Download - Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
1/135
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
2/135
ii
DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925Ciputat 15142 Jakarta Email: [email protected]
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama : Siti LatifahTempat/Tanggal lahir : Tangerang, 8 Mei 1988
NIM : 106014000432
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : IMPROVING STUDENTS’ UNDERSTANDING INUSING INDIRECT SPEECH OF YES-NO
QUESTION THROUGH CONTEXTUAL
TEACHING AND LEARNING (CTL) (A ClassroomAction Research in the Second Year of MTs NURULFALAH Tangerang)
Dosen Pembimbing : Dr. Fahriany, M. Pd
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, ,,,,,,,,,,,,,,,,,,,,,,,, 2013
Mahasiswa Ybs.
SITI LATIFAH
NIM. 106014000432
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
3/135
iii
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
4/135
iv
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
5/135
i
BSTRACT
Latifah Siti, 2013. Improving Students’ Understanding in Using IndirectSpeech of Yes-No Question Through Contextual Teaching and
Learning (CTL) (A Classroom Action Research in the Second Year of
MTs Nurul Falah Tangerang) Skripsi, English Education Department,Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah StateIslamic University Jakarta.
Advisor: Dr. Fahriany, M.Pd
Key words: Indirect Speech of Yes-No Question, Contextual Teaching and Learning (CTL)
This study was carried out to improve the Students’ Understanding in UsingIndirect Speech of Yes-No Question Through Contextual Teaching and Learning (CTL) in the second year of MTs Nurul Falah Tangerang academic year2011/2012. The subjects of this study were consisted of 31 students’ second yearof MTs Nurul Falah
The method used in this study was Classroom Action Research (CAR). Theclassroom action research design applied in this study was a collaborativeclassroom action research. It meant that the writer collaborated with the Englishteacher of MTsN Nurul Falah Tangerang as an observer and collaborator. Thisstudy was conducted following Kemmis and Taggart model with the following
procedures of the action research: planning, acting, observing, and reflecting. Thestudy carried out in two cycles. Each cycle consisted of three meetings. The data
gathering in this study through interview, observation checklist, field notesquestionnaire and test.The results of the study showed that there was improvement of the students’
Understanding in Using Indirect Speech of Yes-No Question. Most of the studentsgradually gained good scores at the end of each cycle. The score of MinimumMastery Criterion- Kriteria Ketuntasan Minimal ( KKM ) of English lesson was 60(sixty). The students’ mean score in preliminary study was 55.3. The mean scorein the first cycle was 61.8. The mean score in the second cycle was 65.6. Besides,it showed that there were 83.3% students participate actively in the first cycle and90.5% students participated enthusiastically in the second cycle. The classcondition during teaching learning process was also quite good. In addition therewas a positive response from the students and the English teacher about
implementing the action. In conclusion Contextual Teaching and Learning (CTL)can improve students’ Understanding in Using Indirect Speech of Yes-NoQuestion it can improve students’ participation.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
6/135
ii
ABSTRAK
Latifah, Siti, 2013 Improving Students’ Understanding in Using Indirect Speech
of Yes-No Question Through Contextual Teaching and Learning (CTL)(A Classroom Action Research in the Second Year of MTs Nurul Falah
Tangerang) Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas IlmuTarbiyah dan Keguruan, Universitas Islam Negeri Syarif HidayatullahJakarta.
Advisor: Dr. Fahriany, M.Pd
Key words: Pemahaman Siswa tentang Indirect Speech Pertanyaan Ya-Tidak ,Contextual Teaching and Learning (CTL)
Penelitian ini dilaksanakan untuk meningkatkan pemahaman siswa tentangPenggunaan indirect speech Yes-No Question di kelas delapan MTs Nurul FalahTangerang tahun ajaran 2011/2012. Subyek dari penelitian ini berjumlah 31 siswa.
Metode yang digunakan dalam penelitian ini adalah Classroom ActionResearch (CAR). Desain penelitian dalam penelitian ini yaitu penelitian tindakankelas kolaboratif. Peneliti bekerjasama dengan guru bahasa Inggris dari MTs
Nurul Falah Tangerang sebagai pengamat dan kolaborator. Penelitian inidilaksanakan mengikuti model Kemmis and Taggart dengan prosedur penelitiantindakan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian inidilaksanakan dalam dua siklus. Setiap siklus terdiri dari tiga kali pertemuan.Teknik pengumpulan data dalam penelitian ini menggunakan instrument: lembar
pengamatan, catatan lapangan, angket , wawancara dan tes.
Hasil dari penelitian ini menunjukkan bahwa ada perbaikan darikemampuan siswa dalam memahami penggunaan Indirect Speech Yes-NoQuestion. Kebanyakan siswa mendapatkan nilai yang bagus secara bertahap padaakhir siklus. Nilai Kriteria Ketuntasan Minimal ( KKM ) adalah 60. Nilai rata-ratasiswa pada penelitian awal adalah 55.3. Nilai rata-rata siswa pada siklus pertamayaitu 61.8. Nilai rata-rata siswa pada siklus kedua yaitu 65.6. Disamping itu, hasil
penelitian menunjukkan bahwa 83.3% siswa berpartisipasi aktif pada siklus pertama dan 90.5% siswa berpartisipasi dengan antusias pada siklus kedua.Kondisi kelas selama proses belajar mengajar juga cukup baik. Selain itu, adatanggapan yang positif dari siswa dan guru bahasa Inggris terkait penggunaanContextual Teaching and Learning (CTL) dalam meningktatkan pemahamansiswa dalam menggunakan indirect speech Yes-No Question. Kesimpulannya,
Contextual Teaching and Learning (CTL) dapat memperbaiki kemampuan siswadalam Memahami indirect speech Yes-No Question dan meningkatkan partisipasimereka.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
7/135
iii
ACKNOWLEDMENT
First of all Praise be to Allah, Lord of the worlds, who has given the writer
His love and compassion to finish the last assignment in her study. Peace and
salutation be upon the prophet Muhammad SAW, his family, his companion, and
his adherence.
There are so many people who had given valuable contribution to thiswriting, firs of all, the writer would like to express her greatest love and honor to
her beloved parents for their examples of strength and faith, with the gratitude for
their love, care and prayer, her beloved sister and brothers and all families who
always encourage her to finish this ‘skripsi’.
The writer would like to express her great honor and deepest gratitude to
her advisor, Dr. Fahriany, M.Pd for her valuable help, guidance, comments,
corrections and suggestions and who has been very patient to sacrifice her energy
and time to assist the writer so that the writer could finish this ‘skripsi’.It is a pleasure to acknowledge the help and contribution to:
1.
All of lecturers who have given her knowledge in different ways hence this
skripsi is processed until it become a complete writing which will be presented
to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the
requirements for the degree of S.Pd (Bachelor of Art) in English Language
Education.
2. Drs. Syauki, M.Pd, as the head of English Education Department.
3.
Zaharil Anasy, M. Hum as the secretary of English Education Department.4.
Dra. Nurlaela Rifai, MA. Ph. D. as the Dean of the Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
5.
Hj. Nastriyah. the principal of MTs Nurul Falang Tangerang.
