SUGGESTION………....…....…. 56
A. Conclusion ……………………………………….......… 56
B. Suggestion ……………………....…………………....… 57
BIBLIOGRAPHY..................................................................................................... 58
LIST OF APPENDICES.......................................................................................... 59
v
LIST OF TABLE
Table 2.1 Type of Pronoun ……………………………………………..……........… 9
Table 2.2 The Different Member of Personal Pronoun………………..………....… 15
Table 2.3 Personal Pronoun as Subject/Nominative Case …………….……............ 16
Table 2.4 Personal Pronoun as Object / Objective /Accusative case ……....…....… 17
Table 2.5 The Different Member Possessive Adjective and Possessive Pronoun ..... 20
Table 3.1 The Description of the Cycles………………………………..………...... 40
Table 3.2 The Pattern of Discrimination and Index of Difficulty ………..….......… 44
Table 4.1 The Result of Students’ Scoresfor Pre and post Tests ............................... 47
Table 4.2 Close Questions of Pre-questionnaire ........................................................ 50
Table 4.3 Open Questions of Pre-questionnaire ........................................................ 51
Table 4.4 The Result of Observation Every Meeting …………………...……….… 53
vi
LIST OF FIGURE
Figure 2.1 Indefinite Pronoun …………………………………………………....… 14
Figure 3.1 Design of Classroom Action Research (The Kurt Lewin Model) …....… 36
Figure 3.2 Research Design Adopted from Kurt Lewin Modified by Writer............ 37
vii
LIST OF APPENDICES
Appendix 1 The Lesson Planning .......................................................................61
Appendix 2 The Interview Guideline to the English Teacher .......................... 75
Appendix 3 The Result of Interviewing the English Teacher .......................... 77
Appendix 4 List of Students .............................................................................. 79
Appendix 5 The List of Questions for Questionnaire to the Students (Pre) .... 80
Appendix 6 The Result of Pre-Questionnaire (Close Questionnaire) .............. 82
Appendix 7 The Result of Pre-Questionnaire (Open Questionnaire) ............... 84
Appendix 8 The Frequencies of Students Answer of Pre-Questionnaire
Quantitatively) ............................................................................... 86
Appendix 9 The Frequencies of Students Answer of Pre-Questionnaire
Qualitatively) ................................................................................. 88
Appendix 10 The Form of Observation ...............................................................90
Appendix 11 The Questions for the 1st Pre-Test ................................................. 91
Appendix 12 The Questions for the 1st Post-Test ............................................... 92
Appendix 13 The Questions for the 2nd
Pre-Test ................................................ 93
Appendix 14 The Questions for the 2nd
Post-Test .............................................. 94
Appendix 15 The Form of Post-Questionnaire ................................................... 95
Appendix 16 The Key Answer of the Tests ........................................................ 96
Appendix 17 TheDetail of Pre-Test 1.................................................................. 97
Appendix 18 TheValidity of Pre-Test 1.............................................................. 98
Appendix 19 TheDetail of Post-Test 1................................................................ 99
Appendix 20 TheValidity of Post-Test 1........................................................... 100
Appendix 21 TheDetail of Pre-Test 2................................................................ 101
Appendix 22 TheValidity of Pre-Test 2............................................................. 102
Appendix 23 TheDetail of Post-Test 2............................................................... 103
Appendix 24 TheValidity of Post-Test 2........................................................... 104
1
CHAPTER I
INTRODUCTION
A. Background of Study
The global era claims the citizen of each country should think harder in
order to compete in all of life aspects such as in economics, politics, socials,
cultural and language use. Each country has its own features or well-known
things among the other, such as Brazil which is known as the biggest country
which produce coffee in the world, Philippine is known as a country that consists
of thousands of islands, while in language use, English is the most spoken
language in the world. Most of countries in the world use English in some level
whether as the official language (53 countries), as second language or as foreign
language as Indonesia does.1
Why do people want to learn foreign language? Why do people want to
study English? According to Harmer there are a number of different reasons for
language study and the following (which is not exhaustive) will give an idea for
the great variety of such reasons. The first reason is school curriculum. Probably
the greatest number of language students in the world does it because it is on the
school curriculum whether they like it or not. The second is advancement, some
people want to study English (or another foreign language) because they think it
1 http://www.asal-usul.com/2010/06/10-bahasa-paling-banyak-digunakan-dunia.html
2
offers a chance for advancement in their professional lives. They will get better
job with two languages than if they only know their mother tongue. English has a
special position here since it becomes international language of communication.
The third is target language community. Some language students find themselves
living in a target language community. The students would need to learn English
to survive in that community. The next is English for specific purpose, the term
has been applied to situations where students have some specific reasons for
wanting to learn the language. Then culture, some students study a foreign
language because they are attracted to the culture of one of the TLCs. They learn
the language because they want to know more about the people who speak it, the
places where it is spoken and (in some cases) the writing which it has produced.
While the last is miscellaneous, some people learn the foreign language just for
fun or want to be tourists where that language is spoken or because all their
friends are learning the language.2
In our country, English is a compulsory subject since junior high school
level to university level, but it has been taugth or introduced in kindergarten and
elementary level as a local content subject. In Indonesia, there are so many
institutions that teach English, although the learners learn it as a foreign language,
but the schools in Indonesia included English as one of the subjects that
determines the graduation of their students in high school level.3
According to Lie, learning English in primary and secondary (grades
1-12) schools serves two purposes. First, students need to be prepared to read
English texts in their college years. Second, competence in the English
language is still used as a determining factor in securing a favorable position
and remuneration in the job market. Many job advertisements list a good
2 Jeremy Harmer, The practice of English language Teaching, (New York: Longman, 1991),
pp.1-2 3 http://blog.unnes.ac.id/kristinapgsd/2011/05/05/pentingnya-mata-pelajaran-bahasa-inggris-
bagi-siswa-sd/
3
command of English as one of the top requirements, hence the popularity of
private English courses or school.4
By learn English, the students learn how to develop their skills in
language use of English. School as one of the institutions where the students learn
English, is hoped to improve their skills to produce the graduators who can
communicate and write English in the certain level, like what stated in the 2004
curriculum, that the objectives of English instruction in junior and senior high
schools are: 5
a. Developing communicative competence in spoken and written English which
comprises listening, speaking, reading, and writing.
b. Raising awareness regarding the nature and importance of English as a foreign
language and as the major means for learning.
c. Developing understanding of the interrelation of language and culture as well
as cross-cultural understanding.
In fact the result of their study is not satisfying yet, especially in the
second year of SMP Islam Raden Patah Depok. According to the result of the
semester examination which held in last December 2010, the score of 10 %
students were still under the Minimal Mastery Criterion/Kriteria Ketuntasan
Minimum (KKM) (the minimum score of English in second year of SMP Islam
Raden Patah Depok is 65). Another example is the results of daily examinations
are still under the expectation.
Based on the interview to the English teacher, the students have some
problems in learn English, such as the less enthusiasm of the students when
teaching-learning process, it could be seen from the low level of students respond
to the teacher explanation, the low of students initiative to give opinion and ask
questions when they are not understand about the material. It caused some effects,
4 Anita Lie. Education Policy and EFL Curriculum in Indonesia: Between the Commitment to
Competence and the Quest for Higher Test Scores. TEFLIN Journal, v. XVIII, Number 1, (February
2007), p. 3 5 Ibid p. 6
4
like the lack of interaction between students and teacher, the students learn
passively, even some students felt bored with English. Another problem is the
complexity of the materials in English subject because the students learn many
things, there are four language skills; reading, listening, writing and speaking.
They learn another sub skills also such as; vocabulary, grammar, pronunciation,
phonology etc. According to their opinion grammar and writing are difficult skills
and confusing, because in writing, they learn how to make good sentences,
paragraphs even discourse, while in grammar, they learn how to make sentence
correctly, so they must know about tenses, part of speech and so on which are not
too familiar for the most of them. The problem of pronoun especially personal
pronoun may be not too noticed by the teacher. Personal pronoun is important
material, because if the problem is not give more attention, the students will
always make wrong sentence or can make confuse the readers.
The problem about pronoun is related to Standard Competence in writing
skill, that is to express the meaning in the functional written text and simple short
essay in the form of recount and narrative text to make interaction to the around
environment, and to the Base Competence is to express the meaning and
rhetorical step in simple short essay by using vary written language accurately,
fluent and accepted to make interaction to the around environment in the form of
recount and narrative text.6
While the objective of teaching pronoun in the second year of junior high
school is to help the students in understanding the sentences and texts that they
read and in order the students can make simple sentences correctly.
The conclusion is, the students need a method or approach which easier to
understand, so they can catch the material faster and they can maintain what they
have learnt in memory longer, because the personal pronoun have important role
6 http://www.docstoc.com/docs/23119786/silabus-kelas-8-bahasa-inggris#
5
when one make good sentences, so the sentences could be understood by the
readers.
Based on the problem above, the writer feels that the most suitable
method is contextual teaching learning. Because the method pursues the teacher
and the students to make connections between what they are learning and how
that knowledge will be used. The students need to understand the concepts as they
relate to the workplace and to the larger society in which they will live and work.
Muslich wrote that this approach (Contextual Teaching Learning) is suitable to
Competence Based Curriculum and KTSP which is has been using nowadays.7
Contextual learning theory focuses on the multiple aspects of any learning
environments, by it students will discover meaningful relationship between
abstract ideas and practical application in the context of the real world, and the
concepts are internalized through the process of discovering, reinforcing and
relating.
Contextual teaching and learning (CTL) is a concept that helps
teachers relate subject matter to re-real world situation. CTL motivates
learners to take charge of their own learning and to make connections and its
applications to the various contexts of their live as family members, as
citizens and as workers. It provides a conceptual framework for unifying a
constellation of education theories and practices and represents one approach
to improving teacher education.8
For the writer, CTL is a good method for the student, because this method
make students to make connection between their lesson and their daily life, so it
make them feel what they have learnt will be useful in their real life, so they not
just learn the theories without use it in their real life.
Johnson explained that the teachers have a task to help the students to
transfer information from the working memory to long-term memory. Such a
7 Masnur Muslich, KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, (Jakarta: Bumi
Aksara 2009), p. 41 8 Susan Sears, Contextual Teaching and Learning, (Bloomington: Phi Delta Kappa Educational
Foundation, 2002), p. 2
6
transfer may occur if the brain understands what it studies. It will certainly
occur, if the brain finds meaning in what it studies.9 Students think creatively
when they use academic knowledge to increase collegiality among the
members of their class, when they formulate step to accomplish a school
project or assemble and assess information bearing on a community
problem.10
Because of the problem, the writer would like to discuss about how to
improve students’ ability in using personal pronoun correctly, so the title of this
research is “Improving Students Ability in Using Personal Pronoun through
Contextual Teaching Learning”
B. Limitation of Problem
Based on the problem above, the writer limits the problem on the
implementation of Contextual Teaching Learning method in improving students’
ability in using personal pronoun.
C. Formulation of Problem
The formulation of study in this skripsi is: How to improve students’
ability in using personal pronoun through Contextual Teaching Learning in the
second year of SMP Raden Patah, Depok?
D. The Objective of Study
The objective of this research is to improve in students’ ability in using
personal pronoun through contextual teaching learning in the second year of SMP
Raden Patah Depok.
E. Significance of Study
The significance of this research is to improve students’ ability in using
personal pronoun by contextual teaching learning method.
9 Elaine B. Johnson, Contextual Teaching Learning, (California: Corwin Press Inc, 2006), p.16
10 Ibid. p.31
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Personal Pronoun
The objective of teaching pronoun in second year of junior high school
level is in order the students can make simple sentences correctly related to
narrative and recount text. It is related to one of the objectives of English
instruction in junior and senior high school, that is ―Developing communicative
competence in spoken and written English which comprises listening, speaking,
reading and writing.‖1 So by teaching personal pronoun, the students hoped can
improve their communicative competence, especially in writing. Because by
using personal pronoun correctly, students can make good sentences or at least
they can using different forms of personal pronoun and not confusing the reader.
1. The Meaning of Pronoun
Langan, pronouns are words that take the place of noun (words for
person, place or things). In fact the word pronoun means for a noun. Pronouns
are shortcuts that keep you from unnecessary repeating words in writing.2
While Child said that pronouns refer to and replace nouns (the names of
people, places and things) that have already been mentioned, or that the
speaker/writer assumes are understood by the listener/reader.3
1 Anita Lie. Education Policy and EFL Curriculum in Indonesia: Between the Commitment to
Competence and the Quest for Higher Test Scores. TEFLIN Journal, v. XVIII, Number 1, (February
2007), p. 3 2 John Langan, Sentence Skill: A Workbook for Writers, (Boston: McGraw Hill, 2003), p.197
8
From the definitions above, the writer makes a conclusion that pronoun
is words that have function to substitute noun that have been mentioned in
previous to avoid repetition of the noun.
2. The Rule to Make Pronoun
The three rules bellow will help you to avoid common mistakes people
make with pronoun:
a. A pronoun must refer clearly to the word it replaces. A sentence may be
confusing and unclear if:
1) A pronoun appears to refer to more than one word, as in this sentence:
I locked my suitcase in my car, and then it was stolen. What was
stolen? It is unclear whether the suitcase or the car was stolen. It
should be: I locked my suitcase in my car, and then my car was stolen
2) The pronoun does not refer to any specific word, look at this sentence:
We never buy fresh vegetables at that store because they charge too
much. Who charge too much? There is no specific word that they
refers to. It should be We never buy fresh vegetables at that store
because the owners charge too much
b. A pronoun must agree in number with the word or words it replaces. If the
word of pronoun refers to is singular, the pronoun must be singular. If the
word is plural, the pronoun must be plural. Pay attention to this sentences:
Lola agreed to lend me her Billie Holiday album.
The gravediggers sipped coffee during their break.
In the first example, the pronoun her refers to the singular word Lola. In
the second example, the pronoun their refers to the plural word
gravediggers.
3 Leslie Childs, Academic English Parts Of Speech, (Canada: National Literacy Secretariat of
Human Resources Development, 1998), p. 5
9
c. Pronoun should not shift unnecessary in point of view. When writing a
paper, be consistent in your use of first-, second-, or third-person
pronouns.
Table 2.1
Type of pronoun
Type of pronoun Singular Plural
First-person pronoun I (mine, my, me) We (our, us)
Second-person pronoun You (your) You (your)
Third-person pronoun He (his, him)
She (her)
It (its)
They (their, them)
If you start writing in the first-person I, do not jump suddenly to the second
person you. Or you are writing in the third person they, do not shift
unexpectedly to you. Look at the examples:
Inconsistent
One reason that I like living in the city is that you always have a wide choice
of sports events to attend. (The most common mistake people make is to let a
you slip into their writing after they start with another pronoun).
Consistent
One reason that I like living in the city is that I always have a wide choice of
sports events to attend.4
According to Rozakis, the meaning of a pronoun comes from its
antecedent, the noun or pronoun to which it refers. Your speech and writing
will be confusing if your pronoun reference is unclear. Carelessly placed
pronouns can create unintentionally funny sentences as well as confusing
ones. There are two ways to prevent pronoun confusion.
4 Langan, Op.Cit. pp.197-203
10
1) A pronoun must clearly refer to a single antecedent. A common writing
and speech problem occurs when the same pronoun refers to more than
one antecedent. Remember that a pronoun replaces a noun. To make sure
that your writing and speech are clear, always use the noun first before
you use the pronoun. Clarify the sentence by replacing the unclear
pronouns with nouns. That way, all the remaining pronouns will clearly
refer to a single antecedent.
Guilt and unkindness can be emotionally destructive to you and your
friends. You must get rid of them.
The word them can refer to guilt, unkindness, or your friends.
Here are two ways you could rewrite this sentence:
Guilt and unkindness can be emotionally destructive to you and your
friends. You must get rid of these issues.
OR
Guilt and unkindness can be emotionally destructive to you and your
friends. You must get rid of these destructive emotions
2) Place pronouns close to their antecedents. If too many phrases come
between a pronoun and its antecedent, the sentence can be difficult to read
and understand. This can happen even if the intervening material is
logically related to the rest of the sentence. Consider the following
sentence:
After meeting a few guests, the President entered the reception. At that
point, Senator Chin and the other elected officials began to pose for
pictures. Even so, he did not join them.
In this sentence he is too far away from its antecedent, the President. One
solution is to replace he with the President. The other solution is to rewrite
the sentences to move the pronoun closer.
11
After meeting a few guests, the President entered the reception. At that
point, Senator Chin and the other elected officials began to pose for
pictures. Even so, the President did not join them.
OR
After meeting a few guests, the President entered the reception. He did
not join Senator Chin and the other elected officials, even though they
began to pose for pictures. 5
From the definitions about the rule to make pronoun above, the writer
takes a conclusion that there are three important things that must be
emphasized in make pronoun, they are:
1) A pronoun must refer clearly to the word it replaces
2) A pronoun must agree in number with the word or words it replaces
3) Place pronouns close to their antecedents.
