USING
CONDITIONAL SENTENCE TYPE 2
Aldino Anjas Bagaskara
1420302195
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHERS TRAINING TIDAR
UNIVERSITY
MAGELANG
2017
|
CHAPTER I INTRODUCTION
This chapter presents the introduction, which is consisting of the
background of
the research, the limitation of
the problem, the formulation of
the problem, the objective of the
study, and
the significance of the
study.
A. The Background of The
Research
All people in this world need to communicate with each other. When they communicate, they use a language absolutely. It can be spoken or written
form. “Language
is
a
system
for
the
expression
of
meaning”. By using
language, people
can
convey what
they need, they want,
and they mean.
According to Steven E. Weisler and Slavko Milekic, “language is an amazing flexible tool that allows us a vast range of expressiveness”.
So that, for expressing and
communicating what they
mean,
they absolutely need
a language.
Today, English has an important role in education curriculum, and one of
the most influential languages in the world. English is not only
used in education, but also in many sectors of life such as politics, science and
technology, trading, and so on. Nowadays
we had been
facing a
great challenge
in this global era. Anna
Pakir states on her book
that “one of the greatest challenges facing language teachers in the classroom today is the
rapid development of English as
a
lingua
franca for
an inter-connected
world”. The
teachers should be ready for great challenge above because
English is developed rapidly as
a lingua franca for inter-connected
world.
In mastering English, the students
need to understand the English skill,
because
gaining a new
language necessarily involves
developing four
modalities in varying degrees and combinations; listening, reading, speaking, and writing.
They
are supported by English components, such as grammar, vocabulary and pronunciation. If they master all above, they may be able to
use English in spoken or written
communication.
Meanwhile,
students who learn English will find a number of problems, especially with grammar as a component of English. “Grammar is the correct
usage of the English language”. When they want to communicate either spoken or written, it should be correct. So, what they want to convey will be
understood
by others. The students sometimes find the difficulties in learning English at this component. They think of grammar is a difficult subject and it is confusing
and hard to understand.
Grammar need to be taught appropriately because it is the basic element of
a language. Without the proper knowledge of grammar, the learners will find
many problems to express their ideas and built up sentences for communication.
There are many aspects discussed in English grammar. One of them is Conditional sentence. It is usually
discussed after the basic verb forms.
“Conditional sentence
is the sentence contains
two clauses: a
dependent clause
beginning
with
if (or another conjunction
performing
the
same
general
function) and a main clause”. Conditional sentence as a part of grammar
rules sometimes makes
the students confused moreover
on conditional
sentence type 2 (unreal conditional sentence). Unlike conditional sentence type I
that may be easier to understand because it has not a change in the verb.
“Unreal conditional sentences are
difficult for foreign students to understand because it seems that the truth value of a sentence is the opposite of the way
the sentence
appears”.
Therefore
students
will find some difficulties
in
learning conditional sentence because the value of a sentence is the opposite
of the
way the sentence
appears, so that they often
misunderstand the meaning.
Besides, the students’ problem in learning conditional sentence is related
to their previous knowledge in English. They have not mastered the simple past and also they
have not mastered the irregular verb, so they face the difficulties in the verb
change in conditional sentence
type
2. “Ron Cowan stated on his book that the students
have difficulties in mastering appropriate
tense sequences
across
clauses”.
Teaching and learning can be successful when the students can directly
feel the advantages of learning materials
by experiencing and learning it. There are many other factors supporting teaching and learning process, such
as
the using of appropriate media, learning materials which support
teaching
learning process, class management, and teacher's method in conveying the
subjects, it means the teachers’ ability
and
creativity
in developing and
conveying
the materials
in
learning process optimally. The
teachers
must
apply the appropriate
method in teaching and learning process.
To improve students’
ability in using conditional sentence type 2, the
teachers need to have the
appropriate method to present the
material in teaching and learning
process. Because “method is an overall plan for the
orderly presentation of language material, no contradicts,
and all of which is
based upon,
the selected
approach”.
If the teachers
use
an appropriate
method, the students
will understand well and get high motivation to learn
English.