6. Sri Nafsiati S.Pd as the English teacher who has given ideas, time, guiding,
advice and support during conducting the research.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
8/135
iv
Last but not least, the deepest thanks are to all her beloved friends in English
Education Department 2006/2007 academic year with whom she exchanged ideas,
especially Nindia, Zaky, Viki, Teh Eni, Mami Rani, Nia, Wiwit, Ulfah, Puji, Nina,Ina, Dila, Yuning, Abi, Lala, Tita, Ibah, Nci, Mumut, Bunda Rina, Riri and C
class. The writer hopes Allah will always bless them all.
The writer does realize that this skripsi cannot be considered perfect without
critiques and suggestions. Therefore, it is such a pleasure for her to get critiques
and suggestions to make this skripsi better.
Jakarta, December 2013
The Writer
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
9/135
v
TABLE OF CONTENTS
Page
ABSTRACT ........................................................................................................ iABSTRAK ......................................................................................................... ii
ACKNOWLEDGMENTS ................................................................................... iii
TABLE OF CONTENTS .................................................................................... v
LIST OF TABLES .............................................................................................. viii
LIST OF FIGURES ............................................................................................. ix
LIST OF APPENDICES ..................................................................................... x
CHAPTER I INTRODUCTION
A. The Background of the Study .......................................... 1
B. The Limitation and formulation of the problem .............. 5
C The Objective of the Study .............................................. 6
D. The Significance of the Study ......................................... 6
CHAPTER II THEORETICAL FRAMEWORK
A.
The Indirect Speech ..................................... ........................... 7
1. Form of Indirect Speech .................................... ............... 7
2.
Tense Change ................................ ................................... 9
3.
Time Change ......................................... ........................... 11
4.
Pronoun Change .................................... ........................... 12
5. Reporting Verb ..................................... ........................... 12
6. Reported Speech Question ..................................... ......... 13
B. Contextual Teaching and Learning ...................................... ... 14
1.
The Understanding of CTL ..................................... ......... 14
2.
The Characteristic of CTL ....................................... ......... 16
3.
The Principle of CTL ......................................... ............... 184. The procedure of CTL in Teaching Indirect Speech ........ 22
C.
Previous Related Study ....................................... ..................... 36
CHAPTER III RESEARCH METHODOLOGY
A.
The Setting and Subject of the Study ...................................... 24
B.
The Design of the Study ..................................... ..................... 24
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
10/135
vi
C.
The Procedures of the Study .................................... ............... 27
D. The Technique of Collecting Data ....................................... ... 30
E.
The Technique of Data Analysis .................................... ......... 32F. The Validity of Data ............ ......................................... ......... 33
CHAPTER IV RESEARCH FINDINGS
A. The Description of the Data ..................................... ................. 37
1.
Findings of the Preliminary Study ..................................... 37
a. The Result of Interview ....................................... ........... 37
b. The Result of Pre Questionnaire .................................... 38
c. The Result of Pre Test ......................................... ........... 39
2.
Findings of the First Cycle ...................................... ......... 42
a. Planning..................................... ................................... 42
b. Acting ............................... ......................................... ... 43
c. Observing .................................. ................................... 43
d. Reflecting ............................... ...................................... 47
e. Revision of the First Cycle .................................. ......... 48
3. Findings of the Second Cycle ....................................... ..... 49
a. Planning.......................................................................... 49
b. Acting ................................. ....................................... ..... 49c. Observing .................................. ..................................... 51
d. Reflecting ................................. ...................................... 54
4. Findings After Implementing the Action ........................... 56
a. The Result of Post Interview ..................................... ..... 56
b. The Result of Post Questionnaire ................................... 57
B.
The Interpretation of the Data .................................. ................. 59
1. Data of Observation ....................................... ....................... 59
2. Data of Field notes ......................................... ....................... 60
3. Data of Questionnaire .................................... ....................... 61
4. Data of Interview .................................................................. 61
5. Data of Test ............................. ......................................... ..... 62
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
11/135
vii
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ......................................................................... 64
B. Suggestion ......................................................................... 65
BIBLIOGRAPHY ............................................................................................... 66
APPENDICES ..................................................................................................... 68
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
12/135
viii
LIST OF TABLES
Page
Table 2.1 Tense Change ...................................................................................... 9
Table 2.2 Time Change ....................................................................................... 16
Table 4.1 Students’ grade pree-test ..................................................................... 40
Table 4.2 Students’ Score of pretest, post test 1, posttest 2 ................................ 52
Table 4.3 A brief scenario of the result of classroom action research ................ 54
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
13/135
ix
LIST OF FIGURES
Page
Figure 3.1 Action Research Spiral, Model from Kemmis & Teggart .................. 26
Figure 3.2 The Classroom action Reserch Procedure Adapted from Kemmis &
Taggart ................................................................................................ 27
Figure 4.1 The Students’ Participation in Grammar class .................................... 60
Figure 4.2 The Students’ Achievement in Grammar Exercise ............................. 62
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
14/135
x
LIST OF APPENDICES
Appendix 1a Interview for the English Teacher in the Preliminary Study ....... 68Appendix 1b The Result of Interview in the Preliminary Study ....................... 69
Appendix 2a Interview for the English in the last Classroom Action
Research ...................................................................................... 71
Appendix 2b The result of interview after Classroom Action Research .......... 72
Appendix 3a Questionnaire for Students in the Preliminary Study ................. 75
Appendix 3b The Result of Questionnaire in the Preliminary Study................ 76
Appendix 4a Questionnaire for Students in the Last Classroom Action
Research ...................................................................................... 77
Appendix 4b The Result of Questionnaire in the Last ClassroomAction Research .......................................................................... 78
Appendix 5a Students’ Writing grammar Scores
in the Preliminary Study .............................................................. 79
Appendix 6a The Students’ grammar Score in the First Cycle ........................ 80
Appendix 7a The Students’ Grammar score Second Cycle .............................. 82
Appendix 8a Observation Checklist for Students’ Participation in the First
Cycle ............................................................................................ 84
Appendix 9b Observation Checklist for Students’ Participation
in the Second Cycle ..................................................................... 93
Appendix 10a Field Notes in the First Cycle ...................................................... 102
Appendix 10b Field Notes in the Second Cycle ................................................. 105
Appendix10a Lesson Plan ................................................................................. 108
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
15/135
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Nowadays, English has become an international language which holds
important roles in people’s life. It is necessary to learn and master it, in order to
communicate well with people from different countries. In addition, it will give
great influences in our life if we have already mastered it. English can help us to
compete in the globalization era where the competition of job marketing is very
strict so we are demanded to use it as a means of communication.
Language is a way of expressing ideas, feelings using movements, symbols,
and sound.1 English as an international language is used in communication, an
activity which people deal with every time. People need to communicate in doing
daily activities and making an interaction to other people in their life. As an
international language, English is undoubtedly is one of the well known language
in the world. It has become the most widely studied foreign language on the earth.
Richards and Rodgers said, “English is the world’s most widely studied, five
hundred years ago it was Latin”.2 However, English has become the most widely
studied foreign language today.
English has become international language which holds important roles in
people’s life. English is considered as the most prominent international language
and has wide influence in the various fields of activities, such as: communication,
economics, education, technology, politics, etc.