3. The Kinds of Pronoun.
Pronouns are divided into eight groups depending on their meaning and
how they are used in a sentence.6 There are:
1) Personal pronouns 5) Demonstrative pronouns
2) Possessive pronouns 6) Relative pronoun
3) Reflexive pronouns 7) Indefinite pronouns
4) Intensive pronoun 8) Interrogative pronoun.7
Leech gives more detail information about personal pronoun and reflexive
pronoun as follow:
Personal pronouns (I, my, me, mine, you, your, yours, we, our, us, ours, they,
their, them, theirs, he, his, she, her, hers, it, its)
Personal pronoun divides into four types:
5 Laurie Rozakis, English Grammar for Utterly Confuse, (New York: McGraw Hill, 2003),
pp. 24-25 6 Ibid. p.25
7 Ibid. pp. 9-12
12
a. Personal pronoun as subject
b. Personal pronoun as object
c. Possessive adjective
d. Possessive pronoun
Reflexive pronouns (- self, - selves)
Reflexive pronouns are used as objects, complements and (often)
prepositional complement where these elements have the same references as
the subject of the clause or sentences. Notice that in some cases the reflexive
pronouns receives nuclear stress, and in other cases are not, example: Carolyn
gets a seat by herself. Pay attention to the two important thing of reflexive
pronoun:
a. In the plural –self become –selves
b. Be careful that you do not use any of the following incorrect forms as
reflexive pronouns:
Incorrect Correct
He believes in hisself He believes in himself
We drove the children ourself We drone the children ourselves8
For intensive pronoun and demonstrative pronoun is explained by Farmer.
Intensive Pronouns
Intensive pronouns have the same form as reflexive pronouns that used for
emphasis. Their function as appositives and are often placed next to the noun
or pronoun they emphasize (intensively). They sometimes appear at the end of
a sentence. Examples: Fernanda herself received the prize money.
The boys did the laundry themselves.
8 Geoffery Leech and Jan Svartvik, A Communicative Grammar of English: Third Editions,
(London: Longman, 2002). p.351
13
Demonstrative Pronouns
Demonstrative Pronouns are to point out certain persons or things. The four
demonstrative pronouns are singular forms of this and that and the plural
forms for these and those. Examples: This is a well-written book.
I ordered a dozen of those.9
According to Langan relative pronoun and indefinite pronoun are:
Relative pronouns (who, whom, whose, which, that)
Relative pronouns do two things at once. First, they refer to someone or
something already mentioned in the sentence. Second, they start a short word
group that gives additional information about this someone or something. Few
points that must be noticed in relative pronouns:
a. Whose means belonging to whom. Be careful do not to confuse
between whose and who’s, which means who is
b. Who, whom, and whose are refer to people. Which refers to things.
That can refer to either people or things.
c. Who, whose, whom and which can also be used to ask questions. When
they are used in this way, they are called interrogative pronouns.
d. Who and whom are used differently. Who is a subject pronoun and
Whom is an object pronoun.10
Indefinite pronoun
The following words, known as indefinite pronoun, they are always
singular.11
Every word has singular form whether –one or –body.
9Marjorie Farmer, Composition and Grammar II, (Illinois: Laid Law Brothers, 1985). p.318
10 Langan, Op.Cit. pp. 211-213
11 Ibid. p. 200
14
Figure 2.1
Indefinite Pronoun
The differences between Interrogative and relative pronoun are explained by
Sabin as follow:
Interrogative and relative pronoun
a. Who, whom, whoever and whomever, these pronouns are both
interrogative pronouns (used in asking questions) and relative
pronoun (used to refer to a noun or pronoun in the main clause)
b. These pronoun may be either singular or plural in meaning:
Who is talking? (Singular)
Who are going? (Plural)
Whom do you prefer for this job? (Singular)
Whom do you prefer for these jobs? (Plural)
c. Who (or whoever) is the nominative form. Use who whenever he,
she, they, I or we could be substituted in the who clause.12
From the explanations above, the writer makes a conclusion that there
are seven kinds of pronouns; Personal pronouns, Reflexive pronouns,
Intensive pronouns, Demonstrative pronouns, Relative pronouns,
Interrogative pronouns and Indefinite pronouns.
12 William A Sabin, The Greeg Reference Manual, Ninth edition, (New York: McGraw-Hill,
2001). p. 263
(-one word) (-body Words)
One Nobody Each
Anyone Anybody Either
Everyone Everybody Neither
Someone Somebody
15
4. The Forms of Personal Pronoun
The personal pronoun is used to refer to someone or something already
mentioned (he, she, it etc.), or to refer to the person speaking (I, me etc.) or the
person listening (you). The four forms of personal pronoun are:
a. Subjective Pronouns : Functioned as Subject.
b. Objective Pronouns : Functioned as Object.
c. Possessive Objective : Functioned as Adjective.
d. Possessive Pronouns : Functioned as Nouns.13
Table. 2.2
The Different Member of Personal Pronoun
Personal Pronouns Possessive Pronouns
Subject Object Adjective Independent
I Me My Mine
You You Your Yours
They Them Their Theirs
We Us Our Ours
He Him His His
She Her Her Hers
It It It Its
a. Personal Pronoun as Subject/Nominative Case
In this case the pronoun has function as subject of the sentence. The
position as subject could be change. For example, if you are alone, it will
be use I, but if you are together to someone else, it will use we. But if your
position as the second person, it will use you, either you are alone or
together to someone else. The words that have functioned as subject are:
13 http://bahasainggris.co.tv/pronouns-kata-ganti/
16
Table 2.3
Personal Pronoun as subject/nominative case
First Person Pronoun
singular I
plural we
Second Person Pronoun singular you
plural you
Third Person Pronoun singular he, she, it
plural they
For more understand, pay attention to the sentences bellow:
I hope to finish my work tomorrow.
She enjoyed her English lesson.
Using the Nominative Case
1) Use the nominative case to show the subject of a verb.
To help determine the correct pronoun, take away the first subject
and try each choice. See which one sounds better. For example:
Father and (I, me) like to shop at flea markets.
I like to shop at flea markets.
Me like to shop at flea markets.
Answer: I is the subject of the sentence. Therefore, the pronoun is in
the nominative case: so ―Father and I like to shop at flea markets.‖
When you list two or more subjects, always put yourself last.
Therefore, the sentence would read ―Father and I,‖ never ―I and
Father.‖
2) Use the nominative case for a predicate nominative
A predicate nominative is a noun or pronoun that follows a linking
verb and identifies or renames the subject. Remember that a linking
verb connects a subject to a word that renames it. Linking verbs
indicate a state of being (am, is, are, etc.), relate to the senses (look,
smell, taste, etc.), or indicate a condition (appear, seem, become, etc.).
17
The salesman of the month was (I, me).
Answer: Use I, since the pronoun renames the subject, the salesman of
the month. ―The salesman of the month was I.‖
Which is correct: ―It is I‖ or ―It is me‖? Technically, the correct form
is ―It is I,‖ since we‘re dealing with a predicate nominative. However,
―It is me‖ (and ―It is us‖) has become increasingly acceptable as
standard usage.
b. Personal Pronoun as Object/Objective/Accusative Case
A noun or pronoun is in the objective case when it is used as a direct
object, an indirect object, or an object.
Table 2.4
Personal pronoun as object/objective/accusative case
1st person FORM FUNCTION
Singular I Subject
me Object
Plural we Subject
us Object
2nd
person
Singular you Subject
you Object
Plural you Subject
you Object
3rd
person
Singular She, he, it Subject
Him, her, it Object
Plural They Subject
Them Object
The form of a subject can be change if the function is change too,
especially in the first person and the third person like in the table above.
A noun which is directly affected by the action of a verb is put into the
objective case. In English we call this noun the "direct object" which is a
little more descriptive of its function. It's the direct object of some action.
18
Robert fixed the car.
In the example above, the "car" is in the objective case because it's the
direct object of Robert's action of fixing. Pronouns are inflected to show
the objective case. Personal pronoun as object/objective/accusative
referring to the object of the sentence and the words are: me, you, him,
her, it, us, and them. For example:
Mum gave us the money.
She gave him the book. 14
According to Langan objective pronouns (me, him, her, them) are objects
of verbs or prepositions. (Prepositions are connecting words like for, at,
about, to, before, by, with and of).
People are sometimes uncertain about what pronoun to use when two
objects follow the verb.
Incorrect Correct
I spoke to George and he I spoke to George and him
She pointed at Hanna and I She pointed at Hanna and me
If you are not sure what pronoun to use, try each pronoun by itself in the
sentence. The correct pronoun will be the one that sound right. For
example ―I spoke to he‖ does not sound right, ―I spoke to him‖ does.15
Using the Objective Case
Rozakis explained 3 uses of objective case, they are:
1) Use the objective case to show a direct object.
A direct object is a noun or pronoun that receives the action.
John‘s suit no longer fits (he, him).
Answer: John‘s suit no longer fits him
14 http://teachpreneur.blogspot.com/2009_08_01_archive.html
15 Langan, Op.Cit. p. 210
19
When you have a pronoun combined with a noun (such as we
guests, us guests), try the sentence without the noun. You can
usually ―hear‖ which pronoun sounds right.
It is always a pleasure for we to attend their party.
It is always a pleasure for us to attend their party.
The second sentence is correct.
2) Use the objective case to show an indirect object.
An indirect object tells to or for whom something is done. You can
tell a word is an indirect object if you can insert to or for before it
without changing the meaning. For example:
The bill gave (we, us) a shock.
Answer: The bill gave us a shock.
3) Use the objective case for the object of a preposition
Remember that a preposition is a small word that links a noun or a
pronoun following it to another word in the sentence.
Sit by (I, me).
Answer: The pronoun is the object of the preposition me, so the
sentence reads: ―Sit by me.‖16
c. Possessive Adjective
According to Kirn, possessive adjectives are followed by a noun. While
possessive pronouns are not followed by a noun, they stand alone. 17
Sometimes ones find difficulty in differentiating the member of possessive
adjective and possessive pronoun, the table bellow will explain both of
them:
16 Rozakis, Op.Cit. pp. 21-22
17 Elaine Kirn and Darcy Jack, Interaction 1 Grammar fourth edition, (New York: McGraw
Hill, 2002). p.23
20
Table 2.5
The different member possessive adjective and possessive pronoun
Forms Examples
Possessive Adjectives
My
Your
His
Her
Its
Our
Your
their
That is not my pen
These are your clothes
It‘s his problem
Those are her flowers
Its tail is brown
Our seats are here
I am your teacher
This is their car?
Possessive Pronoun
Mine
yours
his
Hers
ours
Yours
theirs
That pen is not mine
These shoes are yours
The problem is his
The flowers is hers
The seats are ours
I am yours
The car is theirs
Sabin explained that the possessive adjective used when immediately
precedes the noun it modifies. Example: this is my book, it was their
choice, George is her neighbor. Possessive adjective also used when
modifies gerund (a verbal noun ending in ing). Example: I appreciated
your shipping the order so promptly). (Not: I appreciated you shipping the
order so promptly).
Do not confuse certain possessive pronoun with contractions with other
phrases that sound like possessive pronoun:
Your (possessive) you‘re (you are)
21
Their (possessive) they‘re (they are) or there‘re (there are).18
d. Possessive Pronouns
According to Azar, a possessive pronoun is used alone, without a noun
following it. A possessive adjective is used only with a noun following it. In
the possessive its is used only with a noun following it. Note that the
possessive its has no apostrophe.19
Langan wrote that a possessive pronoun never uses an apostrophe:
Incorrect Correct
That earring is her‘s That earring is hers
The orange cat is their‘s The orange cat is theirs20
Walker differenced the different member between possessive
adjectives and possessive pronouns there are:
Possessive adjectives: my - your - his - her - its - our - your - their
Possessive pronouns: mine - yours - his - hers - ours - yours - theirs
The possessive adjective is always followed by its noun:
It's my car.
That's his mother.
This is our house.
The possessive pronoun is never followed by its noun:
This is mine.
Give it to Peter: it's his.
The money is ours.21
Rozakis wrote 3 important things about possessive, they are:
18 Sabin. Op.Cit. p.261
19Betty Schrampfer Azar, Fundamentals of English Grammar: second edition, (Jakarta:
Binarupa Aksara, 1993). p. 79 20
John Langan, English Skills: Seven Editions, (Boston: McGraw Hill, 2003). p. 485 21
Elaine Walker and Steve Elsworth, Grammar Practice for Pre-intermediate students,
(England: Longman, 2000). p.3
22
1) Use the possessive case to show ownership.
The child refused to admit that the sweater was (her‘s, hers).
Answer: Hers is the correct spelling of the possessive case, which is
needed here to express ownership (belonging to her). Therefore, the
sentence should read:
―The child refused to admit that the sweater was hers.‖
2) Use the possessive case before gerunds.
A gerund is a form of a verb that acts as a noun. Gerunds always end
in -ing, and they always function as nouns.
3) Use some possessive pronouns alone to show ownership
This cell phone is mine, not yours.22
Korhn gives more explanation about possessive pronoun, pay attention
to the additional bellow:
1) Compare –‘s and –s’
The boy has the books. The boy‘s books.
The boys have the books. The boys‘ books.
After a plural noun phrase with the regular plural ending –s, the
possessive ending does not add any further s sound. The singular
possessive boy’s, the regular plural boys, and the possessive boys’ are
all pronounced alike.
2) The noun which follows a possessive noun phrase is omitted when
the meaning is clear.
Do you have John‘s book? (singular)
No, I have Mary’s.
Do you have John‘s books? (plural)
No, I have Mary’s.
22 Rozakis, Op.Cit. pp. 22-23
23
The possessive pronouns are used after forms of to be with no
noun phrase following. They are also used as substitutes for a noun
phrase: ―My books are here, YOURS are on the table.‖
The singular and plural forms of the possessive pronouns are the same:
―Mine is here. Mine are here.‖23
Do not confuse certain possessive pronoun with contractions with other
phrases that sound like possessive pronoun:
Its (possessive) it‘s (it is or it has)
Theirs (possessive) there‘s (there is or there has).
If you confuse, try to substitute it is, it has, they are, there are, there is,
there has, your or you are.24
From the definitions above, the writer makes a conclusion that forms of
personal pronoun are:
1. Subjective Pronouns : Functioned as Subject.
2. Objective Pronouns : Functioned as Object.
3. Possessive Objective : Functioned as Adjective.
4. Possessive Pronouns : Functioned as Nouns.
B. Contextual Teaching Learning
1. The Definition of Contextual Teaching Learning
According to Johnson Contextual teaching and learning (CTL) is a
system that stimulates the brain to weave pattern that express meaning. CTL
is the brain-compatible system of instruction that generates meaning by
linking academic content with a context of a student‘s daily life. Taking
advantage of the fact that environment stimulates the brain‘s neurons to forms
pathways. The system focuses on context, on relationship.25
23 Robert Krohn, English Sentence Structure, (Jakarta: Binarupa Aksara, 1990). p.153 24
Sabin. Op.Cit. p.261 25
Johnson. Op.Cit. p.16
24
While according to Olczak, Contextual teaching and learning (CTL) is
a system for teaching that is grounded in brain research. Brain research
indicates that we learn best when we see meaning in new tasks and material,
and we discover meaning when we are able to connect new information with
our existing knowledge and experiences. Students learn best, according to
neuroscience, when they can connect the content of academic lessons with the
context of their own daily lives. Johnson discusses the elements of the brain-
compatible contextual teaching and learning system: making meaningful
connections; investing school work with significance; self-regulated learning;
collaboration; critical and creating thinking; nurturing the individual; reaching
high standards; and using authentic assessment.26
Parisot wrote that Contextual Teaching and Learning (CTL) helps us
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.27
The majority of students in our schools are unable to make
connections between what they are learning and how that knowledge will be
used. This is because the way they process information and their motivation
for learning are not touched by the traditional methods of classroom teaching.
The students have a difficult time understanding academic concepts (such as
math concepts) as they are commonly taught (that is, using an abstract, lecture
method), but they desperately need to understand the concepts as they relate to
the workplace and to the larger society in which they will live and work.
26 http://www.cew.wisc.edu/teachnet/ctl/ wrote by Stephen Olczak
27 http://www.cew.wisc.edu/teachnet/ctl/ wrote by Arlene H. Parisot
25
According to contextual learning theory, learning occurs only when
students (learners) process new information or knowledge in such a way that
it makes sense to them in their own frames of reference (their own inner
worlds of memory, experience, and response). This approach to learning and
teaching assumes that the mind naturally seeks meaning in context—that is, in
relation to the person‘s current environment—and that it does so by searching
for relationships that make sense and appear useful.
Building upon this understanding, contextual learning theory focuses
on the multiple aspects of any learning environment, whether a classroom, a
laboratory, a computer lab, a worksite, or a wheat field. It encourages
educators to choose and/or design learning environments that incorporate as
many different forms of experience as possible—social, cultural, physical, and
psychological—in working toward the desired learning outcomes.
In such an environment, students discover meaningful relationships
between abstract ideas and practical applications in the context of the real
world; concepts are internalized through the process of discovering,
reinforcing, and relating.28
2. The Characteristics of CTL
a. Engages students in defining and researching problems.
1) They experience the messiness of ill-structured situations that are
typical of the real world.
2) They assume the role of stakeholders who are affected by the
resolution of the problem.
3) They engage in higher-level thinking and disciplined inquiry as they
participate in authentic activities.
b. Provides opportunities for students to learn knowledge and skills in
meaningful contexts such as the home, the community, and the workplace.
28 http://www.texascollaborative.org/WhatIsCTL.htm
26
c. Builds on the knowledge learners possess and uses their life experiences
and contexts as instructional platforms to help them move from what they
know to what they do not know.
d. Encourages students to direct their own learning and monitor their own
progress.
e. Supports instruction that encourages students to learn together and from
each other.
f. Uses assessments that sample the actual knowledge, skills, and
dispositions desired of students.
CTL is not
1) a lecture-only method of teaching,
2) busy-work or activity for activity‘s sake,
3) doing the questions at the end of the chapter,
4) rote memorization,
5) teacher dominated goal-setting,
6) paper and pencil tests
Benefits for Students
1) Promotes higher order thinking and problem solving,
2) Promotes student engagement and involvement,
3) Relates what student is learning to real world problems and their lives,
and
4) Promotes authentic methods of assessment.