The writer use Contextual Teaching Learning as a suitable method in teaching conditional sentence to improve students’
ability in using
Conditional
Sentence Type 2. Students will get higher ability and get the materials optimally when the material is related to their daily life. “Contextual Teaching Learning is a conception that helps teacher relate subject matter content to real world
situation and
motivates
students
to
make
members, citizens, and
others”. It means that when teaching learning process, the materials should
be connected to the real life
so the students will have critical and creative thinking. By using CTL, the
students
may be
able to make
connections between what they are learning and
how that knowledge will be used.
Based on the
background above, the
writer is interested to choose
the title of her research that is Improving Students’ Ability in Using Conditional Sentence Type 2 through Contextual Teaching Learning.
B. The Limitation
of the
Problem
To clarify the problem, the writer limits this research in using ccontextual teaching learning to improve students’ ability
in using conditional sentence
type 2 at the second grade students
of SMAN 1 Salaman
C. The Formulation
of the Problem
The writer formulates the
problem as follows:
“Can Contextual Teaching
and Learning improve students’ ability in using
conditional sentence type 2?”
D. The Objective
of the Study
The objective of the study
in this Classroom Action Research is the writer
would like to find out whether contextual teaching
and
learning can improve students’ ability in
using conditional sentence type 2
or not?
E. The Significance
of the Study
This study is expected to give the contribution to the English teachers, the
students, the school principal, and exclussively
to the writer to try contextual
teaching learning method to relate students’
real world situation and materials they
get. Furthermore, the English teachers are hoped to explore their English teaching technique, especially in teaching conditional sentence type 2. The
writer hopes that
this technique will help the
teacher and the student in teaching and learning process.
CHAPTER II THEORETICAL FRAMEWORK
This chapter discusses about the theoretical framework which is consisting
of conditional sentence
and contextual teaching and
learning. Conditional sentence consists
of definition, type
of conditional sentence, form, and the use of conditional sentence type
2, whereas contextual teaching and learning consists of the nature of contextual teaching and learning, components, strategies, and the
benefits
of contextual teaching and
learning.
A. Conditional Sentence
1. The Definitions of Conditional Sentence
Conditional sentence is almost appears in every English textbook.
It
usually comes after the chapters that present some of basic verb form or somewhere in
more advanced
section of the
book.
There are a lot of definitions
of conditional sentence from the language experts. According to
Marianne Celce-Murcia and Dianne Larsen-Freeman “conditional sentence is the sentences consisting of two
clauses, a subordinate
clause,
and a main clause”.
George E. Wishon stated that “conditional sentence
is the sentence
contains two clauses: a dependent clause beginning with if (or another
conjunction
performing the same general
function) and
a main clause”.
In another
definition of conditional sentence from Martin Parott
“conditional sentences consist of two clausesa main („conditional‟)
clause containing
a
verb with a form
with
will
or
would,
and a subordinated clause that is
introduced by if.”
Based on
the
definitions above, the writer concludes that conditional sentence
is a sentence which consists
of two clauses; a main clause which containing modal auxiliary and a subordinated clause which begins with
if, unless or adverb clauses.
2. The Types of Conditional Sentence
There are three
different types of conditional sentences. Each type
is composed of a different combination of tenses. According to Marianne C.
Murcia and Larsen Freeman “conditional
sentence is divided
into three types”, they are:
a. Future conditional :
If I have money, I will take a vacation b. Present conditional : If I had money, I would take a vacation
c.
Past conditional :If I had had money, I would have taken a
vacation.
George E. Wishon
also
stated that there
are three
types of conditional sentences:
a. Future-Possible Condition b. Present-Unreal Condition
c. Past-Unreal Condition.
In the first type, the
sentence expresses a future-possible condition refers to an action that may or not may take place in the future. The
present tense of the verb is used in the if clause,
and
the future tense is used
in the main clause.
In present-unreal condition, the sentence
describes a situation which
does not exist or unreal. We do not expect the condition in the if clause to
become a fact. The past tense
of the verb is used in
the if clause, and
the modal would, should, could, and might
are used in the main
clause.