Considering the importance of English in people’s life, especially in
education, the Indonesia government, English becomes the first foreign language
and the compulsory subject in Secondary Schools3
. In addition, it has been taught
1 A. S Hornby, Oxford Advanced Learner’s Dictionary of Current English (Oxford:Okford University Press, 2000) p. 721
2 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language
Teaching , (Cambridge: Cambridge University Press, 1986), p. 1 3Depdiknas, Peraturan Menteri Pendidikan Nasional No.22 tentang Kerangka Dasar dan
Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p.9
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
16/135
2
in elementary schools as optional subject or local content materials. English is
also considered important since it is one of requirement subjects to pass National
Examination.In learning English, language skills and language aspects cannot be separated.
Language aspects can complete the language skills. To learn English the students
should be able to use appropriate basic structural patterns and master grammar
and vocabulary. Grammar is an important aspect for forming words and building
English sentences. Because grammar is important in communication, the students
should master it.
The importance of grammar ability, according to the language experts has a
big role in students’ English fluency; however mastering grammar doesn’t meanmastering the entire language, mastering grammar should be integrated with
language skills and the language factors in order to make the students easier to
understand the language during the communication. Proficiency in grammar can
give self confident for students to communicate in the target language, knowing
they can use the right expression will reduce the scare and embracement when
they have talk.
There are many aspects discussed in English grammar. One of them is
indirect speech. Indirect speech is a way of reporting what someone has said,
using an introductory reporting verb and subordinate clause.4 Indirect speech or
Reported speech is used to express what others have said. First of all, to make
sentences in reported speech someone needs verbs like say or tell. On the other
hand the tense used to express and idea is also an important factor. In direct
speech the speakers gives the exact word. For example: She said “I’m very well.”
In indirect speech the reporter repeats and gives report the original speaker’s
speech.
Indirect speech is normally used when conversation is reported verbally.
When a speaker turns the direct speech into indirect speech, like in the example
above some changes are usually necessary, such as tense, pronoun and adverb.
4 Sylvia Chalker and Edmund Weiner. Oxford Dictionari of English Grammar. (NewYork:Oxford University Press, inc . 1994), p. 202
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
17/135
3
And these are most studied by considering statement’s, questions and comma
separately. In addition, writing product in transforming direct into indirect speech
is necessary to be grammatically correct. Consequently, in order to be able to produce a good sentence, a writer must have grammatically ability. In contrast to
direct speech, indirect speech is used mainly in conversation and is concerned
more with communicating the exact meaning than the exact words. As such, the
reported message may vary depending on the point of view of the speaker and the
vocabulary selected: She said/told him she would phone/call/ring him when/as
soon as she (was) finished (at) work.
When shifting from direct to reported speech, Swan writes that grammatical
changes may need to be made to the original text in order to account for the factthat “words spoken or thought in one place by one person may be reported in
another place at a different time, and perhaps by a different person.”
When reporting questions, the changes already mentioned in regard to
statements apply. In addition to these, there are also several other areas to
consider. Firstly, the word order changes to that of a statement, namely subject-
verb, and so accordingly reported questions are usually not punctuated with a
question mark. Secondly, the auxiliary verb do is dropped. Finally, yes/no
questions start with if , or whether .
There are some problems that arise especially for students who want to
master the indirect speech because the indirect speech is very different from the
direct speech but students in Second Year of MTs NURUL FALAH have lack of
understanding Grammar pattern. The following are the areas of the students’
mistake in making indirect speech from the sentence is mistake in transforming
the indirect speech into direct speech; the students must know the changes of
tenses, personal pronoun and adverb of time.
Today many kind of method or technique have recognized for teaching
learning process. Based on this case, the writer will give an alternative technique
to enrich students’ comprehension by using Contextual Teaching and Learning.
Contextual mean links between prior knowledge, material and environment.
When the contextual is integrated into teaching-learning situations, the students
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
18/135
4
are hoped that they can connect between what they learn with they have known.
According to Jhonson, CTL is an educational process that aims to help student see
meaning in the academic subject with the context of their daily lives, that is, withthe context of their personal, social, and cultural circumstances. To achieve this
aim, the system encompasses the following eight components: making meaningful
connections, doing significant work, self-regulated learning, and collaborating,
critical and creative thinking, nurturing the individual, reaching high standards,
and using authentic assessments.5
From the statement, the writer says that CTL is the method that helps students
relate subject matter content to real world situations and motivate students to
make connections between knowledge and its applications to their lives as familymembers, citizens, and workers and engage in the hard work that learning
requires. In such an environment, student will discover meaningful relationship
between abstract ideas and practical applications in the context of the real world.
In teaching learning theory, this method is based on constructivism ideology.
In teaching and learning model, students construct their own knowledge by testing
ideas based on prior knowledge and experience, applying these ideas to a new
situation, and integrating the new knowledge gained with preexisting.
Constructivism calls for active participation in problem solving and critical
thinking regarding an authentic learning activity that students find relevant and
engaging intellectual constructs.
According to Elaine B. Jonshon said that “Contextual teaching-learning is a
system of instruction based on the philosophy that students learn when they see
meaning in academic material, and they see the meaning in schoolwork when they
can connet new information whit prior knowledge and their experiences”.6
Based on the Jhonson stated above, it can be realize that CTL Corresponds
the way the universe work because to learn contextually is to liar in way that
naturally draws fort a system that helps teacher related the subject matter to real
5 Elaine B.Johnson, Contextual Teaching and Learning: What It Is and Why It.s Here to
Stay (Thousand Oaks: Corwin Press, Inc, 2002) p.25 6 Jhonson B. Eline. Contextual Teaching-Learning: what it is hear to stay. (uinted State
of Amerika: Corwin Press, inc. 2002), p. vi
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
19/135
5
situation and motivate students to be more active to make connections between
their knowledge and its applications into their real life.
The writer chooses it as the object to study because transforming direct intoindirect is rather difficult because in transforming direct into indirect speech the
students must know the changes of tenses, personal pronoun and adverb of time.
There are still so many students who have difficulties in transforming English
direct into indirect speech. And the students of MTs Nurul Falah face those
problems. Therefore, in this research paper the writer take a study on the error
analysis of transforming direct into indirect speech with the report is entitled
“Improving Students’ Understanding in Using Indirect Speech of Yes-No
Question Through Contextual Teaching and Learning (CTL) (A ClassroomAction Research in the Second Year of MTs Nurul Falah Tangerang).
B. Limitation and Formulation of the Problem
1.
The Limitation of the Problem
Grammar covers a lot of language element such as part of speech,
tenses, auxiliary, etc. To discuses in this writing are fairly impossible, and
therefore the writer limits the study on improving students’ understanding in
using indirect speech of yes-no question trough Contextual Teaching and
Learning in the Second Year of MTs Nurul Falah Tangerang.
2. The Formulation of the Problem
In line with the background of the study, the writer formulates the
research question as follows:” Can Contextual Teaching and Learning (CTL)
improve students’ understanding in Using Indirect Speech of Yes-No question
trough Contextual Teaching and Learning in the Second Year of MTs
NURUL FALAH Tangerang?”.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
20/135
6
C. The Objective of the Study
According to the formulation of problem above, the objective of this study
is to see whether and to know how Contextual Teaching and Learning (CTL)improve students’ understanding in Using indirect speech of yes-no question
trough Contextual Teaching and Learning in the Second Year of MTs NURUL
FALAH Tangerang.
