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IMPROVING STUDENTS’ ABILITY IN USING
CONDITIONAL SENTENCE TYPE III THROUGH
INTERACTIVE TECHNIQUE
(A Classroom Action Research at the Eleventh Grade of SMAN 7 Kota Bekasi)
By :
Catur Wijayanti
1112014000076
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
STATE ISLAMIC UNIVERSITY OF SYARIF
HIDAYATULLAH
JAKARTA
2016
i
IMPROVING STUDENTS’ ABILITY IN USING
CONDITIONAL SENTENCE TYPE III THROUGH
INTERACTIVE TECHNIQUE
(A Classroom Action Research at the Eleventh Grade of SMAN 7 Kota Bekasi)
A “Skripsi”
Presented to the Faculty of Educational Sciences
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd in the Department of English Education
By :
Catur Wijayanti
1112014000076
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA
2016
ii
iii
iv
ABSTRACT
Catur Wijayanti. 2016. Improving Students’ Ability in Using Conditional
Sentence Type III through Interactive Technique. (A Classroom Action
Research at the Eleventh Grade of SMA Negeri 7 Kota Bekasi). Skripsi. English
Education Department. Faculty of Educational Sciences. Syarif Hidayatullah State
Islamic University of Jakarta.
Advisors : Nida Husna, M.Pd., M.A.TESOL. & Atik Yuliani, M.A.TESOL
Keywords : Students’ Ability, Conditional Sentence Type III, Interactive
Technique.
Conditional sentence type III is one of the most difficult parts for students. In
addition, the teaching and learning about conditional sentence often does not
motivate the students to be active. To solve the problem, the writer implemented
a classroom action research. The aim of the research was to know whether
Interactive Technique can improve students’ ability in using conditional sentence
type III at the eleventh grade of science class in SMAN 7 Bekasi. The writer used
Kemmis & McTaggart model which was done in two cycles. Each cycle has four
phases : Planning, Acting, Observing, and Reflecting. The data were obtained
from interview, observation, questionnaire, test (pre-test & post-test). Based on
the results of the preliminary study, for the first time, the students did not feel
enthusiastic in learning about conditional sentence.It also could be seen from the
mean score. It was 59,74, only 9 students who could pass the minimum mastery
criterion(75). In the first cycle, the improvement of the students’ mean score was
74,87, 22 students could pass the minimum mastery criterion (KKM). The writer
continued the second cycle because it had not yet achieve the minimum criterion,
where at least 75% of students passed. In the second cycle, the result of the
students’ mean score was 86,15, and 39 students passed with the percentage of
100%. Based on the observation sheet, there was also an improvement from the
students which was categorized as Enough & Good (in cycle 1) into Good & Very
Good (in cycle 2). In conclusion, interactive technique improved the students’
ability in using conditional sentence type III.
v
ABSTRAK
Catur Wijayanti. 2016. Catur Wijayanti. 2016. Improving Students’ Ability in
Using Conditional Sentence Type III through Interactive Technique. (A
Classroom Action Research at the Eleventh Grade of SMA Negeri 7 Kota
Bekasi). Skripsi. Jurusan Pendidikan Bahasa Inggris. Fakultas Ilmu Pendidikan.
UIN Syarif Hidayatullah Jakarta.
Pembimbing : Nida Husna, M.Pd., M.A.TESOL. & Atik Yuliani, M.A.TESOL
Kata Kunci : Kemampuan siswa, Conditional sentence tipe III, Interaktif
teknik.
Conditional Sentence tipe III merupakan salah satu bagian materi yang tersulit
bagi siswa. Terlebih, pengajaran dan pembelajaran mengenai conditional sentence
tipe III sering kali kurang memotivasi siswa untuk menjadi lebih aktif. Oleh
karena itu, penulis akan melakukan penelitian tindakan kelas. Tujuan dari
penelitian ini adalah untuk mengetahui apakah teknik interaktif dapat
meningkatkan kemampuan siswa mipa kelas XI di SMAN 7 Kota Bekasi. Metode
yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK).
Penulis menggunkana PTK model Kemmis & Mctaggart. Penelitian ini dilakukan
sebanyak 2 siklus. Masing-masing terdiri dari empat tahapan : Perencanaan,
Tindakan, Observasi, dan Refleksi. Data diperoleh dari wawancara. observasi,
angket, dan tes (pe-test & post-test).Berdasarkan hasil penelitian ini, pada
mulanya siswa kurang antusias dalam mempelajari conditional sentence, hal ini
juga dapat di lihat pada tahap pre-action, rata-rata nilai siswa adalah 59,74 dimana
hanya 9 siswa yang lulus memenuhi kriteria ketuntasan minimal (75). Pada siklus
1, terjadi peningkatan nilai rata-rata siswa yakni 74,87, dimana 22 siswa lulus
mencapai kriteria ketuntasan minimal (KKM). Penulis melanjutkan hingga ke
siklus 2 karena jumlah siswa yang lulus berdasarkan KKM belum mencapai 75%.
Pada siklus 2, hasil rata-rata nilai siswa mencapai 86,15 dimana 39 siswa lulus
dengan persentase 100%. Berdasarkan hasil lembar observasi, siswa juga
mengalami peningkatan dari kategori cukup & baik (siklus 1) menjadi baik &
sangat baik (siklus 2). Sehingga. teknik interaktif dapat meningkatkan
kemampuan siswa dalam menggunakan conditional sentence tipe III.
vi
ACKNOWLEDGEMENT
In the Name of Allah, the Beneficient, the Merciful
All praise be to Allah, lord of the world, who has blessed the writer in
completing this paper. Sholawat and Salam are given upon our prophet
Muhammad SAW who has guided us to the truth way and brought us to the real
light of life.
The writer is extremely grateful to the Almighty Allah. He has blessed her
with his power and strength at all times until she can accomplish this “Skripsi”.
She also would like to express her deepest gratitude to her parents, Mrs. Mariyam,
S.Pd and Mr. Supriyono for giving her a motivation, guidance, and pray all the
time.
Furthermore, the writer would also like to express her great honour and
deepest gratitude to her advisors, Mrs. Nida Husna, M.Pd., M.A. TESOL. and
Mrs. Atik Yuliani, M.A. TESOL., for their valuable help, guidance, comments,
corrections, suggestions and also their patience to sacrifice their energy and time
to assist the writer so that the writer could finish this “Skripsi”
The writer would like to express her special gratitude and give her
appreciation to :
1. Dr. Alek, M.Pd. the chairman of the Department of English Education.
2. Zaharil Anasy, M.Hum, the secretary of the Department of English
Education.
3. Teguh Khaeruddin, M.App.Ling , as an academic advisor who has given
the writer a motivation, suggestion, and a useful knowledge.
4. All lecturers and staffs of the Department of English Education who have
taught the writer the useful knowledge and skills.
5. Prof. Dr. Ahmad Thib Raya, MA, the Dean of the Faculty of Tarbiyah and
Teachers’ Training Islamic State University of Syarif Hidayatullah
Jakarta.
vii
6. Eno Sutresno, S.Pd, M.Si, the principal of SMAN 7 Kota Bekasi who has
given a permission to the writer to conduct the classroom action research
in that school.
7. H. Saud, M.Pd, as the English teacher of SMAN 7 Kota Bekasi who has
given the opportunity and chance to be involved in conducting the
classroom action research.
8. Ika Retnasari S.Pd and Tri Hariyanto S.Pd, the writer’s sister and brother
who have given the support, motivation, and suggestion for the writer to
finish this”skripsi”.
9. All friends in English Education Department, especially PBI C 2012 who
have created a great friendship, support, knowledge, and togetherness.
May Allah the Almighty bless them all, so be it.
Finally, the writer realizes that the Skripsi is far from being perfect, but the
writer hopes this “Skripsi” will be useful for her, any readers or researchers.
Therefore, it is such a pleasure for her to get the critiques and suggestions to make
this “Skripsi” better.
Jakarta, 28 Oktober 2016
The Writer
viii
TABLE OF CONTENT
ABSTRACT .................................................................................................... iv
ABSTRAK ........................................................................................................v
ACKNOWLEDGEMENT .............................................................................. vi
TABLE OF CONTENT ................................................................................ viii
LIST OF TABLES .......................................................................................... xi
LIST OF FIGURES ....................................................................................... xii
LIST OF APPENDICES ............................................................................... xiii
CHAPTER I INTRODUCTION
A. Background of the Research .........................................1
B. Identification of the Problem .........................................7
C. Limitation and Formulation of the Problem ..................7
D. Objectives of the Research ............................................7
E. Signifance of the Study ..................................................7
CHAPTER II THEORETICAL FRAMEWORK
A. Conditional Sentence .....................................................9
1. The Definition of Conditional Sentence ..................9
2. Types of Conditional Sentence ..............................10
3. The Function of Conditional Sentence ...................19
B. Interactive Technique ..................................................20
1. The Definition of Interactive Technique ...............20
2. Interactive Principles .............................................22
3. Strategies for Interactive Learning ........................24
4. Stages of Interactive Technique ...........................24
C. Teaching Conditional Sentence by Using Interactive
Technique .....................................................................25
D. Previous Related Studies ..............................................29
ix
CHAPTER III RESEARCH METHODOLOGY
A. Place & Time of the Research .....................................32
B. Method of the Research ..............................................32
C. The Design of the Research .........................................33
D. Subject of the Research ................................................36
E. The Role of the Writer in the Research .......................36
F. The Instruments of the Data .........................................36
G. Procedures of Classroom Action Research ..................37
1. Planning .................................................................37
2. Acting ....................................................................37
3. Observing ..............................................................37
4. Reflecting ..............................................................38
H. Technique of Data Collection
1. Pre-Interview ..........................................................38
2. Observation ............................................................39
3. Questionnaire ........................................................39
4. Test .........................................................................40
I. Technique of Data Analysis .........................................40
J. Trustworthiness ............................................................47
K. Criteria of Success .......................................................47
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION
A. The Description of Data ...............................................49
1. Findings before the Implementation of CAR
a) The Result of Pre-Interview ...........................49
b) The Result of Observation ..............................51
c) The Result of Pre-Test .....................................53
2. Findings during the Implementation of CAR
x
a) Cycle 1 .............................................................53
1) Planning ....................................................53
2) Acting ........................................................54
3) Observing ..................................................55
4) Reflecting ..................................................60
b) Cycle 2 .............................................................61
1) Planning ....................................................61
2) Acting ........................................................62
3) Observing ..................................................63
4) Reflecting ...................................................67
3. Findings after the Implementation of CAR
a) Questionnaire ...................................................68
b) The Result of Post-Test ...................................73
B. Analysis of the Data ....................................................75
C. Interpretation of the Data ............................................79
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ..................................................................82
B. Suggestion ....................................................................83
REFERENCE ..................................................................................................84
APPENDICES ................................................................................................87
xi
LIST OF TABLES
3.1 Blueprint of observational journal ...........................................................39
3.2 Rubric of Observation Sheet ...................................................................41
3.4 Score Interpretation Criteria ....................................................................45
4.1 The Result of Index% Cycle 1 .................................................................60
4.2 The Result of Index% Cycle 2 ................................................................67
4.3 The Result of Student’s Score .................................................................74
xii
LIST OF FIGURES
2.1 Semantic Hierarchy of Conditional Sentence Types ...............................10
3.1 Cyclical Action Research(AR) Model Based on Kemmis & McTaggart 33
3.2 Explanation of Cycle 1 ............................................................................34
3.3 Explanation of Cycle 2 ............................................................................35
4.1 Bar Chart (The Result of Students’ Mean Score) ....................................74
xiii
LIST OF APPENDICES
Appendix 1. Students’Score ........................................................................87
Appendix 2. Interview Guide and Result ....................................................89
Appendix 3. The Instrument of Pre-Test ......................................................92
Appendix 4. The Instrument of Post-Test 1 .................................................97
Appendix 5. The Instrument of Post-Test 2 ...............................................102
Appendix 6. Observation Journal of Post-Action 1 ...................................108
Appendix 7. Observation Journal of Post-Action 2 ...................................111
Appendix 8. Questionnaire .......................................................................113
Appendix 9. Result of Questionnaire .........................................................116
Appendix 10 Result of Observation Sheet in Cycle 1 .................................120
Appendix 11 Result of Observation Sheet in Cycle 2 .................................121
Appendix 12. Lesson Plan ............................................................................122
Appendix 13. Surat Bimbingan Skripsi .......................................................163
Appendix 14. Surat Permohonan Izin Penelitian ........................................165
Appendix 15. Surat Keterangan Telah Melakukan Penelitian ...................166
Appendix 16. Silabus ..................................................................................167
1
CHAPTER 1
INTRODUCTION
This chapter presents and discusses about background of the research,
identification of the problem, limitation and the formulation of the problem,
objectives of the research and the significance of the study.
A. Background of the Problem
Since 1960 until now, teachinggrammar becomes the crucial issue
which invites some controversial in English teaching - learning
process.1Whether it is being taught or not, it invites a controversy for
students to be able to use communicative competence appropriately.
According to Dykes, a grammar teaching is so important because if it is
not taught, it will decrease the literacy of people.2 So that’s why the role
of teaching grammar should not be neglected. As Richards & Renandya
also emphasized that grammar is more important than to be neglected and
a language development of learner will be seriously constrained without a
good knowledge of grammar.3 Also, Mart stated that grammar teaching is
important because “it holds an important place in foreign language
learning to make great contribution to language competence”.4
The demanding existence to communicate properly makes the CLT
becomes important too. As Savignon stated that the central idea of
Communicative Language Teaching is communicative competence, in
term of expression, interpretation, and negotiation of meaning.5 It gives
the challenge for the position of grammar teaching to adapt with the
development of the process in teaching English. In order to make a
1 Barbara Dykes, Grammar for Everyone, (Victoria : ACER Pres, 2007), p.3.
2Ibid.
3 Jack C Richards & Willy A Renandya, Methodology in Language Teaching : An
Onthology of Current, (Cambridge : Cambridge University Press, 2002), p.145. 4 Cagri tugul Mart, Teaching Grammar in Context : Why and How?, Theory and Practice
in Language Studies, vol 3,no.1,2013, pp. 124-129. 5 Sandra J. Savignon, Interpreting Communicative Language Teaching-Contexts and
Concerns in Teacher Education, (London : Yale University Press, 2002), p.1.
2
grammar class becomes more communicative and avoid a boredom, a
grammar teaching- learning process should get a proper attention.
In the countries where English is EFL (English Foreign Language)
such as Indonesia, the debates and discussions about whether we should
teach grammar or not is still exist. Here, the writer agree with other
experts who believe that we should teach grammar, such as Dykes,
Richards & Renandya, and Mart. Teaching grammar should be taught
because it can facilitate students to speak accurately, communicatively,
and to understand the language easily. To be able to communicate
accurately and to understand the language properly, grammar is important
to be learned6. The discussion for those who believe that grammar should
be taught mainly focus on whether to teach grammar structure deductively
or inductively7, whether to present grammar through communication or
not, whether to teach grammar explicitly or implicitly8 and so on. Mostly,
“traditional grammar teaching”9 (Grammar teaching which emphasizing
the way to learn grammar through memorizing rules or pattern) has
existed since a long time ago. However, it gives some problems such as, it
might not fulfil the needs in contextuality and sometimes gives a
confusion about how to communicate accurately.10
Traditional grammar teaching is often marked with prescriptive ,
which contains some rules for what is correct and incorrect in a language.
So, people also have to follow the rules for usage 11
. It makes the students
get some difficulties to implement grammar in speaking because they just
learn about the language. Students only learn the pattern and try to
6 Ron Cowan, The Teacher’s Grammar of English, (Cambridge : Cambridge University
Press, 2008), p. 2. 7 Jack C Richards & Willy A Renandya, Methodology in Language Teaching : An
Onthology of Current, (Cambridge : Cambridge University Press, 2002), p.145. 8 Yun, Xiao Yan, Interactive Grammar Teaching, Asian EFL Journal, vol 17.no. 3, 2012,
pp.34-37. 9Ibid.
10 James E. Purpura, Assessing Grammar, (Cambridge University Press, 2004), p.21.
11 NF, Blake, Traditional English Grammar & Beyond, (London : Macmillan, 1992), p.2.
3
remember the dry memorization of rules without implementation, so it
gives negative feelings like boredom and even fear of grammar.12
In Indonesia, grammar becomes one of the important parts in
English subject. Based on the syllabus of 2013 curriculum, the aim of
grammar mastery is to achieve the goal in comprehending the material
about structure or grammar in a written form or oral. Also, based on the
syllabus of 2013 curriculum, the eleventh grade students have to learn
about English grammar.13
In eleventhgrade’s student based on the syllabus, students have to
learn about some grammatical theories. They need to achieve the goals in
comprehending those materials. They are expected to be able to use some
structures such as tenses, active-passive, and also conditional sentence.
The way to teach those materials are often explained through traditional
grammar.
From those materials in grammar, conditional sentence also
becomes one of the parts that is quite difficult for students. According to
Covitt, he conducted a survey and found that conditionals ranked fifth
(behind articles, prepositions, phrasal verbs, and verbals) among the most
difficult teaching problems.14
The material about conditional sentences
have some types and various meaning. Therefore, students often get some
problems to understand it from the form, meaning, and also the time-tense
relationship.15
The third type of conditional sentence is considered as the
most complex type that gives the specific problems for students. Pyle also
stated that the third type of conditional sentence is difficult to be
understood for foreign learners because the fact or the truth value of a
12
Yun, Xiao Yan, Interactive Grammar Teaching, Asian EFL Journal, vol 17.no. 3,
2012, pp.34-37. 13
http://kemdikbud.go.id/main/?lang=id, syllabus for the eleventh grade, retrieved at
10/06/2016. 14
R.I, Covitt, “Some Problematic Grammar Areas For ESL Teachers”, (M.A Thesis in
TESL UCLA : England, 1976), Unpublished. 15
Ron Cowan, The Teacher’s Grammar of English, (Cambridge : Cambridge University
Press, 2008), p. 461.
4
sentence is contrary to the fact.16
For example, if the sentence of
conditional sentence is positive, the meaning is actually negative, and so
on.
There are some studies which have already emphasized for
students who are using conditional sentence.Pratama17
has revealed that
the second type of conditional sentence gave the further problems for
students at SMA Dua Mei Ciputat. Students often make the mistakes in
using conditional sentence type II because of the time-tense relationship
and also they got the difficulties to understand about the meaning of the
sentence. In the second type of conditional sentence, the meaning of the
sentence is contrary to the fact, so the students get the difficulties in
understanding the meaning of the sentence. Not only him but also Aulia18
found some problems in conditional sentence for university students in
Universitas Gadjah Mada, she explained that the problems are on each
type of conditional sentence and also about the way to understand the
meaning of each type. Both studies emphasize the problems in
understanding the meaning of the sentence for each type of conditional
sentence. Next, Yusuf19
also stated that conditional becomes one of the
problem which appears in students’ understanding about grammar,
especially to differentiate the meaning of conditional sentence for each
type.
Considering about this condition, hence, it is urgent to find the
appropriate technique to improve the students’ ability in conditional
sentence. Based on some preliminary studies, conditional sentence
becomes one of the most difficult parts for students. The paradigm about
16
Michael A.Pyle & Mary Ellen Munoz Page, TOEFL-Preparation Guide Test of English
As A Foreign Language, (New Delhi : Wiley, 2002), p.115. 17
Muhammad Ridho Pratama, “Error analysis on the second grade students of senior high
school in using type two of conditional sentences at SMA Dua Mei Ciputat”, Skripsi ofUIN Syarif
Hidayatullah Jakarta, Jakarta, 2011, Unpublished. 18
Hernita Ratna Aulia, “Conditional Sentences in English and Their Problems for First
Year Students of Faculty of Cultural Sciences, Universitas Gadjah Mada”, Skripsi of UGM,
Yogyakarta, 2013, Unpublished. 19
Dewi Yusuf, “Improving Students’ Understanding of If Conditional Type 2 By Using
Problem Solving Activity”, Skripsi of UIN Syarif Hidayatullah Jakarta, 2013, Unpublished.
5
monotonous grammar is still exist. Students feel bored and difficult to
learn about conditional sentence, especially with the monotonous learning
activities in a traditional grammar classroom. Consequently, this problem
should be solved, because if there is no solution, students will get further
problems in their learning process. The paradigm of traditional grammar
must be changed with the new method that can improve
students’communicative competence. The learning process can be
achieved through interactive technique.CLT sets the students tend to be
more active to be involved in a learning process. Also, the learning process
will be beneficial if it provides fun and interesting activities. The
alternative way that should be achieved is through interactive grammar.
Interactive grammar provides a various type of learning. According
to Murcia, teaching technique should vary based on the match being
emphasized.20
Hence, a various technique in interactive grammar can
facilitate students to learn communicatively. By applying this technique in
a classroom, it will be easier for students to comprehend the material and
also it can make students become more active in learning grammar,
especially in conditional sentence type III (past unreal).
There have been several researches conducted to use an interactive
grammar for improving students’ grammar mastery. Yan Xiao Yun has
revealed that a traditional grammar teaching can be interesting, inspiring,
and creative through an interactive grammar. In addition, Yahya Dkhissi 21
also proves that the system of formal grammar does not give the effective
feedback. It means that a various way or technique should facilitate
students in learning grammar. Another studies have been conducted by
Md. Kawsar Uddin and Tazin Ahmed22
The study reveals that to
20
Marianne Celce-Murcia & Sharon Hilles. Techniques and Resources in Teaching
Grammar, (New York : Oxford University Press ), p.11 21
Yahya Dkhssi, An Integrative Model of Grammar Teaching : From Academic to
Communicative Needs, International Journal of Language & Linguistics, vol. 2 no. 3,2014. pp
145-153. 22
Md. Kawsar Uddin & Tazin Ahmed, Inductive and Contextual Approaches to English
Grammar teaching, Language in India Journal, vol. 12, 2012 pp. 1-14.
6
internalize grammar, it should be taught in inductive and contextual
approaches interactively.
Therefore, in this study the writer will apply an interactive
technique in conditional sentence type III. The writer chooses the
technique of interactive because it provides interesting learning activities
through various media(eclectic) and students will not only learn and
remember about the rules or the pattern only, but also students can know
about how to apply it in a contextual way.