Supporting Teachers Who Want to Change
1) Provide externships and service learning opportunities
2) Give teachers time to collaborate and plan teaching units and align
curriculum with standards
3) Consider providing larger blocs of instructional time
27
4) Provide professional development for teachers.29
Based on the definitions above, the conclusion is Contextual teaching
Learning (CTL) is a conception of teaching and learning that help 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.
3. The Components of Contextual Teaching Learning
The Components of Contextual Teaching Learning are:
a. Constructivism
b. Questioning
c. Inquiry
d. Learning Community
e. Reflection
f. Modeling
g. Authentic Assessment30
and for the further explanation is as follow:
Constructivism
This concept claim the students to arrange and to construct of meaning from
the new experience based on the certain knowledge in their cognitive
structure. In this concept the strategy how to get is more important than how
much students get the knowledge.
Questioning
Questioning techniques that enhance students learning and the development of
problem solving and other higher order thinking skills. For CTL to achieve its
goals, appropriate types and levels of questions must be asked. Questions
29 www.cew.wisc.edu www.bgsu.edu Susan Jones Sears. Contextual Teaching and learning.
The Ohio State University 30
http://bandono.web.id/2008/03/07/menyusun-model-pembelajaran-contextual-teaching-and-
learning-ctl.php
28
must be carefully planned to produce the intended level of thinking,
responses, and actions by students and all participants in the CTL approach.
Inquiry
Inquiry is a learning process based on the looking for and discovery through
thinking process systematically. The student‘s knowledge and skills are not
getting from remembering a set of fact, but getting from the process of finding
by themselves. The cycles of the inquiry is to formulate the problem,
observation, questioning, hypothesis, collecting the data and conclude it.
Learning Community
In CTL, this concept suggests that the result of learning is getting from the
cooperation with another people. It can be done by form a learning
community. The result of the learning can be getting from sharing among
their friends or groups. Learning community has meaning as follow:
1) A communication to share the ideas and experiences.
2) A cooperation to solve the problem.
3) Each member of group has the same responsibility to their group.
4) An interaction in the group.
5) Each member must respecting the ideas of their friends.
Reflection
Reflection is thinking about what students have learned or done. Teachers and
students need to think about how the process went and come up with ways to
improve and continue on with the inquiry. The purpose of reflection is to
identify what students have known and what students have not known yet, so
the teacher can adds what the students have not known. The ways is by asking
the students about what they have learned or ask their opinion about the
teaching learning process. 31
31 Robert G. Berns and Patricia M. Ericson, Contextual Teaching and Learning:
Preparing Students for the New Economy. The Highlight Zone Research @ Work. No.5, 2001.
29
Modeling
Model is someone or something that represent the kinds of behaviors,
relationship, or parts people hold up to themselves and others as exemplary.
Research suggests that modeling good behaviors, such as problem solving is a
good way for students to learn them. Teacher modeling helps to foster the
invitational environment because when teacher relate their own experiences,
they can communicate several messages:
a. Teachers confront problems in and out of school daily
b. Sometimes teachers solve problem well
c. Other times teachers are not as successful.32
Authentic Assessment
Authentic assessment refers to a set of criteria for assessments, there are:
a. Students make judgments involving critical thinking and problem
solving
b. They are ―realistic‖ in that they ―replicate contexts in which a person‘s
knowledge and abilities are ‗tested‘ in real world situations.‖
c. They ―do‖ the subject as historians or scientists would.
d. They present their findings in such settings where they can rehearse and
receive immediate, direct feedback, thereby being able to modify their
conclusions.
For both Newmann and Wiggins, assessment must involve challenging
students to engage in complex intellectual work, the kind found in the world
beyond learning stuff from a textbook. This involves the complex task of
applying concepts, ideas, principles, skills to complex, problematic situations.
For example, ―How would we analyze (compare/contrast) the check and
32 John Barell, Problem Based Learning Second Edition,(California: Corwin Press, 2007).p.13
30
balances within the French or British parliamentary system? What
conclusions could we draw following such an analysis?
These kinds of challenges are the real test of the depth and quality of students‘
understandings. This is one of the major goals of education: application of the
knowledge and skills to life situations. Education is for life now (as Dewey
noted), not at some distant point in the future. Delaying application is one
reason why so many students are so bored in class and teachers often hear
―When am I ever going to use this?‖33
4. Strategies of Contextual Teaching Learning
There are some strategies in using Contextual Teaching and learning:
a. Problem-based. CTL can begin with a simulated or real problem.
Students use critical thinking skills and a systemic approach to inquiry to
address the problem or issue. Students may also draw upon multiple
content areas to solve these problems. Worthwhile problems that are
relevant to students‘ families, school experiences, workplaces, and
communities hold greater personal meaning for students.
b. Using multiple contexts. Theories of situated cognition suggest that
knowledge cannot be separated from the physical and social context in
which it develops. How and where a person acquires and creates
knowledge is therefore very important. CTL experiences are enriched
when students learn skills in multiple contexts (i.e. school, community,
workplace, family).
c. Drawing upon student diversity. On the whole, our student population is
becoming more diverse, and with increased diversity comes differences in
values, social mores, and perspectives. These differences can be the
33 John Barell, Op.Cit. pp. 155-156
31
impetus for learning and can add complexity to the CTL experience. Team
collaboration and group learning activities respect students‘ diverse
histories, broaden perspectives, and build inter-personal skills.
d. Supporting self-regulated learning. Ultimately, students must become
lifelong learners. Lifelong learners are able to seek out, analyze, and use
information with little to no supervision. To do so, students must become
more aware how they process information, employ problem-solving
strategies, and use background knowledge. CTL experiences should allow
for trial and error; provide time and structure for reflection; and provide
adequate support to assist students to move from dependent to
independent learning.
e. Using interdependent learning groups. Students will be influenced by
and will contribute to the knowledge and beliefs of others. Learning
groups, or learning communities, are established in workplaces and
schools in an effort to share knowledge, focus on goals, and allow all to
teach and learn from each other. When learning communities are
established in schools, educators act as coaches, facilitators, and mentors.
f. Employing authentic assessment. CTL is intended to build knowledge
and skills in meaningful ways by engaging students in real life, or
"authentic" contexts. Assessment of learning should align with the
methods and purposes of instruction. Authentic assessments show (among
other things) that learning has occurred; are blended into the
teaching/learning process; and provide students with opportunities and
direction for improvement. Authentic assessment is used to monitor
student progress and inform teaching practices.
Curricula and instruction based on contextual learning strategies
should be structured to encourage five essential forms of learning:
32
RELATING:
Learning in the context of life experience, or relating, is the kind of contextual
learning that typically occurs with very young children. With adult learners,
however, providing this meaningful context for learning becomes more
difficult. The curriculum that attempts to place learning in the context of life
experiences must, first, call the student‘s attention to everyday sights, events,
and conditions. It must then relate those everyday situations to new
information to be absorbed or a problem to be solved.
EXPERIENCING:
Experiencing—learning in the context of exploration, discovery, and
invention—is the heart of contextual learning. However motivated or tuned-in
students may become as a result of other instructional strategies such as video,
narrative, or text-based activities, these remain relatively passive forms of
learning. And learning appears to "take" far more quickly when students are
able to manipulate equipment and materials and to do other forms of active
research.
APPLYING:
Applying concepts and information in a useful context often projects students
into an imagined future (a possible career) or into an unfamiliar location (a
workplace). This happens most commonly through text, video, labs, and
activities and these contextual learning experiences are often followed up with
firsthand experiences such as plant tours, mentoring arrangements, and
internships.
COOPERATING:
Cooperating—learning in the context of sharing, responding, and
communicating with other learners—is a primary instructional strategy in
contextual teaching. The experience of cooperating not only helps the
majority of students learn the material, it also is consistent with the real-world
focus of contextual teaching. Employers espouse that employees who can
33
communicate effectively, who share information freely, and who can work
comfortably in a team setting are highly valued in the workplace. We have
ample reason, therefore, to encourage students to develop these cooperative
skills while they are still in the classroom.
The laboratory, one of the primary instructional methods in contextual
courses, is essentially cooperative. Typically, students work with partners to
do the laboratory exercises; in some cases, they work in groups of three or
four. Completing the lab successfully requires delegation, observation,
suggestion, and discussion. In many labs, the quality of the data collected by
the team as a whole is dependent on the individual performance of each
member of the team. Students also must cooperate to complete small-group
activities. Partnering can be a particularly effective strategy for encouraging
students to cooperate.
TRANSFERRING:
Learning in the context of existing knowledge, or transferring, uses and builds
upon what the student has already learned. Such an approach is similar to
relating, in that it calls upon the familiar. Students develop confidence in their
problem-solving abilities if we make a point of building new learning
experiences on what they already know.34
34 http://www.texascollaborative.org/TheREACTstrategy.htm
34
34
CHAPTER III
RESEARCH METHODOLOGY
A. The Subject of research
The subject of this research is the students of VIII-1 class of SMP Raden
Patah Depok, even semester 2010/2011, which is located on. Jl. Raya Jakarta-
Bogor Km. 37, 7 Sukamaju, Cilodong Depok. The number of the students is 46
consist of 13 male students and 33 female students.
B. Place and Time
The writer did the research at SMP Raden Patah Depok, in the second year
especially at the VIII-1 class. The research started on April 29th
until 20th
of May
2011. This research did twice in a week that was every Monday and Wednesday.
C. Research of Design
Kind of this research is classroom action research. According to McMillan
and Schumacher, Action research is the process of using research principles to
provide information that educational professionals use to improve aspect of day-
to-day practice. It is simply a systematic approach to help professionals change
practice, usually using a collaborative model that includes several individuals.
Action research is also completed in items in using a collaborative model and
with entire school (i.e., school-based action research). The intent of action
35
research is only to address specific action in single context. Action research
promote change in classrooms and school, greater collaboration among those with
a vested interest in the result, in an integration of research with practice, and
willingness to test new ideas.1
While Creswell wrote that action research uses data collection based on
either data quantitative or qualitative method or both. Educators aim to improve
the practice of education be studying issues or problem they face. Educators
reflect about these problems, collect and analyze data, and implement changes
based on their finding. In some cases, the research solves a local and practical
problem such as a classroom issues for a teacher. An action research provides an
opportunity for educators to reflect on their own practices. Within the scope of a
school, action research offers a means for staff development, for teachers’
development as professionals and for addressing school wide problems. In fact,
the scope of action research provides a means for teachers or educators in the
school to improve their practices of taking action and to do so by participating in
research.”2
Action research doing to improve the rationality and justice of:
a. Their own social education practices
b. Their understanding of these practices, and
c. The situation in which the practices are carried out.
In education, action research has been employed in school based-curriculum
development, professional development, school improvement programs and
system planning and policy development.3
1 James H. McMillan and Sally Schumacher, Research in Education, (Boston: Pearson, 2006).
pp. 414-415 2 John W. Creswell, Educational Research, (New Jersey: Pearson Merrill Prentice Hall,
2008). p. 297 3 Stephen Kemmis in David Hopkins, 1985 in Penelitian Tindakan Kelas by Junaidi Ghony
(Malang: UIN Malang, 2008). p.7
36
The design of classroom action research that used is described as follow:4
Figure 3.1
Design of Classroom Action Research (The Kurt Lewin Model)
From the design above, known that in one cycle is beginning by planning
continuing by the implementing the plan in the classroom or called by acting, then
observation the activities in the classroom and ending by reflecting.
Based on design above, the writer describes her research design below:
4 Ibid. p. 64
37
Figure 3. 2
Research Design Adopted from Kurt Lewin Modified by Writer
4. Reflecting
1. Evaluating teaching and
learning process
2. Discussing with English teacher
3. Make a conclusion
4. Analyzing data
3. Observing
1. Observing the students
activities in the classroom
2. Giving pre-questionnaire.
1. Planning
1. Making lesson planning
2. Prepare the media
3. Make instrument (form of observation,
questionnaire for students, questions for
pre-test and post-test)
2. Acting
1. Giving the pre-test
2. Explaining the material
3. Giving the post-test.
Evaluating all cycles
Introduction:
1. Ask permission to the head master
2. Meet the English teacher of second year
3. Interviewing the English teacher
4. Find the problem
5. Deciding the subject of research
4. Reflecting
1. Evaluating teaching and
learning process
2. Discussing with English teacher
3. Make a conclusion
4. Analyzing data
1. Planning
1. Identifying the problem of 1st cycle
2. Make lesson planning
3. Prepare the media
4. Make instruments (form of
observation, questionnaire for
students, questions for pre-test and
post-test)
3. Observing
1. Observing the students
activities in the classroom
2. Giving post-questionnaire.
2. Acting
1. Giving the pre-test
2. Explaining the material
3. Giving the post-test.
1st CYCLE
2nd
CYCLE
38
In this research, the writer used two cycles and every cycle has 4 steps as
follow:
1. Planning
The writer did some activities as the beginning of the cycle, such as made the
lesson planning, made questions for pre and post test, prepare the media,
made questionnaire for VIII-1 students and made form of observation.
2. Acting
The next was acting, which is the realization of the planning above.
3. Observing
In this step, the implementation of the writer’s planning in the classroom is
observed. All of students’ activities in the classroom are observed by the
English teacher as co-observer. She filled the form that made by the writer
based on what happened in the classroom.
4. Reflecting
The last step is reflecting. The reflection is an introspection or evaluation of
what the researcher has done. The reflection is done collaboratively, caused a
discussion of the problems in the classroom. So, based on this reflection the
writer could make a plan for the next cycle until the result of the research
reached the goal. The goal of writer in this research was: the students ability
in using personal pronoun is improving indicated by the students’ average
score ≥ 65.
39
D. Technique of Data Analysis
To measure the students average score in every test, the writer used this
formula:
: Mean
ΣX : Sum of Individual Score
N : Number of Students
For the next, the writer got the class percentage which passed the KKM
considering English subject gain score 65 by using this formula:
P : The Class Percentage
F : Total Percentage Score
N : Number of Students
To measure the students’ improvement in learning personal pronoun from
pre-test 1 up to the post-test 1 in the first cycle, the writer used formula as follow:
P : The Percentage of Students’ Improvement
Y : Pre-test result of 1st cycle
Y1 : Post-test result of 1st cycle
While, to measure the students’ improvement in learning personal pronoun
from pre-test 2 up to the post-test 2 in the second cycle, the writer used formula as
follow:
P : The Percentage of Students’ Improvement
Y : Pre-test result of 2nd
cycle
Y2 : Post-test result of 2nd
cycle
= ΣX
N
P = F X 100 %
N
P = Y1 – Y X 100 %
Y
P = Y2– Y X 100 %
Y
40
E. The Role and Position of the Researcher
In this research, the researcher has a role as planner of research activity and a
research collaborator. The researcher made a planning of the activity, doing the
activity, observing, collecting and analyzing the data, and reporting the research
finding. In this research, the researcher would collaborate with the English teacher
of SMP Raden Patah Depok as the Observer in the classroom.
F. The Description of the Cycles
The description of the cycles is described as in the table bellow:
Table 3.1
The Description of the Cycles
Cycle Meeting Date Material / Action
Pre-Meeting Dec 26, 2010 Interviewed the English teacher
1st
Cycle
1st Meeting Apr 29, 2011 Pre-test 1 & Recount text
2nd
Meeting May 2, 2011 Explanation of personal pronoun &
discuss the pre-test
3rd
Meeting May 6, 2011 Post-test 1 & discuss the post-test
2nd
Cycle
1st Meeting May 13, 2011 Pre-test & make recount text per group
2nd
Meeting May 16, 2011 Discuss about pre-test 2 & presentation
of recount text
3rd
Meeting May 20, 2011 Post-test 2, discuss the post-test 2 &
presentation of recount text.
41
G. The Indicators of Works
This research is begun with the introduction and would be continued by the
1st cycle. After analyzing and reflecting in the 1
st cycle, the research would be
continued by the 2nd
cycle. And the description is as follow:
The Introduction
1. Observing the school
2. Ask the headmaster’s permission
3. Making the research instrument
4. Interviewing the English teacher
5. Deciding the subject of research
Cycle 1: Planning
1. Make lesson planning
2. Prepare the media
3. Make instruments (form of observation questionnaire for students,
questions for pre-test and post-test)
Acting
1. Giving the pre-test
2. Explaining the material: learning personal pronoun & recount text by
using CTL
3. Students’ exercise
Observing
1. Observing the students’ activities in the classroom
2. Giving questionnaire to the students
3. Analyzing the data which have collected in every meeting (from the
observation and tests)
Reflecting
1. Evaluating the teaching learning process
2. Make a conclusion of the first cycle and deciding what must be do for the
next cycle.
42
Cycle 2: Planning
1. Identifying the problem of the 1st cycle
2. Make lesson planning, media and the questions for the test in the 2nd
cycle
3. Preparing the post questionnaire
Acting
1. Giving the pre-test 2
2. Explaining the material: learning personal pronoun deeper & recount text
by using CTL
3. Students’ exercise and performance
4. Giving the post-test
Observing
1. Observing the students’ activities in the classroom
2. Giving questionnaire to the students
3. Analyzing the data which have collected in every meeting (from the
observation and tests)
Reflecting
1. Evaluating the teaching learning process
2. Make a conclusion of the second cycle and deciding whether it is needed
to be continued to the next cycle or not.
H. Criteria of Success
This research will success when 75% students could pass the target score of
minimal mastery level criterion/kriteria ketuntasan minimal (KKM). The KKM
that must be achieved is 65. It means that if the student’s score is more than 65,
he or she has fulfilled the criteria of success. Beside that the writer hoped the
students learn more actively in teaching learning process. If the criteria of success
achieved, it means that the next action of this research is not need to be done. But
if the condition has not been reached yet, the next action would be done in the
next cycle.