D. The Significance of the Study
The study is expected to be valuable for school quality, English teachers,
students, and other future researcher. For school quality, this study is beneficial
to improve school quality especially in English study because it aims improvestudents’ understanding of indirect speech of yes-no question trough
Contextual Teaching and Learning. For the English teachers, the finding of this
study is useful for enriching their teaching strategy to be applied in teaching
Indirect Speech. For the student, it enables students to improve their grammar
ability. This study is also expected to be a reference for other future researchers
who have the same problem and interest in conducting the similar studies.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
21/135
7
CHAPTER II
THEORETICAL FRAMEWORK
A. The Indirect Speech
1. Form of Indirect Speech
Direct speech is used mainly in writing to report a person’s words
exactly. It is found in conversations in books, in plays, and in quotations,
and is often used in situations where accuracy is important, such as in areas
relating to law and public media. Indirect speech is a way of reporting what
someone has said, using an introductory reporting verb and subordinate
clause.7 Reported speech refers to using a noun clause to report what
someone has said and no quotations mark is used.8 Swan said that “Indirect
Speech is the way of quoting somebody’s word or thought”. In this case, we
talk about the idea that was expressed without quoting the exact words that
we used, and we connect it more closely to our sentences (for example, by
using that or whether).
So he comes into the pub and says (that) he’ll have paint.
And then I wondered whether he really mean it.9
According to Thompson and Martinet in their book “A Practical
English Grammar” Indirect Speech is to give exact meaning of a remark,
without necessarily using the speaker’s exact words.
From definitions above, it brings us to the conclusion that indirect speech is
used to relate or to repeat somebody’s words or thought without using or quoting
the speaker exact words.
Indirect speech is used to report declarative, interrogative, directive, and
exclamative. The nominal clause reporting indirect speech are commonly
7 C .
(
: , . 1994), . 202
8 B . A.
(A: .
1989) . 2759 .
( . 1983), .533
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
22/135
8
complements of verb of speaking or thingking, they may also be complements of
nouns.
In making indirect speech, there are some verbs used only in reported verb,they are:10
1)
Indirect speech using say and tell
Indirect speech using say and tell is followed by a pronoun object,
another pattern in a past form with say in used of to + a pronoun object.
Example: Any said to me that she was hungry. Or
Hari told me to come to his party.
2)
Indirect speech using ask if
When the question has no question-word, but it is one of the kinds thatcan take yes or no for an answer, whether or if is used as link between
the introducing verb and the reported speech.
Example: Mr. Lee asked me whether I was sick
In indirect speech the actual words of the original speaker are usually
changed, in that the pronouns, time and place adverbials, and tense are adjusted to
the overview of the person now reporting. Let us begin by looking at these
changes. When using indirect or reported speech, the form changes. Usually
indirect speech is introduced by the verbsaid, as in I said, Bill said, or they said.
Using the verb say in this tense, indicates that something was said in the past. In
these cases, the main verb in the reported sentence is put in the past. If the main
verb is already in a past tense, then the tense changes to another past tense; it can
almost be seen as moving even further into the past.
Verb tense changes also characterize other situations using indirect speech.
Note the changes shown in the chart and see the table below for examples. With
indirect speech, the use of that is optional
10 B . A B . .
(A:
: 1995) 2
. 258
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
23/135
9
2. Tense Change
Normally, the tense in reported speech is one tense back in time from the
tense in direct speech:She said, "I am tired." She said that she was tired.
Table 2.1
The changes are shown below:
Simple present Simple past
"I always drink coffee", she said She said that she always
drank coffee.
Present continuous Past continuous "I am reading a book", he explained. He explained that he was reading a
book
Simple past Past perfect
"Bill arrived on Saturday", he said. He said that Bill had arrived on
Saturday
Present perfect Past perfect
"I have been to Spain", he told me. He told me that he had been to Spain
Past perfect Past perfect
"I had just turned out the light," he
explained.
He explained that he had just turned
out the light.
Present perfect continuous Past perfect continuous
They complained, "We have been
waiting for hours".
They complained that they had been
waiting for hours.
Past continuous Past perfect continuous
"We were living in Paris", they told
me.
They told me that they had been living
in Paris.
Future Present conditional
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
24/135
10
"I will be in Geneva on Monday", he
said
He said that he would be in Geneva on
Monday.
Future continuous Conditional continuous
She said, " I'll be using the car next
Friday".
She said that she would be using the
car next Friday.
NOTE:
1. Do not need to change the tense if the reporting verb is in present, or if the
original statement was about something that is still true, e.g.
He says he has missed the train but he'll catch the next one.We explained that it is very difficult to find our house.
2. These modal verbs do not change in reported speech:
might, could, would, should, ought to, e.g.
We explained that it could be difficult to find our house.
She said that she might bring a friend to the party.
3.
Time change
If the reported sentence contains an expression of time, you must change it tofit in with the time of reporting.
For example we need to change words likehere and yesterday if they have
different meanings at the time and place of reporting.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
25/135
11
Table 2.2
Today + 24 hours - Indirect speech
"Today's lesson is on
presentations."
She said yesterday's lesson was on
presentations.
Expressions of time if reported on a different day
this (evening) › that (evening)
today › yesterday
these (days) › those (days)
now › then
(a week) ago › (a week) before
last weekend › the weekend before last / the previous weekend
here › there
next (week) › the following (week)
tomorrow › the next/following day
In addition if we report something that someone said in a different place to
where you heard it we must change the place (here) to the place (there).
For example:-
At work At home
"How long have you worked
here?"
She asked me how long I'd worked
there.
4. Pronoun change
In reported speech, the pronoun often changes.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
26/135
12
For example:
Me You
" I teach English online." She said she teaches English online.
5. Reporting Verbs
Said, told and asked are the most common verbs used in indirect speech.
We use asked to report questions:-
For example: I asked Lynne what time the lesson started.
We use told with an object. For example: Lynne told me she felt tired.
Note - Here me is the object.
We usually use said without an object.
For example: Lynne said she was going to teach online.
If said is used with an object we must include to ;
For example: Lynne said to me that she'd never been to China.
Note - We usually use told .
For example: Lynne told me that she'd never been to China.
There are many other verbs we can use apart from said, told and asked.
These include:-
accused, admitted, advised, alleged, agreed, apologised, begged, boasted,complained, denied, explained, implied, invited, offered, ordered,
promised, replied, suggested and thought.
Using them properly can make what we say much more interesting andinformative.
For example:
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
27/135
13
He asked me to come to the party
He invited me to the party.
He begged me to come to the party.
He ordered me to come to the party.
He advised me to come to the party.
6. REPORTED SPEECH QUESTIONS
Yes / no questions: This type of question is reported by using 'ask' + 'if /
whether + clause:
a. "Do you speak English?" He asked me if I spoke English.
b. "Are you British or American?" He asked me whether I was British or
American.
c. "Is it raining?" She asked if it was raining.
d. "Have you got a computer?" He wanted to know whether I had a computer.
e. "Can you type?" She asked if I could type.
f. "Did you come by train?" He enquired whether I had come by train.
g. "Have you been to Bristol before?" She asked if I had been to Bristol before.