The writer will use a classroom action research (CAR) for the
design of the research. Classroom action research is suitable to solve the
problem of the research, especially in a science 3 of SMAN 7 Kota Bekasi
and interactive technique is also considered suitable because it can
improve students’ ability better. This design is also chosen in order to
distinguish from the previous preliminary studies at the beginning.
SMAN 7 BEKASI is also choosen becauseat the beginning, the
researcher had conducted an interview and observation in that school.
Based on those data, the result showed that students got some difficulties in
understanding conditional sentence, especially in type III. It could be seen
from the minimum mastery criterion (KKM) on that school. The minimum
mastery criterion (KKM) on that school is 75, whereas there are many
students who got below 75, especially in conditional sentence. It means that
the students’ understanding about conditional sentence was still low. So,
the solution will be done in this school. The writer has already confirmed
to the English teacher in SMAN 7 BEKASI to conduct a classroom action
research in that school and he allowed the writer to do this research.
The writer is interested in conducting a classroom action research
by using interactive technique with the title of “Improving Students’ Ability
in Using Conditional Sentence Type III Through Interactive Technique in
SMAN 7 BEKASI”. The writer assumes that interactive technique can be
beneficial and effective for students because it creates the students to be
active and avoid the monotonous learning through various media and tools.
7
B. Identification of the Problem
The problem which appears in this research are:
1) Students have some difficulties and confusion in learning about
conditional sentence especially type III such as with the form, meaning,
and also with the time-tense relationship.
2) The technique or learning style from the teacher in a grammar class does
not motivate students to be active and does not fulfil the needs.
C. Limitation and the Formulation of Problem
In this study, the writer limits the problem only to see conditional sentence
type III in the eleventh grade of SMAN 7 Bekasi through interactive
technique.The formulation problem of this paper is:
1) Does interactive technique improve students’ ability in using
Conditional Sentence (Type III) ?
2) To what extent interactive technique can improve the students’
ability in using conditional sentence type III at the eleventh grade
of SMAN 7 Bekasi?
D. Objectives of the Research
The objectives of the research is to find the evidence whether Interactive
technique can improve student’s ability in using conditional sentence type
III and also how significant it is and to see how interactive technique
improve students’ ability in using conditional sentence type (III) at the
eleventh grade of SMAN 7 Bekasi.
E. The Significance of the Research
The writer hopes that the result of the research will be beneficial for :
Students : The students can learn actively both in a theory and real
through communication interactively. Also, they will not feel bored
8
and monotonous. They can improve their ability into a skillful
student and also active.
Teacher : By applying interactive grammar, teachers can explore
the students’ competence comunicatively. Then, also teacher can be
more creative to design the learning activities. So, the teacher can
also improve their ability in teaching.
Further researchers : Another researchercan develop the variation
or design of this technique to improve the students’ grammar
mastery. Also, it can be an alternative way for another researcher to
develop this study.
9
CHAPTER II
THEORETICAL FRAMEWORK
This chapter discusses about the definition of conditional sentence, Types
of conditional sentence, the function of conditional sentence. This chapter will
also present about the definition of interactive technique, interactive
principles, strategies for interactive learning, stages of interactive technique,
and the previous of related studies.
A. Conditional Sentence
1. The Definition of Conditional Sentence
Conditional sentence or if clause is one of the materials in English
grammar. Espino and Santamaria explain that a conditional is a declarative
sentence which has two propostions by using the connective “if”. It has a
main clause and a subordinate clause (if clause).1 Another expert, Cowan
states that conditional sentence contains a proposition or condition and the
result clause contains about what happens if the conditional is fulfilled.2
Celce - Murcia and Larsen - Freeman also conclude that a
conditional is a complex sentence that consists of a main clause and a
subordinate clause and begins with the adverbial subordinator if.3
Moreover, according to Cobuild, conditional clause is a
subordinate clause that usually begin with “if”. The event described in the
main clause depends on the condition described in the subordinate clause.4
Therefore, it can be summarized that conditional sentence is a
sentence which contains two clauses, the if clause and the result of the
clause if it is fulfilled. There are three different types of conditional
1 Orlando Espino & Carlos Santamaria, Initial Models in Conditionals : Evidence from
Priming, The Spanish Journal of Psychology, vol.11. no.1, 2008, pp. 36 - 47. 2 Ron Cowan, The Teacher’s Grammar of English, (Cambridge : Cambridge University
Press, 2008), p.449. 3. Marianne Celce- Murcia & Diane Larsen-Freeman, The Grammar Book, (Newyork :
Heinle, 1998 ), p.546. 4Collins Cobuild, English Grammar, ( Birmingham: Collins Cobuild, 2011). p.15.
10
relationship, factual conditional, future or predictive conditional, and
imaginative conditional relationships. The explanation about the types of
conditional will be discussed further.
2. Types of conditional sentences
According to some experts, there are some types of conditional
sentences. Based on Celce Murcia & Larsen Freeman idea, they divide the
types of conditional sentence into three part. The first is factual, second is
future (predictive), and the last is imaginative.
Figure 2.1
A Semantic Hierarchy of Conditional Sentence Types
Adapted From The Grammar Book5
Cowan is also agree with Celce-Murcia & Larsen-Freeman, he
categorizes the similar type of conditional sentence.6 Those parts are also
separated into smaller unit. Factual conditional contains of timeless and
bound. In timeless, there are generic and habitual factual conditional
sentence. A relationship of sentence which is true or based on the fact is
5 Marianne Celce- Murcia & Diane Larsen-Freeman, The Grammar Book, (Newyork :
Heinle, 1998 ), p.548. 6 Ron Cowan, The Teacher’s Grammar of English, (Cambridge : Cambridge University
Press, 2008), pp. 449 -458.
11
called generic factual conditional sentence. Whereas, habitual factual
conditional sentence is not bounded with time, it is based on the repeated
action which we often do regularly which is called habit.
The next part of factual time bound deals with implicit and explicit
inference conditional sentence. Implicit conditional deals with indirect
meaning and explicit with directed meaning. The other experts such as
Plye defines a different term to give the label of the first conditional
sentence into real conditions.7 The real condition indicates an action or
event which is possibly true and it is categorized into future time, habitual,
and command. The future time predicts the event that will happen,
whereas for habitual, it mainly focus on the repeated event or action which
is routine, the last is command it actually asks someone to do something.
Another term of the first conditional sentence is also stated by
Sofyan in his book of Kiat Sukses Lulus Ujian Bahasa Inggris, he defines
the first conditional sentence as present real. It tells about an event that
will happen today or in the future if the condition is fulfilled.8 However, in
the book of Grammar for English Language Teachers, The first
conditional sentence has the different term with previous experts. It is
called as “first” or “future” conditional.9 In that book, Parrot also expands
the first conditional into some various form, such as in imperative, present
continuous, present perfect, and the use of “should” for emphasizing the
formality.
The writer summarizes some similarities and differences of term
for the first conditional sentence. The similarities between Celce Murcia
and Pyle, define the same term of habitual. Next, the term of real
7 Michael A.Pyle & Mary Ellen Munoz Page, TOEFL-Preparation Guide Test of English
As A Foreign Language, (New Delhi : Wiley, 2002), pp. 116 - 117. 8 Fahmi Sofyan, Kiat Sukses Lulus Ujian Bahasa Inggris, (Jakarta : Pustaka Tarbiyah
Baru, 2008), p.50. 9 Martin Parrot, Grammar for English Language Teachers, (Cambridge : Cambridge
University Press, 2010), p. 273.
12
condition of Pyle is also mentioned by Hewings10
. Whereas, the present
real is mentioned by Sofyan. Second, Parrot and Foley & Hall also
mention the similar term of first conditional sentence, they also add one
type of conditional sentence, it precedes the present real. It is zero
conditional11
, it is used to deliver a general truth or fact, whereas the
others do not mention about it. Third, Pyle and Parrot have the smaller part
of first conditional sentence, it is command or imperative. Both experts
mention that command or imperative is included in real conditions, on the
other hand the others do not explain about it.
Based on the semantic hierarchy of conditional from Celce -Marcia
& Larsen - Freeman, the next category of conditional sentence is called as
future (predictive). They divided into strong condition & result and the
degrees of weakened condition of result. Strong condition & result express
future plans and contingencies. Whereas, degrees of weakened condition
of result express that the result clause is not always possibly strong, the
prediction can be weak by substitute the word of “will” with “may or
should”. According to the writer, this term is still similar with the others‟
expert thought about conditional sentence, but the position is still in the
first conditional sentence or in present real.
The next semantic hierarcy from Celce-Marcia and Larsen -
freeman is called imaginative. According to them, imaginative conditional
is the most problematic conditional than the others because of the tense
used. The past tense refers to the present time and the past perfect tense
refers to past time.12
In imaginative conditional, they divided into
hypothetical (present - future) and counterfactual (present - past).
Hypothetical conditionals express the speaker‟s belief about events to be
10
Martin Hewings, Advanced Grammar in Use, (Cambridge : Cambridge University
Press, 2002), p. 198. 11
Mark Foley & Diane Hall, Advanced Learner’s Grammar : A Self - Study Reference &
Practice Book with Answers, (Harlow : Longman, 2003), p. 120. 12
Marianne Celce- Murcia & Diane Larsen-Freeman, The Grammar Book, (Newyork :
Heinle, 1998 ), p.551.
13
unlikely yet possible. In contrast, counterfactual conditionals express
impossible events or states.
Another expert such as Pyle states the second conditional sentence
as unreal conditions. It shows that the events result will be not true.
Hewings is also agree with Pyle‟s idea about the second conditional
sentence, which is called as unreal conditionals, whereas present unreal is
categorized by Sofyan as the second conditional sentence. According to
him, the result event of present unreal will be contrary to the fact with
present condition. However, Foley & Hall define the second conditional
sentence as the unlikely or improbable conditional. Another expert such as
Parrot give the label of the second conditional as hypothetical or unreal
conditional. It is used to speculate about something which is impossible or
contrary to the fact. There are also some similarities and differences from
the experts‟ thought about second conditional sentence. The similarities
arise from Pyle and Hewings, they categorize it into unreal conditions.
Second, Parrot defines the similar term with Celce-Murcia&Larsen
Freeman about hypothetical conditional. However, the different term of
second conditional sentence is mentioned by Folley & Hall as improbable
conditional.
The last type of conditional sentence is categorized by Celce-
Murcia & Larsen - Freeman as counterfactual conditionals. However,
Sofyan indicates the third conditional sentence as past unreal. It means
that the result event will be contrary to the fact with the past. All in all, the
writer concludes that the type of conditional sentence are categorized into
three. Present real - Present unreal - and Past unreal. Eventhough some
experts use the different term of each types, they still have the same
meaning and intention.
Based on the explanation above about types of conditional
sentences, the example will be presented below :
14
a) Generic Factual Conditional Sentences
Generic factual conditional express relationship which is true or
unchanging. The systematic form of this type is present tense, it also
occurs in both clauses. For example :
If we heat the water, it boils.
If it rains, the soil gets wet.
If you heat ice, it melts.
If today is 17 August, Indonesia celebrates an Independence Day.
If Jakarta is the capital of Indonesia, the central goverment is on it.
Those examples, show that a general truth is never changing so the
form is always in simple present tense.
b) Habitual Factual Conditionals
Habitual Factual Conditional is not bounded in time. The
relationship is based on the habit. Habit is a repeated action which we
often do regularly.
For example :
If Zahra wakes up early, she comes on time to school.
If Zafitri always studies hard, she gets a scholarship.
If the students often collect their work on time, they get a good
mark.
If Zulaika always eat carrots, her eyes is healthy.
If Hanif &Hanifah often do an exercise, they will be more healthy
and fresh.
The examples above show that the activity becomes the habit, so the form
is still in present tense for both sentences (if clause - main clause).
c) Implicit and Explicit Inference Conditionals
In factual conditional, there are two types of the time. The first is
timeless and second is time-bound. Timeless means that the signal of the
15
time is not directly connected, meanwhile for the timebound. The time is
connected, for example in the implicit and explicit inference.
Implicit inference use much wider range of tense and aspect
markers, they also occurs with certain modal auxiliaries. For example :
If smog can be licked in Jakarta, it can be licked everywhere.
If someone’s at the door, it must be Siska.
If we can reduce the pollution, we can get the fresh air everywhere.
The if clause indicates an event that is bounded in time, and the result
clause refers to an action that can be logically inferred.
Meanwhile, explicit inference means there is no strict parallelism
of tense, aspect, or modal in both clauses. For example :
if that call is for me, it should be Zidan.
If someone’s at the door, it must be Hanif.
If he has a luxury car, he must be rich.
An explicit inference is made on the result- clause, about some
time-bound event , action or fact. The result clause also contains an
inferential modal, using must or should.
d) Future Conditional Sentences (Strong Condition and Result)
This type of conditional sentence shows future plans or something that
might possibly happen in the future, that usually „causing problems‟ or
„making further arrangements necessary‟. For example :
If it rains, I’ll stay at home.
If you attend the class, you will get a further explanation about the
lesson for quiz.
If Zaskia borrows some books at the library, she will work until
midnight.
16
e) Future Conditional Sentences (Degrees of Weakened Condition or
Result)
The result of main clause is not sufficiently enough to warrant the use of
will or be going to. Sometimes a weaker modal of prediction such as may
or should can be used. For example :
If you finish your vegetables, I may buy you some ice creams.
From the example, the result clause is weaker than the use of „will‟. .
The scale of prediction can be categorized as :
will, be going to = certain (strong result)
should = probable
may = possible (stronger than might)
might = possible (weaker than may).
f) Imaginative Conditional Sentences
There are two types of imaginative, there are hypothetical and
counterfactuals conditional sentences. Hypothetical conditional express
what the speaker‟s belief to be unlikely yet possible events. For example :
If I got a wedding invitation, I would go there.
If my friend came, I would learn together with her
For the counterfactual, it refers to impossibilities events or states. For
example :
If my grandfather had still been alive in 1993, he would have been
85 years old.
If she had studied English, she would have gotten a good carrier in
her job.
g) Present Real Conditional Sentence
Present real conditional describes about the future thing that will
happen.According to Pyle, an action or situation will occur if the
17
circumstances in the main clause are met.13
The first type of conditional
sentence is :
For example :
If a website is popular, people will talk about it.
If it is winter, the weather will be cold.
If you mix yellow and blue, you will get green.
The other experts such as Leech & Svartvik give the label of this type as
an open condition.14
It means that the truth or the falsehood of the sentence
is unknown exactly. For instance, I will help him, if he needs it. From the
example of the sentence, the meaning can be true or false depend on the
context. That‟s why it is called as “open”.
h) Present Unreal Conditional Sentence
Unreal conditional expresses a situation that would take place if the
circumtances expressed were in the past. The result of the action is also
contrary to the fact. Blass et al conclude that this type of conditional
describe imagined situations. The second type of conditional sentence :
For example :
If I had the time, I would go.
(The fact is : I don’t have the time so I will not go).
If today were Sunday, they would go to the beach.
13
Michael A.Pyle & Mary Ellen Munoz Page, TOEFL-Preparation Guide Test of English
As A Foreign Language, (New Delhi : Wiley, 2002), p.114. 14
Geoffrey Leech & Jan Svartvik, A Communicative Grammar of English, (America :
Pearson, 2003), p.207.
If Clause (Simple Present Tense), Main Clause (Simple Future
Tense)
If Clause (Simple Past Tense). Main Clause (Would/Should)
18
(The fact is : Today is not Monday so they will not go to the
beach).
If I had alot of money, I would go around the world.
(The fact : I don’t have alot of money so I will not go around the
world).
Hewings reports that in unreal conditionals, we can also use
could/might.should (have) instead of would (have).15
For example, if I
lived out of town, I could take up gardening. We also call it as
hypothetical. Hypothetical conditional express what the speaker perceives
to be unlikely yet possible events or states in the if clause.
i) Past Unreal Conditional Sentence
The third conditional sentence also an action which happened in
the past (past perfect). and it is also contrary to the fact. Blass et al define
that past unreal conditionals express situations that were not true in the
past. They describe something that was possible but did not happen. The
third conditional sentence is :
For example :
If she had seen the movie, she would have told you.
(The fact is : she didn’t see the movie so she would not tell you).
If you had come ontime, you would not have missed the train.
(The fact is : You didn’t come ontime, so you would miss the train).
If Zaskia had won the first prize, she would have bought a new
house.
(The fact is : Zaskia did nit win the first prize, so she would not buy
a new house).
15
Martin Hewings, Advanced Grammar in Use, (Cambridge : Cambridge University
Press, 2002), p. 208.
If Clause (Past Perfect Tense), Main Clause (Would have)
19
According to Pyle, the third type of conditional sentence is difficult
for foreign students to understand because the fact of the sentence is the
opposite of the sentence which appears. When the conditional sentence is
negative, the meaning is actually positive and so on. 16
This type is also
called as counterfactual. Counterfactual conditionals refer to
impossibilities with reference to the present or the past.
Dancygier and Sweetser state that the meaning of counterfactuality
is not directly means as the form sentence mentioned, but it depends on the
contextuality and inference of the sentence.17
3. The Function of Conditional Sentences
Cobuild defines the use of conditional sentence into several points
there are 18
To talk about a situation that sometimes exists or existed. For
example : If they lose weight during an illness, they soon regain it
afterwards.
To talk about a situation that you know doesn‟t exist. For example
: If Indonesia had a winter, the weather would be different.
To talk about a situation when you do not know whether it exists or
not. For example : If she is right, it would be possible for the
company to find an inovation.
To talk about a situation that may exist in the future.
For example : If I stay in Batam for several years, I will spend a
high cost for a life.
The other experts such as Foley and Hall define the function of
conditional sentence based on each type into some points below19
:
16
Michael A.Pyle & Mary Ellen Munoz Page, TOEFL-Preparation Guide Test of English
As A Foreign Language, (New Delhi : Wiley, 2002), p.115. 17
Barbara Dancygier & Eve Sweetser, Mental Spaces in Grammar - Conditional
Constructions, (Cambridge : Cambridge University Press,2005), p.71. 18
Collins Cobuild, English Grammar, ( Birmingham: Collins Cobuild, 2011). p.637.
20
The first conditional sentence emphasizes about the possible future
events or situation and the results.
For example : If you work hard in examination, you will get the
best score.
The second conditional sentence describes about the improbable
future event or situation. The condition is unlikely to be fulfilled
because the future event is unlikely to happen.
For example : If I were you, I would not reach my dream to be
true.
(The fact means : Iam not you, so I will reach my dream to be
true).
The third conditional sentence express the hypothetical in the past.
The event happen in the past, and the meaning is contrary to the
fact.
For example : If Indonesia had had a winter, it could have been
snow everywhere.
(The fact is : Indonesia did not have a winter so it could not be
snow everywhere).
B. Interactive Technique
1) Definition of Interactive Technique
Interactive technique is one of the technique which is familiar in
CLT (Communicative Language Teaching). Brown defines that interactive
is collaborative exchange of thoughts, feelings, or ideas between to or
more people and it gives a reciprocal effect on each other.20
According to
Savignon, the central idea of Communicative Language Teaching is
communicative competence, in term of expression, interpretation, and
19
Mark Foley & Diane Hall, Advanced Learner’s Grammar : A Self - Study Reference &
Practice Book with Answers, (Harlow : Longman, 2003), pp. 121 - 123. 20
H. Douglas Brown, Teaching by Principles, (Sanfransisco : Pearson, 2000), p.165.
21
negotiation of meaning.21
Xiao Yan also states that communicative
competence can be achieved through interactive classroom teaching.22
She
also said that an eclectic approach can make the learning process becomes
interactive. Brown also agree with her that communicative competence is
actually deals with interactive.23
So, the way to create an interactive
classroom teaching can be achieved through eclectic.
Another expert such as Brown, explains in his book of “Teaching
by Principles” that eclectic approach includes some basic principles of
learning and teaching which can be designed and evaluated for classroom
lesson.24
It means that eclectic in English language teaching is a teaching-
learning process where various media are used in a classroom. The
variations of the learning can create an inspiring and motivating the
students to learn communicatively.25
This is an alternative way to teach
grammar actively, not only just for testable but also can stimulate students
to be communicative. The students will have more involvement and
responsibility for the learning process.26
The characteristic of interactive
technique is the student can be motivated to use their knowledge and also
in a contextual way . To use this technique is also needed lots of examples,
so that patterns of the usage can be seen and the students will easily use it
communicatively.27
The current era of Communicative Language Teaching (CLT)
demands student to be able to speak communicatively and interactively.
Considering to that era, interactive learning is needed.
21
Sandra J. Savignon, Interpreting Communicative Language Teaching-Contexts and
Concerns in Teacher Education, (London : Yale University Press, 2002), p.1. 22
Yun, Xiao Yan, Interactive Grammar Teaching, Asian EFL Journal, vol 17.no. 3,
2012, pp.34-37. 23
H. Douglas Brown, Teaching by Principles, (Sanfransisco : Pearson, 2000), p.48. 24
Ibid., p.40. 25
Yun, Xiao Yan, Interactive Grammar Teaching, Asian EFL Journal, vol 17.no. 3,
2012, pp.34-37. 26
Nick Hall & John Shepheard, The Anti Grammar Book, (England : Longman, 1991),
p.6. 27
Hughes R. Carter & McCarthy, Exploring Grammar in Context : Upper Intermediate
and Advanced, (United Kingdom : Cambridge University Press, 2000) p.5.
22
2) Interactive Principles
There are 7 principles of interactive learning. All of those principles
can be a beneficial guideline to create an interactive learning.
a. Automaticity
The first principle of interactive is automaticity. Automaticity
means when we talk to each other, we don‟t need to think about
the grammatical or rigid rules of language. Automaticity also
creates the communication or interaction naturally. The
paramount thing in interaction is the message or the meaning. It
becomes one of the important principle of interactive because if
the interaction don‟t happen automatically, the atmosphere of
interactive will not occur, because there is no reciprocal
communication. For example, if we are accustomed with a
language of our mother tongue, it has already become an
automaticity for us in delivering the speech. We don‟t need to
think about the language when we want to interact with each
other.
b. Intrinsic Motivation
Intrinsic motivation is a basic characteristic of a person which
can create an enthusiasm for doing something. It becomes one
of the important principle of interactive because when students
can engage with each other in speech acts of fulfillment, it can
give a satisfied feeling for students.So, they will try to
appreciate their own competence by developing a system of
self reward. It also can be beneficial for students‟ learning.