43
I. The Kind and Resource of the Data
1. Kind of Data
In this research, the writer used both of qualitative and quantitative
data. The qualitative data would be getting from the result of interviewing the
English teacher and post-questionnaire. While the quantitative data would be
getting from the result of observation in the classroom, the result of pre-
questionnaire and students score from the tests.
2. Resource of the Data
The data are getting from the respondents who involved in this
research, they are the students of second year of SMP Raden Patah Depok,
there are 3 classes, but the writer chose the VIII-1 class, the other data got also
from the English teacher.
J. The Instrument of Data
1. Form of Interview, this form is used to get some information from the English
teacher such as about what the method which is used in teaching the students
and how the students of VIII-1 class are. The total number of the questions is
25, which is consisting of 19 short answer questions and 6 open questions. For
short answer questions there are consist of 10 questions about students of
VIII-1 and their English, 5 questions about students’ activities in the
classroom and 4 questions about media and the method which is used by the
English teacher.
2. Pre-Questionnaire for the Students, this questionnaire is used to measure
students’ view about English and to get the data description of the students’
condition and activities in the classroom. The total number of the questions is
15, which is consisting of 6 short answer questions and 9 open questions.
3. Post-Questionnaire for the Students, this questionnaire used to describe
students opinion toward the teaching personal pronoun through CTL which
has done in the six meetings. This post-questionnaire consist of 4 open
questions.
44
4. Form of Observation. This observation form is used to score the activities in
the classroom when teaching learning process.
5. Tests. To know the students improvement, the writer used tests. The test gave
twice in every cycle, there are pre-test and post test. The questions are about
personal pronoun.
K. Technique of Trustworthiness
Throughout the process of data collection and analysis, the writer need to
ensure that findings and interpretations are accurate; the writer determined the
accuracy or credibility of the findings through strategies bellow:
1. Member checking. Member checking is a process re-checking by writer by
asked whoever who involved in this research (whether the students, teacher or
the headmaster) for the trust ness of the information which have collected.
2. Triangulation. Triangulation is checking the trust ness of the information by
comparing the data with someone else who has the same situation.
To know and measure the validity which consists of index of difficulty and
index of discrimination of the test, the patterns are:
Table 3.2
The Pattern of Index Discrimination and Index of Difficulty
DISCRIMINATION
(HG - LG) 1/4 N
DIFFICULTY (HG + LG) 1
/2 N
0% - 30% 30% - 79% 80% - 100%
HIGH MEDIUM LOW
-1 – 0,0 BAD DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 GOOD USED USED USED
0,6 – 1,0 VERY GOOD USED USED USED
HG: High Group
LG: Low Group
N : The Total Number of Respondent
45
45
CHAPTER IV
RESEARCH FINDING
This chapter describes the research finding based on data which is derived
from the result of the implementation of Contextual Teaching Learning method in
improving students’ ability in using personal pronoun in 2 cycles, there are:
A. Data Description
After implementing the Classroom Action Research, this research resulted
some data, the writer makes 4 parts of data description to know the condition of
the result of this research, there are:
1. The Result of Interview
The interview was done on December 26, 2010. The writer met the
English teacher in the teachers’ room at 10 am until 10.45 am. There the
writer asked some questions about VIII classes. The number of students in
VIII-I class is 46 students which are consisting of 13 male students and the
rest (33 students) are female. And the result was:
a. In the classroom the students seldom to work in groups or in pairs.
b. Yes, but so far only by internet, but when they were in VII class I have
geve them a task to looked for an advertisements in newspaper when
delivered material about advertisement.
46
c. Yes, I ask them to make conclusion sometimes by asking and answer, so I
can measure how far is their understanding the material that we have
delivered.
d. Yes, seldom enough. Because to make an English laboratory, we still try
to build it.
e. Yes, so the students can make a connection between the materials in the
classroom with their real live.
f. I use various of methods, but mostly I use contextual.
g. Yes, it’s effective enough.
h. Contextual is more emphasize in connecting the materials that the students
learn with the their real live, so they can feel the function and advantages
of the material that they have leared.
i. Wow, if we talk about material problems, I have so many problems,
usually in grammar, because in grammar, students learn so many things
such as formulas, the pattern of sentences, pronoun, word class an so on.
j. About pronoun yes, they still make some mistakes, moreover if they make
it in the sentences, it can make confuse the readers, such as in make
sentence, I like you shoes, she buy I ice cream.
2. The Result of Tests (Pre-test and Post-test 1 & Pre-test and Post-test 2)
To get the valid test instruments for the real subject of this research
(VIII-1 class), the writer tried some questions about personal pronoun then
tried the questions to another classes (VIII-2 and VIII-3). For the first, the
writer entered the VIII-2 class on Monday, April 18th
2011 and then continued
to the VIII-3 class on Wednesday, April 20th
2011. After got the result, the
writer selected the questions to look for the valid item/instrument. For the first
pre test, provided 30 questions and selected 15 valid questions. For the first
post test, the writer provided 50 questions, but the valid questions only 15. For
the second pre-test from 50 questions, selected 15 valid questions and the last
for the second post-test, the writer provided 30 questions without any options
47
and selected 20 valid questions. After the questions tested to other classes, the
writer used the valid questions in VIII-1 class. And the result as follow:
Table 4.1
The Result of Students’ Scores for Pre Test and Post Tests
Name Result of the Tests
1st pre-test 1
st post-test 2
nd pre-test 2
nd post-test
X1 31 77* 63 73*
X2 52 93* 67* 76*
X3 42 90* 77* 95*
X4 68* 87* 73* 89*
X5 73* 80* 83* 97*
X6 73* 83* 90* 97*
X7 36 80* 80* 95*
X8 73* 100* 87* 97*
X9 26 80* 87* 76*
X10 47 77* 73* 92*
X11 36 70* 90* 92*
X12 78* 67* 83* 95*
X13 73* 87* 87* 92*
X14 31 73* 77* 89*
X15 47 70* 83* 86*
X16 57 70* 80* 86*
X17 68* 83* 83* 97*
X18 36 56 77* 95*
X19 47 83* 70* 89*
X20 57 80* 80* 84*
X21 47 73* 60 89*
X22 52 60 73* 76*
X23 63 83* 77* 92*
X24 36 77* 90* 89*
X25 52 73* 60 86*
X26 52 73* 60 65*
X27 63 80* 87* 97*
X28 52 73* 60 84*
X29 42 73* 83* 84*
X30 63 80* 87* 95*
X31 42 83* 80* 86*
X32 42 63 80* 89*
X33 78* 67* 67* 84*
48
X34 73* 67* 63 84*
X35 78* 80* 87* 95*
X36 78* 83* 67* 92*
X37 68* 80* 73* 92*
X38 57 83* 67* 84*
X39 57 77* 77* 89*
X40 63 63 70* 84*
X41 52 90* 80* 95*
X42 47 90* 70* 84*
X43 63 73* 90* 74*
X44 68* 73* 80* 89*
X45 52 80* 87* 92*
X46 47 90* 70* 84*
SUM 2538 3574 3535 4046
VERAGE 55 77 76 87
Note: * students who achieved KKM
The detail information about the result of the tests are explained bellow:
1) The Result of First Pre-Test
a) The Average Score: = ΣX
N
= 2538 = 55
46
b) Sum of the Students who Reached KKM: P = F X 100 %
N
P = 13 X 100% = 28. 26 %
46
2) The Result of First Post-Test
a) The Average Score: = ΣX
N
= 3574 = 77
46
b) Sum of the Students who Reached KKM: P = F X 100 %
N
P = 43 X 100% = 93. 48 %
46
c) Δ 1st pre-test – 1
st post-test: P = Y1 – Y X 100 %
Y
P = 77-55 X 100% = 40%
55
49
3) The Result of Second Pre-Test
a) The Average Score: = ΣX
N
= 3535 = 76
46
b) Sum of the Students who Reached KKM: P = F X 100 %
N
P = 40 X 100% = 86. 96 %
46
4) The Result of Second Post-Test
a) The Average Score: = ΣX
N
= 4046 = 87
46
b) Sum of the Students who Reached KKM: P = F X 100 %
N
P = 46 X 100% = 100%
46
c) Δ 2nd
pre-test – 2nd
post-test: P = Y2 – Y X 100 %
Y
P = 87-76 X 100% = 41. 47 %
76
3. The Result of Questionnaires (Pre-questionnaire and Post-questionnaire)
a. Pre-questionnaire
The pre-questionnaire gave in the first meeting in the VIII-1 class that
was on Friday, April 29th
2011. This pre-questionnaire has two kinds of
questions, the first is close questions (the respondents do not need reason
to answer, so just choose the answer provided) and the numbers are; 1, 2,
3, 4, 5, 6, 7, 8, 9, 10, 12, 14 and 15. The second is open questions (the
respondents need reason to answer) and the numbers are; 7, 8, 9, 10, 11,
13 and 14). This is the result of close questions of the pre-questionnaire:
50
Table 4.2
Close Questions of Pre-questionnaire
Name Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q12 Q14 Q15
X1 SP S T TG BB Y B S Y A, F, I S S R
X2 S J T IS BB K B S,G,V Y A,D,F,I S S YB
X3 S TP BS TG BB T A S - A S S R
X4 S S BS IS FM Y B - Y B,C,F Y S R
X5 SP S T TG BB T B L Y A,D,F Y S YB
X6 SP J T TG BB K B S Y A,D,H,I S M YB
X7 SP J BS IS BB K B R Y F,G Y S R
X8 SP S T TG BB Y B G Y A,D,F,H,I Y M YB
X9 S J T TG BB K B R,S Y B,D,F T S YB
X10 SP J BS TG BB T B G Y A,B,F,H,I S S R
X11 S J BS TG BB Y B - Y C S S R
X12 SP S T TG BB Y B S Y A,F Y S YB
X13 S J T TG BB Y B W Y C,D,F,I S S YB
X14 S J BS TG BB Y B S Y A,D,F,I S M R
X15 SP J BS TG BB T B G Y D,F,H,I T S R
X16 SP J T TG BB - B G, V Y C,E,F S S R
X17 SP J T TG BB K B R,W Y A,F Y SD YB
X18 SP J BS TG BB T B R,S Y D,F,H Y M R
X19 S J BS IS BB K B R Y F,G S S T
X20 SP J T TG BB Y B W Y A,E,F,H,I S M R
X21 SP J BS TG BB K B S - A Y S R
X22 SP J T TG BB Y - S Y A,B,D,F,H,I S S YB
X23 S J BS TG FM Y B S Y C,D,F,I Y S T
X24 SP S T - BB K B L - A,C,D,F,I Y SD YB
X25 SP J T TG BB K B G Y A,F,G,I S S R
X26 SP S BS TG BB Y B W Y A,C,D,F,I Y M R
X27 SP J T IS BB K B S,G, Y A,D,F,H Y S T
X28 SP J BS TG BB K B W Y A,F,I Y SD YB
X29 S J BS IS BB K B W Y A,F,D,I S SD YB
X30 S J T TG BB K B W,S Y F,I S S R
X31 SP J BS TG BB - - G, V Y F T S R
X32 SP J T IS BB Y B S Y A,B,H,I S M R
X33 S J BS TG BB K B S,G,V Y A,F,H S SD YB
X34 SP J T TG BB K B R,L Y A,B,F S S YB
X35 SP J T TG BB K B S Y A,F Y S YB
X36 SP J BS TG - Y B - Y C,D,F,I Y S T
X37 SP J - TG BB K B W Y F,I Y S YB
51
X38 SP J BS TG - Y B S Y C,D,F,I Y S T
X39 S S T TG BB K B W Y B,E,H Y SD R
X40 S J BS TG FM K B R T B,C,F,I S S YB
X41 S J T IS BB Y B S,V Y D,F,H, Y S T
X42 SP J T TG FM - B W Y D,F S M YB
X43 SP J T TG BB T B S Y D,F,I S SD YB
X44 SP J T - BB Y B W Y A,D,F,I S SD YB
X45 SP J T TG FM Y B S Y D,F,H,I Y S R
X46 S J T TG - Y B S Y A,C,D,I Y S T
and this is the result of close questions of the pre-questionnaire:
Table 4.3
Open questions of Pre-questionnaire
No No. In the
question
The answer
1 7 7 students stated that they learn English because English is
international language, 6 students stated that they learn English in
order can speak English, 5 students stated that they learn English
because they like it.
2 8 21 students stated that speaking is the most difficult skill, because
they have difficulty in pronouncing the words and sentences and
also if they do just a litle mistake in pronounce, it will change the
meaning of the words or sentences. In the runner up is writing (11
students), because what they pronounce/speak is different with
what is written. In the third pace is grammar (9 students), because
there are so many materials that they have to learn such as tenses,
the pattern of sentences, the word class and so on.
3 9 Almost all of the students answer “Yes, English is useful in my
live” and the reasons are very various; for communication, in
singing English songs, in operating the computer, to greeting
someone (in certain words/idiom/sentences sush as; “Good Luck
Ya”, “Thank You” and the last is to play game.
4 10 37 students stated that pronoun exercise is the most efective way to
improve their ability in English, because by pronounce exercise
they can pronounce words correctly so they can communicate by
English, and by pronounce exercise they can exercise their tongue
In order to use to pronouncing English words.
5 11 12 students stated that they want to learn English seriously but
keep enjoying the teaching learning process, 5 students stated that
they want to learn English by clearer explanation, 5 students stated
52
that they want to learn English by fun and effective and 4 other
students stated that adding by quiz.
6 13 21 students stated that pronoun is “Kata ganti penghubung” which
have function to joining 2 sentences. 9 students stated that pronoun
is “Kata ganti” such as we, they, I, You, She, He”. 4 students stated
that pronoun is “Question words”.
7 14 30 students stated that pronoun is difficult material because of
various reasons such as; 10 students stated that they have difficulty
in joining 2 sentences, 5 students do not understand yet about
pronoun, 2 students stated that it is complicated, because in
pronoun they learn many words and feel confuse which one will be
used. While 8 students stated that pronoun is easy if we learn it
well, because pronoun is easy to be remembered and easy to be
understood.
b. Post-questionnaire
The students of VIII-1 were given the post-questionnaire on May 20,
2011 in the last meeting. This questionnaire consisted of 4 open
questions; here is the students’ answer:
a. Most of student wrote that learn by CTL make them easier to
memorize and to understand the material and make learn funnier,
because this method is connecting the material and their daily life.
b. Almost all of the students (97%) wrote “Yes” with various reasons,
such as “Because we learn with fun so we easier to understand”, and
“Obviously, we find many personal pronoun in daily life, especially
in English songs”.
c. 43% students (21 students) wrote that they found some difficulties,
such as “Some words make me confuse” or “I don’t understand yet
about personal pronoun”. While according 10 other students, they
didn’t find any difficulties, even they felt enjoy learn by using CTL,
because they often find it in their daily life.
53
d. 9 students (19%) wrote that “That was enough, nothing that must be
changed”. 7 students wrote that the teacher should explain more
detail. 4 students wrote that the teacher was lack of interaction.
4. The Result of Observation
The description of the result of observation is like in this table below:
Table 4.3
The Result of Observation Every Meeting
No Aspek yang di Amati
Jumlah Siswa (Pertemuan Ke-)
1 2 3 4 5 6
1 Menjawab Salam 46 46 46 42 44 46
2 Menjawab saat ditanyakan kabar 8 17 19 16 11 14
3 Menjawab pertanyaan saat apersepsi 9 13 18 8 16 21
4
menjawab pertanyaan saat
brainstorming 15 * * * * *
5 Membuat dan mengumpulkan PR * 44 45 * 27 19
6 Memperhatikan penjelasan guru 46 42 44 31 35 41
7 Menanyakan yang belum jelas 5 3 1 2 4 1
8
Berinisiatif menjawab, menyanggah
dan memberi tanggapan secara lisan 13 14 9 4 8 12
9 Mengerjakan latihan/tugas 46 * * 38 * *
10 Membentuk kelompok * * * 46 * *
11 Mengerjakan soal pre-test 46 * * 46 * *
12 Mengerjakan soal post-test * * 46 * * 46
13
Memperhatikan saat membahas
soal pre-test/post-test * 46 * * 44 46
14 Berinisiatif untuk perform * * * 3 5 8
15 Membuat kesimpulan 1 4 7 2 2 7
Note: * Pada Hari ini kegiatan tersebut tidak di laksanakan
54
B. Data Interpretation
After describing the result of the data, the writer wants to make a data
interpretation from the data above.
1. The Result of Interview
From the data description above, it could be interpret that the students of
second year of SMP Raden Patah is divided into 3 classs and the VIII-1 is the
favourite class. The English teacher usually uses CTL mothod. The students
have so many problem in mastery the material, one of the problem is about
pronoun.
2. The Result of Tests (Pre-test and Post-test 1 & Pre-test and Post-test 2)
From the 4 tests that have done, one of the criteria of success is reached. The
writer’s target was 75% of students’ score are reached the KKM, while the
result of last test of this research is research is 100% of students are reached
the KKM. For more detail achievement of every test, would be explained
bellow:
a. The Result of First Pre-Test
From the calculation above, showed that the students’ average score was
55 (it still below the KKM). The sum of students who reached the KKM
was 13 students (28. 26 %). The highest score was 78 and the lowest
score was 31.
b. The Result of First Post-Test
From the calculation above, showed that the students’ average score was
77 (there was an improvement in average score, that was 40 %). 43
students (93. 48 %) were reached the KKM. The highest score was 100
and the lowest score was 56.
c. The Result of Second Pre-Test
From the calculation above, showed that the students’ average score was
76. The sum of students who reached the KKM was 40 students (86. 96
%). The highest score was 90 and the lowest score was 60.