B. Contextual Teaching and learning (CTL)
1. The Understanding of CTL
The philosophy of CTL was rooted from progressivisms of John Dewey11.
John Dewey, an expert of classical education proposed the theory of curriculum
and teaching methodology related to the students experience and interest.
Principally, the students will learn effectively if they can make a connection
between what they are learning with the experience they had, and also they
actively involved in learning process in the classroom. John Dewey, as quoted
by Donald freeman, said that “What an individual has learned in the way of
11 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT)dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004), p.8
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
28/135
14
knowledge and skills in one situation becomes an instrument of understanding
and dealing effectively with the situation which follows. The process goes on
as long as life and learning continue”12
.The theory of Cognitivisme also influenced the philosophy of CTL. The
students will learn so well if they actively involved in the classroom activities
and have a chance to inquiry it by their selves. Students will show their
learning achievement through the real things that they can do. Learning is
regarded as an effort or intellectual activity for developing their idea through
introspection activity13.
Based on two theories above, the CTL philosophy was developed. CTL is
a proven concept that incorporates much of the most recent research incognitive science. It is also a reaction to the essentially behaviorist theory that
have dominated American education for many decades. CTL is promoted as the
alternative for the new learning strategy. CTL emphasizes the learning process
through .constructing not memorizing and teaching is interpreted as an activity
of inquiring process not only transferring knowledge to the students. In CTL,
student are expected to develop their own understanding from their past
experience or knowledge (assimilation). It is important because our brain or
human mind functioned as the instrument for interpreting knowledge so that it
will have a unique sense.
Meanwhile, several attempts have been made to define the meaning of
CTL method. In the process of searching the meaning of CTL, writer has found
several definitions about it from different resources.
Johnson defines CTL as follows:
CTL is an educational process that aims to help student see meaning inthe academic subject with the context of their daily lives, that is, with the
context of their personal, social, and cultural circumstances. To achieve12 Donald Freeman, Changing Teaching: Insight Into Individual Development In The
Contexts Of School, On Christopher Ward and Willy Reynanda (Ed.), Language Teaching, a New Insights For The Language Teacher (Singapore: SEAMEO Regional Language Center, 1999), p.34
13 Nurhadi,Dkk., op. cit., p.9
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
29/135
15
this aim, the system encompasses the following eight components:making meaningful connections, doing significant work, self-regulatedlearning, and collaborating, critical and creative thinking, nurturing the
individual, reaching high standards, and using authentic assessments14
.
In addition, Berns and Errickson stated that,
Contextual teaching and learning is a conception of teaching and learningthat helps teachers relate subject matter content to real world situationsand motivates students to make connections between knowledge and itsapplications to their lives as family members, citizens, and workers andengage in the hard work that learning requires15.
Meanwhile, The Washington State Consortium for Contextual Teachingand Learning, as cited in Nurhadi, formulated the definition of CTL as follows,
Contextual teaching is teaching that enables students to reinforce, expand,and apply their academic knowledge and skills in a variety of in-schooland out-of school settings in order to solve the stimulated or real-world
problems16.
Based on the previous four definitions, the writer concludes that CTL is
the way or the concept of teaching that help teacher and students to relate subject
matter to the real life situation and motivate student to connect and apply all
aspect of learning into their role in real life. When we talked about context, most
people say that it related to their social life. In the classroom teaching, CTL means
teacher should present the student real world inside the classroom.
2. The Characteristics of CTL
14
Elaine B. Johnson, Contextual Teaching and Learning: What It Is and Why It.s Here toStay (Thousand Oaks: Corwin Press,Inc,2002) p.25
15 Robert G. Berns and Patricia M. Erickson, Contextual Teaching and Learning:Preparing Students for the New Economy. www.nccte.com, it was retrieved on November 1 2007.
16 ,.,
(: , 2004)
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
30/135
16
Johnson, as quoted by Nurhadi, characterizes CTL into eight important
elements as follows:
1. Making Meaningful ConnectionsStudents can organize themselves as learners, who learn actively in improving
their interest individually, person who can work individually or collectively in
a group, and a person who can do learning by doing.
2. Doing Significant Work
Student can make relationship among schools and the various existing contexts
in the real world as business maker and as a citizen.
3. Self-Regulated Learning
Students do the significant work; it has purpose, it has connection with others,it has connection with decision making and it has the concrete results or
products.
4. Collaborating
Students are able to work together. The teacher helps students in order to work
effectively in a group and teacher helps them to understand the way how to
persuade and communicate each others.
5. Critical and Creative Thinking
Students are able to apply higher level thinking critically and effectively. They
are able to analyze, to synthesize, to tackle the problem, to make a decision and
to think logically.
6. Nurturing the Individual
Students carry on their selves, understand, give attention, posses high wishes,
motivate and empower themselves. Students can’t get the success without the
support from adult people. Students should respect their companion and adult
person.
7. Reaching High Standards
Students know and reach the high standard. It identifies their purposes and
motivates them to reach it. Teacher shows to students how to reach what called
excellent.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
31/135
17
8. Using Authentic Assessments
Students use academic knowledge in the real world context to the meaningful
purposes. For example, students may describe the academic information thathave learnt in subject of science, health, education, math, and English subject
by designing a car, planning the school menu, or making the serving of human
emotion or telling their experience17.
These eight characteristics make CTL different from other methods.
These Characteristics became the main components in applying CTL method.
It is also clearly seen that these eight characteristics ask the students for
actively involving in classroom activity. Collaborating, nurturing the individual
and creative and critical thinking ask the students responsible for their ownlearning. The role of teacher in CTL is to facilitate student to find the fact or
the meaning, concept, or principles for their selves. Once these eight
characteristics applied in classroom, it will help both student and teachers in
creating a good atmosphere where the learners have a great responsibility in
achieving their success in leaning.
3. The Principle of CTL
1. Constructivism
Constructivism is the foundation of CTL. The basic premise is that an
individual learner must actively build knowledge and skills. However, all
advocates of constructivism agree that it is the individuals processing of stimuli
from the environment and the resulting cognitive structure that produce
adaptive behavior rather than the stimuli themselves18. In the classroom
teaching learning process, the application of constructivism are applied in five
step of learning that are activating knowledge, acquiring knowledge,
17 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT) dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004)., p.14
18 www.chiron.valdosa.edu/whuitt/cogys/construct.html. it was retrieved on January 12011
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
32/135
18
understanding knowledge, applying knowledge and reflecting on knowledge19.
The constructivism paradigm has led us to understand how learning can be
facilitated through certain types of engaging, constructive activities. Thismodel of learning emphasizes meaning making through active participation in
situated context socially, culturally, historically, and politically.
2. Inquiry
Basically, inquiry is a complex idea that means many things to many
people in any contexts. Inquiry is asking, asking something valuable that
related to the topic discussed. Inquiry is defined as .a seeking for truth,
information or knowledge. seeking information by questioning. in applyinginquiry activity in the classroom teaching, there are several steps that should be
followed that are formulating problem, collecting data through observation,
analyzing and presenting data (through written form, picture, report and table)
and finally, communicating and presenting the result of data to the readers,
classmates, and the other audients.