In this type, the subjunctives were in the if clause is used for all persons: if
I were, if he were,
if we were, if you were, etc.
The third type of conditional sentence is past-unreal condition. This conditional sentence
indicates past time and indicates an unreal and unfulfilled situation. In this conditional sentence, the past perfect is used in the if clause, and would have,
should have, could have, and might have are
used in the main clause.
3. The Form of
Conditional sentence
As stated in chapter I, the writer has limited the discussion only
at conditional sentence type 2, but it is necessary
to know the basic forms of
each types of
conditional sentence.
Table 2.1
The Basic forms
of three types
of conditional
sentence
|
MEANING OF
THE
“IF CLAUSE”
|
VERB FORM IN
THE
“IF CLAUSE”
|
VERB FORM
IN THE “RESULT
CLAUSE”
|
EXAMPLES
|
|
True
in the present/ future
|
Simple present
|
Simple present, Simple future
|
(a) If I have enough time, I write to
my parents every week.
(b) If I have enough time tomorrow,
I will write to my parents.
|
|
Untrue
In the present/future
|
Simple past
|
would +
simple form
|
(c) If I had
enough time, I would
write to my parents. ( in truth, I do not have enough time, so I will
not write them.)
|
|
Untrue in the past
|
Past perfect
|
Would have +
past participle
|
(d)
If
I
had had enough time, I
would have written to my parents yesterday.
(In truth, I did not have
enough time,
so I did not write to them.)
|
After the writer distinguishes three types of conditional sentence,
the writer presents
the
form of conditional sentence type 2 further.
Here are the forms of conditional sentence type 2:
Table 2.2
Form of Conditional Sentence Type 2
|
Affirmative statements
|
||
|
If Clause: Simple Past
|
Result Clause: Would + Base Form of
Verb
|
|
|
If I knew his telephone number
|
I would call him
|
|
|
Negative Statements
|
||
|
If I did not know his telephone number
|
I would not call
him
|
|
|
Yes/No Question
|
||
|
Result Clause
|
If Clause
|
|
|
Would I call him
|
If I knew his telephone number?
|
|
|
Wh-Questions
|
||
|
What Would you do
|
If you knew his telephone number
|
|
|
Short Answer
|
||
|
Affirmative
|
Negative
|
|
|
Yes, I would
|
No, I would not
|
|
General variants
of conditional
sentence type 2
The followings are possible
variants of conditional sentence type 2:
1. Using progressive verb
form
If
it were not raining, I
would go for a walk
2. Using could, might, and should
If
I were a bird, I could fly
If you were a better student, you might get
better grades
I shouldn’t get to
sleep at all if I lived
next the noise
3. Omitting
If
Were I you,
I wouldn’t do that
4. Verb form following wish
I wish I could speak Japanese
5. Using as if
She talked to him as
if he were a child
4. The Use of
Conditional Sentence Type
2
Every type of conditional sentence has
a specific form and usage.
The writer will try to
describe the use
of conditional sentence of
type
2.
a. It can describe improbable future event or situation. The condition is unlikely to be fulfilled because the future event is unlikely to happen.
If the result of the test
were positive, we would call you within two days.
b. It can also describe a hypothetical current situation or event, i.e.
one which is contrary to known facts. It is therefore impossible to fulfill the condition:
If the police were confident of their case against
Sykes, surely they wouldn’t
hasitate to take him into custody? (The police aren‟t
confident of their case.)
Beside, the second conditional is used to express a variety functions:
§ Giving advice
If I were you, I would take her
out of that school.
§ Polite request
If you could
deal with this matter,
I’d be
very grateful.
§ Desire/regrets
If we didn’t have to work so hard,
we could spend more time
together.
B.