55
d. The Result of Second Post-Test
From the calculation above, showed that the students’ average score was
87 (there was an improvement in average score that was 41. 47 %). All of
the students (46 of students) were reached the KKM. The highest score
was 97 and the lowest score was 65.
3. The Result of Questionnaires (Pre-questionnaire and Post-questionnaire)
After get the data from the pre-questionnaire, the writer knew that most of
students were still misunderstanding about personal pronoun and it was
regarding as difficult material and confusing. The result of the post-
questionnaire is the students know what is personal pronoun and they are not
regarding personal pronoun as difficult and confusing material anymore. They
also feel enjoy study by using CTL method. They felt fun in learning, easier to
understand and could improve their understanding in personal pronoun
material.
4. The Result of Observation
The students’ participation in every meeting always has improvement,
although in the 4th
and the 5th
meetings there were a little bit drop. They learn
more actively in teaching learning process, it could be seen from the result of
the observation during 6 meetings above.
56
CHAPTER V
CONCLUSION AND SUGGESTION
After accomplishing all of the steps in this classroom action research, the
writer made some conclusions and suggestions based on the result of the research,
there are:
A. Conclusion
Based on the research in SMP Raden Patah Depok, the writer got some
data:
1. Students’ participation in teaching learning process. There was an
improvement of students’ activities in the classroom, whether in answering
the questions in discussion and exercises, asking questions, students performs
or in conclusion making.
2. Students’ achievement score in learning personal pronoun:
a. The result of the 1st pre-test. Sum of students who reached KKM was 13
students (28. 26 %) with average score 55.
b. The result of the 1st post-test. 43 students (93. 48 %) were reached KKM,
with average score 77.
c. The result of the 2nd
pre-test. Sum of students who reached KKM was 40
students (86. 96 %) with average score 76.
57
d. The result of the 2nd
post-test. The students’ average score was 87, and
sum of students who reached KKM 46 students (100%).
3. The result of the post-questionnaire. Firstly, almost all of the students wrote
that personal pronoun is difficult and confusing material, but according to the
result of the post-questionnaire they felt not too confusing anymore, even they
felt enjoy learning personal pronoun by CTL.
4. After doing the research in six meetings which was divided into 2 cycles with
the criteria of success, was 75% of students’ score were reached KKM in the
personal pronoun material, the researcher found that 100% students reached
KKM. While the activeness of students’ activity in the classroom was also
improved, so this research is not need to be continued, because it has fulfilled
the criteria of success.
So, based on the data above, the writer concludes that Contextual
Teaching Learning can improve students’ ability in using personal pronoun.
B. Suggestions
Based on the conclusion above, the writer suggested:
1. If the teacher wants to teach personal pronoun material, he/she suggested to be
well prepare, it involve the material, media, interesting stories as an
intermezzo when his/her students feel bored, his/her appearance and of course
his/her physical condition.
2. The teacher should make condition of the class liver by making some games
or other thing to refresh the students’ brain.
3. The English teachers could use Contextual Teaching Learning method to
improve the students’ ability in teaching learning process, especially in
personal pronoun material.
58
BIBLIOGRAPHY
Azar, Betty Schrampfer. Fundamentals of English Grammar: 2nd
edition, Jakarta:
Binarupa Aksara, 1993.
Barell, John. Problem Based Learning : 2nd
Edition, California: Corwin Press, 2007.
Berns, Robert G and Ericson, Patricia M. Contextual Teaching and Learning:
Preparing Students for the New Economy. The Highlight Zone Research @
Work. no.5, 2001.
Childs, Leslie. Academic English: Parts Of Speech, Canada: National Literacy
Secretariat of Human Resources Development, 1998.
Creswell, John W. Educational Research, New Jersey: Pearson Merrill Prentice Hall,
2008.
Farmer, Marjorie. Composition and Grammar II, Illinois: Laid Law Brothers, 1985.
Ghony, Junaidi. Penelitian Tindakan Kelas, Malang: UIN Malang, 2008.
Harmer, Jeremy. The practice of English language Teaching, New York: Longman,
1991.
Johnson, Elaine B. Contextual Teaching Learning, California: Corwin Press Inc,
2006.
Kirn, Elaine and Jack, Darcy. Interaction 1 Grammar: 4th
edition, New York:
McGraw-Hill, 2002.
Krohn, Robert. English Sentence Structure, Jakarta: Binarupa Aksara, 1990.
Langan, John. English Skills: 7th
Editions, Boston: McGraw Hill, 2003.
-----------------. Sentence Skill: A Workbook for Writers, Boston: McGraw Hill, 2003).
Leech, Geoffery and Svartvik, Jan. A Communicative Grammar of English: Third
Editions, London: Longman, 2002.
McMillan, James H. and Schumacher, Sally. Research in Education, Boston:
Pearson, 2006.
59
Muslich, Masnur. KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual,
Jakarta: Bumi Aksara, 2009.
Rozakis, Laurie. English Grammar for Utterly Confuse, New York: McGraw Hill,
2003.
Sabin, William A. The Greeg Reference Manual: 9th
edition, New York: McGraw-
Hill, 2001.
Sears, Susan. Contextual Teaching and Learning, Bloomington: Phi Delta Kappa
Educational Foundation, 2002.
Walker, Elaine and Elsworth, Steve. Grammar Practice for Pre-intermediate
students, Longman: England, 2000.
Lie, Anita. Education Policy and EFL Curriculum in Indonesia: Between the
Commitment to Competence and the Quest for Higher Test Scores. TEFLIN
Journal, v. XVIII, Number 1, (February 2007)
www.cew.wisc.edu and www.bgsu.edu. Contextual Teaching and Learning. Sears,
Susan Jones: Ohio State University. By Bottoms, Gene & Sharpe, Deede.
http://www.texascollaborative.org/TheREACTstrategy.htm
http://www.docstoc.com/docs/23119786/silabus-kelas-8-bahasa-inggris#
http://bahasainggris.co.tv/pronouns-kata-ganti/
http://bandono.web.id/2008/03/07/menyusun-model-pembelajaran-contextual-
teaching-and-learning-ctl.php
http://www.texascollaborative.org/WhatIsCTL.htm
http://www.cew.wisc.edu/teachnet/ctl/ wrote by Stephen Olczak
http://www.cew.wisc.edu/teachnet/ctl/ wrote by Arlene H. Parisot
http://teachpreneur.blogspot.com/2009_08_01_archive.html
http://www.asal-usul.com/2010/06/10-bahasa-paling-banyak-digunakan-dunia.html
60
LIST OF APPENDICES
Appendix 1 The Lesson Planning ....................................................................... 61
Appendix 2 The Interview Guideline to the English Teacher ............................ 75
Appendix 3 The Result of Interviewing the English Teacher ............................ 77
Appendix 4 List of Students ............................................................................... 79
Appendix 5 The List of Questions for Questionnaire to the Students (Pre) ...... 80
Appendix 6 The Result of Pre-Questionnaire (Close Questionnaire) ................ 82
Appendix 7 The Result of Pre-Questionnaire (Open Questionnaire) ................ 84
Appendix 8 The Frequencies of Students Answer of Pre-Questionnaire
Quantitatively) ............................................................................... 86
Appendix 9 The Frequencies of Students Answer of Pre-Questionnaire
Qualitatively) ................................................................................. 88
Appendix 10 The Form of Observation .............................................................. 90
Appendix 11 The Questions for the 1st Pre-Test ................................................. 91
Appendix 12 The Questions for the 1st Post-Test ............................................... 92
Appendix 13 The Questions for the 2nd
Pre-Test ................................................ 93
Appendix 14 The Questions for the 2nd
Post-Test ............................................... 94
Appendix 15 The Form of Post-Questionnaire ................................................... 95
Appendix 16 The Key Answer of the Tests ........................................................ 96
Appendix 17 The Detail of Pre-Test 1................................................................. 97
Appendix 18 The Validity of Pre-Test 1............................................................. 98
Appendix 19 TheDetail of Post-Test 1................................................................ 99
Appendix 20 TheValidity of Post-Test 1............................................................ 100
Appendix 21 The Detail of Pre-Test 2................................................................ 101
Appendix 22 TheValidity of Pre-Test 2............................................................. 102
Appendix 23 The Detail of Post-Test 2.............................................................. 103
Appendix 24 The Validity of Post-Test 2........................................................... 104
61
Appendix 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Islam Raden Patah Depok
Mata Pelajaran : Bahasa Inggris
Kelas / semester : VIII / Genap
Jenis Teks : Recount dan Narrative teks
Aspek / skill : Menulis
Alokasi Waktu : 2 X 45 menit
Pertemuan ke : Pertama
Standar Kompetensi :Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk
recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
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.
Indikator : Mereview teks recount / narrative
Menyebutkan jenis-jenis Personal pronoun
Tujuan : Diakhir pembelajaran siswa diharapkan mampu:
Mereview teks recount / narrative
Menyebutkan jenis-jenis Personal pronoun
Materi : Menulis
1. Mereview tentang teks narrative / recount yaitu teks yang
menceritakan kembali kejadian masa lampau
Ex: At the age of five, Messi started playing football for
Grandoli. In 1995, Messi switched to Newell's Old Boys. At
the age of 11, he was diagnosed with a growth hormone
deficiency. River Plate showed interest in Messi's progress,
but did not have enough money to pay for the treatment of
the illness that cost $1500 a month. Carles Rexach, the
sporting director of FC Barcelona, was made aware of
Messi's talent.
2. Mengerjakan pre test pertama siklus pertama mengenai Personal
pronoun
Metode : Contextual Teaching Learning
62
Langkah-langkah Pembelajaran
1. Kegiatan awal (10 menit)
a. Greeting
b. Menanyakan beberapa hal kepada beberapa siswa tentang apapun dengan bahasa
Inggris
c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya.
2. Kegiatan inti (70 menit)
a. Siswa ditanya apa yang masih mereka ingat tentang recount text, jika dikaitkan
dengan materi descriptive, procedure dan narrative di semester sebelumnya.
b. Jawaban-jawaban siswa yang sekiranya tarmasuk ciri-ciri dari recount teks
ditampung dan tulis di papan tulis.
c. Guru menjelaskan (jika jawaban siswa belum memuaskan) atau menambahkan
(jika siswa telah menyebutkan beberapa hal mengenai recount teks.
d. Guru menunjukkan contoh recount text yang berasal dari artikel.
e. Siswa diberi kesempatan untuk menanyakan hal yang belum jelas tentang recount
text.
f. Siswa latihan membuat kalimat sederhana yang menyatakan peristiwa masa
lampau. Boleh secara lisan maupun tulisan
g. Siswa diberi lembar pertanyaan mengenai personal pronoun sebagai pre test
pertama di siklus pertama dalam penelitian ini.
h. Selama siswa mengerjakan pre test, guru mengabsen siswa.
i. Setelah selesai mengarjakan pre test, siswa mengumpulkan hasil pekerjaannya.
3. Kegiatan akhir (10 menit)
a. Siswa dibantu guru menyimpulkan materi yang telah dipelajari hari ini
b. Mengevaluasi kegiatan hari ini
c. Untuk tugas dirumah, siswa diminta untuk membuat rangkuman mengenai recount
text berdasarkan apa yang mereka pahami.
Sumber belajar : Buku paket / LKS bahasa Inggris yang relevan dengan materi
Alat/media : Koran/artikel yang berisi recount text.
Penilaian : Tulis : Latihan secara individu dalam membuat kalimat sederhana
tentang peristiwa masa lampau baik secara lisan maupun
Lisan : Keaktifan siswa dalam menjawab pertanyaan guru.
Praktikan Guru Bidang Study
(Arifah Febri Winarni) (Triana Aprilya S.Sos)
NIM. 106014000370
Kepala Sekolah
(Drs. Sulaeman, M. Pd)
NIP. 195811081996121001
63
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Islam Raden Patah Depok
Mata Pelajaran : Bahasa Inggris
Kelas / semester : VIII / Genap
Jenis Teks : Recount dan Narrative texts
Aspek / skill : Menulis
Alokasi Waktu : 2X 45 menit
Pertemuan ke : Kedua
Standar Kompetensi : Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk
recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar : Menulis
Mengungkap kan 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.
Indikator : Membuat kalimat dengan menggunakan personal pronoun dengan tepat
Tujuan : Diakhir pembelajaran siswa diharapkan mampu:
Membuat kalimat dengan menggunakan personal pronoun dengan tepat
Materi : Pembahasan tentang Personal pronoun
Pembahasan pre test pertama siklus pertama Personal pronoun
Membuat kalimat yang berisi kejadian masa lampau
Metode : Contextual Teaching Learning
Langkah-langkah Pembelajaran
1. Kegiatan awal
a. Greeting
b. Apersepsi
c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya
2. Kegiatan inti
a. Siswa mengumpulkan PR.
b. Guru membagikan hasil pre test pertama
c. Siswa ditanya apa yang mereka ketahui tentang personal pronoun.
64
d. Guru menjelaskan (jika jawaban siswa belum memuaskan) atau menambahkan
(jika siswa telah menyebutkan beberapa hal mengenai personal pronoun. Materi
yang disampaikan yaitu menjelaskan personal pronoun.
e. Siswa diberi kesempatan untuk menanyakan hal yang belum jelas tentang personal
pronoun.
f. Guru dan siswa membahas hasil pre test pertama yang mereka kerjakan pada
partemuan sebelumnya.
g. Guru memberikan feed back dari hasil dari pre test siswa.
h. Guru mengajukan beberapa pertanyaan seputar personal pronoun secara lisan
sebagai reinforcement
3. Kegiatan akhir
a. Siswa dibantuguru menyimpulkan materi yang telah dipelajari hari ini
b. Mengevaluasi kegiatan hari ini
c. Untuk tugas dirumah siswa diminta untuk membuat 5 kalimat dalam bahasa
Inggris yang mengandung personal pronoun yang sering mereka lihat/dengar
dalam kehidupan sehari-hari.
Sumber belajar : Hasil pre test pertama siswa
Gambar 2 orang laki-laki, 2 orang perempuan dan campuran yang terdiri
dari 3 orang laki-laki dan satu orang perempuan.
Penilaian : Lisan : Keaktifan siswa dalam menjawab pertanyaan guru
Tertulis: hasil Pre-test
No Uraian Bobot/item Total bobot
1 Completion with choices I0 point X 19 190
Jumlah 190 point
Skor maksimum: 190: 1,9 = 100
Praktikan Guru Bidang Study
(Arifah Febri Winarni) (Triana Aprilya S.Sos)
NIM. 106014000370
Kepala Sekolah
(Drs. Sulaeman, M. Pd)
NIP. 195811081996121001
65
He plays guitar, his name is Bondan, I love him. She is beautiful, her name is Mitha, I proud of her.
Naruto, Sakura, Sasuke and Kakashi are knights, they are some characters of
NARUTO film. My litle brother likes them.
66
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Islam Raden Patah Depok
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII/ Genap
Jenis Teks : Recount dan Narrativeteks
Aspek/skill : Menulis
Alokasi Waktu : 2X 45 menit
Pertemuan ke : Ketiga
Standar Kompetensi : Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk
recount dan narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : Menulis
Mengungkap kan 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
Indikator : Menggunakan personal pronoun dengan tepat
Tujuan : Diakhir pembelajaran siswa diharapkan mampu:
Menggunakan personal pronoun dengan tepat
Materi : Memberikan post test pertama siklus pertama
Membahas post test pertama siklus pertama
Metode : Contextual Teaching Learning
Langkah-langkah Pembelajaran
1. Kegiatan awal
a. Greeting
b. Apersepsi
c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya
2. Kegiatan inti
a. Siswa diberi lembaran soal berisi soal yang berkaitan dengan pronoun sebagai
post test pertama siklus pertama dari penelitian ini.
b. Selagi mereka mengerjakan post test, guru mengabsen siswa.
c. Membahas post-test
d. Tanya jawab mengenai personal pronoun
67
3. Kegiatan akhir
a. Siswa dibantuguru menyimpulkan materi yang telah dipelajari hari ini
b. Mengevaluasi kegiatan hari ini
Sumber Belajar :Hasil post-test pertama siswa
Penilaian : Lisan : keaktifan siswa dalam menjawab pertanyaan guru
Tertulis: Hasil post-test
No Uraian Bobot/item Total bobot
1 Completion with choices 10 point X 30 300
Jumlah 300 point
Skor maksimum: 300: 3 = 100
Praktikan Guru Bidang Study
(Arifah Febri Winarni) (Triana Aprilya S.Sos)
NIM. 106014000370
Kepala Sekolah
(Drs. Sulaeman, M. Pd)
NIP. 195811081996121001
68
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Islam Raden Patah Depok
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII/ Genap
Jenis Teks : Recount dan Narrativeteks
Aspek/skill : Menulisdan Membaca
Alokasi Waktu : 2X 45 menit
Pertemuan ke : Keempat
Standar Kompetensi : Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk
recount dan narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : Menulis
Mengungkap kan 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
Indikator : Menggunakan personal pronoun dengan tepat
Membaca nyaring di depan kelas
Tujuan : Diakhir pembelajaran siswa diharapkan mampu:
Menggunakan personal pronoun dengan tepat
Membaca nyaring di depan kelas
Materi : Menulis dan membaca
Mengerjakan pre test kedua siklus kedua mengenai personal pronoun
Mempresentasikan Teks narrative / recount
Metode : Contextual Teaching Learning
Langkah-langkah Pembelajaran
1. Kegiatan awal
a. Greeting
b. Apersepsi
c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya
2. Kegiatan inti
a. Siswa diberi lembar pertanyaan mengenai personal pronoun sebagai pre test kedua
di siklus kedua dalam penelitian ini.
b. Selama siswa mengerjakan soal pre test, guru mengabsen siswa.
c. Setelah selesai mengarjakan pre test, siswa mengumpulkan hasil pekerjaannya.