When they have already implemented this principle, students
will practice and train to be better in every occasion.
c. Strategic Invesment
The third principle of interactive is strategic investment. It also
becomes important because interaction need a strategic
language competence in order to make certain decisions on
23
how to say or write or interpret language, and to make repairs
when communication pathways are blocked. The first nature of
interaction is automaticity. It is related with this principle.
When the interaction happens, the spontaneous of automaticity
is needed, so the strategic invesment play a big role for
production and comprehension of a language.
d. Risk - Taking
The next category of interactive principle is risk-taking. The
basic principle of interaction is spontaneous of automaticity. It
means that interaction also requires the risk of failing to
produce intended meaning, of failing to interpret intended
meaning. So, being laughed, or rejected when the mistake of
the interaction happen is not totally false. The essential thing is
the nature of interactive communication.
e. The language - Culture Connection
The language of culture connection is always related with the
interaction because every people is actually different. They
come from the different region and also different mother
tongue. It gives a cultural loading for the interactive speech.
Therefore, someone who is involved in an interaction give a
various cultural content.
f. Interlanguage
The next principle of interactive is interlanguage. The previous
principle has already mentioned about the language - culture
connection. It is still related to each other, because of the
cultural content in communication, the complexity of
interaction is also happen. It makes the process of acquisition
develop. Therefore, some error of production and
comprehension will be a part of the development. Here, the
teacher‟s feedback is so important for this process.
24
g. Communicative Competence
The last principle of interactive is communicative competence.
It becomes one of the important thing in interaction because all
of the elements of communicative competence are involved in
human interaction. For example, based on grammatical,
pragmatic, strategic, or meaning are become the part of
communicative. All aspects must work together to make an
interactive situation.
3) Strategies for Interactive Learning
One of the best ways to develop an interactive learning is through
creating the strategies of questions. There are several steps which can
be achieved :
a. The questions should give the opportunity for the students to
produce language comfortably.
b. The questions can serve to iniatiate a chain reaction of student
interaction among themselves.
c. The questions should give the instructor immediate feedback about
student comprehension. After that, the teacher can diagnose the
linguistic or content difficulties from student‟s response.
d. The questions should also provide the opportunities to find out
what they think by hearing what they say.
4) Stages of Interactive Technique
Xiao-Yun defines an interactive grammar as an eclectic approach.
The way to create the interactive technique is through a various
media28
. Firstly, Yun used some media such as pictures for comparing
the prepositions (on, above, under, and over). She provided some
28
Yun, Xiao Yan, Interactive Grammar Teaching, Asian EFL Journal, vol 17.no. 3,
2012, pp.34-37.
25
different pictures and after that give some trigger questions for the
students for answering that questions by comparing the prepositions.
She also used different colors and fonts in reviewing tenses. The
text was projected onto the screen and the students were asked to write
three sentences of different tenses with the verbs that were given and
check the sentences by doing a peer-correction.
Another media which was used by Yun was video clips. They were
inserted in the power point slides in order to add a touch entertainment
and variety and also to encourage the students to notice the language
form in watching movies. Those media were provided in order to
encourage the students to actively participate in the interactive
activities. 29
C. Teaching Conditional Sentence by Using Interactive Technique
The following are the stages to achieve interactive technique through
various media, there are :
Preparing the media
In the first stages, preparing the media becomes the inital way that
should be done. Eclectic means combining a various media which
is useful and interesting. So, some attractive media should be
prepaped such as references from bookflix and e-materials from
the internet. The others media are text, tables, pictures, songs, and
printed material.
Demonstrating the media
i. The first, through a text. The text is projected into the
screen with the emphasis clearly and it is also illustrated in
different colors and fonts. The purpose of this step is to
provide a lot of examples about conditional sentence. So,
here the students will see the pattern and shape their own
29
Yun, Xiao Yan, Interactive Grammar Teaching, Asian EFL Journal, vol 17.no. 3,
2012, pp.34-37.
26
thinking about the types of every conditional sentence.
Students are also have to differentiate each type through the
text. For example :
If it rains, she will go to the theatre.
If they came, they would discuss about the
meeting.
If Zaskia had had alot of money, she would have
gone around the world.
ii. Second, table is also used in controlled response exercises
as well as communicative activities. In this step, the
students will an answer and mention the type of conditional
sentence in a table.
First Second Third
If she comes, I
will go with her,
If she .................. If she had come, I
would have gone
with her
If Zidan.......
If Zidan finished
the duty ontime,
he wouldnot be in
rush.
If Zidan......
If it ..... If it .............. If it had rained, it
would have been
cold.
iii. The third is through pictures.
Pictures is a visual aid which can motivate students and
hinder a monotonous learning. Conditional sentence consist
of real and unreal type, so when the pictures are presented,
the students will practice to think critically to complete the
27
sentence of conditional sentence through a picture. When
the picture is given, students have to complete the blank of
the sentence based on their idea in the pictures. For
example :
If it rains, ................................................
From the picture above, students can make an illustration
such as. If it rains, we can not have a flag ceremony to
celebrate an independence day. (type 1: Present Real)
28
If Zidan................., He ............... get..........
The picture above also can motivate students to illustrate the
condition event. For example the sentence can be : If Zidan
had not learned hard, he would not have gotten won the
science competition. (type 3)
The students can be asked to make their own conditional
sentence in every type and also give the label so they can
differentiate each type, so they will also speak well in using
conditional sentence.
The students will speak interactively to complete the
sentences of conditional sentence through a picture.
iv. The next stages is through song.
In this step, the students will also practice in another skill
area such as listening. So, the students will listen to the
song which have some lyrics of conditional sentence. After
they hear the song, the will complete the lyric of the song
which have the blanks of conditional sentence. It can be a
solution for the audio learner to learn about grammar, the
learning process will be fun and interactive through a song.
v. The last is printed material.
Printed materials are often used in a learning process. These
materials can be obtained through a textbook or e-material.
It can contain about a piece of paper with examples.So, the
students can get the hand out. When the students have each
of the paper, they can be formed into a group of three or
four and they will have a conversation about conditional
sentence. In this step, the students will also learn
interactively through another area of skill. It is speaking.
29
Here, the students will not only learn about the theory of
grammar, but also they can feel a fun learning with an
interactive grammar.
D. Previous Related Studies
There have been several researches conducted to use an interactive
grammar for improving students‟ ability. The first is Yan Xiao-Yun30
. She
discusses about some techniques for teaching interactive grammar in a
traditional grammar classroom. Yan also believes that interactive grammar
teaching can encourage active participation in communication through
grammar class.
The researcher has conducted a 16-week experiment of interactive
grammar teaching. The author used an eclectic approach for the traditional
grammar class, the aids of this experiement are text, tables, pictures, video
clips, objects, and printed materials. The first, the students get a treatment
about the text which was projected onto the screen with emphasis the
example of some sentences with different colors and fonts. Tables were
also used in controlled response exercise. Third, pictures were used to
assist interactive activities such as showing the prepostion. Next, video
clips were inserted in power point slides to add a touch of entertainment.
Fifth, objects were used to give students a deep impression of how
adjectives are arranged in front of a noun. The last is printed material used
as a handout. All of the aids proves that grammar can be interesting,
inspiring, and be a creative and interactive activities for the traditional
grammar classroom.31
Hence, the way to teach grammar will become
meaningful and more active if interactive technique (inductive learrning) is
provided in the classroom. The researcher has revealed that inductive
grammar is effective to make an interactive grammar teaching.
30
Yun, Xiao Yan, Interactive Grammar Teaching, Asian EFL Journal, vol 17.no. 3,
2012, pp.34-37. 31
Ibid
30
Moreover, Yahya32
also discusses about a foregrounding subject in
language teaching namely grammar teaching. With regard to the critical
situation of grammar teaching in his English departments in Morocco, this
research is based on the assumption that formal grammar teaching does not
provide the expected output that the teaching-learning enterprise requires
from both teachers and learners. Therefore, the aim of this study is to
review the grammar teaching methods and find out the practical solutions
for the following problems: lack of coordination and consistency of
methods, lack of communicative grammar text books, the difficulties in
students‟ mastery of the English grammar even when students get plenty
comprehensible input, and finally the teaching of grammar according to
syllabus not students‟ needs. At the end finally the study proves that with a
new model that engages students in a more practical, comprehensible and
useful method of grammar teaching: the Exploration, Production and
Integration Model.33
It states more clearly that the old fashioned of
traditional grammar or the formal grammar is not effective. Exploration,
Production, and Integration Model becomes a unity part that must be
involved in a learning process, in order to achieve the interactive grammar
teaching.
In addition Md. Kawsar Uddin & Tazin Ahmed34
also reveal that to
internalize grammar, it essentially should be taught in inductive and
contextual approaches. The experiment was conducted in Bangladesh
which at the first time English is taught separately and deductively through
rules memorization. This was an experiment that was conducted in summer
2012. At the beginning of the semester, a class of 30 students of the
Department of English was asked for sit for a proficiency test. The result
showed that students were divided into 2 category based on their learning
32
Dkhiss, Yahya, An Integrative Model of Grammar Teaching: From Academic to
Communicative Needs, International Journal of Language and Linguistics. Vol. 2, No. 3, 2014,
pp. 145-153. 33
Ibid. 34
Md. Kawsar Uddin & Tazin Ahmed, Inductive and Contextual Approaches to English
Grammar teaching, Language in India Journal, vol. 12, 2012, pp. 1-14.
31
style. Group A was conducted in a deductive grammar during the learning
process. Whereas Group B, was applying an inductive grammar. The result
showed that at the first time, Group A is higher but during the process, at
the end of the semester Group B got a better score than Group A. So, not
only given a treatment of experiment by providing inductive approach (rule
discovery, learner-centered, self-directed and bottom up teaching). But ,
after that this study also conducted a short survey to measure the impact of
inductive approach. The methodology includes field work and critical study
for data collection and data analysis. At the end it showed that inductive
grammar improve the students‟ ability and also they feel more confident
and active.
All of the previous studies show that a monotonous grammar
learning can be changed into an interesting & fun learning. The writer will
also conduct a research about grammar, she tries to change the paradigm of
monotonous grammar teaching- learning into fun activities. So, different
from the the previous researchers, they conduct an experiment with
interactive grammar. Here, the writer will investigate one of the part in
grammar (conditional sentence) to be implemented and taught through an
interactive grammar. The design of the research is also different because it
will be qualitative through classroom action research. Whereas, the
previous studies conducted a quantitative research. So, the way in
improving students‟ ability of Conditional Sentence (Type III) Through
Interactive Grammar will be conducted as the writer‟s research.
32
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents and discusses about the description of the
research method used in this study, including place and time of the
research, method and design of the research, researcher’s role, instrument
of the research, data collecting technique, data analysis technique,
trustworthiness, and criteria of the success.
A. Place and Time of the Research
The research was held in SMAN 7 Kota Bekasi.It is located in Jl.
Lingkar Tata Kota No.107, Jatisampurna, Kota Bekasi. The research was
conducted for a month started from September to October 2016.
B. The Method of the Research
The researcher employed aqualitative design of Classroom Action
Research (CAR). The rationale to use this method was because, first there
were some problems in a classroom especially about the understanding for
students in english grammar (conditional sentence) and it needed to be
solved. Second, the learning process should be achieved by the
improvement of students ability.As Burns states that the central idea of
action research is to intervene the problematic situation in order to bring
changes or improvements.1 So, improving students’ ability in grammar can
be achieved through action research. Third, the teacher’s ability in
teaching about this subject need to be improved.
The writer implemented a combination of qualitative and
quantitative design becausenot only a primary data of qualitative which
was needed in this study, but also the numerical data of quantitative was
important to support the data. Sometimes, the primary data of qualitative
1Anne Burns, Doing Action Research in English Language Teaching, (New York :
Routledge, 2010), p.2.
33
was not enough to address or answer the research problem, so mixed
method was also needed. The secondary data of quantitative was needed to
extend, elaborate, or explain the primary data2. Gall is also agree that
action research is not only deals with the collection of qualitative data but
also it can include quantitative data.3 So, this study employed qualitative
as the primary and quantitative as the secondary data. The writer
conducted the research through interview, observation, questionnaire, and
test which can measure the students’ ability.
C. The Design of the Research
The researcher used the spiral model of action research proposed
by Kemmis and McTaggart. The spiral of self-contained cycles of
planning, acting, observing, and reflecting . The reason about choosing the
spiral model appealing was because the steps are convenient and the
process of each phase is not too rigid. The cycles done in two cycles.
Figure 3.1 Cyclical AR model
based on Kemmis and McTaggart4
2 John W. Creswell, Educational Research “Planning, Conducting, and Evaluating
Quantitative amd Qualitative Reseacrh”, (United States : Pearson, 2011), p.535. 3 Meredith D. Gall. et al., Educational Research, (New York : Pearson Education, 2003),
p.582. 4 Anne Burns, Doing Action Research in English Language Teaching, (New York :
Routledge, 2010), p.9.
34
Figure 3.2
The explanation about those cycles will be explained below :
CYCLE 1
35
Figure 3.3
CYCLE 2
36
D. Subject of the Research
The subject of this researchwas students at the eleventh grade in
SMAN 7 Kota Bekasi, which consisted of 39 students.
E. The Role of the Writer in the Research
The role of the writer was not only as an observer but also as a
teacher. It meant that the writer was involving, living in the context, and
also being a part of it. As Kemmis & Mctaggart reported that participatory
research could create the condition for practitioners to understand and
develop the ways of the research that was conducted by the researchers.5
The writer collaborated with the English teacher. The writer prepared the
lesson plan, media of the teaching and also taught in the classroom.
Whereas, the teacher worked together with the writer to observe the
learning process in the classroom.
F. The Instruments of the Data
The data of this research was students’ ability in using conditional
sentence type III. In order to get the data, the researcher needed some
instruments. The first instrument was pre-interview. It was conducted at
the beginning of the study. The aim of pre-interview was to analyze and
diagnose the initial problems about the teaching of conditional sentence.
The type of the interview was semi-structured, and it was chosen because
according to Arikunto6, some guideline of the interview questions couldbe
used, but the researcher still could explore and develop that questions
which were not stated on the list, in order to get the explanation in more
details. The guideline interview’s question contains of 10 questions on the
list.
Next, to obtain the data the researcher gave a pre-test and post-test.
It contained of 30 questions of multiple choice for each test that was made
5 Stephen Kemmis, Robin Mctaggart & Rhonda Nixon, The Action Research Planner,
(Singapore : Springer, 2014), p.5. 6 Suharsimi Arikunto, Prosedur Penelitian. (Jakarta : Rineka Cipta, 2002). p. 202.
37
by the researcher. The reference was also adapted from “Kiat Sukses Lulus
Ujian Bahasa Inggris”. Then, the questions were eliminated into 20
questions. Pre-test was given at the beginning of the study, in order to see
about the initial problems in understanding conditional sentence and also
see how far that the students have already understood. Post-test was given
at the end of the study, in order to see the progress of the students in
understanding the use of conditional sentence. Third, questionaire was
also used in this study. It was conducted at the end of the study. The aim
was to get the data from the students’ point of view. The last was
observation (observation journal and observation sheet).. Observation was
also conducted in order to get the data in real situation which happened
during the learning process.
G. Procedures of Class Action Research
1. Planning
The researcher identified the problems in SMAN 7 Bekasi. After
she interviewed the teacher, observed, and also gave pre-test for
students, the writer designed a lesson plan to be implemented in the
next step.
2. Acting
In this step, the researcher conducted the learning process of
conditional sentence in the classroom by implementing the lesson
plan which had already designed before.
3. Observing
After giving a treatment, the researcher observed the result from
the action, the researcher also made an observation journal and
observation sheet to see the effect from action before. In this stage,
the writer also gave a post test to measure the students’
understanding and a questionnaire after implementing the action.
38
4. Reflecting
The researcher tried to reflect, evaluate, and describe the effect
from the action before and also in this phase, the researcher would
see the failure or progress from the students’ improvement. The
writer would go back to the next cycle if it did not yet fulfill the
criteria, but if it had already achieved the goal, the researcher could
stop the cycle.
H. Technique of Data Collection
Technique of collecting data in this research were using pre-
interview, observation, questionnaire, pre-test and post-test. Pre-interview
and pre-test were conducted at the beginning. Pre-interview conducted, in
order to know about the problems of conditional sentence and pre-test to
see the students’ ability in using conditional sentence type III before
implementing interactive technique. For the post-test, it was conducted at
the end of the study in order to measure students’ ability in using
conditional sentence type III through interactive technique.
1) Pre - interview
The first instrument was interview. It was conducted at the
beginning. The reason for choosing pre-interview was because it
provided powerful evidence for presenting the data from the
person resource directly. The writer interviewed the teacher to see
what were the problems and about how the students dealt with
those problems., together with the observation. The writer used
semi-structured interview, it contained of 10 questions, but it
could still be developed. The data that will be obtained in pre-
interview is about the opinion or fact from about the problems
which arise in understanding and using conditional sentence.
39
2) Observation
The writer observed the learning process and also the students in
a classroom to see the condition directly, in order to know about
the problems. The observation wasdone by using structural and
open observation. Structural observation was done through
observation sheets, in order to know about the three aspects that
need to be observed. Whereas, for open observation was used
through observation journal. The aim of observation journal was
to get the further information which was not provided in
observation sheet. The observation was conducted both for the
writer and also the teacher.
Table 3.1
Observation Journal
Cycle Meeting Date Activities Findings
I
I
II
III
3) Questionnaire
Questionnaire was conducted by the writer at end of the meeting
in order to know about students’ opinion about the learning
process of conditional sentence and alsoto see whether there
would be any significant difference between at the beginning and
at the end of the research. The aim of questionnaire was to
strengthen the data which was used in the research. The writer
conducted a close-ended questionnaire by providing a likert scale
with the point from 1-5. So, the students chose their answer by
40
marking the checklist rating from 1-5.The object was the students
of the evelenth grade at SMAN 7 Bekasi.
4) Test
The type of the test were pre-test and post-test. The writer gave a
pre-test for students at the beginning of the study and post-test at
the end of the study. The respondent were the students at the
eleventh grade of SMAN 7 Bekasi. Pre-test was given at the
beginning in order to know about how far the students had already
comprehended about the lesson. Then, the last was post test. It was
used to measurethe students’ progress or improvement after the
writer gave a treatment. Pre-test and post-test consisted of 30
questions of multiple choice for each test which was eliminated
into 20 questions. The data that would be obtained was numerical.
I. Technique of Data Analysis
The aim of analyzing the data was to make the result became
simplify, readable, and interpretable. In calculating the data of
questionnaire and observation were measured and analyzed through a
likert scale, In a likert scale, the gradation of the response could be
absolutely agree, agree, not sure, disagree or, strongly disagree.7The aim
of analyzing through a likert scale was in order to get the percentage
which could be categorized into very good, good, good enough or bad.
7 Irawan Soehartono, Metode Penelitian Sosial, (Bandung : PT. Remaja Rosdakarya,
2011), p.77.
41
For analyzing the data of observation sheet, the writer used a rubric
of observation sheet which contain some aspects of :
Table 3.2
Rubric of Observation Sheet
No Aspects Sub-aspects Score Assesment Criteria
1. Involvement
in learning
process.
A. Response
to the teacher’s
explanation
5 Pay attention very
seriously and interact
communicatively in
learning activity.
4 Pay attention seriously
and doing an interaction in
learning activity.
3 Not really pay attention to
the learning activity and
just hearing.
2 Not pay attention to the
learning activity.
1
Not pay attention to the
learning activity at all and
chatting with the other
friends.
B.Involvement
in Group
5 Involve in a team work
very actively.
4 Involve in a team work
actively.
3 Involve in a team work
but a little bit quiet.
2 Not involve in a team
work.
1 Never involve in a team
42
work at all.
C. Interaction
between
student to each
other
5 Communicate and give
response to each other
very interactively.
4 Communicate and give
response to each other
interactively.
3 Seldom to communicate
with each other.
2 Not communicate and
give response to each
other.
1 Never communicate and
give response to each
other
2.
Discipline
5
The students are really
well-prepared for entering
the class after do the
physical education (sport).
4 The students are well-
prepared for entering the
class after do the physical
education (sport).
3 Some students are well-
43
prepared for entering the
class after do the physical
education (sport).
2 The students are not well-
prepared for entering the
class after do the physical
education (sport).
1 The students are not really
well-prepared for entering
the class after do the
physical education (sport).
3. Diligence 5 Show the students’
willingness very
enthusiatically in learning
by taking note or
preparing all of the
equipment in learning
without any instruction
from the teacher.
4 Show the students’
44
willngness enthusiastically
in learning by taking note
or preparing all of the
equipment in learning
without any instruction
from the teacher.
3 The students want to do a
taking note or preparing
the equipmet of learning if
the teacher ask them.
2 The students seldom do a
kind of taking note or
preparing the equipment
for learning.
1 The students do not want
to do a taking note or
preparing the equipment
for learning eventhough
the teacher ask them.
The data which was obtained from observation sheet would be
tabulated and analyzed for each aspect with the formula of8 :
Index % =
X 100
* Y = The maximum score
After the data was analyzed, it would be interpreted according to the
following table :
Interval =
x 100%
8 Riduwan and Sunarto, Pengantar Statistika untuk Penelitian Pendidikan, Sosial,
Ekonomi, Komunikasi dan Bisnis, (Bandung :Alfabeta, 2013), p.18.
45
Tabel 3.3
Score Interpretation Criteria, Adapted from Riduwan and Akdon9
Percentage Interval
Description
81% - 100%
Very Good
61% - 80%
Good
41% - 60%
Enough
21% - 40%
Bad
1% - 20%
Very Bad
The way to analyze the data was also through qualitative and
quantitative. For qualitative , the data was reduced from the instruments
that had already obtained, so it could be presented through description and
also systematic sentences. The qualitative data was analyzed by using
Miles and Huberman model. It consists of three steps, reducing the data
taken from the result of research instrument, displaying the data in the
form of systematic sentence & narrative text, and the last drawing the
conclusion.10
Then for quantitative,It was obtained from pre-test and also
post-test. The data was analyzed through descriptive statistic.The aim was
to get the average score of students’ grammar test, the improvement of
students’ score in conditional sentence type III, and the percentage of the
students who got 75 (standard of minimum score) score and above.