Contextual Teaching and
Learning
1. The Nature of Contextual Teaching and Learning
In teaching and learning process the students
need to get interesting
method. They want to get the teaching method which is more fun and easy to be
understood. Unlike the conventional point of view
that knowledge which is given from the teacher should be memorized by the students. They
have to memorize the concepts what the teachers gave. While,
students will understand the materials if they
connect the subject with their
real life and it will be saved in long-term memory, and they
do not need to
memorize compulsory. Contextual teaching
and learning will improve
students‟ ability because it relates the students‟
real life to the subject
matter.
“Contextual Teaching Learning system
is an
academic
material
they
are studying by connecting academic subjects with the context of
their daily lives, that is, with the context of their personal, social, and cultural
circumstances”.
Susan Sears stated in her book that “contextual teaching
learning is a concept
that helps teachers relates subject matter to real-world
situation”.
By using Contextual Teaching Learning, students
connect the subject to their context in real life situation. Making these connections,
students see meaning in
schoolwork. When students formulate projects or identify
interesting problems, when
they make
choices
and accept
responsibility, search out
information and reach conclusion,
when they actively choose, organize, touch, plan, investigate, questions, and make
decisions to reach objectives, they connect academic content to the context of life‟s situation, and
through those
way the student will discover meaning. It
means
that
students
can get
high understanding
in their learning.
From the definitions above, the writer
concludes that contextual
teaching and learning is a concept that helps teacher and students to relate academic material in teaching and learning process to the real word situations.
2. The Components
of Contextual Teaching
and
Learning
Here
are
seven components of contextual teaching learning:
1. Constructivism
Constructivism is a
process to motivate or to organize
new experience in students‟ cognitive structure based on their
experience. In constructivism, knowledge can be formed by
two importance factors; they
are the object which is the source of the observing, and
the ability of the subject to interpret the object
itself.
2. Inquiry
Inquiry is the core of CTL process. While designing the tasks of activities in class, teachers should refer to an inquiry activity both
in reading and speaking. Knowledge and skill that achieved by the students expected not from remembering the facts, but from self
inquiry. The cycles of inquiry are observation, questioning, hypothesis data and gathering and
conclusion.
3. Questioning
Questioning is not new strategy. In teaching
and
learning process,
teachers have already
applied this strategy. What is new is that
questioning is not only monopolized by the teacher but also is asked by the students. It is natural to say that curiosity means
questioning. If someone in curious about something, she/he will ask questions concerning the things she/he is observing. Good questions can raise students‟
interest, motivate them and lead to attract their attention to the phenomena observed.
4. Learning community
Learning community
suggests that the result of teaching and
learning is resulted from doing
tasks with other student in group. In
other word sharing
is needed among friends, other groups, and
between make out person and
not.
5. Modeling
Basically, modeling is verbalization of ideas, teacher demonstrates
students to study and acting what the teacher need to be
implemented by students. Modeling
activity can be summarized
into demonstrates the teacher‟s opinion and demonstrates
how does the teacher wants
the
students learn.
6. Reflection
Reflection is the ways of thinking about what
the students have learned and thinking about what the students
have done in the past. Reflection is a figuration of activity and knowledge that just have
received. Teacher need to do the reflections in the
end
of teaching learning
process. In the end of teaching learning process, teacher spends
a little time and ask
student
to do the reflection.
7. Authentic Assessment
Authentic assessment is the process of collecting the data that can
give the description
of
student
learning
development.
In the process of learning
not only the
teacher that can
be
placed
to
provide accurate assessments of students‟ performance, but also students can be extremely effective at monitoring and judging their own language production.
3. The Strategies
of Contextual Teaching
and
Learning
The following are the strategies
of CTL:
a. Problem-based
Contextual Teaching
Learning (CTL) can begin with a simulation
or real problem. Students use
critical-thinking
and systematic approach to inquiry the problem or issue. Students may also draw
upon multiple content
areas to solve
their problems. Worthwhile
problems that are relevant to students‟ families, school experience, workplace, and communities hold greater personal meaning for
students.
b. Using multiple
context
Theories of situated cognition suggest that knowledge cannot be
the physical and social context in which it develops. How
and
where a person acquires and creates knowledge is very
important. CTL experiences are enriched when
students learn skills in multiple
contexts, such as
school, community, workplace,
and family.
c. Drawing upon
student diversity
Diversity is a valuable resource for the learning all of participants
in the
classroom community. From the diversity, the
students can work together to achieve real goals with others who are
quite different from themselves, they learn to understand and value different
viewpoints and abilities and to collaborate effectively with students
tend to retain higher-level knowledge and skills longer when their learning experience by contexts
that
are
close to real life as possible.
d. Supported 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
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.