3. Questioning
Questioning is the mother of contextual teaching and learning, the
beginning of knowledge, the heart of knowledge and the important aspect of
learning. Sadker and Sadker, as quoted by Nurhadi, mentioned the important of
questioning technique in classroom teaching. They said,
To question well is to teach well. In the skillful use of the question morethan anything else lies fine art of teaching; for in it we have the guide toclear and vivid ideas, and the quick spur of imagination, the stimulus tothought, the incentive to action. What’s in a question, you ask?Everything. It is the way of evoking stimulating response or stultifying
inquiry. It is in essence, the very core of teaching. The art of questioningis the art of guide learning20.
19 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT)dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004).,p.33
20 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT)
dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004)., p.45
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
33/135
19
Sometimes, the teacher asks the students before, during and after the
lesson. At other times, they are posed effectively by the students to focus their
own lesson, keep them engaged and help them monitor their understanding of
what was learned. In a productive teaching learning, questioning activity are
useful for checking students comprehension, solving problem faced by
students, stimulating responses to the students, measuring student’s curiosity,
focusing student attention, and refreshing students prior knowledge.
4. Learning Community
In learning community, the result of learning can be gotten from gatheringothers and also can be taken from sharing with friends, other groups, and
between make out person and not. Actually, learning community has the
meaning as follows: 1).Group of learning which communicate to share the idea
and experience, 2).Working together to solve the problem and 3).The
responsibility of each member of learning group
It is sometimes forgotten that language classes operate as communities,
each within its own collection of shared understandings that have been build up
over time. The overall character or each language class is created, developed,and maintained by everyone in room. Each class member has a specific role to
play, even those with ostensibly low profile such as .onlooker. or .observer.
(noticing what is going on), .knower. (being privy to shared class
understanding) and follower (reacting in the same way as everyone else to
certain teacher or student initiatives).
5. Modeling
Basically, modeling is verbalization of ideas, teacher demonstrates tostudents to study and acting what the teacher need to be implemented by
students. Modeling activity can be summarized into demonstrates the teacher’s
opinion and demonstrates how does the teacher want the student to learn.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
34/135
20
6. Reflections
Reflection is the ways of thinking about what the students have learnedand thinking about what the students have done in the past. Reflection is
figuration of activity and knowledge that just have received. Teacher need to
do the reflections in the end of teaching learning process. In the end of teaching
learning process, teacher spends a little time and ask student to do the
reflection. The realization of reflection can be done by giving direct statement
about the information that is acquired in the lesson, some notes or journal on
student book, some impression and suggestion from students about the learning
process and discussion.
7. Authentic Assessment
Authentic assessment is a procedure of achievement in the CTL. Assessments
of students. Performance can come from the teacher and the students. Authentic
assessment is the process of collecting the data that can give the description of
student learning development. In the process of learning, not only the teacher that
can be placed to provide accurate assessments of students. performance, but also
students can be extremely effective at monitoring and judging their own language
production. They frequently have a very clear idea of how well they are doing or
have done, and if we help them to develop this awareness, we can greatly enhance
learning21. Meanwhile, authentic assessment has some characteristics that are :(a)
Involves real world experience, (b) Allows access to information, (c) Encourages
the use of computer, dictionary and human resources, (d) Engages the students by
relevance, (e) Uses open-ended format, (f) Includes self-assessment and
reflection, (g) Warrant effort and practice, (h) Identifies strength to enable
21 Jeremy Harmer, The Practice of English Language Teaching, the Third Edition(Longman, 2002), p. 100
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
35/135
21
students to show what they can do and (i) Make assessment criteria clearer to
students22.
Essentially, the question that needs to answer by authentic assessment is.Does the students learn something?. not .What have they already known?. So, the
students are assessed through many ways, not only assessed their examination
test.
3. The Procedure of CTL in Teaching Indirect Speech
Seven main components of CTL that explained above are the main
requirements in classroom teaching learning process. Below are the procedureshow to apply CTL, including speaking class activity, in the classroom teaching
learning process.
1.
Improve the understanding that student will learn more effectively through
self-learning, self-inquiring, and self-constructing using their own knowledge
and experience. First, Teacher need to encourage student to actively involved
in learning process and use the student’s idea and experience to conduct the
learning and whole learning unit
2.
Do the inquiring activity to achieved desired competences in speaking
activity In this step, the teacher presents the speaking material (e.g in the
form of certain pictures or visual aid that describes some activities) in which
the student need to analyze it by their self. Try to challenge the students with
their own ideas and conceptions to interpret it. Allow them to present their
own idea and encourage them to apply their own ideas, experience and
interest to direct learning process.
3.
Create learning community or learning in groups This step will help student
to improve their leadership and their cooperation among the student. In this
step, the students discuss the material with their friends and then they present
it in front of the class. To make the learning process more effective, teacher
22 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT) dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004)., p.43
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
36/135
22
need to encourage the students to express their own ideas before the teacher
did it.
4.
Questioning as a learning tool. it is useful for improving student’s curiosityThe teachers allow the students to ask something related to the material after
the discussion and presentation session finished. It will give them more
understanding in material discussed.
5. Do the reflection in the end of learning to make student feel that they have
learned something. Provide enough time to reflect, analyze, and respect all
ideas that are expressed by all students. Teacher need to engage the students
in searching the information that can be applied in solving the problem in
their own life. So, the learning process will give them many benefits in theirreal life.
C. Previous Related Study
The research about Grammar using Contextual Teaching and Laerning had
been done many collage students one of them was Ovalina, she wrote about
“ Improving Students’ Ability In Using Simple Past Tense through Contextual
Teaching and Learning ”.23 This research explains about the Contextual Teaching
and Learning method in teaching past tense. She said that this approach improving
the students score in grammar especially Simple Pat Tense and also can increase
students involvement, it was found most of student were actively in teaching
learning process at the of cycle 2 and based on the result post questionnaire there
was the improvement regarding the students’ response to the implementation of
CTL. She said students will be interested if the context of the text that they learn
is familiar with their real life.
By using Contextual Teaching and Learning (CTL) , the researcher hopes
that the students will be interested in grammar, then it is easier for the researcher
to transfer her knowledge to the students. This is suitable such as what the
researcher does to her research.
23,
, ( : , 2010),
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
37/135
23
CHAPTER III
RESEARCH METHODOLOGY
A. The Setting and Subject of the Study
This study was conducted at MTs Nurul Falah Tangerang. The school was
at Jl. M. Toha Km 3.8, Tangerang, Banten Province. It was established by the
Abdul Majid Naseer
The school has 1 language laboratory, 1 science laboratory, 1 audiovisual
room, 1 library, 1 music room, 1 computer/internet room, 1 principal’s room,
1 teacher’s room, 1 administration rooms, 1 mosque, 1 canteen, 7 restrooms
and 15 classes. There were 5 classes for grade VII, 5 classes for grade VIII,
and 5 classes for grade IX.