The following was the formula was used in analyzing quantitative
data and to analyze the average score of students’ grammar test in each
cycle.11
The first thing that the writer would do was analyzing through the
average score of students. It was done in order to know whether the
9Riduwan and Akdon, Rumus dan Data dalam Analisis Statistika, (Bandung :Alfabeta,
2010), p.18. 10
Djam’an Satori & Aan Komariah, Metodologi Penelitian Kualitatif, (Bandung :
Alfabeta, 2013), p.218. 11
Riduwan & Akdon, Rumus dan Data dalam Analisis Statistika, (Bandung : Alfabeta,
2010), p.28
46
students had already passed the minimal criteria score (KKM) or not. If
the students’ score improved it meant that there was a progression or
improvement. The formula that was used :
Χ = Mean
ΣΧ = Total Score
n = Number of students.
After analyzing the average score of students’ test, the writer
determined the students’ percentage that got score 75 as a passing grade
score or mininum criteria score (KKM) , the formula that was used 12
:
P = The class percentage
F = Total Percentage Score
N = Number of Students
The next stage, the writer analyzed the students’ score in
understanding conditional sentence type III from pre-test and post-test
from cycle 1 and cylcle 2. The formula that was used13
:
12
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta : PT. Raja Grafindo Persada,
2008), p.43. 13
Kemas Ali Hanafiah, Dasar-Dasar Statistika, (Jakarta : PT. Raja Grafindo Persada,
2010), p.49.
P = 𝐹
𝑁x 100%
X =𝑁
P = 𝑌 −𝑌
𝑌x 100%
47
P = Percentage of students’ improvement
Y = Pre-test result
Y1 = Post-test 1
P = Percentage of students’ improvement
Y = Pre-test result
Y2 = Post-test 2
J. Trustworthiness
To check the validity of the data, triangulation was
used.Triangulation was a technique in collecting the data through various
technique in order to check the credibility of the data. 14
Therefore, to do
this triangulation method the data will be obtained from observation and
questionnaire and also collaborated with test.
K. The Criterion of Action Success
The minimum criterion of English lesson in SMAN 7 Bekasi was
75. It could be an indicator for the successful of action research. If the
students could reach the average score above 75, it could be categorized
that there was an improvement for students, but if the students couldn’t
14
Djam’an Satori & Aan Komariah, Metodologi Penelitian Kualitatif, (Bandung :
Alfabeta, 2013), p.171.
P = 𝑌2−𝑌
𝑌x 100%
48
achieve it, the cycle could be continue until the goal was achieved. Based
on the agreement from the teacher and the writer, the research was
categorized as successful if there was an improvement from the minimal
mastery level criterion (KKM) until 75% of the students.
49
CHAPTER IV
RESEARCH FINDINGS
This chapter presents about research finding before, during, and
after the implementation of classroom action research to improve students’
ability in using conditional sentence type III through interactive technique.
It also discusses about the interpretation of the results.
A. The Description of Data
1. Before Implementing the Action
Before implementing the action, the writer collected some
information which were gathered through pre-interview, pre-observation,
and pre-test.
a. The result of pre-interview
The interview was conducted on Friday, 23th
September 2016. It
was started from 9.00 a.m until 10.00 a.m. The writer asked to the English
teacher about the English teaching in general, the difficulties which were
faced by the students, and also about the technique or method for the
teaching and learning activities. The aim of the interview is to get further
description about the condition of students’learning or to find the problems
in English language teaching, especially from the view of the content.
Based on the result of the interview, there were two main problems
which appeared during the learning activity. The first is about the material
of the lesson. The most difficult material in English lesson especially for
the eleventh grade is conditional sentence. Based on the teacher’s
explanation, the students often feel confuse to differentiate a conditional
sentence on each type, especially for the third type of conditional
sentence.It happened because the students did not accustomed to use
conditional sentence in their daily life, for example : In Indonesia, people
seldom use a conditional sentence by emphasizing the use of the time with
50
detail, such as an event which happen in the past and unreal.Whereas for
English, the time is precisely categorized into present, future, or past,
because of this, students felt confuse in understanding about the third type
of conditional sentence
Another reasonwhich made the students felt confuse was about the
complicated tense.The students did not know about the changes of the
tenses because they did not understand about the context of the time for
conditional sentence. For example, the third type of conditional sentence is
categorized as “past unreal”, It means that it happened along time ago in
the past and the sentence was unreal, such as, if I had studied harder, I
would have passed the test. The meaning of the sentence would be : I did
not study harder, so I would not pass the test. There were some changes
for the if clause (from past perfect to be past tense) and for the main clause
(from future perfect to be past future). Therefore, it also made them had to
memorize about the pattern. Not only about the pattern that they need to
remember, but also about the verb in regular or irregular changes in
present, past, or past participle. That’s why it became so difficult for them.
In addition, the students also did not know that the third type of
conditional sentence is not similar with the sentence that was given. The
meaning of the sentence is always unreal (contrary to the fact).
Second, students often complained and got bored when they were
learning English, especially in grammar. It became so monotonous
because the teacher did not provide various media for faciltating the
teaching and learning activities, for example : They just learned about the
pattern manually through a whiteboard and also tried to memorize the
formula of the conditional sentence on each type. Therefore, the students
did not show their willngness and enthusiasm in learning English. They
also have a paradigm that learning english especially about conditional
sentence was uninteresting because they just learned to do a kind of rote
learning. For instance, on a day the students got the task to memorize the
51
pattern and did an exercise. Therefore, they did not use it in their daily life
and they were not familiar with it.
b. The result of observation
Pre-observation was conducted on Thursday, 15th
September 2016.
It was held in SMAN 7 Kota Bekasi at the eleventh grade of science class.
The class consists of 39 students, 17 male and 22 female. The observation
was conducted in order to know about the problems which students deals
with the lesson and also about the way of their learning activities. It was
also done in order to observe the teaching and learning activity in
grammar, especially about conditional sentence type III.
During the observation, the writer found some important points.
The first, it was about the teaching and learning process, especially about
the process of teaching and learning ofconditional sentence in type III. The
teacher gave the explanation by presenting some formula in the
whiteboard including with the examples. The teacher asked the students to
memorize the pattern of conditional sentence. After that, they were given
some assignments by the teacher on that day. From that point of view, the
students did not get any chance to express their feeling, thought, ideas,
comment, or their familiarity about that topic. Besides, the teacher only
provided two examples on that day. Those examples were used in several
times for each type of conditional sentence. Therefore the students could
not understand about the sentence contextually. They just knew about the
form without understanding the meaning of the context for each type and
also about the function of conditional sentence.
Second, the writer also found that the students did not know the
changes of the verb in present, past, or past perfect. It gave another
difficulties for students in understanding and using about conditional
sentence type III. While she was observing, the students asked their
52
friends about the verb whether the present form or past participle. They
got confused about how to use and change the verb in using conditional
sentence type III. Also, when they did the exercise, they made some
mistakes because of the verb. Eventhough they knew about the formula
that was memorized before, they were still not familiar with the verb in
regular or irregular. It became one of the difficulties faced by the students
in learning about conditional sentence. Besides, conditional sentence type
III (past unreal) has a meaning which is “contrary to the fact”. It means
that the sentence of the third type of conditional has another meaning
which is not similar with the stated sentence. It also gave a further
difficulties for the students.
Third, the writer observed the situation of teaching and learning in
a classroom. Some of the students were ready to learn, they prepared all
the things which was needed to learn, for example dictionary, idiomatic
dictionary, literature, and stationery, but for the others, especially some
students at the back row looked so tired because they have just already
finished their exercise in physical education (sport). Moreover, it was also
done in the mid-afternoon, that’s why it was so difficult to engage the
students’ concentration in learning especially in this class.
Based on the situation, there were only some students who paid
attention alot during the learning process, 15 students at the back row did
not look enthusiastic. They prefer to play with their gadget than to learn in
the classroom.Whereas, some students were chatting with the other
students. Therefore the situation of the classroom was a little bit noisy. In
addition, there was no variation during the learning process. The way in
learning mainly focus on deductive. So, the students just tried to remember
about the pattern of conditional sentence without any application
contextually. It made the students got bored and did not show their interest
in learning English.
53
c. The Result of Pre-test
The writer conducted the pre-test for the eleventh grade students in
SMAN 7 Kota Bekasi on Friday, 23rd
September 2016. It was started from
13.00 - 13.45 pm. The aim of pre-test is to measure the students’
understanding about conditional sentence in type III and see how far that
they have already comprehended about the material.
The test consisted of 20 questions in multiple choice. Based on the
result of pre-test, the mean of the pre-test was 59,74. From 39 students,
there were only 9 students who passed the minimum mastery criterion
(KKM). It meant that there were 9 students who got the score above KKM
(75), but the others 30 students got the score below KKM. It did not fulfill
the available criterion. In the percentage, there were only 23,07 % who
passed the KKM. Based on the result above, the writer concluded that
most of the students did not understand yet or their ability in using
conditional sentence in type III was still low.
2. Findings in Cycle 1
This research has two cycles which consist of four phases for each cycle.
There are planning, acting, observing, and reflecting. The writer will
explain each cycle based on the research that was conducted together with
the teacher as an observer.
a) Planning
In this phase, the writer made a lesson plan for a few
meetings. It was designed based on the students’ need. The lesson
plan contained about the teaching material, teaching procedure,
exercise, and also the evaluation. It was also corrected by the
teacher in order to make the learning process run well. The writer
also made another instruments such as pre-test, it was done at the
beginning of the meeting, in order to know about how far the
students have already comprehended about the material of
54
conditional sentence. Also, the observational sheet had been
arranged in order to know about the the researcher’s preparedness
in conducting the research, such as her performance. the sudents’
response, and also the situation of the learning process. Besides,
the field note was also provided. The aim is to fill the lackness item
which was not provided in the observational sheet. The last, post-
test was also made in this phase in order to test whether the action
research has been already succeeded or not, and give any
improvement or not. It was done at the end of each cycle.
b) Acting
The second phase of action research is acting. The first
meeting was conducted on Friday, 23rd
September 2016. During
the learning process, the writer tried to implement the learning
activities based on the lesson plan that was made before
interestingly.
The writer started the class by presenting some pictures
which was projected to the screen. Some pictures described about a
couple of son and father who was regretting their past. The writer
started by giving a leading question, “what would you have done,
if you had become the boy/the father?”, The writer delivered the
material by exposing the students with the familiarity of what is
conditional sentence through the nature of speaking interactively.
The students not only talked by using their own answer, but also
they had to repeat the other’s opinion and after that continued to
their own answered. It looked like a chain of sentences. The aim
was to make them felt aware with the others’ answer and they
could learn to produce a new statement from their own conclusion.
So, they also could learn in correcting their friends.
55
The next, the writer also used a kind of video which was
related to the previous pictures. The video told about a relationship
between a son and father who had a kind of misunderstanding in
the past. From then on, the students were given a big question to
answer and pretend as a character in that video. They learned the
context first, by knowing that it happened in the past and it was not
real for them.
At the second meeting on 26th
September 2016, On that
occasion, the writer divided the students into eight group. They had
to work together with their team to discuss and answer the question
correctly. The writer gave a big paper which consist of a big table,
there were four column on that paper, some of the number were
still blank. It contained of four types of conditional sentence. There
are zero, first, second, and third type of conditional sentence. They
had to fill the blank space of the conditional sentence in a different
type. Under the limited time, they must fill all the blank sentence
with a correct conditional sentence
The third meeting was done on 29th
September 2016. On
that day, the teacher gave a short story in a dialogue. As usual, they
worked in a team and they got an assignment to underline some
conditional sentence in each type. After that, every team had a
chance to ask another group for changing sentence with another
form of conditional sentence directly. The writer asked the students
not only to listen to someone’s answer but also they must give their
response. It could be a correction, comment, ideas, or thought
about it. The one who could answer all of the questions correctly
got an additional point from the teacher.
c) Observing
The third phase of action research is observing, In this
phase, the writer observed all of activities that were implemented
56
during the learning process. She also observed about the students’
response, learning situation in the classroom, and the
evaluation.For the first time it seemed so hard to engage the
students’ concentration well because all of students looked so tired
and sleepy after finished their exercise in physical education
(sport) in the mid afternoon, but she tried to make the class live
interactively.
According to the teacher, all of the steps were good
enough, but a little things should get a full attention too. Such as,
gave a notice for students about the material that was delivered, for
example an emphasizing that all of the sentences were type III. So
the students could be aware of using the conditional sentence.
For the first meeting,the students gave a response
enthusiastically, there were only 5 (five) students at the back row
who did not want to show their willingness in learning, they just
seemed busy with their gadget, but the others answered the writer’s
question. Some of them answered that they would have changed
their past better by appreciating parent, helping, be more caring
and so on.When a student told about the answer, the other audience
were not only listen but also gave their response about it. Some
students told that they were agree or disagree with other’s opinion
in answering that question. It made the situation of learning
activity live interactively because almost all of the students paid
attention with the learning activity on that day.They also gave a
response with a various statement and opinion, but the systematical
arrangement of the sentences were still disorganized. They could
not use an appropriate type of conditional sentence based on the
context.
Next, some mistakes also happened in answering the
question through conditional sentence type III. They got confused
in using the past perfect for the if clause, some of them often used
57
simple past tense, but on that occasion there were 3 (three) female
students who were right in answering that question. This situation
gave a challenging nature for them in using and understanding the
correct conditional sentence in type III because they saw their
friend got an additional score when they could answer correctly.
In the second meeting, the learning process could be run
better, the writer could get the students’ attention during the lesson.
The students were more neat and ready in learning English on that
day than the previous meeting.They also made a good cooperation
in a team work, and learned to correct the right things to each
other. They did a peer correction to check whether their answer
were exactly right or not. Eventhough, there were eight students
who still kept silent during the learning process, the rest of the
students want to communicate interactively. The students seemed
so enthusiastically in doing that exercise, some students dicussed
and concluded the answer by their experience in answering the
question. All of the students worked together to finish that task, but
the others, some of them still used a dictionary to check the verb in
present, past, or in past participle.
The third meeting showed that the students could
understand well because they had to fill the blank space of each
type. The problem which appeared was the students’ absence. On
that day, there were 10 students who could not join in the class
because they took part in a volley ball, and futsal competition. So.
the member of the class were not complete, but the learning
activities were still run based on the lesson plan that was made
before. The last thing that the writer was given to the students was
a post-test, the writer also gave a post-test for students, in order to
know about whether it was already successful or not. Based on the
result of post-test 1, there was only 15,13 point improvement from
pre-test to post-test. The mean score of pre-test was 59,74 and
58
post-test 1 was 74,87, there were only 9 students who passed the
test with the percentage of 23,07%.
The observation was also conducted through a
observational sheet for the first cycle. It was used to know about
the students’s response to the teacher explanation, involvement in
group, interaction between a student and each other, how they
could be discipline and diligent.
Based on the analysis of the observation sheet at the first
cycle, the result of the first meeting, 12 students did not pay
attention at all (score 1) with the response to the teacher’s
explanation, then for the second and third meeting there were no
students who did not pay attention at all. Next, 15 students still did
not pay attention to the learning activity (score 2) in the first
meeting, then in the second meeting the total students decreased
into 5 students, and for the third meeting there were no students
who did not pay attention. There were also some students who did
not really pay attention to the learning activity (score 3) at the first
meeting, there were 11 students, For the second meeting, 24
students and the third meeting 15 students. Then for there was a
student who paid attention seriously and doing an interaction in
learning activity (score 4) in the first meeting, whereas 10 students
paid attention really seriously in the second meeting and for the
third meeting 24 students.
The next aspect of the rubric was the involvement in a
group. 25 students did not involve in a team work (score 2) for the
first meeting. In the second meeting, 4 students still did not involve
in a team work, whereas at the third meeting there were no students
who did not involve. There were 13 students who involved in a
team work but a little bit quiet (score 3) for the first meeting. 30
students at the second meeting and 19 students at the next meeting.
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Then, there was a studentwho want to involve in a team work
actively (score 4) and 5 students at the third meeting.
The next aspect was about Interaction between student to
each other. 20 Students did not communicate and give response to
each other (score 2) at the first meeting. Then, 19 students were
seldom to communicate with each other. (score 3) at the beginning,
in the second meeting 34 students and the last meeting were 22
students. The improvement happened in the second meeting, there
were 5 students who want to communicate and give response to
each other interactively. (score 4). In the third meeting, 15 students
and 2 students who want to communicate very interactively, (score
5).
The next aspect was about discipline, at the first time there
were 13 students who were not really well-prepared for entering
the class. (score 1). Whereas, 17 students were still not prepared
(score 2) in the beginning and the second meetin 7 students. There
were also 9 students who were well-prepared at the first meeting,
33 students at the second meeting and 28 students in the last
meeting. In the third meeting there were 11 students who were
well-prepared.
The last aspect was about dilligence, there were 31 students
who seldom to do a taking note. (score 2). There were also 8
students who want to do a taking note for the first meeting. At the
second, there were 24 students and 27 students at the third meeting.
(score 3). Then, 15 students want to show their willingness
enthusiastically by taking note. (score 4) and a student show his
willingness very enthusiastically at the third meeting. (score 5).
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Table 4.1. The Result of Index% (Observation Sheet)
Meeting
Questions (Aspects of Observation Sheet) & Index%
A B C D E
1 40,51
(Enough)
47,69
(Enough)
49,74
(Enough)
37,94
(Bad)
44,10
(Enough)
2 62,56
(Good)
60,51
(Enough)
62,56
(Good)
57,94
(Enough)
67,69
(Good)
3 72,30
(Good)
70,25
(Good)
69,74
(Good)
65,64
(Good)
68,71
(Good)
d) Reflecting
The last phase of cycle 1 in Classroom Action Research
was reflecting. In this phase, the writer and the teacher concluded
and reflected about the result of cycle 1, and also about how far the
students have already comprehended enough. They decided to
continue this action research to cycle 2 because not all students
could get the criteria of minimum standard, based on the result of
the post-test 1 there was only 53,84 % who passed the criteria of
minimum standard (KKM). Whereas the standard was 75 %. There
were also some reasons why the cycle continued to the next cycle,
these are the descriptions :
When the learning process happened, there were still some
students who kept silent in a team work, and they did not
interact communicatively. Some of them still felt shy, and
the others did not care with the learning activity on that
day. They prefer to talk with their chairmates and play with
their gadget than to participate on the learning activity on
that day.
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In the third meeting there were some students who did not
attend the class so they missed the meeting and made the
result of the post-test 1 was low.
There were some students who could not differentiate in
using the second type of conditional and the third type of
conditional. The mistake often happened when they
produced the main clause. For example, “if they had not
come to the class, they would not know about the material
of the lesson on that day”. They dismissed the main clause,
the right one would be “ if the had not come to the class,
they would not have known about the material of the
lesson on that day”. The students still seemed confused in
using the right main clause in the third conditional
sentence.It became one of the reason why the cycle should
continue to the cycle 2.
They needed more practice and exercise in order to make
the students could use the conditional sentence in type III
interactively by indicating that they could use it
automatically.
The result of the observation sheet at the first cycle was
Enough and Goodfor each meeting, the teacher and the
writer agreed that the students could improve their ability
into Good or Very Good by doing the next cycle into cycle
two.
Based on the reflecting phase above, there must be an effort to
continue the next cycle into cycle 2.
3. Findings in Cycle 2
a) Planning
In this phase, at the cycle 2, the writer revised the lesson planning
with some innovative activities which could make the lesson became
62
interactive. The lesson plan also corrected by the teacher, in order to make
the activities run appropriately. The writer provided some interesting
media in teaching in order to make the students became more enthusiastic
and interactive.The writer also prepared the observational sheet to the
teacher as an observer to the check the writer’s performance in delivering
the material of the lesson. Post-test 2 also designed in this phase, in order
to compare the improvement of students’ understanding in using
conditional sentence type III from the post-test 1 in cycle 1 to the post-test
2 in cycle 2.
b) Acting
In the second phase of acting, at the fourth meeting on Monday, 3rd
October 2016, the writer gave a song which contained the material about
conditional sentence in type III. The students were asked to fill the blank
answer with an appropriate answer based on the song that they were
listened. The writer played the song twice, and the students had to fill the
blank. After that, back to the team, the students had to underline the type
of conditional sentence. They got a chance to ask another team to change
the underline sentence into conditional sentence type III. They must anwer
directly, another groups who did not get the turn yet, were responsible to
give their comment, whether they are agree, or disagree by using some
emoticons that were prepared by the writer.
Next , on Thursday, 6th
October 2016, the meeting was continued
to the next activities. On that day, the writer had prepared a short story of
the “Last Leaf”. She made the story not in a good chronological order and
put in an envelope. The students in a team had to arrange the story into a
good paragraph and they must underline the sentence of conditional. After
that, they showed their work in the big paper which was hang on the wall.
Every group corrected to each other. They presented the corrected
sentence and also the mistake which was made by another group. In this
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condition, every people got a chance to speak and deliver their idea,
comment, or thought.
The sixth meeting was held on Monday, 10th
October 2016. In this
session, the writer gave a lot of sentences which was colorful, the color
described the type of conditional sentence. The students had to match each
color with the right conditional sentence. They did it in a limited time, so
they looked so serious to do this kind of activity.
The last meeting was held on Thursday, 13th
October 2016. On that
occasion, the writer gave a printed material of the theory about conditional
sentence. So since the first time, the writer did not give a kind of pattern or
formula about conditional sentence, they learned by doing. They
concluded by themselves. At the last session, the writer delivered the
theory through a summary of conditional sentence. It was done in order to
strengthen their understanding about conditional sentence in type III. The
last activity was post-test 2 for students. The aim was to measure and saw
the improvement of students’ ability in using conditional sentence type III.
c) Observing
The result of observation in this phase, described about the
learning process during the lesson, student’s interest in learning, and also
the improvement which appeared in this cycle. For the fourth meeting, the
students looked so enthusiastic and they did not feel sleepy like the first
meeting. It could be seen from their participation in the class, for the first
time it was so hard for them to concentrate in learning English, especially
about grammar in conditional sentence because they felt exhausted after
doing a psychical education lesson (sport) in the mid-afternoon, now the
students looked so ready when they learned. They felt eager to know about
what would be the next activities on that day. What they would going to
do on that day. Also, there were no students who seemed busy with their
gadget. They focused on the learning process.