4. The Benefits of Contextual
Teaching Learning
The followings are the benefits of contextual teaching learning:
Students are the subject
of study (active)
Students learned by grouping activities, discussion, and sharing
knowledge
Learning process is
connected to the real world situation
Students‟ abilities
are
achieved through
their experiences
Students have responsibilities to organize and
to
develop
the
learning process
The ‘setting’ of learning
process
is contextually.
C. The Previous Related Studies of Conditional Sentence Type 2.
Many researchers have taken conditional sentence type 2 for their research to get
the
students‟ problems
in
learning
it. The previous researchers
used various methods in solving students‟ problems.
Widji Widjayanti stated that “the students
who learn conditional sentence may understand the syntactic change of each type, but they may
have difficulties in understanding
the semantic
all types”. Conditional sentence type 1 may be easier
to understand since it has same meaning in
Indonesian, but both conditional sentence type 2 and conditional sentences type 3 may cause problems since according to the students
these types do not exist in Indonesian language. Indonesian students do not realize that
unlike conditional sentence type 1, both conditional sentence type 2 and conditional sentence type 3 cannot be translated as jika, but seandainya. As in
If I had wings,
I would fly to the moon, which should be translated as seandainya (not jika) saya punya
sayap, saya akan
terbang
ke bulan. Students‟ awareness of differences in the meaning of the three conditional
sentences can
be
seen
through the way
they translate
the
conditional sentence.
From the stated above the writer concluded that the students still
have difficulties in the form and usage of
conditional sentence type2, and
they often make the mistakes that conditional sentence type 2 refers to
present not past time.
In another studies, Lia Nurshohifah stated that “conditional sentence type 2 is difficult for the students to understand since the grammatical rule
in terms the verb
form of English and
Indonesian language is totally
different”. It can be said that Indonesian language has no change in verb
form between present and past time, although in English it has a change of
verb form between
present and past
time.
In this research the writer tries to apply Contextual Teaching and
Learning to improve students‟ ability in using conditional sentence type 2.
The way of writer‟s teaching is totally
different from
the
previous researcher.
She related the subject material with the students‟ real
life.
By using contextual teaching and learning the writer connects the
students‟ materials with their real life, such as what they were facing
in their life, what they knew about the current issues around them, the most popular
figure they knew, their experience and so on. It would make them creative and
critical thinking to
relate the subject matter.
The writer begins the lesson by
reminding the students
about the irregular
verb, because this was related to the material would be explained,
that is Conditional Sentence Type 2. Besides, she wants to increase their
vocabularies. She presents a slide within a picture of popular singer. The
aim
is to connect students‟ real life with
the subject material. Then she gives
them a question related to Conditional Sentence
Type
2. Then she begins to
explain the pattern
and
the use of conditional sentence type 2. She also
explains
the changes of the verb.
The students are divided into some groups. One student
of each group becomes a model to presents what they had got in group work.
Because of
modeling is one of Contextual Teaching and Learning
components. She also gives some questions related to the conditional sentence type 2. Its aim is to get the respond from the students
with the
correct answer by grammatical pattern of the conditional sentence type 2. And also
they are more active in teaching and
learning process.
The writer also
applies fun learning. She
uses
a
song lyric to motivate the students in getting higher understanding in
using conditional
sentence type 2. Then she gives
assessment or
evaluation to the
students about conditional
sentence type 2.
All above is the writer‟s way of teaching which involved all of the
components and
strategies of contextual teaching and learning.
|
CHAPTER III RESEARCH METHODOLOGY
This chapter describes about The
Method of Research, The
Participants of
the Research, Time and Place of
the Research, The Researcher’s Role of
the Research, The Research Design, The Classroom Action Research (CAR)
Procedures, The Technique of Collecting Data, The Technique of the
Data
Analysis,
The
Trustworthiness of
the study and
Criteria of the
Action Success.