In addition, this school has three English teachers. This school was chosen
as the field of the study based on some reasons: first, the researcher was a
trainee-teacher graduated from this school, so she knows the condition of this
school, and she could identify the problems faced by students in learning
grammar. Second, after identifying the problems, she suggests to apply suitable
technique to solve students’ problem in order to develop students’ ability in
grammar for better quality of the school.
The writer selected the second year of VIII-A Class of MTs Nurul Falah
Tangerang, which consists of 31 students in the 2010-2011 academic years as
the subjects of the research. This class was chosen based on the interview result
with the English teacher and the observation that this class had the lowest
achievement on grammar test compared with other second grade classes.
Therefore, their grammar ability needs to be developed by using effective
technique.
B. The Design of the Study
The design of this research called Classroom Action Research (CAR used
for the next term) because it attempts to overcome students’ problem in their
teaching-learning activities. Besides, this study conducted based on the
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
38/135
24
preliminary study to describe students’ problem in English learning process.
CAR was part of action research which conducted in a certain classroom.
The design of this study was classroom action research. It is called CAR because the study focuses on a particular problem and a particular group of
students in a certain classroom. According Wallace, CAR is a type of
classroom research carried out by the teacher in order to solve problems or to
find answers toward context-specific issues.24
Classroom action research is an action research which carried out at the
classroom aimed to improve learning practice quality.25 Mills defines an
action research as any systematic inquiry conducted by teacher researchers,
principals, and school counselors in the teaching and learning environment togather information about (a) how their particular school operates, (b) how
teachers teach, and (c) how well their students learn.26
The essential component of action research according to Kember as
following:
• Concerned with social practice;
•
Aimed towards improvement;
• A cyclical process;
•
Pursued by systematic enquiry;
• A reflective process;
• Participative;
•
Determined by the practitioner. 27
Based on the definition above the implementation of classroom action
research was unable to give improvement of the quality of teaching and learning
of school in education since it can diagnose and solve the problem in teaching
learning activity.24
. ,
(C: C
, 2006), .525
A,
, (: B A, 2009), . 58.26
. ,
, (
: , 2003), . 5.27
(: ,
2000), . 2324.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
39/135
25
The writer used classroom action research model proposed by Kemmis and
Taggart, which consists of four steps, namely, planning, acting, observing, and
reflecting. Improvement of the problem in this study was brought about by aseries of cycles. The figure can be seen below:
Figure 3.1: Action Research Spiral, Model from Kemmis & Taggart (1988)28
The classroom action research design applied in this study was a collaborative
classroom action research. As stated by Arikunto that ideally, CAR conducted
collaboratively between the practitioner and the observer.29 It means that the
writer collaborates with the English teacher of MTs Nurul Falah Tangerang as an
observer and collaborator. In carrying out the study, the writer’s role was as an
English teacher who though Indirect Speech through Contextual Teaching and
Learning (CTL) to the students, while the real English teacher’s role was as an
observer who observes the action of the study while teaching-learning activities
happens in the classroom. Also she acts as a collaborator when helps the writer in
designing lesson plan, carrying out the reflection, and determining the follow up
of the study. The researcher is as an active participant who is not only as an
28 . . ,
(B: , 2006), . 66.29
A,
, (: B A, 2009), . 17.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
40/135
26
observer but she also take actions by making lesson plan and giving assessment.
Moreover, she also collect and analyze data together with the teacher.
C.
The Procedure of the Study
Figure 3.2
The Classroom Action Research Procedure Adapted from Kemmis &
Taggart
ActingConducting the lesson plan
Preliminary StudyInterviewing the English teacher, giving questionnaire and pretest to the students, in the second year of MTs NurulFalah Tangerang
Analysis and findingsAnalysis : Analyzing the result of preliminary studyFinding : Result of students’ grammar score was still low.Causes :
1.
The students have difficulty to transform the tense.2.
The students were not actively involved in grammar class.
Planning
1.
Designing lesson plan.2.
Preparing the model of ContextualTeaching and Learning
3.
Preparing the materials and media.4.
Setting the criteria of success.
ObservingObserving the teachinglearning condition
Reflecting2.
analyzing the collected data3.
determining whether or notthe action is successful
SucceedFail
Conclusionand report
Revise the plan andcontinue the next cycle
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
41/135
27
Here, we have known that based on Kurt Lewin’s concept. The CAR consists
of four phases within one cycle. They are planning, acting, observing andreflecting. If the students cannot exceed the criteria, so it is necessary to continue
to the second cycle with the same concept of the first cycle which used the same
phases.
This classroom action research is carried out by following several phases.
Before entering the cycle of classroom action research, the writer conducts the
preliminary study. It is as the preparation for planning the action. Preliminary
study is useful for analyzing and identifying the problems faced by the students in
teaching learning process.In conducting the preliminary study, the writer carries out several activities as
follows (a) interviewing the English teachers in terms of the techniques and
activities employed in teaching grammar, (b) giving questionnaire to the students
in terms of learning English, and (c) assigning the students to answer the question
of Indirect Speech of Yes-No Question to indentify the students’ observing and
reflecting.
After carrying out the preliminary study, then the writer goes on to the next
phase. The first cycle of action is done involving planning, acting, observing and
reflecting.
1. Planning Phase
According to Kemmis and Taggart as quoted by Kunandar that “planning
phase is the development of the action plan to improve what has happened.”30 In
this phase, the writer and the collaborator made some planning based on the
finding of preliminary study. The following activities in this action planning were
designing lesson plan, preparing the model of Contextual Teaching and Learning,
preparing materials and media, and determining criteria of success.
Designing lesson plan aims to provide the teacher with the guideline of
teaching and learning activities. The lesson plan is included the following items:
30 ,
, (: , 2008), . 71
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
42/135
28
specific instructional objectives, the instructional materials and media, procedure
of presentation, and procedure of assessment. (The detail lesson plan can be seen
in appendix 4 and 6). Next step was preparing the model of Contextual Teaching and Learning; the
use of Contextual teaching and Learning in improving student’s ability of
transforming Indirect Speech was applied. A model of Contextual Teaching and
Learning which developed by the writer and collaborator in teaching Indirect
speech was using narrative text.
The last step was to determine the criteria of success. It is useful for
measuring whether the action of this study was successful or not. In line with the
study, the criteria of success are decided based on the agreement between thewriter and the collaborator as follows:
a.
The students’ writing score improves at the same as the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal ( KKM ) of English (60.0) or above.
And it is considered successful if 75% (26 out of 31) of the students with
individual score in grammar achieve at least the same as or above 60.0.
b. The students’ participation in writing activities increase that 75% (26 out of
31) of the students should get involved in writing activities and their
involvements are in scales “Good” and “Very Good”.
2. Acting Phase
The action here means that action that controlled and consciously
conducted.31 In this phase, the writer carried out the action based on the lesson
plan that had been made. In implementing the action, the writer acted as the
English teacher who taught Indirect Speech trough Contextual Teaching and
Learning. Meanwhile the collaborator acted as the observer who observed all the
activities that happened in the teaching learning process. The implementation of
the action involved three meetings in each cycle.
31 ,
, (: , 2008), . 72
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
43/135
29
3.