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In the fourth meeting, the students seemed enjoying the learning
activity on that day because the writer provided a song which contained of
the material about conditional sentence type III. Some students looked so
happy while they were listening a song. The joy gave a stimulation for the
students in completing the part of the song precisely. After, they had
finished the listening session, all of the students want to take a marker to
write down their own answer in a whiteboard. Eventhough not all of the
answers were actually right, they were brave to try in answering the
questions again.
Some various media could attract the students’ attention in
learning. For example, in a team work, every team got a turn to ask the
other team to change the part of the song (conditional sentece) into the
third type of conditional sentence. In that occasion, all of the group were
contributing in expressing their comment or ideas through some emoticons
of agreement or disagreement that was provided by the writer. There were
no students who were quiet when they produced their own conditional
sentence through emoticons.When there was a student who delivered a
conditional sentence in type III, another student gave a kind of agreement
or disagreement through emoticons which were provided by the writer.
The reaction from another students who paid attention on her were
incredible because all of the students want to gave their comment,
expression, ideas , or thought creatively.
For the fifth meeting, the students also looked so curious to know
about the story of “The Last Leaf” overall, because the story were not still
in a good chronological order, they tried to find the story and found the
conditional sentence of type III on that story. Eventhough there was three
students who made a mistake in correcting other’s work, they asked about
an explanation of their mistake from the teacher. In order to make them
realize about the correct conditional sentence.
Next, for the the sixth meeting. The students were more expert than
before. It could be seen from their participation in matching the right
65
conditional sentence under the limited time. They did it automatically
without reciting the formula or pattern. The color also helped them in
learning about conditional sentence.
The seventh meeting was the time for delivering the theory in a
printed material. It helped them in strengthening their understanding in
using conditional sentence type III. At this occasion, the students made
their own conclucion about what is conditional sentence, the function, and
also the type. They wrote their own notes in their book without any
instruction from the teacher. They just wrote the material based on their
understanding and their own conclusion.
For the last meeting, the students did a kind of post-test seriously.
They were well-prepared, it was shown from their appearence in doing the
test. They did it without any confusion in asking the other friend for
cheating. The teacher, as an observer also agree that the learning process
ran very well, interesting, and absolutely interactive. The teacher told that
the writer could handle and solve the problems well, because the students
now can diffentiate each type of conditional sentence, they also could
produce the third type of conditional sentence automatically. From the
result of the post-test the students could achieve the KKM (75) overall.
The average of the students was 86,15, whereas for the post test-1 was
74,87.The point was increased into 11,28 (86,15 - 74,87).
The observation sheet was also conducted for the second cycle.
Based on the data analysis of the fourth meeting, the first point of giving
response to the teacher’s explanation, 11 students were not really pay
attention to the learning activity (score 3). then for the fifth meeting it
decreased into 6 students, after that 5 students at the sixth meeting and 4
students for the last meeting. Whereas, 27 students paid attention
seriously. 33 students also paid attention seriously in the fifth meeting.
Then, for the sixth and seventh meeting was 34 and 31 students. The
improvement also happened for students who really paid attention very
66
seriously in the fourth and seventh meeting, started from a student into 4
students.
The next aspect of observation sheet was involvement in group. 18
students involved in a team work but still a little bit quiet. for the fifth
meeting was 3 students, 5 students at the sixth meeting and 3 students at
the last meeting. The improvement happened that 21 students involved in a
teamwork actively. It also happened in the fifth, sixth and seventh
meeting. There was 29, 30, and 33 students. Whereas, in the fifth meeting
there was 7 students who involved in a teamwork very actively, and 4
students in the next meeting, and also 3 students at the last meeting.
The C point of the observation sheet was interaction between
student to each other. 11 students still seldom to communicate with each
other. It happened for the fourth and fifth meeting. Whereas 7 students
were in the sixth meeting and 3 student in the last meeting. 26 students
want to communicate and give response to each other interactively. It
improved into 25, 27, and 34 students for the next meeting. There were
also 2 students who involved in a teamwork very acrively in the fifth
meeting, 3 students for the sixth and the last meeting.
The next category was discipline. 17 students, half of them were
well-prepared for entering the class (score 3) in the fourth meeting. 5, 6,
and 3 students for the fifth, sixth, and the last meeting. On the oher side,
18 students improved into 32 students from the fourth until fifth meeting
are well prepared for entering the class. Then in the last meeting, 33
students were well-prepared for entering the class. The improvement also
happened for 4 students who were really well-prepared for entering the
class.
The last category of the aspect from the rubric was diligence, 11
students want to do a taking note if the teacher asked them. The population
also decreased from 7, 5, and 1 students for the fifth, sixth and seventh
meeting. The improvement happened for students who want to show their
willigness enthusiastically in learning by doing a taking note started from
67
22, 28, 29, and 33 students for the fourth until the last meeting. There were
also 6 students who showed their willingness very enthusiastically in
learning by taking note and prepared for all of the equipments to study
without any instruction.
Table 4.2 .The Result of Index% (Observation Sheet)
Meeting
Questions(Aspects of Observation Sheet) & Index %
A B C D E
1 74,87
(Good)
70,76
(Good)
75,38
(Good)
73,33
(Good)
77,43
(Good)
2 76,92
(Good)
82,05
(Very
Good)
75,89
(Good)
78,46
(Good)
78,46
(Good)
3 77,43
(Good)
79,48
(Good)
78,97
(Good)
78,46
(Good)
80
(Good)
4 80
(Good)
80
(Good)
80,51
(Good)
80
(Good)
82,05
(Very
Good)
d) Reflecting
The last phase of the cycle 2 is reflecting. In this phase, the writer
and the teacher got some conclusions. There are :
The students ability in using conditional sentence type III improved. It
could be seen from the students’ response and participation during the
learning process, they could answer the questions well and also they could
express their thought and opinion well in delivering the third type of
conditional sentence. The last, it could be seen from the post-test. The
score increased from the post-test 1 to post-test 2.
All students could join the learning process well, they show their
willingness, enthusiasm, and also their performance in a very good way.
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The students could directly answer or give opinion without any command
from the writer.
The writer also could handle the probelm by creating a fun learning
activities for the students in understanding about conditional sentence type
III.
There was an improvement from the first cyle into the second cycle. The
category changed into Good and Very Good.
4. Finding after Implementing the Action
The data of this research after implementing the Classroom Action
Research were from two sources, there are post-questionnaire, and post-
test.
a) Questionnaire
The questionnaire was taken after impelementing the last session
of learning activities on Thursday, 13th
October 2016. It was started from
13.45 - 14.00 p.m. The explanation of the questionnaire result will be
explained below :
1. The students felt enthusiastic and not bored after learning conditional
sentence type III through interactive technique.
The result of the questionnaire showed that 13 students were absolutely
agree with it and also 16 students agree that they felt enthusiastic and not
bored after the interactive technique was implemented The total of index%
in likert scale was 81%. It could be summarized that they were absolutely
agree that they did not feel bored in learning conditional sentence type III.
2. The students became more communicative after using the interactive
technique.
The writer concluded that the students were communicative during the
learning process because based on the result there were 14 students who
totally agree abut it, whereas 15 students also agree. The total index of
the likert scale was 82%. It could be concluded that they were absolutely
69
agree that they could be more communicative in using conditional
sentence type III.
3. After learning conditional sentence type III through Interactive Technique,
The students felt more automatically in producing the sentence.
There were 23 students who were agree and 9 students were strongly
agree with this statement that they could use it more automatically, it was
supported with the result of 81% of index%. It means that they were
absolutely agree with it.
4. Interactive Technique did not attract the students to be enthusiastic.
Based on the result of the questionnaire, 17 students were disagree on
that, and 6 students were totally disagree about it. The total percentage of
the likert scale showed about 28%. It could be concluded that they did not
agree. On the contrary the students felt more enthusiastic and happy when
they learn conditional sentence type III through interactive technique.
5. The students could directly know spontaneously about the mistake which
happened when they learned about conditional sentence type III through
interactive technique.
Based on the result, the pecentage was 66%. 12 students agree about it
and 5 students were strongly agree. It stilll could be concluded that they
agreed that they could realize or notice the mistake which happened
spontaneously.
6. The students did not felt confident in using conditional sentence type III or
in delivering the sentence.
The result of the questionnaire was 25%. 21 students were disagree and
10 students were absolutely disagree about it. It means that the students
did not agree with that statement. On the contrary, the students were felt
enjoy and confident in producing the third type of conditional sentence.
7. The culture connection related to the students’ fluency in producing the
third type conditional sentence.
11 students agreed that the cultural content of someone influenced the way
people producing or using the conditional sentence. Then, 6 students were
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strongly agree about it. 10 students still doubted it. 8 students were
disagree and 4 students were strongly disagree about it. The total result
of the likert scale was 63%. It could be concluded that the students agreed
that it also brought the influence for them.
8. It was so difficult in understanding the third type of conditional sentence
through interactive technique.
5 students agreed if interactive grammar was difficult to be understood,
but the rest did not agree with that statement. 19 students showed that they
really disagree about it.The result of the likert scale in this questionnaire
was 29%. It means that the students could be categorized that they did not
agree with that statement. On the contrary, it helped the students in
learning about conditional sentence.
9. Interactive Technique did not attract the students in learning about the
third type of conditional sentence.
18 Students showed that they were really disagree that interactive
technique did not attract them in learning about conditional sentence in
type III, there was only 2 students who agreed about it. The result showed
that the total percentage for this statement was 36 %. It could be
categorized that the students did not agree with that statement. This
technique made them felt curious to know about the material of the lesson.
10. Your teacher gave a chance for the students to explore during the lesson,
including to produce the sentence by themselves.
24 Students were agree that the teacher gave a chance for them to explore
the material, whereas 11 students were absolutely agree about it. Then
there were no students who disagree with that statement. The result of the
likert scale was 83%. It could be concluded that the students agreed that
the writer gave a chance for the students to explored and found the answer
by themselves.
11. The questions from the writer, attracted the students to join to the learning
activites and made the students want to take part in the learning process.
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21 Students were agree that the questions attracted them to join in the
learning activity, whereas 8 students were strongly agree with that
statement. The students agreed that the leading questions from the writer
made them want to involve more in the learning process. It was supported
by the result of the questionnaire 79%. It could be categorized that the
students agreed.
12. The writer’s questions made the students became more understood about
the material of the lesson, the questions guide the students to find the
answer easily.
23 Students were agree that the writer’s question that was delivered in the
classroom made them more understood about the lesson, then 11 students
were absolutely really agree with that statement. Based on the result of the
questionnaire was 83%. From the likert scale, it could be concluded that
the students were absolutely agree that the writer’s question could made
them comprehend the material of the lesson easily.
13. The writer prepared various interesting media for the learning activities.
21 Students were agree that the writer had already prepared some various
interesting media, and 16 students were strongly agree about it. It was
supported by the likert scale result of 87%, From that result, the students
felt happy and enjoy when they learned grammar, especially about
conditional sentence.
14. The writer did not provide a lot of examples of conditional sentence type
III during the learning process happened.
19 Students showed that they were disagree if the writer did not provide a
lot of examples during the learning process. Whereas, 15 students showed
that they were absolutely disagree about it. Based on the result of the
likert scale in this questionnaire was 23%, it could be concluded that the
students did not agree with it. The students could learn by themselves
through alot of examples that was provided by the writer.
15. Pictures were presented in the classroom for the learning activities.
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21 Students agreed that pictures were presented during the learning
activities, whereas 16 students were really strongly agree about it. The
students’ response were veryn positive, because they agreed that the
pictures were presented in front of the class. It was supported from the
result of questionnaire of 87%. It could be concluded that the students
were strongly agree with this statement.
16. The writer taught the material of conditional sentence type III through a
song.
24 Students agreed that the writer also provided a song for the learning
activty in conditional sentence type III and 15 students were strongly
agree that song was provided in the classroom. Based on the result from
the questionnaire, the result was 87%. It could be concluded that the
students were absolutely agree that the learning activity of conditional
sentence also presented through a song.
17. The writer gave the printed material about the theory of conditional
sentence for each type to the students.
12 Students were agree that they got a printed material, and 26 students
showed that they really agreed about it. The students showed that they
agreed that they got a printed material for them to remind and strengten
their knowledge about conditional sentence. It was supported with the
result of the likert scale in this questionnaire, the percentage was 93%. It
could be concluded that they were strongly agree with that statement.
18. The students felt that the various media which were presented in the class
made the learning activities became more interesting and attracted them.
There were only 2 students who disagreed that the learning activities were
more interesting. On the contrary there were 21 students who were agree
that the learning activities became more interesting, and 13 students were
absolutely agreed about it. Based on the result of the questionnaire, the
percentage was 83%. It could be categorized that the students were
strongly agree that it attracted them in learning conditional sentence and
did not make them felt bored.
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19. Interactive technique did not make the students understand in using
conditional sentence type III.
There were 3 students who were agree with that statement, whereas 15
students were disagreed and 17 students were strongly disagree about it.
On the contrary it made them comprehend well and improve their ability
in using conditional sentence type III. It could be seen from the result of
the questionnaire. The percentage was 24%. It could be concluded that the
students disagreed with that statement.
20. Interactive technique helped the students in understanding the function and
meaning of conditional sentence, especially in the third type of conditional
sentence.
There were only 3 students who were disagree with that statement, on the
contrary 18 students agreed that interactive technique helped them in
understanding the function and meaning of the third conditional sentence.
Then, 15 students were absolutely agree that it really helped them. The
result of the questionnaire was 83%. It showed that the students were
strongly agree that they could use the third conditional sentence well.
They also could diffentiate about the function of the third conditional
sentence, together with the meaning of the sentence.
b) The Result of Post-Test
Post-test was taken at the end of every cycle. It was applied in
order to know about the students’ improvement in using conditional
sentence type III. The test consisted of 20 questions in multiple choice.
Before the post-test was given to the students, the writer had done a
trustworthiness of the test using discriminating power and difficulty item.
At the first, the test contained 30 questions for each test, after the writer
analyzed the validity, the writer eliminated 30 questions into 20 questions.
In order to support the result of the post-test, the writer listed the
students who got below the minimum mastery criterion (KKM), average,
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and high from the pre-test, post-test 1, and post-test 2. The following table
will be explained further :
Table 4.3 (The Result of Students’ Score)
Minimum Mastery Criterion Score (75)
Below (≤ 75) Average (75 -80) High ( 80) Mean
Pre-Test 30 8 1 59,74
Post Test 1 17 14 8 74,87
Post Test 2 - 16 23 86,15
Bar Chart 4.1 (The Result of Students’ Mean Score)
0
10
20
30
40
50
60
70
80
90
100
Pre-test Post-Test 1 Post-Test 2
Series2
Series1
75
B. Analysis of the Data
In analyzing the comparison between the pre-test, post-test 1, and
post-test 2 of each cycle, the writer used the calculation of the mean score
of the class, class percentage who passed KKM, and percentage of
students’ improvement score from pre-test, post-test 1, and post-test 2.
In order to get the mean score in the pre-test. The writer used the
formula of :
Pre-test
Σx = 2330
n = 39
X =
= 59,74
From the calculation above, it could be concluded that the result of
pre-test before implementing an interactive technique in the classroom
action reseacrh was 59,74. The score was still under the KKM, it could be
categorized that the result was still low.
The writer also calculated the percentage of the students who
passed KKM (75). The writer used the formula of :
P =
x 100%
It was known that :
F = 9 (Students who have passed KKM)
N= 39 (Amount of the respondent)
P=
x 100% = 23,07 %
From the calculation above, it could be concluded that the students
who have passed KKM was only 23,07 %. There were only 9 students
who have passed in KKM (75). Then, the rest, there were 30 students who
did not pass KKM.
76
The next was, the result of post-test 1. The aim of post-test 1 was
to know about the improvement from the pre-test to post-test 1. The first
step that should be calculated was the mean score of post-test 1. In order to
get the mean score in the pre-test. The writer used the
formula of :
Post-Test 1
Σx = 2920
n = 39
X =
= 74,87
Based on the result above, the mean of the post-test 1 was 74,87. It
meant that there was an improvement from the pre-test (59,74) to the post-
test 1 (74,87). It was improved 15,13 points (74,87 - 59,74).
The next step was to know the percentage if the students’ score
who passed KKM. The writer used the formula of :
P =
x 100%
It was known that :
F = 22 (Students who have passed KKM)
N= 39 (Amount of the respondent)
P=
x 100% = 56,41 %
Based on the calculation above, the students’ score who passed
KKM was 56,41 %. It could be concluded that there were 22 students who
passed KKM, the others 17 students did not pass the KKM, but there was
an improvement from the pre-test (23,07%) to the post-test 1 (56,41%).
The points increased 33, 34 % (56,41% - 23,07%).
77
There was an improvement of students who passed KKM. In the
pre-test there were only 9 students who passed KKM, but for the post-test
there were 22 students who could pass KKM.
Then, to get the percentage of students’ improvement score from
pre-test to post-test 1, the writer used a formula of :
P=
x 100%
It was known that :
Y1 = 74,87 (mean from post-test 1)
Y = 59,74 (mean from pre-test)
P =
x 100% = 25,32%
Based on the result of calculation, the students’s improvement
score from pre-test to post-test 1 was 25,32%.
The writer still needed to continue the cyle into cycle 2 because in
this research the students did not yet reachthe criteria of minimal criterion
standard.
In cycle 2, the writer used the similar step of cycle 1 to calculate
the result of post-test 2. The aim of calculating post-test 2 was to know the
improvement from post-test 1 to post-test 2. The first step that need to do
was mean score from the post-test 2. After that, the percentage of students’
score who passed KKM (75), and the last was the percentage of students’
improvement score from post-test 1 to post-test 2.
In order to get the mean score in the pre-test. The writer
used the formula of :
Post-Test 2
Σx = 3360
n = 39
X =
= 86,15
78
Based on the calculation above, the writer got the mean score of
post-test 2. It was 86,15. From that result, it could be concluded that an
improvement occured from the post test1 (74,87) - post-test 2 (86,15). The
points were 11,28 (86,15 - 74,87).
Next, in calculating the percentage of the students who passed
KKM, the writer used the formula of :
P =
x 100%
It was known that ;
F = 39
N =39
Post-test 2 :
P =
x 100% = 100%
Based on the result above, the improvement was significant
because all of the students were passed KKM.
The last in calculating the percentage of students’ improvement
score from pre-test 1 to post-test 2, the writer used the formula of :
P =
x 100%
It was known that :
Y2 = 86,15 (mean score from post-test 2)
Y = 59,74 (mean score from pre-test)
P =
x 100% = 44,2 %
From the result above, the percentage of students’ improvement
score from pre-test to post-test 2 was 44,2%. It showed an improvement
from the score before, the scores were 18,88 % (44,2 - 25,32).
From all of the result above, it could be concluded that the
Classroom Action research (CAR) succeed because it reached the target
of the Classroom Action Research successful criterion. The writer also did
79
not need to continue the next cycle because the students passed the KKM
in 100%.
C. Interpretation of the Data
The interpretation of the data based on the the pre-test, post-test 1,
and post-test 2 will be explained below :
Before implementing Classroom Action Research, the writer got
the mean score of the students in the pre-test was 59,74. It was the result
of the students’ mean score before implementing interactive technique.
The data showed that there were only 9 (nine) from 39 students who
could pass the test based on KKM. Whereas, the percentage of students’
score who passed the score was 23,07%. It could be concluded that they
did not reach the minimum criterion. It means that the students’ ability in
using conditional sentence was still low. Whereas, it could be concluded
that the category of success is if the students could achieve KKM (75)
until 75%. If the students could not achieve until 75% , it could be
categorized that it was not enough to fulfill the criteria, but if the students
could achieve it until 75% , it could be categorized to be success.
There was an improvement from the first cyle into the second cycle
from the observation sheet. The category changed from cycle 1 as
Enough and Good into cycle 2 asGood andVery Good. Whereas In post
test 1, there was also an improvement into 22 students who could pass the
test based on KKM with percentage of 56,41%. Then. the mean from post-
test 1 was 74,87. In the post-test 2, the improvement of students’ score
who passed KKM increased into 100%. It could be concluded that 39
students could pass the test/KKM. The mean of post-test 2 was 86,15.
There were some significant improvement for students. It could be
concluded that the students’ ability in using conditional sentence type III
improved after implemented the interactive technique.
80
It was also supported with another results of the research that the
students at the first time did not like to learn about English Grammar
(conditional sentence). They did not show a great enthusiasm because of
some factors. First, they got bored when they had to remember or
memorize the pattern of conditional sentence because it did not provide an
interesting learning. It also happened with Yun’s grammar class1, she
conducted a research of traditional grammar English teaching, where the
students got bored in memorizing all about the rules in English grammar,
therefore she made an interesting learning activities through interactive
technique. The result showed that she could encourage the students to
learn English grammar actively and interactively through communication.
Yahya also agreed that formal or traditional grammar did not provide an
expected output for students in a learning process.2 He conducted an
experiment to provide and integrate various model of learning sources.
The result showed that the students could show their enthusiasm in
learning better.
. Second, the students often got confused when they forgot about
the pattern in using conditional sentence. It also happened withUdin &
Ahmed’s students, eventhough the students had already learned about the
rules, they still could not answer the exercise well. So, Udin & Ahmed
implemented a contextual learning for their classroom by providing a lot
of examples and media for the learning activities, they also taught the
material inductively. The result showed that it improved the students’
ability in English lesson and they felt more confident to use English.3
Third, at the first time the students also did not show a willingness to learn
1 Yun, Xiao Yan, Interactive Grammar Teaching, Asian EFL Journal, vol 17.no. 3, 2012,
pp.34-37. 2Dkhiss, Yahya, An Integrative Model of Grammar Teaching: From Academic to
Communicative Needs, International Journal of Language and Linguistics. Vol. 2, No. 3, 2014,
pp. 145-153. 3Md. Kawsar Uddin & Tazin Ahmed, Inductive and Contextual Approaches to English
Grammar teaching, Language in India Journal, vol. 12, 2012, pp. 1-14.
81
English lesson because they had already exhausted after did a physical
education (sport) in the mid-afternoon. Some of the students could not
concentrate well because of sleepy, exhausted, and boring. After the writer
implemented an interactive technique through providing various media,
the students were attracted in learning conditional sentence, they did not
need to memorize the formula because automatically they could use and
understood the third type of conditional sentence well.