A. The Method of Research
The method which is used by the writer in this research is Classroom
Action Research (CAR). Some experts have
definitions of classroom action
research
based on their opinions.
According to Suharsimi Arikunto, “classroom action research is an action research which is carried out
in the classroom aimed to improve learning practice quality”.
Michael J. Wallace stated that “classroom action research is a type of
classroom research carried out by the teacher in order to solve problems or to find answers toward context-specific
issues”.
In another definition from
James
H.
Mc. Millan and Sally Schumacher, “action research is the process of using
research principles
to provide information that educational professional use
to improve aspects of
day-to-day practice”.
From definitions above, the writer
concludes that classroom action research is an action research carried out by the teacher to improve learning
practice quality of day to day practice.
B. The
Participant of
the Research
The participant of this research was students of Social Class at second grade of 1 State Senior
High School, Salaman, Magelang Regency and
academic year 2011/2012. The number of students is 26 (twenty
six). In the
first meeting with the English teacher who teach them,
he suggests her to
take the research at Social Class because he said that the students
in social class has low motivation in learning English and their scores are very
low, almost they could not achieve the minimal mastery level criterion (KKM) of
that school. So the writer accepted the suggestion of the English teacher to
hold the research
in Social Class.
C.
The
Place and
Time
The place of this Classroom Action Research (CAR)
is
at
SMAN 1 Salaman. The research started from May up to the middle of June,
it held
is about one half months.
D.
The
Researcher’s Role on
the Study
The writer held the research collaborates with the English teacher.
The writer’s role
is as a teacher who makes the lesson plan, prepares the
teaching media, and makes the pre-test before conducting
Classroom Action Research (CAR) and post-test
after implementing
the actions. Whereas,
the English teacher as a collaborator. Then, the writer
and
the English teacher observe and analyze students’ activities and their abilities in teaching and
learning process.
E. The Data and
Data Sources
In this Classroom Action Research (CAR), the researcher used
qualitative data and quantitative
data.
The following are the research instruments of collecting
data used by the researcher:
a. Questionnaire
“Questionnaire is a tool of collecting written data which consists
of questions or statements and it arranged especially and used to get the information to be analyzed”. In this research, the researcher gave the questionnaire to the students of SMAN 1 Salaman grade eleventh
to
reveal students’
opinion of grammar class especially at conditional sentence type 2 had been conducted both before and after implementing CAR.
b. Interview
“Interview is a technique of collecting the data through
directly
communication (face to face) between interviewer (questions giver) and interviewee (questions receiver)”.
In this
classroom
action
research, researcher as an interviewer used interview guide to get the information
from the
students and English teacher. In this case
students and English teacher are the interviewees. Interview activity
involves 4 (four) components; questions, interviewer,
respondent, and the
situation during
interview.
Before implementing contextual teaching and learning
in the classroom, the researcher asks
to the English teacher to know about students’ ability, their motivations, and their
scores in learning
grammar especially
in conditional sentence type 2. Then, after implementing the
actions,
the
researcher also
asks to
the English teacher to give
the
feedback about the use contextual teaching
and learning in teaching conditional sentence type 2.
c. Observation
Observation is used to observe the writer and students’ activities
generally during the
process
of teaching learning in
the classroom.
d. Test
“A test is a formal, systematic, usually paper-and-pencil procedure
for gathering information”. The Researcher used the test to know the
students’ score improvement before and
after implementing the Classroom Action Research. In this CAR, the researcher used three kinds
of test; pretest, posttest 1 and posttest 2.
F. The Research Design
The
writer uses Kurt Lewin design in this Classroom Action Research
(CAR). The writer took two cycles in her research. His design consist of four phases; planning, acting, observing, and
reflecting in each
cycles.