69
d. Siswa diminta untuk membentuk kelompok berdasarkan hari mereka piket, lalu
membuat recount teks tentang hal menarik yang mereka alami selama
liburankemarin (ceritanya diambil dari salah satu anggota kelompok sesuai
kesepakatan kelompok mereka)
e. Kemudian satu orang siswa dari dua atau tiga kelompok untuk maju
mempresentasikan hasil kerja kelompoknya
f. Selama seorang mempresentasikan teksnya,temannya yang lain memperhatikan,
agar nanti bisa memberi penilaian terhadap hasil presentasi temannya.
g. Setiap satu orang selesai mempresentasikan teksnya, guru minta siswa lain untuk
memberikan penilaian, dengan begitu siswa dilatih untuk tetap fokus dan
memperhatikan jalannya KBM.
h. Setelah mendengar beberapa penilaian dari siswa, guru memberikan feed back
terhadap persentasi siswa yang tadi tampil dan juga terhadap penilaian dari teman
lain yang memeberikan penilaian.
3. Kegiatan akhir
a. Siswa dibantuguru menyimpulkan materi yang telah dipelajari hari ini
b. Mengevaluasi kegiatan hari ini
c. Sebagai tugas di rumah, siswa di minta membuat recount teks berupa
unforgettable moment dalam hidup mereka dengan menggunakan personal
pronoun yang tepat.
Sumber belajar : Soal pre test ke dua siklus ke dua dan imajinasi siswa dalam
mengingat kejadian menarik saat liburan lalu
Penilaian : Performance siswa saat membacakan teksnya
Praktikan Guru Bidang Study
(Arifah Febri Winarni) (Triana Aprilya S.Sos)
NIM. 106014000370
Kepala Sekolah
(Drs. Sulaeman, M. Pd)
NIP. 195811081996121001
70
71
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Islam Raden Patah Depok
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII/ Genap
Jenis Teks : Recount dan Narrativeteks
Aspek/skill : Menulisdan membaca
Alokasi Waktu : 2X 45 menit
Pertemuan ke : Kelima
Standar Kompetensi :Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk
recount dan narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : Menulis
Mengungkap kan 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
Indikator : Membuat kalimat dengan menggunakan personal pronoun dengan
tepat
Melanjutkan mempresentasikan hasil recount teks pada pertemuan
Sebelumnya.
Tujuan : Diakhir pembelajaran siswa diharapkan mampu:
Membuat kalimat dengan menggunakan personal pronoun dengan
tepat
Melanjutkan mempresentasikan hasil recount teks pada pertemuan
sebelumnya
Materi : Membahas hasil pre test ke dua siklus kedua
Mempresentasikan hasil recount teks pada pertemuan sebelumnya
Metode : Contextual Teaching Learning
Langkah-langkah Pembelajaran
1. Kegiatan awal
a. Greeting
b. Apersepsi
c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya
72
2. Kegiatan inti
a. Guru membagikan hasil pre test ke dua
b. Guru dan siswa membahas hasil dari pre test kedua yang mereka kerjakan pada
partemuan sebelumnya.
c. Guru memberikan feed back dari hasil dari pre test siswa.
d. Siswa diminta mengerjakan latihan personal pronoun yang terdapat di lirik lagu.
e. Siswa diminta melanjutkan mempresentasikan recount tentang membuat recount
teks yang berisi pengalaman menarik saat liburan semester.
3. Kegiatan akhir
a. Siswa dibantuguru menyimpulkan materi yang telah dipelajari hari ini
b. Mengevaluasi kegiatan hari ini
c. Untuk tugas dirumah siswa diminta untuk membuat recount teks yang berisi
unforgettable moment in their live per individu.
Sumber belajar : Hasil pre test kedua siswa dan recount teks tentang liburan semester
Penilaian :Lisan : Keaktifan siswa dalam menjawab pertanyaan guru
Tertulis : Hasil pre-test
No Uraian Bobot/item Total bobot
1 Completion with choices I0 point X 30 300
Jumlah 300 point
Skor maksimum: 300: 3 = 100
Praktikan Guru Bidang Study
(Arifah Febri Winarni) (Triana Aprilya S.Sos)
NIM. 106014000370
Kepala Sekolah
(Drs. Sulaeman, M. Pd)
NIP. 195811081996121001
73
THE LYRIC OF THE ENGLISH SONGS
1. (Kau buat aku senang) ……… makes ………. Happy
2. (Kau tahu kau mencintai aku, aku tahu kau peduli)
……. Know …….. love …., ….. know ….. care
3. (Aku hanya tak percaya, kita tak bisa bersama)
….. just can’t believe …. Ain’t together
4. (Cinta pertamaku, hancurkan hati ku untuk pertama kalinya)
….. first love broke …… heart for the first time
5. (Dan aku seperti anak kecil) And ……. was like baby
6. (Setiap malam di mimpi ku) Every night in …… dream
7. (Aku melihat mu, aku merasakan mu) ….. see ….., …… feel …….
8. (Kau tak kan pernah menanyakan pada ku “mengapa?”
………. Would never ask me “why?”
9. (Di dalam hati ku, aku merasa, kalian semua adalah saudara ku)
I n ……. heart, …….Feel, …… are all my brother
10. (Tapi itu benar, aku suka cara mu berbohong) But that’s alright, …. Love the way …..
lie
74
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Islam Raden Patah Depok
Mata Pelajaran : Bahasa Inggris
Kelas / semester : VIII / Genap
Jenis Teks : Recount dan Narrative teks
Aspek / skill : Menulis dan berbicara
Alokasi Waktu : 2X 45 menit
Pertemuan ke : Keenam
Standar Kompetensi :Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk
recount dan narrative untuk berinteraksi dengan lingkungan sekitar
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
Indikator : Menggunakan personal pronoun dengan tepat
Membacakan teks recount didepan kelas
Tujuan : Diakhir pembelajaran siswa diharapkan mampu:
Menggunakan personal pronoun dengan tepat
Membacakan teks recount didepan kelas
Materi : Mengerjakan post test kedua pada siklus kedua
Membahas soal post test kedua
Membaca teks recount didepan kelas
Metode : Ceramah Contextual Teaching Learning
Langkah-langkah Pembelajaran
1. Kegiatan awal
a. Greeting
b. Apersepsi
c. Memberitahu siswa tentang apa yang akan dipelajari hari ini dan tujuannya
75
2. Kegiatan inti
a. Siswa diberi lembaran soal berisi soal yang berkaitan dengan pronoun sebagai
post test kedua siklus kedua dari penelitian ini.
b. Saat mereka mengerjakan post test, guru mengabsen siswa.
c. Membahas soal post
d. Guru memberikan feedback atas hasil post-test mereka.
e. Meminta beberapa orang siswa di untuk membacakan recount teksnya yang berisi
tentang unforgettable moment in their live.
3. Kegiatan akhir
a. Siswa dibantu guru menyimpulkan materi yang telah dipelajari hari ini
b. Mengevaluasi kegiatan hari ini
Sumber belajar : Hasil teks recount siswa
Penilaian : Lisan : keaktifan siswa dalam menjawab pertanyaan guru dan saat
memberikan penilaian terhadap temannya.
Tertulis : Hasil post-test
Praktikan Guru Bidang Study
(Arifah Febri Winarni) (Triana Aprilya S.Sos)
NIM. 106014000370
Kepala Sekolah
(Drs. Sulaeman, M. Pd)
NIP. 195811081996121001
No Uraian Bobot/item Total bobot
1 Completion without choices I0 point X 37 370
Jumlah 370 point
Skor maksimum: 370: 3,7 = 100
76
Appendix 2
The list of Questions for interviewing the English Teacher
Pertanyaan mengenai siswa kelas VIII dan Bahasa Inggris mereka.
1. Secara objectif, bagaimana minat siswa terhadap pelajaran bahasa Inggris?
(tinggi, rendah atau sedang)
2. Berapa nilai KKM pelajaran Bahasa Inggris sekarang?
3. Sedangkan KKM untuk semester sebelumnya?
4. Bagaimana dengan pencapaian hasil belajarnya? (sangat baik, baik, sedang,
rendah, rendah sekali)
5. Siswa kelas VIII dibagi menjadi berapa kelas?
6. Adakah kelas unggulan?
7. Bagaimna perbedaan mengajar di kelas VIII-1 dibanding dengan kelas VIII-2
dan VIII-3 sebagai kelas percontohan? (belajar serius, menyesuaikan dengan
keadaan, sama dengan kelas lainnya)
8. Bagaimana hasil murni ulangan umum semester ganjil yang lalu di kelas VIII-1?
apakah nilai seluruh anak sudah diatas KKM?
9. Dari berbagai keterampilan berbahasa yang dipelajari di bahasa Inggris
(reading, writing, speaking, listening, vocabulary, grammar dll), mana yang paling
Ibu tekankan dan mengapa?
10. Dari berbagai keterampilan berbahasa diatas, mana yang paling siswa suka dan
paling siswa tidak suka?
Pertanyaan mengenai aktivitas di kelas
11. Disamping mengerjakan tugas secara individu, apakah ibu juga menerapkan
belajar secara berkelompok atau berpasangan?
12. Saat belajar bahasa Inggris dikelas, mana yang lebih sering siswa lakukan;
mengerjakan LKS/buku paket, membaca dengan keras, latihan percakapan,
mendengarkan sesuatu dalam bahasa Inggris (seperti lagu/film)?
13. Apakah Ibu sering memberi tugas untuk mencari bahan yang tidak berorientasi
ke buku, misalnya mencari informasi lewat internet, Koran/majalah, program di
TV/radio?
14. Apa yang Ibu lakukan di saat siswa mulai tidak konsentrasi, seperti mengantuk,
lapar, terganggu dengan keadaan di luar kelas? (membuat joke, bernyanyi,
membicarakan informasi yang sedang in, memceritakan sesuatu yang bisa
menarik perhatian siswa, melakukan gerakan-gerakan kecil, games)
15. Diakhir pembelajaran, apakah Ibu meminta siswa untuk menyimpulkan apa yang
telah dipelajari hari ini? (ya, kadang,tidak)
77
Pertanyaan mengenai penggunaan media dan metode
16. Apakah Ibu sering menjadi model (mencontohkan sesuatu, misalnya ada kata-
kata yang jarang dipakai/didengar, kemudian Ibu mencontohkan bagaimana cara
pengucapannya, seperti saat mengucapkan kalimat “I’ll be back”)? (ya, sering,
kadang,tidak)
17. Media apa yang biasanya Ibu pakai untuk membantu pemahaman siswa? (karton,
kartu, gambar, proyektor, benda-benda lain ….)
18. Apakah Ibu suka mengaitkan materi yang kamu pelajari dikelas dengan kehidupan
sehari-hari?
19. Apakah Ibu memberikan feedback/komentar/masukan atas apa yang siswa telah
lakukan? (ya, sering, kadang,tidak)
Open questions
20. Menurut Ibu, mana yang paling efektif untuk meningkatkan kemampuan siswa
dalam bahasa Inggris:
a. bernyanyi
b. bermain peran
c. kerja kelompok
d. dikte
e. debat/diskusi
f. melatih pengucapan kata-kata
g. membaca dengan suara keras
h. banyak latihan grammar
i. banyak latihan menulis
apa alasannya?
21. Dalam proses belajar-mengajar ada banyak metode yang bisa dipakai, kalau Ibu
biasanya menggunakan metode apa?
22. Apakah metode itu sudah cukup efektif?
23. Apa keunggulan CTL disbanding metode yang lain?
24. Berbicara mengenai penguasaan materi, apakah ada masalah?
25. Jadi, salah satu masalahnya adalah penggunaan pronoun, bisa ibu berikan contoh
masalahnya?
78
Appendix 3
The Result of Interviewing the English Teacher
1. Minat siswa terhadap mata pelajaran Bahasa Inggris tergolong sedang.
2. Untuk semester ini KKM mata pelajaran Bahasa Inggris 65.
3. Semester kemarin, sama 65. Tapi untuk tahun lalu 57.
4. Untuk pencapaian hasil belajar, Sedang lah, karena kalau dibilang tinggi, masih ada saja
yang remedial, tapi kalau dibilang rendah, juga tidak.
5. Siswa kelas VIII dibagi dalam 3 kelas, yaitu VIII-1, VIII-2 dan VIII-3.
6. Kelas unggulan ada, ayitu kelas VIII-1.
7. Perbedaan mengajar kelas VIII-1 dibanding kelas yang lain diantaranya:
a. Kalau di kelas VIII-1 maksimal kita menjelaskan ulang sebanyak dua kali,
sedangkan untuk kelas lainnya minimal itu 2 kali.
b. Kalau di kelas VIII-1 siswanya lebih aktif, baik dalam menjawab pertanyaan,
menanyakan yang belum jelas maupun inisiatif untuk perform.
c. Kalau di kelas VIII-1 nilai ulangannya lebih tinggi disbanding kelas lain.
8. Secara umum 50:50, jadi masih ada siswa yang nilainya di bawah KKM jadi harus
remedial. Kalau di kelas VIII-1 paling hanya 10% yang masih harus remedial.
9. Dari 4 keterampilan bahasa tersebut, semuanya saya tekankan.
10. Yang paling siswa suka adalah listening dan speaking. Sedangkan untuk writing dan
reading mereka masih agak kurang.
11. Berkelompok dan berpasangan tergolong sering kita lakukan.
12. Kalau untuk mengerjakan LKS, agak jarang, karena materi yang ada di LKS dengan yang
ada di silabus agak berbeda, jadi saya harus menyaring materi yang ada di LKS. Untuk
membaca keras, siswa masih malu-malu. Kalau untuk latihan percakapan lumayan
banyak. Mendengarkan juga sering biasanya dengan dikte, karena untuk pengadaan
laboratorium bahasa masih di usahakan.
13. Iya, namun sampai sejauh ini baru pada internet, tapi waktu kelas VII pernah saya beri
tugas untuk mencari iklan di surat kabar saat materi advertisement.
14. Biasanya dengan joke, atau menceritakan sesuatu yang lucu.
15. Menyimpulkan materi iya, kadang dengan tanya jawab, jadi kita bisa mengukur sejauh
mana pemahaman mereka mengenai materi yang telah di sampaikan.
16. Ya, cukup sering.
79
17. Kalau gambar iya, tapi kalau kartu, sepertinya itu lebih cocok untuk anak SD. Sedangkan
kalau proyaktor, tersedia di beberapa kelas, tapi saya belum pernah menggunakannya.
18. Iya, jadi agar siswa bisa mengkoneksikan materi di dalam kelas dengan kehidupan nyata
mereka.
19. Untuk feedback iya, misalnya setelah siswa perform, saya memberi masukan tentang
kelebihan yang mereka tampilkan dan apa yang masih perlu di perbaiki. Kadang juga
lewat tulisan kalau masih ada yang salah, atau diberi pujian jika hasilnya sudah baik.
20. Menurut saya, bermain peran, dikte, melatih pengucapan kata-kata, latihan menulis dan
grammar cukup efektif. Tapi kalau kerja kelompok saya kira kurang efektif, Karena
dalam satu kelompok masih ada yang kerja ya kerja, yang ngobrol yang ngobrol.
Sedangkan untuk debat dan diskusi, vocabulary mereka masih terbatas dan masih malu-
malu mngutarakan ide mereka.
21. Saya memakai berbagai metode, tapi yang paling sering ya kontekstual.
22. Ya cukup efektif.
23. Kalau kontekstual itu kan lebih menekankan pada pengkoneksian pada materi yang
mereka pelajari di dalam kelas dengan dunia nyata mereka, jadi mereka bisa merasakan
guna dan manfaat dari materi yang mereka pelajari.
24. Wah, kalau berbicara mengenai masalah, kita punya banyak msalah, biasanya di tata
bahasa, karena di tata bahasa itu, siswa belajar begitu banyak hal, seperti rumus-rumus,
pola kalimat, kata ganti, kelas kata dan lainnya.
25. Tentang kata ganti iya, mereka masih banyak membuat kesalahan, apalagi jika mereka
meggunkannya dalam kalimat, kalimatnya bisa membuat si pembaca bingung, seperti saat
membuat kalimat I like you shoes dan she buy I ice cream.