82
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the research that was conducted at the eleventh grade of
SMAN 7 Kota Bekasi, year 2016/2017, It could be concluded that
Interactive Technique improved students‟ ability in using conditional
sentence type III. It could be seen from the result of the test. Before
implementing interactive technique, the mean of the pre-test was 59,74
which only 9 students or 23,07% who could pass the exam based on
KKM (75). In post-test 1 there was an improvement, 22 students or
56,41% could pass KKM and mean from post-test 1 was 74,87. The writer
continued the next cycle into cycle 2 because it did not yet achieve the
minimum criterion. The result of mean in post-test 2 was 86,15, and all of
the students, 39 students passed the score of KKM with the percentage of
100%.
The results which were taken from the observation (observation
journal and observation sheet) and questionnaire also showed that
interactive technique made the students comprehend and be able to use
the third type of conditional sentence easily. They also knew how to use it
based on the context of time, could differentiate the function and meaning
of conditional sentence, be more enthusiastic and exciting in learning
conditional sentence type III. It also could be seen from their response in a
team work. They felt confident in expressing their thought, opinion, or
ideas automatically, especially in producing the third type of conditional
sentence. It also could be seen from the first cycle that the students were
categorized as Enough&Good into Good&Very Good at the second
cycle.
83
B. Suggestion
The following suggestion could make the other people create the
learning activities interestingly and also communicatively. There are :
The English teacher should use interactive technique especially for the
material of conditional sentence type III to improve students‟ ability in
using conditional sentence type III.
The students will be more active and communicative by implementing
interactive technique. Providing various media can be a way to achieve
interactive techniqe.
From this research, it is expected that there will be any further research in
order to complete the important points from this research.
84
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87
Appendix 1. Students‟ Score
No Nama Pre-Test Post-Test 1 Post - Test 2
1 Student 1 40 75 * 85 *
2 Student 2 40 65 85*
3 Student 3 75* 80* 100*
4 Student 4 70 70 80*
5 Student 5 40 75* 75*
6 Student 6 55 60 75*
7 Student 7 70 75* 85*
8 Student 8 80* 85* 85*
9 Student 9 50 70 80*
10 Student10 50 75* 80*
11 Student 11 50 70 85*
12 Student 12 50 80* 85*
13 Student 13 75* 80* 100*
14 Student 14 40 75* 75*
15 Student 15 60 85* 90*
16 Student 16 60 70 95*
17 Student 17 55 70 80*
18 Student 18 60 65 80*
19 Student 19 70 80* 85*
20 Student 20 50 75* 80*
21 Student 21 90* 95* 95*
22 Student 22 70 70 80*
23 Student 23 75* 85* 95*
24 Student 24 60 80* 80*
25 Student 25 75* 80* 90*
88
* The students who passed the minimum mastery level criterion (75)
26 Student 26 40 70 75*
27 Student 27 50 70 80*
28 Student 28 60 70 80*
29 Student 29 75* 75* 85*
30 Student 30 75* 90* 100*
31 Student 31 60 80* 100*
32 Student 32 40 70 75*
33 Student 33 75* 80* 95*
34 Student 34 70 85* 85*
35 Student 35 45 60 100*
36 Student 36 60 70 90*
37 Student 37 50 80* 80*
38 Student 38 70 70 95*
39 Student 39 50 60 95*
Total 2330 2920 3360
Mean :
59,74 74,87 86,15
89
Appendix 2. Interview Guide and Result
Transcript Interview
Researcher : How is the student‟s impression about English subject in this
school? Especially in your class?
Teacher : I think some of them are enthusiastic in studying English, they
show their willingness in learning, but there‟s still some students who can‟t
engage well when they are learning English. For example, I have a class of XI
MIA 3. These students often get the difficulties when they are learning English.
Researcher : What are the causes which make them feel that English is
difficult?
Teacher : Actually, there are some factors which give some influences for
students. The first is from the condition, the time- schedule of English lesson for
this class is after their sport activity in the mid-afternoon, so that‟s why they have
already tired and can‟t concentrate well when they are learning English. Second,
because of that, their result of their achievement is also low, the minimum
standard criteria (KKM) of English lesson is 75, but the average score which was
achieved by the students were below on that standard. So, their motivation and
enthusiasm is also low. The evidence can be seen from their punctuality in
collecting the assignment. Their work is always come late to my table.
Researcher : Is there any specific problem with the students? especially about
English material?
Teacher : I think the average problem happens in every year, every student
has a different problem in learning English, it depends on their ability, some of
them are expert from the basic, and the others just in the middle or low. However,
sometimes the students often get some difficulties in a certain material of the
lesson.
90
Reseacher : What is the most difficult one of English material lesson
according to the students? In what skill or sub-skill?
Teacher : Every skills has a different challenge and level of the difficulties,
but some students often get the most dificulties in understanding and using about
grammar. Maybe the culture also give the big influence on this way, because the
students are not accustomed to use English in their daily life, so they consider it
as the most difficult part in English and also according to them grammar is not
interesting because they have to remember a lot of form, such as in tenses.
Reseacher : Is there any specific material in English lesson related to the
grammar field which is give the big obstacle for the students?
Teacher : Of course yes, in the Eleventh Grade , there are some materials
related about grammar itself, for example conjunction, passive voice, and
conditional sentence/if clause. The most difficult one is about conditional
sentence.
Researcher : What are the causes which make it so difficult for students?
Teacher : The problems which often appear are about the types of
conditional sentence, the changes of the time-tense relationship for example
students can‟t use the changes of the tenses appropriately and also about the
meaning of that conditional sentence for each type.
Researcher : Which one is the most complicated of the types?
Teacher : I think for the last one, type III. The students seem confuse about
how to differentiate it. The tense also make them getting stuck when they want to
do the kind of the exercises or producing the sentence related on that part.
Researcher : How do you conduct your classroom? How about the preparation
before entering and delivering the material in the classroom ?
91
Teacher : Absolutely, as a teacher we really need a good preparation before
entering the class. I always prepare a lot of exercises and theoretical from some
books before I teach in a classroom.
Researcher : Is there any specific method or technique that you often use in
teaching and delivering the material especially about that material (conditional
sentence)?
Teacher : I just use a kind of drilling exercise or GTM (Grammar
Translation Method), so I give the explanation of the theory first in the
whiteboard, and then after that they do the exercise and collect it. Also sometimes
we do a correcting together, in order to make the students know about their
mistake or to make them learn again.
Researcher : Have you ever use another technique in teaching English? Such
as the alternative technique ?
Teacher : Hmm I guess no, because the time is very limited so I can‟t
prepare another interesting media
Reseacher : Have you ever heard about Interactive Technique?
Teacher : Hmm, yes of course, I think it‟s a kind of technique which makes
the students active, engage the material easily, and can do the evaluation well, but
for the further definition about this, I don‟t know more about it.
Researcher : Do you want to make an improvement for your class especially
related to the most difficult one about conditional sentence?
Teacher : Yes, that‟s a good question. Of course yes, as I have already
mentioned before, I have a class of XI MIA 3. They often get the difficulties in
learning English especially about that material. When I heard that you want to do
the kind of research of action research, I really suggest you to do the research in
this classroom.
92
Appendix 3. The Instrument of Pre-Test
Pre-Test (Conditional Sentence Type III)
(Choose the right answer from a, b, c, d, or e. )
1. If we hadn‟t gone camping on that day, we............................... the
disaster.
A. Would avoid D. Would avoided
B. Will avoid E. Would have avoided
C. Would have avoid
2. Which one is the third type of conditional sentence?.
A. If Zaskia finished her task ontime, she would not sleep in the midnight
B. If Zaskia finishes her task ontime, she will not sleep in the midnight
C. If Zaskia had finished her task ontime, she would not have slept in the
midnight
D. If Zaskia finishes her task ontime, she doesn‟t sleep in the midnight
E. If Zaskia finished had finished her task ontime, she will not sleep in the
midnight.
3. If they ..............................., they would not have missed the bus.
A. Come earlier D. Has come earlier
B. Came earlier E. Had come ealier
C. Comes earlier
4. If Zidan had studied English. It would have been easier for him to get a
good TOEFL score. The sentence means..............
A. He studied English , but he got a problem to get a good TOEFL score.
B. He didn‟t study English, so it was difficult for him to get a good
TOEFL score
C. He studied English , so it was easy for him to get a good TOEFL score
93
D. He didn‟t study English but it was easy for him to get a good English
score
E. He regretted because he studied English
5. If the bus had not got an accident, I would have been in Surabaya.
The sentence means................
A. Iam in Surabaya D. I was in Surabaya
B. The bus got an accident E. The bus was safe
C. The bus didn‟t get an accident
6. The fact :
Zulaika did not collect the assigment. She could not go for holiday.
Make a conditional sentence based on the problems that was given above!
A. If Zulaika collects the assignment, she can go for holiday.
B. If Zulaika collected the assignment, she can go for holiday.
C. If Zulaika had collected the assignment, she could have gone for
holiday.
D. If Zulaika collected the assignment, she could go for holiday.
E. If Zulaika collects the assignment, she could go for holiday.
7. If these organizations hadnot gotten donations and help, they .....................
as effective as they are.
A. Could not be D. Could
B. Could not have been E. Could not been
C. Can‟t be
8. If these places ............................, more people would have visited them.
A. Had cleaned up D. Clean up
B. Were cleaned up E. Was cleaned up
C. Cleaned up
94
9. If you had not spent your time efficiently, you......................... based on
your expectation.
A. Would not have reached the goals D. Would reach
B. Would not reached the goals E. Will reach
C. Will not reach the goals
10. Fact :
We did not see the movie at cinema, so we would feel curious anymore.
Make a conditional sentence based on the fact that was given above!
A. If we has seen the movie at cinema, we would not feel curious
anymore.
B. If we see the movie at cinema, we will not feel curious anymore.
C. If we saw the movie at cinema, we would not feel curious anymore.
D. If we saw the movie at cinema, we would not felt curious anymore.
E. If we had seen the movie at cinema, we would not have felt curious
anymore.
11. If Hanif ................................, his friends would have visited him sooner.
A. Come home earlier D. Comes home earlier
B. Had come home earlier E. Has come home
C. Came home earlier
12. If Zidan had gotten the highest score, he ........................ as the winner.
A. Will categorize D. Would categorized
B. Categorized E. Would categorize
C. would have categorized
13. The fact :
Zaky did not win, so he would not get the biggest prize.
Make a conditional sentence based on the problem that was given above!
A. If Zaky had won, he would have gotten the biggest prize.
B. If Zaky won, he will get the biggest prize.
95
C. If Zaky won, he would get the biggest prize.
D. If Zaky wins, he will get the biggest prize.
E. If Zaky win, he gets the biggest prize.
14. If Zidan ............................... the work ontime, he would have done
earlier.
A. Collect D. Collects
B. Has collected „ E. Collected
C. Had collected
15. If Lukman had come earlier, he would have gotten a job.
The sentence means............
A. Lukman had come earlier D. Lukman didn‟t get a job
B. Lukman came earlier E. Lukman got a job
C. Lukman doesnt‟t get a job
16. Radit : Has Lutfi got some medicine?
Zidan : If he had visited the doctor, he would have got the medicine.
We may conclude that.....................................
A. Lutfi has got some medicine from the doctor
B. The doctor has given medicine to Lutfi
C. Lutfi didn‟t visit the doctor, but he got the medicine
D. Lutfi didn‟t visit the doctor, so he wasn‟t get the medicine.
E. Although Lutfi visited the doctor , the medicine wasn‟t given to him
17. If they had not learned about Indonesian culture heritage, they
........................ their own culture.
A. Would know D. Knew
B. Would not have known D. Will not know
C. Knows
96
18. My father would not have gone on a pilgrimage, if he.............................
enough money last year.
A. Have D. Did not have
B.Had had not E. Has not
C. Had not had
19. If I had had the opportunity , I would have gone to Mecca two years ago.
We may conclude that.............................
A. I went to Mecca two years ago D. I choose to Mecca
B. I have the opportunity E. . I didn‟t go two years ago
C. I don‟t go to Mecca two years ago
20. If the company had appreaciated her success in promoting the new
product, she wouldn‟t have thought of leaving her company.
We may conclude that...............
A. She is not looking for a job now D. She left the company
B. She was not looking for a job E. She has been promoted
C. She will always stay in the same company
97
Appendix 4. The Instrument of Post-Test 1
Test 1 (Conditional Sentence)
Choose the correct answer A, B, C, D, or E.
1. Mr. Gunawan would have visited Germany if he ........................... on that
quiz event.
A. Has won D. Have won
B. Wins E. Had won
C. Won
2. If I had been rich in a few years ago, I...............................that big house.
A. Would buy D. Will buy
B. Would bought E. Will bought
C. Would have bought
3. If Zidan ...................................his own dream, he would have been a
famous person in Indonesia.
A. Had reached D. Have reach
B. Had reach E. Reached
C. Has reach
4. Fact :
Zidan was sick
He did not go to school.
Make a conditional sentence in type III based on the fact that was given
above.
A. If Zidan had not been sick, he would have gone to school.
B. If Zidan had sick, he would gone to school
C. If Zidan were not sick, he would not go to school
D. If Zidan had not been sick, he would go to school.
98
E. If Zidan has not been sick, he would not go to school.
5. If they had built a new house, they.......................... to that house.
A. Would moved D. Will move
B. Would move E. Will be moved
C. Would have moved
6. If I had had a camera, I would have taken a good picture of that beautiful
mountain. The sentence means that..............
A. I don‟t have a camera, so I will not take a good picture of that beautiful
mountain.
B. I have a camera so I will not take a good picture of that beautiful
mountain.
C. I Had a camera so I would take a good picture of that beautiful
mountain.
D. I did not have a camera so I will not took a good picture of that
beautiful mountain.
E. I did not have a camera so I would not take a good picture of that
beautiful mountain.
7. If these places had been cleaned up, more people.......................... them.
A. Would visit D. Visited
B. Would have visited E. Would have visit
C. Would visited
8. If Zidan ......... the highest score, he would have categorized as the winner.
A. Got D. Had gotten
B. Gets E. Have gotten
C. Has gotten
9. If they had missed the train, they would have been late. What is the type
of that conditional sentence? and what is the intention?
A. Type I, It shows about the general truth or fact.
B. Type I. It shows about a probablility event which occur at the present or
in the future.
99
C. Type III, It shows about an event which is contrary to the fact at the
present.
D. Type II , It shows about an event which is contrary to the fact at the
present.
E. Type III, It shows about an event which is contrary to the fact at the
past ( past unreal).
10. If they had had more time, they would have practiced regularly for the
volleyball competition.
The sentence means that....................
A. They had time so they would practice regularly for the volleyball
competition.
B. They did not have time so they would not practice regularly for the
volleyball competition.
C. They does not have time so they will not practice regularly for the
volleyball competition.
D. They did not have time so they will not practice regularly for the
volleyball competition.
E. They does not have time so they would not practice regularly for the
volleyball competition.
11. If Nana had finished the essay, it........................in wall magazine corner.
A. Publish D. Would have been published
B. Published E. Would published
C. Will publish
12. If Lisa ......................... the book, she would have lent it to her friend.
A. Bought D. Have bought
B. Had bought E. Buys
C. Has bought
13. If they had submitted the assignment ontime, they.............................. the
final mark sooner.
A. Would have gotten D. Will get
B. Would gotten E. Get
C. Would get
14. Fact :
I had a chance in that competition so I would do the best.
Make a conditional sentence in type III, based on the fact above.
100
A. If I had not had a chance in that competition, I would not have done the
best.
B. If I did not have a chance in that competition, I will not do the best.
C. If I have a chance in that competition, I will do the best.
D. If I don‟t have a chance in that competition, I would not do the best.
E. If I had had a chance in that competition, I would do the best.
15. If I had not felt dizzy, I would have attended the flag ceremony in my
school.
The sentence means that.............................
A. I feel dizzy, so I will not attend the flag ceremony in my school
B. I feel dizzy, so I will attend the flag ceremony in my school.
C. I felt dizzy, so I would not attend the flag ceremony in my school.
D. I did not feel dizzy, so I would attend the flag ceremony in my school.
E. I felt dizzy, so I will not attend the flag ceremony in my school.
16. If we .................................. regularly, we could have been mastery in
reading skill.
A. Have read the book D. Reads the book
B. Had read the book E. Has read the book.
C. read the book
17. Mrs Sigit wouldn‟t have lost her money if she............... It in Safe Deposit
Box in a bank.
A. Puts C. Would have put E. Had Put
B. Put D. Will put
18. If women had been given equal right as men, there would not have been
women‟s emancipation movement.
The sentence means that..........................
A. There was never women‟s emancipation
B. Women did not have equal right as men
C. Women do not have equeal right as men
D. Women will not have equal right as men
E. Women and men are equal.
101
19. If they had cleaned the room, they................................... in working.
A. Would enjoy D. Will enjoy
B. Would have enjoy E. Would enjoyed
C. Would have enjoyed
20. If Zulaika ......................... the photopgraph, she would have published in
gallery.
A. Has taken C. Had taken E. Take
B. Took D. Takes
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Appendix 5. The Instrument of Post Test 2
Name/Class :
Comprehension Test (Conditional Sentence)
Choose the correct answer a, b,c,d, or e
1. If we had not worked hard, we................................ the championship 3
years ago.
A. will not reach D. Would not have reached
B. Would not reach E. Would not reached
C. Reached
2. I would have gotten dissapointed, if you ...................... to my graduation
day.
A. Did not come D. Had not come
B. Do not come E. Comes
C. Come
3. Zidan : „Why didn‟t you buy those shoes? You seem to like them‟.
Zaky : „I would have owned it if they had been cheaper‟.
The answer means..........................
A. I did buy the shoes D. I looked for a more expensive pair
B. I was not bargain the price E. The shoes were too cheap
C. The shoes were too expensive
4. The man was hit by a car yesterday would have died if the doctors had not
immediately operated him.
From the sentence above, we may conclude that..................
A. The man will be immediately operated on
B. The man was still alive
C. It‟s too late to save the man
103
D. The man died after the operation
E. The doctor did not operate him
5. . Which one is the third type of conditional sentence?
A. If the students had not done the homework, they would have gotten
some difficulties to understand the new chapter
B. If the students didn‟t do the homework, they would get some
difficulties to understand the new chapter.
C. If the students don‟t do the homework, they will get some difficulties to
understand the new chapter.
D. If the students didn‟t done the homework, they would get some
difficulties to understand the new chapter.
E. If the students have not done the homework, they would get some
difficulties to understand the new chapter.
6. Fact :
They did not attend the class, so they would not understand about the topic
of the lesson clearly.
Make a conditional sentence based on the fact that was given above!
A. If they attends the class, they understands about the topic of the lesson
clearly.
B. If they attended the class, they would understand about the topic of the
lesson clearly.
C. If they attend the class, they will understand about the topic of the
lesson clearly.
D. If they had attended the class, they would have understood about the
topic of the lesson clearly.
E. If they attended the class, they will understand about the topic of the
lesson clearly.
7. If our team............................... the match, they would have moved up in
the league.
104
A. Wins C. Have won E. Will win
B. Won D. Had won
8. If I had known it was your birthday, I would have bought you a present.
What is the type of that sentence? and what is the intention?
A. Type III, To shows the event which is contrary to the fact at the past.
B. Type I, To shows a general truth
C. Type II, To shows the event which is contrary to the fact at the present
D. Type 0 (zero) , To shows a general truth
E. Type I, To shows the probablility event which occur at the present
9. If you had come to the class, you would have met Mrs. Salsabila.
The sentence means...............................
A. You come to the class D. You cancel the class
B. You will meet Mrs. Salsabila E. You would not meet Mrs.Salsabila
C. You came to the class
10. Fact :
The accident would happen because the driver drove too fast.
Make a conditional sentence based on the fact that was given above! .
A. The driver would not happen if the driver did not drive too fast.
B. The driver will not happen if the driver does not drive too fast.
C. The accident would not have happened if the driver had not driven too
fast.
D. The accident happens if the driver drives too fast.
E. The accident would not happened if the driver drive too fast.
11. If Zaskia had not performed well, she would not have won the
competition.
It means that ..................
A. Zaskia did not perform well D. Zaskia always win
105
B. Zaskia lose in that competition E. Zaskia won in that competition
C. Zaskia does not perform well
12. If Zahra ...................... to art school, she would have become a painter.
A. Has gone D. Goes
B. Had gone E. Gone
C. Went
13. If Fahri had gotten the scholarship, he would have learned French.
We may conclude that...............
A. He learned French seriously D. He would learned French
B. He got the scholarship E. He did not get the scholarship
C. He does not get the scholarship
14. If the event had celebrated on weekend, I ........................... to that event.
A. Would have come D. Come
B. Will come E. Came
C. Would came
15. Fact :
Mrs. Salsa did not promote her new business, so it would not become so
popular.
Make a conditional sentence based on the fact that was given above!
A. If Mrs. Salsa promoted her new business, it would became so popular.
B. If Mrs. Salsa promotes her new business, it will become so popular.
C. If Mrs. Salsa has promoted her new business, it would become so
popular.
D. If Mrs. Salsa had promoted her new business, it will become so
popular.
E. If Mrs. Salsa had promoted her new business, it would have become so
popular.
106
16. The fact :
Siti worked hard, so she would get a promotion sooner.
Make a conditional sentence based on the fact that was given above!
A. If Siti did not work hard, she would not get a promotion sooner.
B. If Siti does not work hard, she will not get a promotion sooner.
C. If Siti had not worked hard, she would not have gotten a promotion
sooner.
D. If Siti works hard, she gets a promotion sooner.
E. If Siti has not worked hard, she will not get a promotion sooner.
17. If you had seen the performance, you ......................... them.
A. Would have admired D. Admired
B. Would admired E. Would admire
C. Will admired
18. If the students ........................ to the presentation. they could not have
answered the quiz.
A. Did not listened D. Listened
B. Had not listened E. Did not listen
C. Do not listened
19. If the experiment ........................................, they could not have observed
the next project.
A. Do not fail D. Failed
B. Fail E. Fails
C. Had failed
107
20. If Hanif had collected the final project too late, he would have gotten a
bad score from his lecturer.