Observing phase
Observation aimed at collecting the data from the influence of action.32 This
phase discusses the process of recording and gathering all relevant data about any
aspect occurred during the implementation of the action. The important aspects in
observation were sources of data, the instrument used in collecting the data, and
the technique for data collection. In doing the observation, the observer observes
all the activities that happen in the class.
In conducting the observation toward the implementation of the action, the
observer used field notes and observation checklist for gathering the result ofobservation dealing with the teacher performance, the students’ participation and
the class condition.
4.
Reflecting Phase
Reflection was to remember and reflect the action as the result of
observation.33 Reflecting phase was the last phase in one cycle. The aims of this
phase were to reflect the data from the implementation of the action and to know
whether the action is successful or not by matching the result of the observing
phase with the criteria of success. Reflecting phase is carried out by the writer and
the collaborator focusing on the discussion about the result of the action. If the
finding of the first cycle is satisfy marked by reaching the criteria of success, so
there will not be the next cycle. Meanwhile, if the finding of the action did not
reach the criteria of success, so the next cycle needs to be accomplished.
D. The Technique of Collecting Data
This study used both qualitative and quantitative data as technique of
collecting data. Qualitative used to describe data which are amenable to being
32
, . 7333
,
, (: , 2008), . 73
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
44/135
30
counted measured in objective way, and are therefore ‘subjective’ while
quantitative is broadly used to describe what can be counted or measured and can
therefore be considered ‘objective’.34
The qualitative data consists of observationand interview while quantitative data used questionnaire and test (pre-test and
post-test).
The technique of collecting data used by the researcher to get the data
observation by using:
1.
Interview applied for the English teacher before the classroom action
research and after classroom action research. It was applied before
classroom action research to know the students difficulties in study
grammar, the students’ participation in grammar class, and the teachingstrategy in teaching grammar. Meanwhile, it was conducted after
classroom action research to know the teacher’s response about the
learning strategy focus on Contextual Teaching and Learning (CTL).
2.
Questionnaire was written of questions to be answered by the students.
These instruments take all students as the respondents. It were applied at
the preliminary study. Also, it is used after classroom action research to
know the students’ response toward teaching and learning activities
through Contextual Teaching and Learning (CTL).
3.
An observation checklist was done to monitor and record the data of the
students’ performance during the teaching and learning processes. The
data is taken based on the students’ participation during teaching and
learning activity according to lesson plan. The information obtained from
these observation checklists was used as a basis to determine the planning
for the following cycle.
4.
Field notes used to record detailed information about the implementation
of the study in the classroom that might not be covered in the observation
checklists. In addition its used to know the good point from the student
and the teacher side and things to consider for the next meeting. The writer
34 .,
(C: C .
,1998), .38
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
45/135
31
and observer record a description of classroom atmosphere, the setting of
the class, and the students’ activities during the teaching and learning of
grammar using Contextual Teaching and Learning (CTL).5.
Test, is used for getting data of study result and students activities in
teaching learning. There are two tests used in this study as follows:
1.
Pre-test is done before implementing Contextual Teaching and
Learning (CTL). It is to measure students’ grammar skill at the first
time.
2.
Post-test is implemented after using Contextual Teaching and Learning
(CTL).
In this research the test is done in form of multiple choices. The test is held onevery second action of each cycle.
E. The Technique of Data Analysis
In this research the writer used analysis qualitative data that is the observation
of writer and students’ activities during teaching learning process. The writer will
discuss about entire data collection in every observation from performing action
research cycles are analyzed descriptively by using percentage to see tendency
that happened in learning activity.
Here, she looked for the average of students’ grammar score per action within
one cycle to analyze numerical data, those are:
First, it is done to know how well students’ score on grammar skill:
n
x X
Σ=
X : mean
x : individual score
n : number of students
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
46/135
32
Second, to know the class percentage that pass the KKM 60, the writer uses
as reference is according to Anas Sudijono (2006) it is called by of relative
frequency distribution whose formula as follows:35
P = f x100%
N
P : the class Percentage
F : total percentage score
N: number of sample of students.
Third, after mean of students’ scores per action gained. She identified
whether there was or no students’ improvement scores on grammar from pre-testup to post-test score in cycle 1 and cycle 2. In identifying that, she used the
formula:36
P = %1001 ×−
y
y y
P : percentage of students’ improvement
y : pre-test result
y1 : post-test 1
P = %1002 ×−
y
y y
P : percentage of students’ improvement
y : pre-test result
y2 : post-test 2
35 A ,
, (; :
2006), . 34.36
. ,
(:
A, 2008), .3
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
47/135
33
F. The Validity of Data
Validity is an essential criterion for evaluating the quality and acceptable of
the research. Regarding validity in action research, the writer adopts Anderson,
Herr, and Nihlen’s criteria that mention the validity of action research including
democratic validity, outcome validity, process validity, catalytic validity, and
dialogic validity.37 In this study, the writer uses democratic, process, and dialogic
validity. Anderson defines outcome validity as:
Outcome validity requires that the action emerging from a
particular study leads to the successful resolution of the problemthat was being studied, that is, your study can be considered validof you learn something that can be applied to the subsequentresearch cycle.38
Based on the explanation above, the outcome validity could be seen from the
result of the test. When the result of cycle two was better than cycle one, it means
that the study is successful. Then, Process validity is “the validity that requires a
study has been conducted in a “dependable” and “competent” manner.”39
It could be seen from the outcome of observation. In this case, the writer
notes all events happening during the CAR. When there might have some
mistakes in the method of teaching, then the writer discusses with the teacher to
modify the further strategies. Next, the dialogic validity; “it involves having a
critical conversation with peers about research findings and practices.”40 In this
case, the writer and the teacher discussed and assess the students’ test result of
cycle one and cycle two together. It was done in order to avoid invalid data.
To analyze the examined test items, the writer implements the credibility of
the test. There are some phases including:
37 . ,
, (C:
, 2003), . 84.38
., . 84.39
. ,
, (C:
, 2003),
40
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
48/135
34
1. Discriminating Power
The analysis of discriminating power of test items is to know the performance
of the test through distinguishing students who have high achievement and lowachievement. Discriminating power provides a more detailed analysis of the test
items than does item difficulty, because it shows how the top scores and lower
scores performed on each item.41
The computing of discriminating power uses the formula as following:42
U – L
D =
N
In which, D : The index of discriminating power
U : The number of pupils in the upper group who answered the
item correctly
L : The number of pupils in the lower group who answered the
item correctly
N : Number of pupils in each of the groups
Next, the discriminating scale used:43
DP REMARK
0.6 – 1.0 Very good
0.4 – 0.6 Good
0.1 – 0.3 Ok
-1 – 0.0 Bad
41 . B,
(: & , 1998), . 135.42
,
(: , 1998), . 139. 43
. B. ,
, ( : , 1990), . 174.
-
8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu
49/135
35
2. Difficulty Item
The difficulty item analysis concerns with the proportion of comparing
students who answer correctly with all of students who follow the test. Itemdifficulty is how easy or difficult an item is form the viewpoint of the group of
students or examinees taking the test of which that item is a part.44 The formula as
following:45
R
P =
T
In which, P : Index of difficulty
R : The total number of students w