Appendix 4
List of Students
80
No Nama Siswa Kode
1 Abarina Avidaniar X1
2 Abdullah Satrio Wibowo X2
3 Agung X3
4 Agustina Ratna Sari X4
5 Aisyah Kamila X5
6 Ajeng Nur Lestari X6
7 Alfia Nur Jeanih X7
8 Alya Dwiyanti X8
9 Andi Syahroni X9
10 Aulia Septiani X10
11 Aziz X11
12 Chairunnisa X12
13 Dessyonah X13
14 Devi Puspita X14
15 Dhian Eka Putri X15
16 Dwi Indriyani X16
17 Elynda Elyana X17
18 Fathia Amalia X18
19 Fauzi Ahmad X19
20 Ibnu Katsir X20
21 Komala Sari X21
22 Merry Cintya D X22
23 M. Adiyta Nur Fajar X23
No Nama Siswa Kode
24 Mutia X24
25 Nadia Safitri X25
26 Nining Urifah X26
27 Nisa Melliana X27
28 Nurul Mufidah X28
29 Oktavia Wulandari X29
30 Pungki S X30
31 Putri Utami X31
32 Rafika Rahayu X32
33 Raiskha X33
34 Rana Wahyuni X34
35 Reza Oktaviani X35
36 Rezky Ranjar Yumnan X36
37 Ridha Pratiwi X37
38 Risky Putra K X38
39 Robi’atun Hasanah X39
40 Rowdhotun Nur Fitri X40
41 Rully Bagus S X41
42 Sandi Yudha Bimantara X42
43 Septi Aditya X43
44 Ulva W X44
45 Yolanda Runi Destiani X45
46 Zaiknun Ahmad X46
81
Appendix 5
The Questionnaire for students (Pre)
Name :
Short answer questions
Pertanyaan tentang Anda& bahasa Inggris 1. Menurut Anda seberapa penting pelajaran bahasa Inggris itu? (sangat penting,
sama dengan pelajaran lain, tidak terlalu penting)
2. Seberapa sering Anda menggunakan ilmu bahasa Inggris yang sudah Anda dapat?
(sering, jarang, tidak pernah)
3. Seberapa besar perhatian Anda terhadap ha-hal yang berkaitan dengan bahasa
Inggris dalam kehidupan sehari-hari? Misalnya saat Anda lihat iklan produk susu
“Nutrilon” yang menceritakan seorang anak yang optimis terhadap masa depannya
dan diakhiri dengan “Life is an adventure”, bagaimana respon Anda? (ada
ketertarikan,biasa saja,tidak peduli)
Pertanyaan tentang kegiatan Andadi kelas 4. Apakah siswa dikelas Anda tergolong aktif? (misalnya kalau diminta untuk maju
kedepan kelas, harus ditunjuk oleh guru, atau inisiatif siswa sendiri untuk maju)
5. Saat belajar/mengerjakan tugas secara berkelompok, apakah semua anggota
kelompok benar-benar belajar/mengerjakan, atau mungkin ada yang mengobrol
atau main?
6. Apakah Anda suka mengaitkan materi yang Anda pelajari dikelas dengan
kehidupan sehari-hari, jadi Andaakan lebih mudah memahaminya dan ingat lebih
lama?
Open questions
7. Apa alasan Anda belajar bahasa Inggris?
a. Ya,memang sudah ada, jadi mau tidak mau harus dipelajari
b. . . .
8. Dari beberapa keterampilan berbahasa yang dipelajari dalam bahasa Inggris
(membaca, mendengarkan, menulis, berbicara, tata bahasa, kosakata dll), mana
yang menurut Anda paling sulit? Alasannya ….
9. Apakah bahasa Inggris berguna dalam kehidupan sehari-hari Anda? Kalau “ya”
sebutkan contohnya!
10. Menurut Anda mana yang paling efektif untuk meningkatkan kemampuan
Andadalam bahasa Inggris: (boleh pilih lebih dari satu jawaban)
a. bernyanyi f. melatih pengucapan kata-kata
b. bermain peran g. membaca dengan suara keras
c. kerja kelompok h. banyak latihan grammar
d. dikte i. banyak latihan menulis
e. debat/diskusi
apa alasannya?
82
11. Belajar bahasa Inggris yang Anda inginkan seperti apa?
12. Apakah Anda masih ingat materi tentang pronoun?
13. Apa yang masih Anda ingat tentang pronoun?
14. Menurut Anda materi pronoun itu mudah atau sulit?
15. Jika Anda diberi soal tentang pronoun dan disediakan beberapa alternatif jawaban,
apakah Anda akan menjawabnya dengan yakin benar atau ragu-ragu?
83
Appendix 6
The Result of the Pre-Questionnaire (Close Questions)
Name Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q12 Q14 Q15
X1 SP S T TG BB Y B S Y A, F, I S S R
X2 S J T IS BB K B S,G,V Y A,D,F,I S S YB
X3 S TP BS TG BB T A S - A S S R
X4 S S BS IS FM Y B - Y B,C,F Y S R
X5 SP S T TG BB T B L Y A,D,F Y S YB
X6 SP J T TG BB K B S Y A,D,H,I S M YB
X7 SP J BS IS BB K B R Y F,G Y S R
X8 SP S T TG BB Y B G Y A,D,F,H,I Y M YB
X9 S J T TG BB K B R,S Y B,D,F T S YB
X10 SP J BS TG BB T B G Y A,B,F,H,I S S R
X11 S J BS TG BB Y B - Y C S S R
X12 SP S T TG BB Y B S Y A,F Y S YB
X13 S J T TG BB Y B W Y C,D,F,I S S YB
X14 S J BS TG BB Y B S Y A,D,F,I S M R
X15 SP J BS TG BB T B G Y D,F,H,I T S R
X16 SP J T TG BB - B G, V Y C,E,F S S R
X17 SP J T TG BB K B R,W Y A,F Y SD YB
X18 SP J BS TG BB T B R,S Y D,F,H Y M R
X19 S J BS IS BB K B R Y F,G S S T
X20 SP J T TG BB Y B W Y A,E,F,H,I S M R
X21 SP J BS TG BB K B S - A Y S R
X22 SP J T TG BB Y - S Y A,B,D,F,H,I S S YB
X23 S J BS TG FM Y B S Y C,D,F,I Y S T
X24 SP S T - BB K B L - A,C,D,F,I Y SD YB
X25 SP J T TG BB K B G Y A,F,G,I S S R
X26 SP S BS TG BB Y B W Y A,C,D,F,I Y M R
X27 SP J T IS BB K B S,G, Y A,D,F,H Y S T
X28 SP J BS TG BB K B W Y A,F,I Y SD YB
X29 S J BS IS BB K B W Y A,F,D,I S SD YB
X30 S J T TG BB K B W,S Y F,I S S R
X31 SP J BS TG BB - - G, V Y F T S R
X32 SP J T IS BB Y B S Y A,B,H,I S M R
X33 S J BS TG BB K B S,G,V Y A,F,H S SD YB
X34 SP J T TG BB K B R,L Y A,B,F S S YB
X35 SP J T TG BB K B S Y A,F Y S YB
X36 SP J BS TG - Y B - Y C,D,F,I Y S T
X37 SP J - TG BB K B W Y F,I Y S YB
X38 SP J BS TG - Y B S Y C,D,F,I Y S T
X39 S S T TG BB K B W Y B,E,H Y SD R
X40 S J BS TG FM K B R T B,C,F,I S S YB
X41 S J T IS BB Y B S,V Y D,F,H, Y S T
X42 SP J T TG FM - B W Y D,F S M YB
84
X43 SP J T TG BB T B S Y D,F,I S SD YB
X44 SP J T - BB Y B W Y A,D,F,I S SD YB
X45 SP J T TG FM Y B S Y D,F,H,I Y S R
X46 S J T TG - Y B S Y A,C,D,I Y S T
85
Appendix 7
The students answer of Pre-Questiionnaire (Open Questions)
No Questions Answers
7 Apa alasan Anda
belajar bahasa
Inggris?
7 students stated that they learn English because English is
international language, 6 students stated that they learn English in
order can speak English, 5 students stated that they like English
8 Dari beberapa
keterampilan
berbahasa yang
dipelajari dalam
bahasa Inggris
(membaca,
mendengarkan,
menulis, berbicara,
tata bahasa, kosakata
dll), mana yang
menurut Anda paling
sulit? Alasannya ….
21 students stated that speaking is the most difficult skill, because
they have difficulty in pronouncing the words and sentences and
also if they do just a litle mistake in pronounce, it will change the
meaning of the words or sentences. In the runner up is writing (11
students), because what they pronounce/speak is different with
what is written. In the third pace is grammar (9 students), because
there are so many materials that they have to learn such as tenses,
the pattern of sentences, the word class and so on.
9 Apakah bahasa
Inggris berguna dalam
kehidupan sehari-hari
Anda? Kalau “ya”
sebutkan contohnya!
Almost all of the students answer “Yes, English is useful in my
live” and the reasons are very various; for communication, in
singing English songs, in operating the computer, to greeting
someone (in certain words/idiom/sentences sush as; “Good Luck
Ya”, “Thank You” and the last is to play game.
10 Cara yang paling
efektif untuk
meningkatkan
kemampuan
Andadalam bahasa
Inggris:
37 students stated that pronoun exercise is the most efective way
to improve their ability in English, because by pronounce
exercisethey can pronounce words correctly so they can
communicate by English, and by pronounce exercise they can
esercise their tonguein order to use to pronouncing English words.
11 Belajar bahasa Inggris
yang Anda inginkan
12 students stated that they want to learn English seriously but
keep enjoying the teaching learning process, 5 students stated that
86
seperti apa? they want to learn English by clear explanation, 5 students stated
that they want to learn English by fun, effective and 4 other
students stated that adding by quiz.
13 Apa yang masih Anda
ingat tentang
pronoun?
21 students stated that pronoun is “Kata ganti penghubung” which
have function to joining 2 sentences, . 9 students stated that
pronoun is “Kata ganti” such as we, they, I, You, She, He”. 4
students stated thatpronoun is “Question words”.
14 Menurut Anda materi
pronoun itu mudah
atau sulit?
30 students stated that pronoun is difficult materialbecause of
various reasons such as; 10 students stated that they have
difficulty in joining 2 sentences, 5 students do not understand yet
about pronoun, 2 students stated that is complicated, because in
pronoun they learn many words and feel confuse which one will
be used. While 8 students stated that pronoun is easy if we learn it
well, because pronoun is easy to be remembered and easy to be
understood.
87
Appendix 8
The Frequencies of the Answer per Item (Quantitatively)
1
Option F %
TTP -
SP 30 65
S 16 34
2
Option F %
S 8 17
J 37 80
TP 1 2
3
Option F %
T 26 56
BS 19 41
TP -
4
Option F %
TG 36 78
IS 8 17
5
Option F %
FM 5 10
BB 28 82
6
Option F %
Y 18 39
K 19 41
T 6 13
7
Option F %
A 2 4
B 42 91
8
Option F %
R 6 10
S 21 38
W 11 20
L 3 2
G 9 16
F 5 9
9
Option F %
Y 42 91
T 1 2
10
Option F %
A 25 16
B 8 5
C 11 7
D 23 15
E 2 1
F 37 25
G 3 2
H 13 8
I 26 17
12
Option F %
Y 21 45
S 22 47
T 3 6
14
Option F %
S 30 65
SD 8 17
M 8 17
15
Option F %
YB 20 43
T 19 41
R 7 15
KETERANGAN:
Question 1 a. TTP : Tidak Terlalu Penting
b. SP : Sangat Penting
c. S : Sama dengan Pelajaran lain
Q2
a. S : Sering
b. J : Jarang
c. TP : Tidak Pernah
Q3
a. T : Tertarik
b. BS : Biasa Saja
c. TP : Tidak Peduli
Q4
a. TG : Ditunjuk Guru
b. IS : Inisiatif Sendiri
Q5
a. FM : Fokus Mengerjakan
88
b. BB : ada yang Bermain/Bercanda
Q6
a. Y : Ya
b. K : Kadang-kadang
c. T : Tidak
Q7
a. A : Ikut Kurikulum
b. B : Alasan Lain
Q8
a. R : Reading
b. S : Speaking
c. W : Writing
d. L : listening
e. G : Grammar
f. V : Vocabulary
Q9
a. Y : Ya
b. T : Tidak
Q10
a. A : Bernyanyi
b. B : Bermain Peran
c. C : Kerja Kelompok
d. D : Dikte
e. E : Debat/Diskusi
f. F : Melatih Pengucapan Kata-
kata
g. G : Membaca Deangan Suara
Keras
h. H : Banyak Latihan Grammar
i. I : Banyak Latihan Menulis
Q12
a. Y : Ya
b. S : Sedikit
c. T : Tidak
Q14
a. S : sulit
b. SD : Sedang
c. M : Mudah
Q15
a. YB : Yakin Benar
b. T : Tergantung Pemahaman & Soal
c. R : Ragu
89
Appendix 9
The frequencies of pre-questionnaire’s answer per question
No Result
1. 30 students (65% students) stated that English is very important subject and the rest (16%
students) stated that English subject is same as another subjects.
2. 37 students (80% students) stated that they seldom to use English in their daily life, while 8
students (17%) often use English in their daily life, and the rest (1 student) never use
English in his daily life.
3. 26 students (56% students) feel interesting when they see an advertisment which using
English , while 19 student (41 students) said that it is ordinary thing.One student did not
answer this question.
4. 36 students (78% students) stated that they must pointed by the teacher to come forward to
the classroom, while 8 students (17% students) stated that they come forward to the
classroom without asked by the teacher.Two students did not answer this question.
5 28 students(82% students) stated that when they learn in a group there are some students
whho do other thing such as get chat to their friends or playing something, while 5 student
(10% students) stated that in their group, all of the member are focus on the
learning/exercise. 3 studend did not answer this question.
6 18 students(39% students) stated that theymake a connection between what they learn with
their daily life,19 student (41% students) stated that they sometimes do it, while 6 student
(13% students) did not. 3 students did not answer this question.
7 42 students(91% students) stated that they have another reasons in lerning English, 2
students stated that they learn English because it is in the curriculum, so they have to learn
it.2students did not answer this question.
8 From 55 item of answer, 21 students (38%) stated that speaking is the most difficult skill,
followed by writing (11 students =20%) and grammar by 9 students (16%). 2 students did
not answer this question.
9 42students(91% students) stated that English is useful in their life, 1 student stated that
English is not useful in his life, and the rest (2) students did not answer this question.
10 37students(25% of students answer) stated that the most effective way to improve their
90
ability in English is by pronounce exercise, followed by writing exercise by 26 students
(17% of students answer) and the third place is is by singing English songs by 25 students
(16% of students answer).
12 21students(45% students) still remember about pronoun, while 22 student (47% students)
stated that litle bit forgot about but still remember about pronoun,and the rest (3 students)
do not remember anymore.
14 30students(65% students) stated that pronoun is difficult material, while 8 student (17%
students) stated that pronoun is not too easy but also not too difficult and the rest (8
students) stated that pronoun is an easy material.
15 20students(43% students) stated that they will answer correctly, while 19 student (42%
students) stated that it depend on their understanding and depend on the difficulty level of
the questions and the rest (7 students) wrote they will answer doubtful.
91
Appendix 10
Pedoman Observasi
Tempat Observasi :
Waktu observasi :
Nama observer :
*: Pada hari ini, kegiatan tersebut tidak dilakukan
Notes:________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
No Aspek yang diamati Jumlah siswa Ket
1 Menjawab salam
2 Menjawab saat ditanyakan kabar
3 Menjawab pertanyaan saat apersepsi
4 Menjawab pertanyaan saat brainstorming
5 Membuat dan mengumpulkan PR
6 Memperhatikan penjelasan guru
7 Menanyakan yang belum jelas
8 Berinisiatif menjawab, menyanggah dan memberi tanggapan
secara lisan
9 Mengerjakan latihan latihan/tugas
10 Membentuk kelompok
11 Mengerjakan soal pre tes
12 Mengerjakan soal post test
13 Memperhatikan saat membahas soal pre/post test
14 Berinisiatif untuk perform
15 Membuat kesimpulan
92
Appendix 11 THE QUESTIONS FOR PRE TEST 1
Complete the blanks by circled a word in the bracket properly! 1. Nilai mereka bagus «»…. score is good (they, their, them, theirs)
2. Kami menyukai sekolah ini «» …. love this school (we/us/our/ours)
3.
4. Buku itu milikku «» the book is …. (I/my/me/mine)
5. Kelompok kita harus menang «» …. group must win (we/us/our/ours)
6. Penghapus itu milik mereka «» this eraser is …. (they, their, them, theirs)
7. Bangunkan aku jam 05.00 «» wake …. up at 05.00 (I/my/me/mine)
8. We have a green pillow and we love …. (menyukainya (it/ its)).
9. Jaka is lucky boy, because …. mother (ibunya (he/ his/him)) is a good doctor.
10. Feri is anger boy, so don’t disturb … (mengganggunya (he/ his/him)).
11. Dinda is clever, so …. teacher (guru kami (we/us/our/ours)) likes …. (menyukainya
(her/she/hers)).
12. Brandon is very cute, … (kami (we/us/our/ours))
love …. (menyukainya (he/ his/him)).
13. Linda is very diligent, … (dia (her/she/hers)) always help …. mother (ibunya
(her/she/hers)).
14. J.K. Rolling is a famous author, …. novels (novelnya)
(her/she/hers)) are always sold on.
15. Mita and I have same book, but …. (milikku (I/my/me/mine)) is thicker than …. (milik
Mita (her/she/hers))
Rambutmu indah«» …. hair is beautiful (you, your, yours)
93
Appendix 12
THE QUESTION FOR THE POST-TEST 1
FILL THE BLANKS BY CHOOSE: ….. = SAYA a. I b. my c. me
d. mine.