Figure 3.1
Kurt Lewin’s
Action Research Design
(Adapted from Suharsimi
Arikunto)
PLANNING
REFLECTING
CYLCE 1
ACTING
OBSERVING
PLANNING
REFLECTING
CYCLE II
ACTING
OBSERVING
?
From the figure
above, we can see
that CAR consists of four phases within one cycle. They
are planning, acting, observing and reflecting. If the students
cannot reach
the criteria, so it is
necessary to continue to
the
second cycle with the
same concepts of the first cycle which
uses
identical phases.
Based on the Kurt Lewins' Action Research Design above,
the writer described
the detailed
steps in this following figure.
Figure 3.2
The Writer’s Action Research Design
PLANNING
- Making lesson Planning
- Preparing Teaching media
- Preparing observation sheet
REFLECTING
- Evaluating teaching and learning process.
- Analyze students’
achievement.
- Revise the action planning for
the
next cycle.
- Checking the result of post- test
1
REFLECTING
- Analyze students’
achievement.
- Discuss with the English
teacher.
- Evaluation the result of
the cycle II.
- Analysis students’
improvement in using
conditional sentence
type 2 based on their
score of post-test 2.
?
Cycle 1
OBSERVING
- Asking students’ opinions or responses
- Observing the class while students are practicing
- Finding the students difficulties
to improve for the next cycle
PLANNING
- Identifying the problem
cycle 1and finding the solution.
- Revise the lesson plan.
Cycle 2
OBSERVING
- Observing students’ participation.
- Observing students’ achievement.
ACTING
- Explain about materials
- Giving the example of conditional sentence type 2.
- Connected students’ subject materials with their real life situation
- Practice (students
make the sentences)
- Giving Post-test 1
for students
ACTING
- Preparing a song
related to conditional sentence type 2.
- Practice the learning
process with their group.
- Perform each group in front of the class..
- Giving Post-test 2 for students.
G. The Classroom Action Research
(CAR)
Procedures
The writer uses classroom Action Research which consists of four
phases within
one
cycle.
They are planning, acting, observing
and reflecting. This research will be
done on two cycles. If the first cycle
has
not been achieved, it will be continued to the next cycle with the identical phases of the
first cycle.
The following are the explanations
about four phases:
1. Planning phase
The first phase in this research is making a planning
before implementing the action in the class. In this phase, the writer prepares what she needs to take the research, or
what she uses in teaching and
learning process. She prepares the materials, makes lesson plan based on the syllabus which is used at that school, prepares the teaching aids to
facilitate the research and also she prepares research instrument such
as: observation sheet, and the tests which are going to use in this Classroom
Action
Research.
2.
Acting Phase
Acting performed by the researcher to solve or answer the problem by
analyzing classroom organization, or
who
needs to be a collaborator, and who
will take the test. In this phase, both the researcher and the teacher
collaborate
to carry out
the
planned action.
The researcher hold teaching learning process
based
on
lesson
planning which has been arranged, with the material has been planned based on the result of decision
with observer.
After making the planning, the researcher begins to implement the
technique in the classroom and it is done in two meetings within each
cycle. Before implementing
the first meeting, she gives the students
pre- test in order to
know their ability in conditional sentence type 2.
3.
Observing Phase
In this step, the researcher writes what all happened to know, and make document for each indicator from the result and process are obtained
either is appeared by
planning or not in the class during acting. Collecting the data
needs observation or assessment
format which is arranged
to accurate of performing
scenario acting from time to time and the impact toward
the process of teaching
and learning activity in
the
class.
4.
Reflecting Phase
Reflecting is the last phase of classroom action research. It is a step for
processing
the data which the researcher finds when acting
observation. It is necessary to hold evaluation for completing the next
cycle. The data are interpreted and analyzed by
the writer. She works
collaboratively with the English teacher. His participation in this phase is to help the researcher
holds reflecting and evaluation
accurately.
However, if the students have not
reached the KKM, the writer
will continue to the next cycle with
the same concepts which uses identical phases, they are; planning, acting, observing, and reflecting.