We may conclude that..............
A. Hanif does not collect the final project too late
B. Hanif did not collect the final project too late
C. Hanif got a bad score from his lecturer
D. Hanif gets a bad score from his lecturer
E. Hanif do not get a bad score from his lecturer
108
Appendix 6. Observation Journal of Action 1
Observation Journal (Cycle 1)
Meeting Date Activities Findings
1 23rd
September
2016
1.The students were
given some pictures
and they were asked
to tell about it.
2. The students were
asked to watch a
video which was
related with the
previous pictures
and made their own
conclusion about
what they were
going to learn about.
a. 5 Students at the back row
played their own gadget.
b.4 Students at the corner
looked so sleepy and
daydreaming.
c. 20 Students answered the
writer‟s question seriously.
d.Some students also answered
and told about their own
answer freely without
considering about the structure.
a. 3 Female students answered
the writer‟s question were
exactly right and they almost
knew that the topic of their
material was conditional
sentence, but they did not
know about the type.
b. 10 Students still looked son
tired and sleepy when they
watched the video.
c. 20 Students at the front of
the class answered the writer‟s
question by answering that
some of them want to go back
to the past. the others told that
109
they would help, showed their
caring, etc.
d. The rest of the students
watched the video seriously,
and they could tell about the
conclusion of the movie.
2 26th
September
2016
1. work group
discussion
a. 10 Students still wore a sport
uniform when they learned at
the classroom.
b. 5 Students looked so
exhausted after did a physical
education (sport).
c. The rest of the students were
enthusiastically in answering
the group‟s task. Some of them
tried to wrote in a big paper
and the others discussed to
each other.
3. 29th
September
2016
work group
discussion about
dialogue and post
test-1.
a. 10 Students did not attend to
the class because they had a
futsal championship.
b. 8 Students still asked their
friends about the answer during
the test.
c. 4 Students finished their task
earlier.
d. Some of the students looked
so serious in doing the test, but
there were still 7 students who
110
felt so confused in doing the
test by asking to the writer
about the question in detail.
111
Appendix 7. Observation Journal of Action 2
Observation Journal (Cycle 2)
Meeting Date Activities Findings
4 3rd
October
2016
1. Listening to the
song related about
conditional
sentence type III
and group
discussion.
a. There were only 3 students
who were still not focus on
learning, they looked so sleepy.
b. The rest of the students were so
happy when they did the activity,
some of them asked the writer to
repeat the song after the work
disscussion finished.
c. Almost all of the students want
to take part in a learning activity,
they asked the markers to answer
the question in a whiteboard.
d. There were no students who
played gadget anymore during the
learning activity.
5. 6th
October
2016
1. Group work
discussion in
arranging a good
story which
contained some
material and
examples about
conditional
sentence type III.
a. 6 Students still got some
difficulties in arranging the story
because of the unfamiliar
vocabulary.
b. The others looked so curious to
know about the ending of the
story by arranging the story in a
limited time.
c. There were 3 students who
were wrong in arranging the
story.
d. Some students did a correction
112
well.
6 10th
October
2016
1.Group work
discussion about
colorful examples
of conditional
sentence
a. There were only two students
who were still confused in using
the third conditional sentence.
b. The rest of the students
answered the questions precisely
right.
7. 13th
October
2016
1.The students
were given a
printed material
to be reviewed.
2. Post-test 2
a. All of the students read the
printed material and doing a note
taking about the conclusion of the
material.
b. All of the students looked so
well-prepared in doing the test, it
was proven physically by their
appearance. All of the students
wore an appropriate uniform and
they provided the stationary in
their table well.
c. There were no students who
asked the answers again like the
previous meeting.
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Appendix 8. Questionnaire
Students’ Questionaire
After Implementing Classroom Action Research (CAR)
Name :
Class :
Date/Day :
Petunjuk pengisian angket :
1. Isilah nama, kelas, tanggal dan hari sesuai yang telah tertera di atas!
2. Berilah tanda cek list pada salah satu jawaban yang telah tersedia dalam
kolom
1 = Strongly disagree (Sangat tidak setuju)
2 = Disagree (Tidak setuju)
3 = Undecided (Ragu-ragu)
4 = Agree (Setuju)
5 = Strongly agree (Sangat setuju)
No
Pernyataan
Jawaban
1 2 3 4 5
1. Apakah kamu merasa lebih senang serta tidak
jenuh dalam mempelajari conditional
sentence setelah diterapkan teknik interaktif?
2. Apakah kamu menjadi lebih komunikatif
dalam mempelajari conditional sentence?
3. Apakah kamu merasa lebih natural
(automatically) dalam menggunakan
conditional sentence setelah di gunakan
teknik interaktif?
4. Apakah teknik belajar (interaktif) yang telah
diterapkan tidak membuat kamu menjadi
114
lebih bersemangat dalam mempelajari
conditional sentence?
5. Apakah kamu dapat secara langsung atau
spontan memahami kesulitan atau kesalahan
yang muncul dalam kalimat pengandaian
(conditional sentence)?
6. Apakah teknik interaktif tidak membuatmu
berani & percaya diri dalam menyampaikan
atau memproduksi kalimat pengandaian
(conditional sentence)?
7. Apakah latar belakang budaya (culture) yang
kamu punya mempengaruhi kelancaran mu
dalam menyampaikan kalimat pengandaian
secara interaktif?
8. Apakah cukup sulit bagimu dalam memahami
conditional sentence dengan menggunakan
teknik interaktif?
9. Apakah teknik belajar saat ini (interaktif)
tidak membuatmu tertarik dalam mempelajari
conditional sentence tipe 3?
10. Apakah gurumu memberi kesempatan
padamu untuk memproduksi kalimat
pengandaian secara mandiri?
11. Apakah pertanyaan yang diajukan gurumu
membuat kamu menjadi ingin berpartisipasi
dalam pembelajaran?
12. Apakah pertanyaan yang diberikan gurumu
membuat kamu menjadi lebih paham dalam
115
mempelajari conditional sentenee?
13. Apakah gurumu menyiapkan beragam media
yang menarik dalam pembelajaran?
14. Apakah gurumu tidak memberikan beragam
contoh dalam pembelajaran kalimat
pengandaian?
15. Apakah gurumu menyampaikan pembelajaran
conditional sentence dengan menggunakan
gambar ?
16. Apakah gurumu menyampaikan pembelajaran
conditional sentence dalam bentuk lagu?
17. Apakah gurumu memberikan materi
mengenai conditional sentence secara tertulis
(print out)?
18. Apakah variasi dalam media pembelajaran
cukup membuatmu tertarik dalam
mempelajari conditional sentence tipe 3?
19. Apakah teknik (interaktif) yang digunakan
dalam pembelajaran tidak membuat kamu
paham mengenai makna dan fungsi dari
kalimat pengandaian(conditional sentence)?
20. Apakah teknik pembelajaran saat ini
(interactive technique) cukup membuatmu
memahami makna dan fungsi dari kalimat
pengandaian (conditional sentence)?
Total Skor
116
Appendix 9. The Result of Questionnaire
117
118
119
120
Appendix 10. The Result of Observation Sheet in Cycle 1
121
Appendix 11. The Result of Observation Sheet in Cycle 2
122
Appendix 12. Lesson Planning
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMAN 7 Kota Bekasi
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / 1
Materi Pokok :Teks lisan dan tulis untuk menyatakan dan menanyakan
tentang pengandaian jika terjadi suatu keadaan/kejadian/
peristiwa di waktu yang akan datang.
Alokasi Waktu : 2 x 45 menit(pertemuan ke-1)
A. Kompetensi Inti
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2:Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena
dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar (KD)
1.1Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi International yang diwujudkan dalam semangat belajar
123
2.2Mengembangkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk
menyatakan dan menanyakan tentang pengandaian jika terjadi suatu
keadaan/kejadian/peristiwa di waktu yang akan datang, sesuai dengan konteks
penggunaannya.
Indikator
3.8.1 Menjelaskan fungsi sosial dari kalimat pengandaian (conditional sentence)
3.8.2 Mengidentifikasi jenis kalimat pengandaian/ conditional sentence serta
strukturnya dari setiap tipe dalam teks.
3.8.3 Menelaah unsur kebahasaan atau features dari kalimat conditional sentence.
Kompetensi Dasar
4.12 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang
pengandaian jika terjadi suatu keadaan/kejadian/peristiwa di waktu yang akan
datang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
Indikator
4.12.1 Menunjukkan jenis conditional sentence pada tiap tipe, terutama pada tipe3
C. Tujuan Pembelajaran
1. Siswa dapat menganalisa fungsi sosial, struktur teks, dan unsur kebahasaan dari
kalimat conditional sentence dalam sebuah teks dialog.
2. Siswa dapat terampil membedakan kalimat conditional sentence dari berbagai
tipe (zero, first, second, and third conditional sentence).
D. Materi Pembelajaran
Gambar-gambar terkait tema mengenai conditional sentence
Video motivasi yang berhubungan dengan gambar yang telah
disampaikan sebelumnya mengenai conditional sentence
sumber : www.youtube.com
(https://www.youtube.com/watch?v=1DUYlHZsZfc)
PART A
Look at the pictures below! What do you think about it?
124
125
What would you have done, if you had become the boy/the father?
(Based on your opinion, ideas, or thought).
Ask your friend‟s opinion and repeat it once again!
PART B
After you watched the video, tell about the stories based on your own
word!
If you had become the actor (the son or the father) on that video, what
would you have done?
E. Metode Pembelajaran
Collaborative Learning, Diskusi, Tanya-Jawab.
F. Media, Alat, dan Sumber Pelajaran
1. Media : Video, Pictures
2. Alat : Laptop, Speaker
Sumber Belajar : Buku panduan, suara guru.
G. Langkah-langkah Pembelajaran
NO
KEGIATAN
ALOKASI
WAKTU
A.
1.
2.
3.
Pendahuluan
Menyiapkan siswa dengan cara berdoa, mengabsen,
dan menanyakan kabar.
Memotivasi siswa dengan materi yang akan di
pelajari disesuaikan dengan konteks
Menjelaskan tujuan pembelajaran atau kompetensi
dasar yang akan di capai.
10 Menit
B.
1.
Inti
Siswa diminta untuk mengerjakan pre-test guna
mengukur kemampuan siswa dalam pemahaman
materi mengenai conditional sentence tipe 3.
35 Menit
126
2.
3.
4.
5.
6.
7.
Peserta didik diminta untuk mengamati beberapa
gambar terkait materi conditional sentence
(mengamati)
Siswa diberikan pertanyaan oleh guru mengenai
“what would you have done, if you had become
him?” (the person in the picture).
Siswa menjawab pertanyaan secara bergantian dan
terdapat siswa lain yang akan mengulang jawabannya
sehingga semua siswa harus menyimak
(Mencoba, Mengamati, dan mengkomunikasikan)
Guru mengkonfirmasi jawaban.
Siswa diminta untuk mengamati sebuah video
motivasi yang berkaitan dengan gambar yang telah di
bahas sebelumnya dan siswa juga diminta untuk
bermain peran agar terlibat dalam video tersebut
dengan cara menggunakan kalimat conditional
sentence. (mengamati-mencoba- dan mengasosiasi)
Guru mengkonfirmasi.
5 Menit
15 Menit
20 Menit
C.
1.
2.
Penutup
Guru memberikan pertanyaan singkat kepada siswa
dengan menanyakan tentang kesimpulan
pembelajaran yang telah mereka dapat.
Guru memberikan feedback pada peserta didik.
5 Menit
Total Waktu
90 Menit
H. Penilaian Hasil Pembelajaran
Jenis/Instrumen/Rubrik
1. Kinerja (Praktik).
a. Melaksanakan kegiatan saintifik (5M).
127
Rubriks untuk penilaian kinerja (performance).
KRITERIA
D
(1)
C
(2)
B
(3)
A
(4)
Mengamati Tidak jelas
pelaksanaannya.
Kegiatan
jelas namun
tidak rinci.
Beberapa
kegiatan jelas
dan rinci.
Semua
kegiatan
jelas dan
rinci.
Menanya Kalimat kurang
bisa dipahami.
Kalimat
jelas namun
ada
beberapa
unsur
bahasa yang
belum tepat.
Kalimat jelas
dengan
struktur dan
unsur bahasa
yang
sederhana.
Kalimat
dengan
struktur
sesuai dan
unsur bahasa
yang tepat
serta
pengucapan
lancar.
Melakukan
speaking/reading
Membaca
script, kosakata
terbatas, dan
tidak lancar.
Sesekali
melihat teks,
kosakata
terbatas tapi
lancar.
Lancar dan
kosakata dari
kalimat
berkembang,
serta ada
transisi.
Lancar
mencapai
fungsi sosial,
struktur
lengkap, dan
unsur
kebahasaan
sesuai.
2. Penugasan/ulangan harian
1) Membuat conditional sentence sesuai tipe yang tersedia.
2) Memaknai fakta dari kalimat conditional
3. Observasi
Lembar Pengamatan Sikap Peserta Didik.
No
Indikator
Sikap
Nama
Peserta
Didik
Bertanggung
Jawab
Peduli Kerja
Sama
Percaya
Diri
Santun
1.
128
2.
3.
4.
Note : Setiap aspek menggunakan skala 1 s.d. 5
1= Sangat kurang 2=Kurang 3=Cukup 4=Baik 5=Amat baik
4. Portofolio
Rubriks Portofolio (Format 1)
Nama Peserta Didik :
Kelas :
Guru :
No.
Aspek
Kriteria
SB
B
C
K
1. Ada kumpulan
catatan kemajuan.
5 kriteria
terpenuhi
4 kriteria
terpenuhi
3 kriteria
terpenuhi
≤ 2 kriteria
terpenuhi.
2. Ada tulisan
kalimat
conditional
3. Ada kumpulan
karya peserta didik
yang mendukung
proses penulisan
kalimat berupa :
draft, revisi,
editing, sampai
hasil baik/benar.
4. Ada kumpulan
hasil test dan
latihan
5. Ada catatan
penilaian diri dan
penilaian sejawat.
5. Penilaian Diri
129
Contoh format :
How to write letter
Name :
A summary of what I have covered :
Things Iam still not sure of
What do I need to do to overcome these uncertainty?
Things I have learned successful today :
130
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMAN 7 Kota Bekasi
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/ 1
Materi Pokok :Teks lisan dan tulis untuk menyatakan dan menanyakan
tentang pengandaian jika terjadi suatu keadaan/kejadian/
peristiwa di waktu yang akan datang.
Alokasi Waktu : 2 x 45 menit(pertemuan ke-2)
A. Kompetensi Inti
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2:Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena
dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar (KD)
1.1Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi International yang diwujudkan dalam semangat belajar
131
2.2Mengembangkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk
menyatakan dan menanyakan tentang pengandaian jika terjadi suatu
keadaan/kejadian/peristiwa di waktu yang akan datang, sesuai dengan konteks
penggunaannya.
Indikator
3.8.1 Menjelaskan fungsi sosial dari kalimat pengandaian (conditional sentence)
3.8.2 Mengidentifikasi jenis kalimat pengandaian/ conditional sentence serta
strukturnya dari setiap tipe dalam teks.
3.8.3 Menelaah unsur kebahasaan atau features dari kalimat conditional sentence.
Kompetensi Dasar
4.12 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang
pengandaian jika terjadi suatu keadaan/kejadian/peristiwa di waktu yang akan
datang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
Indikator
4.12.1 Melengkapi kalimat conditional sentence dalam beberapa tipe (zero, first,
second, and third conditional sentence).
C. Tujuan Pembelajaran
1. Siswa dapat menganalisa fungsi sosial dan unsur kebahasaan dari kalimat
conditional sentence dalam perbandingan antar tipe kalimat dalam sebuah tabel.
2. Siswa dapat terampil menyusun kalimat conditional sentence dari berbagai tipe
(zero, first, second, and third conditional sentence).
D. Materi Pembelajaran
Part A
Complete the conditional sentence based on the appropriate type!
Type? Type 2 Type?
If Zaskia learns,
she will know
about the test.
If she .................. If she had
learmed, she
would have
known about the
132
Sentence Conditional type?
We heat water, it boils at
1000 C
If we heat water, it boils at
1000 C
We mix yellow and blue, it
gives green
If we...................................
PART B
1) Work in your group to complete the tables above
2) Give the label of the table (first, second, or third conditional
sentence?) !
3) Discuss and give your opinion in answering the question!
E. Metode Pembelajaran
Collaborative Learning, Task based learning (TBL), Diskusi, Tanya-
Jawab, Presentasi.
F. Media, Alat, dan Sumber Pelajaran
3. Media : Tabel yang berisi conditional sentence
4. Alat : Laptop, Speaker, karton, spidol.
Sumber Belajar : Buku panduan, suara guru.
test.
If Zidan.......
If Zidan finished
the duty ontime,
he wouldnot be in
rush.
If Zidan......
If it ..... If it .............. If it had rained, it
would have been
cold.
133
G. Langkah-langkah Pembelajaran
NO
KEGIATAN
ALOKASI
WAKTU
A.
1.
2.
3.
Pendahuluan
Menyiapkan siswa dengan tertib, menanyakan kabar,
dan mengabsensi dengan cara menayakan materi
yang telah dibahas sebelumnya.
Memotivasi siswa dengan materi yang akan di
pelajari disesuaikan dengan konteks
Menjelaskan tujuan pembelajaran atau kompetensi
dasar yang akan di capai.
10 Menit
B.
1.
2.
3.
4.
5.
6.
.
Inti
Siswa dibentuk dalam kelompok yang telah diatur
sebelumnya.
Siswa diminta untuk mengamati beberapa buah tabel
besar dalam sebuah karton dan mereka di minta
untuk melengkapi bagian-bagian yang masih kosong
dalam waktu singkat.
(Mengamati - Mencoba)
Guru mengkonfirmasi
Siswa diminta untuk menampilkan hasil pekerjaan
mereka pada dinding-dinding kelas,kemudian setiap
kelompok akan memeriksa pekerjaan kelompok lain.
(mengasosiasi)
Siswa diminta untuk menyampaikan perbedaan
ataupun kesamaan yang mereka temui disertai
dengan pemikiran atau alasan dari masing-masing
kelompok. (mecoba-mengkomunikasikan)
Guru mengkonfirmasi
30 Menit
40 Menit
15 Menit
C.
Penutup
134
1.
2.
Guru memberikan pertanyaan singkat kepada siswa
dengan tujuan untuk review materi (mini quiz)
Guru memberikan feedback pada peserta didik.
10 Menit
Total Waktu
90 Menit
H. Penilaian Hasil Pembelajaran
Jenis/Instrumen/Rubrik
1. Kinerja (Praktik)
b. Mempresentasikan tipe kalimat conditional yang telah di
temukan serta menemukan makna dari setiap tipe
conditional sentence.
c. Melaksanakan kegiatan saintifik (5M).
ASPEK
KEGIATAN
SIKAP/
PERILAKU
PENGETAHUA
N
KETERAMPILA
N
Mengamati
(Peserta didik
melihat dan
mengamati tentang
kalimat
pengandaian dalam
sebuah tabel)
Jujur, Disiplin,
Tanggung
Jawab.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Menemukan
perbedaan antar
tipe dalam
conditional
sentence seperti :
1. Zero conditional
sentence
2. Present real
3. Present Unreal
4. Past Untreal
Menanya Peduli,Tanggun
g Jawab.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Keterampilan
bertanya berbagai
informasi tentang
fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari conditional
sentence.
(Penggunaan
bahasa yang tepat,
135
efektif, dan
efisien).
Mengumpulkan
Data
Tanggung
jawab, Peduli,
Kerja sama.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
1.Scanning kalimat
conditional dalam
artikel.
2.Membuat dan
memaknai arti dari
conditional
sentence setiap
tipe.
Mengasosiasi Tanggung
jawab, Peduli,
Kerja sama
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Menalar dan
membandingkan
kalimat conditional
dengan tipe yang
lain.
Mengkomunikasika
n
Tanggung
jawab, Peduli,
Kerja sama
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
1.
Mempresentasikan
hasil pengumpulan
data tentang fungsi
sosial, struktur teks,
dan unsur
kebahasaan dari
conditional
sentence.
Rubriks untuk penilaian kinerja (performance).
KRITERIA
D
(1)
C
(2)
B
(3)
A
(4)
Mengamati Tidak jelas
pelaksanaannya
.
Kegiatan
jelas namun
tidak rinci.
Beberapa
kegiatan jelas
dan rinci.
Semua
kegiatan jelas
dan rinci.
Menanya Kalimat kurang
bisa dipahami.
Kalimat jelas
namun ada
beberapa
unsur bahasa
yang belum
tepat.
Kalimat jelas
dengan
struktur dan
unsur bahasa
yang
sederhana.
Kalimat
dengan
struktur
sesuai dan
unsur bahasa
yang tepat
serta
pengucapan
lancar.
Melakukan Membaca Sesekali Lancar dan Lancar
136
speaking/readin
g
script, kosakata
terbatas, dan
tidak lancar.
melihat teks,
kosakata
terbatas tapi
lancar.
kosakata dari
kalimat
berkembang,
serta ada
transisi.
mencapai
fungsi sosial,
struktur
lengkap, dan
unsur
kebahasaan
sesuai.
Menyunting
teks
Penggunaan
kata, kalimat,
dan struktur
tidak sesuai.
Fungsi sosial
tercapai,
struktur
tepat, dan
unsur
kebahasaan
kurang tepat.
Fungsi sosial
tercapai,
struktur
tepat, dan
unsur
kebahasaan
tepat
Fungsi sosial
tercapai,
struktur
tepat, dan
unsur
kebahasaan
tepat serta
ada
modifikasi.
Presentasi Membacakan
hasil tanpa
media dan
tidak lengkap.
Membacakan
hasil
menggunaka
n media.
Menggunaka
n media
tanpa
membaca
namun
kurang
lancar.
Menggunaka
n multimedia
tanpa
membaca dan
lancar.
2. . Observasi
Lembar Pengamatan Sikap Peserta Didik.
No
Indikator
Sikap
Nama
Peserta
Didik
Bertanggung
Jawab
Peduli Kerja
Sama
Percaya
Diri
Santun
1.
2.
3.
4.