“ “ = KAMI/KITA a. we b. our c. us d. ours
_ _ _ = KAMU/KALIAN a. you b. your c. yours
[ ] = MEREKA
a. they b. their c. them d. theirs
<> = DIA (LK) a. he b. him c. his
( ) = DIA(PR) a. she b. her c. hers
{ } = INI (BENDA)
a. it b. its
1. (Datang dan bergabung dengan kami) Come and join “ “
2. (Aku tahu aku bisa lebih kuat) ….. know …… can be stronger
3. (Tanpa mu, aku menyerah) Without _ _ _, ….. give up
4. (Bekali aku dengan pemahaman) Provide …. with some understanding
5. (Aku melihat pagi, ini (pagi itu) dihancurkan dengan senjata)
…… saw the morning, { } was shattered by a gun
6. (Aku melihat seorang ibu, dia sedang berdoa untuk anak nya)
….. saw a mother, ( ) was praying for ( ) son
7. (Bawa dia kembali, biarkan dia hidup, jangan biarkan dia mati)
Bring <> back, let <> live, don’t let <> die
8. (Bagaimana mereka tersapu, bagaimana mereka berdarah, bagaimana mereka mati)
How [ ] wept, how [ ] bled, how [ ] died
9. (Bahkan aku mencoba untuk melupakan mu) Even ….. try to forget _ _ _
10. (Berdirilah disana dan dengar aku menangis) Just gonna stand there and hear …. Cry
11. (Hidup ku petualangan ku) ….. live …. Adventure
12. (Aku akan ada di sana untuk mu) …… will be there for _ _ _
13. (Untuk membuka mata ku, untuk menjadi semua yang aku bisa)
To open …..eyes to be all ….. can be.
14. Andi : (akuakan menjual gitar ku)…. will sell my guitar
Odank : (mau kau jual berapa?)how much _ _ _ will sell it
Andi : Rp. 125.000
15. (Tolong maafkan aku) Please forgive …..
59
Appendix 13_____
THE QUESTIONS FOR PRE-TEST 2
FILL THE POINT BLANKS BY CHOOSE:
….. = SAYA
a. I
b. my
c. me
d. mine.
“ “ = KAMI/KITA
e. we
f. our
g. us
h. ours
_ _ _ = KAMU/KALIAN
a. you
b. your
c. yours
[ ] = MEREKA
e. they
f. their
g. them
h. theirs
<> = DIA (LK)
d. he
e. him
f. his
( ) = DIA (PR)
d. she
e. her
f. hers
{ } = INI (BENDA)
c. it
d. its
1. (Kita adalah pemenang, wahai teman ku) “ “ are the champions, …… friends
2. (Aku tidak bisa memegang tangan mu) …… can’t hold _ _ _ hand
3. (Para orang tua harus menjaga anak mereka) The parents must keep [ ] children
4. (Bangunkan aku saat hujan di bulan September) Wake … up when September ends
5. (Jangan sakiti aku) Don’t hurt …..
6. (Ketika ku lihat wajah mu, tidak ada lagi yang ingin ku ubah, karena kamu mempesona, kamu apa
adanya) When …… see _ _ _ face, there is no other thing that …… would change, because
_ _ _ are amazing, just the way _ _ _ are
7. (Dunia mu adalah dunia ku) _ _ _ world is …. world
8. (Nafas ku adalah nafas mu) …. breath is _ _ _ breath
9. (Kau akan jadi wanita nomer satu ku) _ _ _ 'll be …. number 1 girl
10. (Kamu bisa membakar masjid kami, rumah kami dan sekolah kami)
_ _ _ can burn up “ “ mosques and “ “ homes and “ “ schools
11. (Tapi semangat kami tidak pernah mati) But “ “ spirit will never die
12. (Mereka datang dengan tenk mereka dan pesawat mereka)
[ ] came with [ ] tanks and [ ] planes.
13. (Tidak ada rahasia antara kita) Therre is no secret between “ “
14. (Ini adalah takdir kita, aku adalah milikmu) This is “ “ fate, I’m _ _ _
15. (Garuda di dada ku) Garuda on …. chest
59
Appendix 14
THE QUESTION FOR THE POST-TEST 2
1.
2. Dapatkah kamu tinggalkan aku sendiri? «» can …. leave …. alone?
3. Apakamu melihat sepatu ku? «» do …. see …. shoes?
4. Aku tidak mengambil tasmu «» …. don’t take … bag
5. Mereka puas dengan pelayanan kita «» …. are satisfied with …. Service
6. Aku merindukan ayah ku «» …. miss …. Father
7. Dia adalah paman ku «» …. is …. Uncle
8. Bolehkah aku meminjam penggaris mu? «» may …. borrow …. Ruler?
9. Ibu ku membelikan kutas baru «» …. mother bought …. new bag
10. Kakak mu mengirimkan aku sebuah surat «» …. brother sent … a letter
11. Dapatkah kau memebantu ku? «» can …. help ….?
12. Aku akan selalu menjadi penyelamat mu «»
….. will always be ……. saviour
13.
14. Kau harus menutup mata mu «» ….. have to close ….. eyes
15. Ada pelangi di mata mu «» There is a rainbow in ……. eyes
16. Aku pikir aku akan menikahi mu «» ….. think ….. want to marry ….
17. Aku mau mengatakan selamat jalan pada mu «»….. want to say good bye to …..
18. Ada sesuatu yang buruk di hati ku «» There is something bad in …. heart
19. Mereka menyukai penampilan kita «» …. are satisfied with …. service
20. Aku menemukan uang mu «» …. found …. Money
Apakah kau menyukai kaus ku?
Do …. Like …. T-shirt?
Allah ku kabulkandoakami«» …. Allah grant …… wish
60
Appendix 15
The Questionnaire for students (post) essay
1. Bagaimana pendapat kamu belajar dengan mengunakan CTL? Alsannya?
2. Apakah belajar dengan menggunakan metode CTL bisa meningkatkan pemahaman kamu dalam
belajar, khususnya saat materi personal pronoun?
3. Apakah kamu menemukan kesulitan saat belajar mengguanakan metode CTL?
4. Apa yang kurang/perlu diperbaiki dari pembelajaran bahasa Inggris seperti yang saya terapkan?
61
Appendix 16
THE KEY ANSWER OF THE TESTS
No
KEY ANSWER
PRE-TEST 1 POST-TEST 1 PRE-TEST 2 POST-TEST 2
1 Their Us We You
2 We I My My
3 Your I I You
4 Mine You Your Me
5 Our I Their You
6 Theirs Me Me My
7 Me I Me I
8 It It I Your
9 His I Your They
10 Him She I Our
11 Our Her You I
12 Her Him You My
13 We Him Your He
14 Him Him My My
15 She They My I
16 Her They Your Your
17 Her They You My
18 Mine I My Me
19 Hers You You Your
20 Me Our Me
21 My Our You
22 My Our Me
23 I Our I
24 You They Your
25 My Their My
26 I Their Our
27 I Us You
28 My Our Your
29 I Yours Your
30 Me My Our
31 I
32 You
33 My
34 They
35 Our
36 I
37 Your
62
Appendix 17
THE DETAIL OF PRE-TEST 1
Upper Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 BENAR NILAI
X5 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 14 73
X6 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 14 73
X8 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 14 73
X12 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 15 78
X13 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 14 73
X17 √ √ √ √ √ √ √ √ √ √ √ √ √ 13 68
X33 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 15 78
X34 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 14 73
X35 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 15 78
X36 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 15 78
X37 √ √ √ √ √ √ √ √ √ √ √ √ √ 13 68
X44 √ √ √ √ √ √ √ √ √ √ √ √ √ 13 68
Lower
X1 √ √ √ √ √ √ 6 31
X3 √ √ √ √ √ √ √ √ 8 42
X7 √ √ √ √ √ √ √ 7 36
X9 √ √ √ √ √ 5 26
X11 √ √ √ √ √ √ √ 7 36
X14 √ √ √ √ √ √ 6 31
X18 √ √ √ √ √ √ √ 7 36
X24 √ √ √ √ √ √ √ 7 36
X29 √ √ √ √ √ √ √ √ 8 42
X31 √ √ √ √ √ √ √ √ 8 42
X32 √ √ √ √ √ √ √ √ 8 42
X42 √ √ √ √ √ √ √ √ √ 9 47
63
Appendix 18
Validity of Questios of pre-test 1
No. Item Index of Discrimination Index of Difficulty Remark
1 GOOD MEDIUM USED
2 OK LOW USED
3 OK LOW USED
4 GOOD MEDIUM USED
5 OK MEDIUM REVISED
6 OK HIGH VERY GOOD
7 GOOD MEDIUM USED
8 VERY GOOD HIGH USED
9 OK MEDIUM REVISED
10 OK MEDIUM REVISED
11 GOOD HIGH USED
12 OK MEDIUM REVISED
13 OK LOW USED
14 GOOD MEDIUM USED
15 GOOD MEDIUM USED
16 OK LOW REVISED
17 GOOD MEDIUM USED
18 OK HIGH USED
19 OK HIGH USED
64
Appendix 19
The Detail of post-test 1
Upper Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20
X2
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X8 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X17 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X19 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X23 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X31 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X36 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X38 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X41 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X42 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X46 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Lower
X11 √ √ √ √ √ √ √ √ √ √ √ √ √
X12 √ √ √ √ √ √ √ √ √ √ √ √ √
X14 √ √ √ √ √ √ √ √ √ √ √ √ √ √
X15
√ √ √ √ √ √ √ √ √ √ √ √
X16 √ √ √ √ √ √ √ √ √ √ √ √ √
X18 √ √ √ √ √ √
√ √ √ √
X22 √ √ √ √ √ √ √ √ √ √ √ √ √ √
X29 √ √ √ √ √ √ √ √ √ √ √ √ √ √
X32 √
√ √ √ √ √
√ √ √ √
X33 √ √ √ √ √ √ √ √ √ √ √ √
X34 √ √ √ √ √ √ √ √ √ √ √ √
X40 √ √ √ √ √ √ √ √ √ √ √ √
65
Upper Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Bnr Nilai
X2 √ √ √ √ √ √ √ √ √ √ 28 93
X3 √ √ √ √ √ √ √ √ √ √ 27 90
X8 √ √ √ √ √ √ √ √ √ √ 30 100
X17 √ √ √ √ √ √ √ √ 25 83
X19 √ √ √ √ √ √ √ √ 25 83
X23 √ √ √ √ √ √ √ √ 25 83
X31 √ √ √ √ √ √ √ √ √ √ 25 83
X36 √ √ √ √ √ √ √ √ 25 83
X38 √ √ √ √ √ √ √ √ √ 25 83
X41 √ √ √ √ √ √ √ √ √ √ 27 90
X42 √ √ √ √ √ √ √ √ √ 27 90
X46 √ √ √ √ √ √ √ √ √ √ 27 90
Lower
X11 √ √ √ √ √ √ √ √ 21 70
X12 √ √ √ √ √ √ √ 20 67
X14 √ √ √ √ √ √ √ √ 22 73
X15 √ √ √ √ √ √ √ √ 21 70
X16 √ √ √ √ √ √ √ √ 21 70
X18 √ √ √ √ √ √ √ 17 56
X22 √ √ √ √ 18 60
X29 √ √ √ √ √ √ √ √ 22 73
X32 √ √ √ √ √ √ √ √ √ 19 63
X33 √ √ √ √ √ √ √ √ 20 67
X34 √ √ √ √ √ √ √ √ 20 67
X40 √ √ √ √ √ √ √ 19 63
66
Appendix 20
Validity of Questions of post-test 1
No. Item Index of Discrimination Index of Difficulty Remark
1 GOOD MEDUIM USED
2 OK LOW USED
3 OK MEDIUM REVISED
4 OK LOW USED
5 OK LOW USED
6 OK MEDIUM REVISED
7 OK LOW USED
8 OK MEDIUM REVISED
9 OK LOW USED
10 GOOD MEDIUM USED
11 OK LOW USED
12 OK MEDIUM REVISED
13 OK MEDIUM REVISED
14 GOOD MEDIUM USED
15 OK LOW USED
16 OK LOW USED
17 BAD HIGH DROP
18 OK LOW USED
19 OK LOW USED
20 OK HIGH USED
21 OK LOW USED
22 BAD HIGH DROP
23 OK LOW USED
24 OK LOW USED
25 OK MEDIUM REVISED
26 GOOD MEDIUM USED
27 OK LOW USED
28 OK LOW REVISED
29 BAD HIGH DROP
30 OK MEDIUM REVISED
67
Appendix 21
The Detail of pre-test 2
Upper Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20
X5 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X8 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X9 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X11 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X13 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X15 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X24 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X27 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X29 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X30 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X43 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X45 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Lower
X1 √ √ √ √ √ √ √ √ √ √ √ √
X2 √ √ √ √ √ √ √ √ √ √ √ √ √ √
X19 √ √ √ √ √ √ √ √ √ √ √ √ √ √
X21 √ √ √ √ √ √ √ √ √ √ √ √
X25 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X26 √ √ √ √ √ √ √ √ √ √ √
X28 √ √ √ √ √ √ √ √ √ √ √ √ √
X33 √ √ √ √ √ √ √ √ √ √ √ √
X34 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X36 √ √ √ √ √ √ √ √ √ √ √ √ √
X38 √ √ √ √ √ √ √ √ √ √ √ √ √ √
X40 √ √ √ √ √ √ √ √ √ √ √ √ √ √
68
Upper Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Benar Nilai
X5 √ √ √ √ √ √ √ √ 25 83
X8 √ √ √ √ √ √ √ √ √ 26 87
X9 √ √ √ √ √ √ √ √ 26 87
X11 √ √ √ √ √ √ √ √ 27 90
X13 √ √ √ √ √ √ √ √ 26 87
X15 √ √ √ √ √ √ √ √ √ 25 83
X24 √ √ √ √ √ √ √ 27 90
X27 √ √ √ √ √ √ √ √ 26 87
X29 √ √ √ √ √ √ √ √ 25 85
X30 √ √ √ √ √ √ √ √ 26 87
X43 √ √ √ √ √ √ √ √ 27 90
X45 √ √ √ √ √ √ √ √ √ 26 87
Lower
X1 √ √ √ √ √ √ √ 19 63
X2 √ √ √ √ √ √ 20 67
X19 √ √ √ √ √ √ √ 21 70
X21 √ √ √ √ √ √ 18 60
X25 √ √ √ 18 60
X26 √ √ √ √ √ √ √ 18 60
X28 √ √ √ √ √ 18 60
X33 √ √ √ √ √ √ √ √ 20 67
X34 √ √ √ 19 63
X36 √ √ √ √ √ √ √ 20 67
X38 √ √ √ √ √ √ 20 67
X40 √ √ √ √ √ √ √ 21 70
69
Appendix 22
Validity of Questions of pre-test 2
No. Item Index of Discrimination Index of Difficulty Remark
1 OK LOW USED
2 OK LOW USED
3 VERY GOOD MEDIUM USED
4 OK MEDIUM REVISED
5 GOOD LOW USED
6 OK LOW USED
7 OK LOW USED
8 OK MEDIUM REVISED
9 OK LOW USED
10 OK LOW USED
11 OK LOW USED
12 OK LOW USED
13 OK MEDIUM REVISED
14 OK MEDIUM REVISED
15 BAD HIGH DROP
16 OK MEDIUM REVISED
17 OK LOW USED
18 OK LOW USED
19 OK LOW USED
20 OK MEDIUM REVISED
21 OK MEDIUM REVISED
22 OK MEDIUM REVISED
23 OK MEDIUM REVISED
24 OK LOW USED
25 GOOD MEDIUM USED
26 OK LOW USED
27 OK HIGH USED
28 GOOD MEDIUM USED
29 OK LOW USED
30 BAD HIGH DROP
70
Appendix 23
THE DETAIL OF POST-TEST 2
Upper Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20
X3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X5 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X6 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X7 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X8 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X12 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X17 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X18 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X27 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X30 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X35 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X41 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Lower
X1 √ √ √ √ √ √ √ √ √ √ √ √ √ √
X2 √ √ √ √ √ √ √ √ √ √ √ √ √ √
X9 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X20 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X22 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X26 √ √ √ √ √ √ √ √ √ √ √ √ √ √
X28 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
√
X29 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
√
X33 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X34 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X38 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
X43 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
71
Upper Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Q31 Q32 Q33 Q34 Q35 Q36 Q37 Benar Nilai
X3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95
X5 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 97
X6 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 97
X7 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95
X8 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 97
X12 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95
X17 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 97
X18 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95
X27 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 36 97
X30 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95
X35 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95
X41 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 35 95
Lower
X1 √ √ √ √ √ √ √ √ √ √ √ √ √ 27 74
X2 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 28 76
X9 √ √ √ √ √ √ √ √ √ √ √ √ √ 28 76
X20 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 31 84
X22 √ √ √ √ √ √ √ √ √ √ √ √ √ 28 76
X26 √ √ √ √ √ √ √ √ √ √ 24 65
X28 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 31 84
X29 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 31 84
X33 √ √ √ √ √ √ √ √ √ √ √ √ √ √ 31 84
X34 √ √ √ √ √ √ √ √ √ √ √ √ √ 31 84
X38 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 31 84
X43 √ √ √ √ √ √ √ √ √ √ √ √ 27 74
72
Appendix 24
VALIDITY OF POST-TEST 2
No. Item Index of Discrimination Index of Difficulty Remark
1 OK LOW USED
2 OK LOW USED
3 OK LOW USED
4 OK LOW USED
5 OK LOW USED
6 OK LOW USED
7 OK LOW USED
8 OK LOW USED
9 OK MEDIUM REVISED
10 OK LOW USED
11 OK LOW USED
12 BAD HIGH DROP
13 OK LOW USED
14 OK LOW USED
15 OK LOW USED
16 OK LOW USED
17 GOOD MEDIUM USED
18 OK MEDIUM REVISED
19 OK MEDIUM REVISED
20 GOOD MEDIUM USED
21 OK LOW USED
22 OK LOW USED
23 OK LOW USED
24 OK LOW USED
25 OK LOW USED
26 OK MEDIUM REVISED
27 OK LOW USED
28 OK LOW USED
29 OK LOW USED
30 GOOD MEDIUM USED
31 OK LOW USED
32 OK LOW USED
33 OK LOW USED
34 BAD HIGH DROP
35 OK LOW USED
36 OK LOW USED
37 OK LOW USED