H. The Technique of
Data Analysis
In this research,
the writer analyzes
two kinds of data which have been collected
during the Classroom Action Research, there are: qualitative and
quantitative data. The
qualitative data covers the
observation of students’
activities during
teaching learning process, the interview before and after Classroom Action Research and questionnaire. Besides, quantitative data
is gained from the students’ score
of pretest, posttest1 and posttest2. It is used to measure students’ ability
in understanding the material given and also to
know their improvement after learning the material by
using the writer’s
technique. To analyze this data,
the writer uses formulas
as follows:
First, the writer calculate
the average of
students’ score each actions wit one
cycle. It is used to know whether
the students can reach the KKM or not. Here is the formula:
_ ∑x
X = ──
n
X : mean
x : individual
score
n : number
of students
Then, the writer tries to get the class percentage which passes the
minimal mastery level criterion (KKM) of that school which is 70 (seventy). It uses the formula:9
F
P = ── X 100% N
P : the class
percentage
F : total
percentage score
N : number of students
The last, after getting
the
mean of students’ score per actions, the writer
identifies whether
the students get improvement score in understanding
Conditional Sentence Type 2 from pre-test up to post-test in
cycle 1 and cycle
2. And to analyze it, he uses
the
formula:
y1
- y
P =
─── X 100%
y
P : percentage of students’ improvement
y : pre-test result
y1
: post-test 1
y2
- y
P = ─── X
100%
y
P : percentage of students’ improvement
y : pre-test
result y2 : post-test
2
I. The Trustworthiness of Study
To analyze the
examined test items, the writer implements the
trustworthiness of the test;
they are discriminating power and difficulty
items. It is aimed to identify the quality
of test items which will be used in
this research.
Besides, the writer also
examines the tests which are used as the
instrument of the study to get its validity. To analyze the examined test items, the
writer implements the trustworthiness of
the test. It is used as the evidence of the truth of this research. Furthermore, there are
some phases including:
1) Discriminating Power
The analysis of discriminating power of test items is to know
the performance of the test through distinguishing
students who have high
achievement and low achievement.
And to calculate the discriminating power the writer uses formula as
follow:11
D = Ba – Bb
Ja Jb
In which,
D :
The index of discriminating power
Ba : The number of pupils in the upper group who answered the item correctly
Bb : The number of pupils in the lower group who answered the item correctly
Ja : Number of pupils in the upper group
Jb :
Number of pupils in the lower group
Furthermore, it uses the discriminating power
scale
as follow:
Table 3.1
Discriminating
Power Scale
(Adapted from Suharsimi Arikunto)
|
DP
|
REMARK
|
|
0.70 - 1.00
|
Excellent
|
|
0.40 - 0.70
|
Good
|
|
0.20 - 0.40
|
Satisfactory
|
|
0.00 - 0.20
|
Poor
|
|
Negative
|
Discarded
|
2) Item Difficulty
The difficulty item analysis concerns with the proportion
of comparing
students who answer correctly with all of students who follow
the test. Item difficulty is how easy or difficult an item is form the viewpoint of the group of students
or examinees taking the test of which
that item
is a part. The formula used as follow:
B P = ──
JS
In which,
P: Index of difficulty
B: The total
number
of students who selected the correct answer
JS: The total
number
of students including upper and
lower group
In addition,
the
writer uses
criterion scale of Item Difficulty as
follow:
Table 3.2
Item Difficulty
Scale
|
ID
|
REMARK
|
|
0.0 – 0.30
|
Hard
|
|
0.30 – 0.70
|
Moderate
|
|
0.70 – 1.00
|
Easy
|
J. The Criteria of
the Action Success
Classroom Action Research can be called successful when it fulfills the criteria which have been determined, on the other
hand it will be called failed
when the result cannot achieve the determined
criteria.
In this study, the research will be success when there are 75% number
of students
can improve
their achievements from
the pre-test
until the
second post-test in cycle two and/or they can pass the target score of the minimal
mastery level criterion, which
is seventy (70).
If the criteria mentioned above are achieved, the researcher will stop
the cycle,
or she doesn’t need to
continue to the next
cycle.
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