Note : Setiap aspek menggunakan skala 1 s.d. 5
1= Sangat kurang 2=Kurang 3=Cukup 4=Baik 5=Amat baik
137
3. Penilaian Diri
Contoh format :
How to write letter
Name :
A summary of what I have covered :
Things Iam still not sure of
What do I need to do to overcome these uncertainty?
Things I have learned successful today :
138
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMAN 7 Kota Bekasi
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/ 1
Materi Pokok :Teks lisan dan tulis untuk menyatakan dan menanyakan
tentang pengandaian jika terjadi suatu keadaan/kejadian/
peristiwa di waktu yang akan datang.
Alokasi Waktu : 3 x 45 menit(pertemuan ke-3)
A. Kompetensi Inti
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2:Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena
dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar (KD)
1.1Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi International yang diwujudkan dalam semangat belajar
139
2.2Mengembangkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk
menyatakan dan menanyakan tentang pengandaian jika terjadi suatu
keadaan/kejadian/peristiwa di waktu yang akan datang, sesuai dengan konteks
penggunaannya.
Indikator
3.8.1 Menjelaskan fungsi sosial dari kalimat pengandaian (conditional sentence)
3.8.2 Mengidentifikasi jenis kalimat pengandaian/ conditional sentence serta
strukturnya dari setiap tipe dalam teks.
3.8.3 Menelaah unsur kebahasaan atau features dari kalimat conditional sentence.
Kompetensi Dasar
4.12 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang
pengandaian jika terjadi suatu keadaan/kejadian/peristiwa di waktu yang akan
datang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
Indikator
4.12.1 Membuat kalimat conditional sentence dalam beberapa tipe (zero, first,
second, and third conditional sentence).
C. Tujuan Pembelajaran
1. Siswa dapat menganalisa fungsi sosial, struktur teks, dan unsur kebahasaan dari
kalimat conditional sentence dalam sebuah dialogue.
2. Siswa dapat terampil menyusun kalimat conditional sentence dari berbagai tipe
(zero, first, second, and third conditional sentence).
D. Materi Pembelajaran
Find out some conditional sentences in this dialogue below!
Hasan : Farid, where are you going tomorrow?
Farid : I am going to the bank to know how much will remain of my
deposit, if it draw Rp. 50.000.000,00 from the bank.
Hasan : What are you going to do with such amount of money?
140
Farid : If Iam sure I have enough money left, my wife and I will go on a
pilgrimage to Mecca next year.
Hasan : Oh, how lucky you are! I hope God will bless you with your good
intention. If I were rich like you, I would do the same thing, but
Iam not that lucky as you are. What about you Hamid?
Hamid : Iam just a government employee. I don‟t have much money. If I
had a lot of money, I would also go and register. I wonder about
you Zidan. You have not gone on a pilgrimage, have you?
Zidan : Not yet.
Hasan : As a successful businessman you must be very rich , and are able
to perform the Haj.
Zidan : If I had had opportunity, I would have gone to Mecca two years
ago, but the economic situation was not good three years ago. I
have saved the amount needed, but the cost to perform the Haj
increased four times. Insya Allah, I will go next year. I hope I can
bring my wife with me as well.
PART A
1) Underline and give the label of type for the conditional sentence in
the passage above!
2) Discuss with your group!
3) Write it down in big paper which was provided in the classroom!
4) Make some questions based on those text, and give the questions
for another group!
5) Answer the question precisely!
E. Metode Pembelajaran
Collaborative Learning, Diskusi, Tanya-Jawab, dan Presentasi.
F. Media, Alat, dan Sumber Pelajaran
141
5. Media : Teks dialogue
6. Alat : Laptop, Speaker
Sumber Belajar : Buku panduan
G. Langkah-langkah Pembelajaran
NO
KEGIATAN
ALOKASI
WAKTU
A.
1.
2.
3.
Pendahuluan
Memanggil nama siswa berdasarkan kertas yang
telah diacak dan bertanya menggunakan kalimat
pengandaian (melakukan absensi).
Memotivasi siswa dengan materi yang akan di
pelajari disesuaikan dengan konteks
Menjelaskan tujuan pembelajaran atau kompetensi
dasar yang akan di capai.
10 Menit
B.
1.
2.
3.
4.
5.
.
Inti
Siswa diminta untuk mengamati teks dalam bentuk
dialogue dan menandai conditional sentence dengan
menggarisbawahinya.
(Mengamati - Mencoba)
Guru mengkonfirmasi
Siswa diminta untuk memberikan nama dan
mengidentifikasi conditional sentence dalam dialogue
dan mempresentasikannya di depan kelas.
(mengasosiasi-mengkomunikasikan)
Guru mengkonfirmasi
Siswa diminta untuk mengerjakan post test 1 yang
berkaitan dengan conditional sentence.
15 Menit
25 Menit
30 Menit
C.
1.
Penutup
Guru memberikan pertanyaan singkat kepada siswa
10 Menit
142
2.
dengan tujuan untuk review materi.
Guru memberikan feedback pada peserta didik.
Total Waktu
90 Menit
H. Penilaian Hasil Pembelajaran
Jenis/Instrumen/Rubrik
Rubriks untuk penilaian kinerja (performance).
KRITERIA
D
(1)
C
(2)
B
(3)
A
(4)
Mengamati Tidak jelas
pelaksanaannya.
Kegiatan
jelas namun
tidak rinci.
Beberapa
kegiatan jelas
dan rinci.
Semua
kegiatan
jelas dan
rinci.
Menanya Kalimat kurang
bisa dipahami.
Kalimat
jelas namun
ada
beberapa
unsur
bahasa yang
belum tepat.
Kalimat jelas
dengan
struktur dan
unsur bahasa
yang
sederhana.
Kalimat
dengan
struktur
sesuai dan
unsur bahasa
yang tepat
serta
pengucapan
lancar.
Melakukan
speaking/reading
Membaca
script, kosakata
terbatas, dan
tidak lancar.
Sesekali
melihat teks,
kosakata
terbatas tapi
lancar.
Lancar dan
kosakata dari
kalimat
berkembang,
serta ada
transisi.
Lancar
mencapai
fungsi sosial,
struktur
lengkap, dan
unsur
kebahasaan
sesuai.
143
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMAN 7
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / 1
Materi Pokok :Teks lisan dan tulis untuk menyatakan dan menanyakan
tentang pengandaian jika terjadi suatu keadaan/kejadian/
peristiwa di waktu yang akan datang.
Alokasi Waktu : 2 x 45 menit(pertemuan ke 4)
A. Kompetensi Inti
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2:Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena
dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar (KD)
1.1Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi International yang diwujudkan dalam semangat belajar
144
2.2Mengembangkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk
menyatakan dan menanyakan tentang pengandaian jika terjadi suatu
keadaan/kejadian/peristiwa di waktu yang akan datang, sesuai dengan konteks
penggunaannya.
Indikator
3.8.1 Menjelaskan fungsi sosial dari kalimat pengandaian (conditional sentence)
3.8.2 Mengidentifikasi jenis kalimat pengandaian/ conditional sentence serta
strukturnya dari setiap tipe dalam teks.
3.8.3 Menelaah unsur kebahasaan atau features dari kalimat conditional sentence.
Kompetensi Dasar
4.12 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang
pengandaian jika terjadi suatu keadaan/kejadian/peristiwa di waktu yang akan
datang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
Indikator
4.12.1 Mengubah kalimat conditional sentence dalam beberapa tipe (zero, first,
second, and third conditional sentence).
C. Tujuan Pembelajaran
1. Siswa dapat menganalisa fungsi sosial, struktur teks, dan unsur kebahasaan dari
kalimat conditional sentence dalam sebuah lagu.
2. Siswa dapat terampil menyusun kalimat conditional sentence dari berbagai tipe
(zero, first, second, and third conditional sentence).
D. Materi Pembelajaran
Listening Song
(Fill the blank with the appropriate word/words)
Name/Class :
I thought it wasn't ............................(1)
To....................... (2) from you,
Simple truth.
145
I was scared,
I felt it all along,
But it .................. (3)to much for me, to.................(4)
If only I, ....................(5) less blind.
I'd have someone to hold on to.
IF only I, could ................. (6)your mind,
If only I had ........................., (7)If only I had you
Finally ......................................(8)
Why things have ....................(9)
And how it all could go so wrong.
Will this pain ever end?
'cause I don't think I can .................................(10)
If only I, ...............................(11) less blind.
I'd have someone to hold on to.
If only I, could .................(12) your mind,
If only I .........................,(13) If only I had you
If only I had you!
If only I had you!
If only I, .............................(14) less blind.
I'd have ...........................(15) to hold on to.
If only I, could have spoken my mind,
If only it were true, We could start brand-new
I know I'll make it through
If only I had you!..
If only I had you!..
If only I had you!..
Key Answer
1) Wrong
2) Hide
3) Hurt
4) Share
5) Had been
6) Change
7) Known
8) Understand
9) Happened
10) Carry on
146
11) Had been
12) Change
13) Known
14) Had been
15) Someone
Task A :
Underline the conditional sentence in that song!
Every group have to make some questions to another group!
For the member who are still don‟t get the turn , have to deliver their idea
through some emoticons which was provided by the teacher.
E. Metode Pembelajaran
Collaborative Learning, Diskusi, Tanya-Jawab.
F. Media, Alat, dan Sumber Pelajaran
7. Media : Video lagu, teks
8. Alat : Laptop, Speaker
Sumber Belajar : Buku panduan, suara guru.
G. Langkah-langkah Pembelajaran
NO
KEGIATAN
ALOKASI
WAKTU
A.
1.
2.
3.
Pendahuluan
Menanyakan kepada siswa mengenai lagu yang
mereka gemari (melakukan absensi)
Memotivasi siswa dengan memaknai lagu-lagu
tertentu.
Menjelaskan tujuan pembelajaran atau kompetensi
dasar yang akan di capai.
15 Menit
B.
1.
Inti
.Siswa di minta untuk mendengarkan sebuah lagu
yang berisi beberapa kalimat pengandaian
(conditional sentence type III)
20 Menit
147
2.
3.
4.
5.
6.
Siswa diminta untuk mengisi bagian lagu yang
rumpang kemudian menggarisbawahi conditional
sentence yang terdapat dalam lagu.
Guru mengkonfirmasi
Siswa diminta untuk memaknai lagu tersebut dengan
membuat fakta dari conditional sentence type III.
Guru mengkonfirmasi
Guru memberikan mini quiz secara lisan terkait
conditional sentence dengan menarik.
45 Menit
C.
1.
2.
Penutup
Guru memberikan pertanyaan singkat kepada siswa
dengan tujuan untuk review materi.
Guru memberikan feedback pada peserta didik.
10 Menit
Total Waktu
90 Menit
H. Penilaian Hasil Pembelajaran
Jenis/Instrumen/Rubrik
1. Kinerja (Praktik)
Mempresentasikan tipe kalimat conditional yang telah di temukan
serta menemukan makna dari setiap tipe conditional sentence dan
melaksanakan kegiatan saintifik (5M).
ASPEK
KEGIATAN
SIKAP/
PERILAKU
PENGETAHUA
N
KETERAMPILA
N
Mengamati
(Peserta didik
melihat &
mendengarkan
Jujur, Disiplin,
Tanggung
Jawab.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
Menemukan
perbedaan antar
kalimat dalam
setiap tipe
148
sebuah video
tentang kalimat
pengandaian)
conditional. conditiona seperti :
3. Present Unreal
4. Past Untreal
Menanya Peduli,Tanggun
g Jawab.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Keterampilan
bertanya berbagai
informasi tentang
fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari conditional
sentence.
(Penggunaan
bahasa yang tepat,
efektif, dan
efisien).
Mengumpulkan
Data
Tanggung
jawab, Peduli,
Kerja sama.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
1.Scanning kalimat
conditional dalam
artikel.
2.Membuat dan
memaknai arti dari
conditional
sentence setiap
tipe.
Mengasosiasi Tanggung
jawab, Peduli,
Kerja sama
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Menalar dan
membandingkan
kalimat conditional
dengan tipe yang
lain.
Mengkomunikasika
n
Tanggung
jawab, Peduli,
Kerja sama
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
1.
Mempresentasikan
hasil pengumpulan
data tentang fungsi
sosial, struktur teks,
dan unsur
kebahasaan dari
conditional
sentence.
Rubriks untuk penilaian kinerja (performance).
KRITERIA
D
(1)
C
(2)
B
(3)
A
(4)
Mengamati Tidak jelas
pelaksanaannya
Kegiatan
jelas namun
Beberapa
kegiatan jelas
Semua
kegiatan jelas
149
. tidak rinci. dan rinci. dan rinci.
Menanya Kalimat kurang
bisa dipahami.
Kalimat jelas
namun ada
beberapa
unsur bahasa
yang belum
tepat.
Kalimat jelas
dengan
struktur dan
unsur bahasa
yang
sederhana.
Kalimat
dengan
struktur
sesuai dan
unsur bahasa
yang tepat
serta
pengucapan
lancar.
Melakukan
speaking/readin
g
Membaca
script, kosakata
terbatas, dan
tidak lancar.
Sesekali
melihat teks,
kosakata
terbatas tapi
lancar.
Lancar dan
kosakata dari
kalimat
berkembang,
serta ada
transisi.
Lancar
mencapai
fungsi sosial,
struktur
lengkap, dan
unsur
kebahasaan
sesuai.
Presentasi Membacakan
hasil tanpa
media dan
tidak lengkap.
Membacakan
hasil
menggunaka
n media.
Menggunaka
n media
tanpa
membaca
namun
kurang
lancar.
Menggunaka
n multimedia
tanpa
membaca dan
lancar.
3. Observasi
Lembar Pengamatan Sikap Peserta Didik.
No
Indikator
Sikap
Nama
Peserta
Didik
Bertanggung
Jawab
Peduli Kerja
Sama
Percaya
Diri
Santun
1.
2.
3.
4.
150
Note : Setiap aspek menggunakan skala 1 s.d. 5
1= Sangat kurang 2=Kurang 3=Cukup 4=Baik 5=Amat baik
Penilaian Diri
Contoh format :
How to write letter
Name :
A summary of what I have covered :
Things Iam still not sure of
What do I need to do to overcome these uncertainty?
Things I have learned successful today :
151
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMAN 7 Kota Bekasi
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/ 1
Materi Pokok :Teks lisan dan tulis untuk menyatakan dan menanyakan
tentang pengandaian jika terjadi suatu keadaan/kejadian/
peristiwa di waktu yang akan datang.
Alokasi Waktu : 3 x 45 menit(pertemuan ke 5)
A. Kompetensi Inti
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2:Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena
dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar (KD)
1.1Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi International yang diwujudkan dalam semangat belajar
152
2.2Mengembangkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk
menyatakan dan menanyakan tentang pengandaian jika terjadi suatu
keadaan/kejadian/peristiwa di waktu yang akan datang, sesuai dengan konteks
penggunaannya.
Indikator
3.8.1 Menjelaskan fungsi sosial dari kalimat pengandaian (conditional sentence)
3.8.2 Mengidentifikasi jenis kalimat pengandaian/ conditional sentence serta
strukturnya dari setiap tipe dalam teks.
3.8.3 Menelaah unsur kebahasaan atau features dari kalimat conditional sentence.
Kompetensi Dasar
4.12 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang
pengandaian jika terjadi suatu keadaan/kejadian/peristiwa di waktu yang akan
datang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
Indikator
4.12.1 Membuat makna/arti dari conditional sentence tipe III.
C. Tujuan Pembelajaran
1. Siswa dapat menganalisa fungsi sosial, struktur teks, dan unsur kebahasaan dari
kalimat conditional sentence dalam sebuah teks (the last leaf).
2. Siswa dapat terampil menyusun kalimat conditional sentence dari tipe ke tiga.
(third conditional sentence).
D. Materi Pembelajaran
Video terkait tentang teks terkait the last leaf (short story)
Short story dalam bentuk teks
153
E. Metode Pembelajaran
Collaborative Learning, Task based learning (TBL), Diskusi, Tanya-
Jawab, dan Presentasi.
F. Media, Alat, dan Sumber Pelajaran
Media : Video, Teks acak dalam amplop
Alat : Laptop, Speaker, karton, spidol
Sumber Belajar : Buku panduan, suara guru.
G. Langkah-langkah Pembelajaran
NO
KEGIATAN
ALOKASI
WAKTU
A.
1.
2.
3.
Pendahuluan
Menyiapkan siswa dengan cara berdoa, mengabsen,
dan menanyakan kabar.
Memotivasi siswa dengan materi yang akan di
pelajari disesuaikan dengan konteks
Menjelaskan tujuan pembelajaran atau kompetensi
dasar yang akan di capai.
10 Menit
B.
1.
2.
3.
4.
Inti
Siswa dibentuk dalam kelompok kemudian siswa
diberikan amplop yang berisi potongan cerita the last
leaf secara acak, siswa diminta menyusun potongan
tersebut kedalam susunan yang tepat.
Guru mengkonfirmasi
Siswa diminta untuk menggarisbawahi features dan
jenis kalimat pengandaian (conditional sentence)
yang terdapat dalam teks tersebut.
Guru mengkonfirmasi
20 Menit
20 Menit
154
5.
6.
7
.
Siswa diminta mempresentasikan hasil kerja
kelompok yang telah di tempel di dinding kelas
kemudian setiap kelompok mengecek hasil kelompok
lain
Guru mengkonfirmasi
Siswa diminta untuk menyaksikan cerita tersebut
dalam sebuah video
15 Menit
15 Menit
C.
1.
2.
Penutup
Guru memberikan pertanyaan singkat kepada siswa
dengan tujuan untuk review materi.
Guru memberikan feedback pada peserta didik.
10 Menit
Total Waktu
90 Menit
H. Penilaian Hasil Pembelajaran
Jenis/Instrumen/Rubrik
Kinerja (Praktik)
Mempresentasikan tipe kalimat conditional yang telah di temukan serta
menemukan makna dari setiap tipe conditional sentence dan melaksanakan
kegiatan saintifik (5M).
ASPEK
KEGIATAN
SIKAP/
PERILAKU
PENGETAHUA
N
KETERAMPILA
N
Mengamati
(Peserta didik
melihat &
mendengarkan
sebuah video
tentang kalimat
pengandaian)
Jujur, Disiplin,
Tanggung
Jawab.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Menemukan
perbedaan antara
kalimat seperti :
1. Zero conditional
sentence
2. Present real
3. Present Unreal
4. Past Untreal
155
Menanya Peduli,Tanggun
g Jawab.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Keterampilan
bertanya berbagai
informasi tentang
fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari conditional
sentence.
(Penggunaan
bahasa yang tepat,
efektif, dan
efisien).
Mengumpulkan
Data
Tanggung
jawab, Peduli,
Kerja sama.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
1.Scanning kalimat
conditional dalam
artikel.
2.Membuat dan
memaknai arti dari
conditional
sentence setiap
tipe.
Mengasosiasi Tanggung
jawab, Peduli,
Kerja sama
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Menalar dan
membandingkan
kalimat conditional
dengan tipe yang
lain.
Mengkomunikasika
n
Tanggung
jawab, Peduli,
Kerja sama
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
1.
Mempresentasikan
hasil pengumpulan
data tentang fungsi
sosial, struktur teks,
dan unsur
kebahasaan dari
conditional
sentence.
Rubriks untuk penilaian kinerja (performance).
KRITERIA
D
(1)
C
(2)
B
(3)
A
(4)
Mengamati Tidak jelas
pelaksanaannya
.
Kegiatan
jelas namun
tidak rinci.
Beberapa
kegiatan jelas
dan rinci.
Semua
kegiatan jelas
dan rinci.
156
Menanya Kalimat kurang
bisa dipahami.
Kalimat jelas
namun ada
beberapa
unsur bahasa
yang belum
tepat.
Kalimat jelas
dengan
struktur dan
unsur bahasa
yang
sederhana.
Kalimat
dengan
struktur
sesuai dan
unsur bahasa
yang tepat
serta
pengucapan
lancar.
Melakukan
speaking/readin
g
Membaca
script, kosakata
terbatas, dan
tidak lancar.
Sesekali
melihat teks,
kosakata
terbatas tapi
lancar.
Lancar dan
kosakata dari
kalimat
berkembang,
serta ada
transisi.
Lancar
mencapai
fungsi sosial,
struktur
lengkap, dan
unsur
kebahasaan
sesuai.
Menyunting
teks
Penggunaan
kata, kalimat,
dan struktur
tidak sesuai.
Fungsi sosial
tercapai,
struktur
tepat, dan
unsur
kebahasaan
kurang tepat.
Fungsi sosial
tercapai,
struktur
tepat, dan
unsur
kebahasaan
tepat
Fungsi sosial
tercapai,
struktur
tepat, dan
unsur
kebahasaan
tepat serta
ada
modifikasi.
Presentasi Membacakan
hasil tanpa
media dan
tidak lengkap.
Membacakan
hasil
menggunaka
n media.
Menggunaka
n media
tanpa
membaca
namun
kurang
lancar.
Menggunaka
n multimedia
tanpa
membaca dan
lancar.
157
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMAN 7
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / 1
Materi Pokok :Teks lisan dan tulis untuk menyatakan dan menanyakan
tentang pengandaian jika terjadi suatu keadaan/kejadian/
peristiwa di waktu yang akan datang.
Alokasi Waktu : 2 x 45 menit(pertemuan ke 6&7)
A. Kompetensi Inti
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2:Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena
dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai
kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar (KD)
1.1Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi International yang diwujudkan dalam semangat belajar
158
2.2Mengembangkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk
menyatakan dan menanyakan tentang pengandaian jika terjadi suatu
keadaan/kejadian/peristiwa di waktu yang akan datang, sesuai dengan konteks
penggunaannya.
Indikator
3.8.1 Menjelaskan fungsi sosial dari kalimat pengandaian (conditional sentence)
3.8.2 Mengidentifikasi jenis kalimat pengandaian/ conditional sentence serta
strukturnya dari setiap tipe dalam teks.
3.8.3 Menelaah unsur kebahasaan atau features dari kalimat conditional sentence.
Kompetensi Dasar
4.12 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang
pengandaian jika terjadi suatu keadaan/kejadian/peristiwa di waktu yang akan
datang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
Indikator
4.12.1 Membuat kalimat conditional sentence serta makna dari tipe III (Third
conditional sentence).
C. Tujuan Pembelajaran
1. Siswa dapat menganalisa fungsi sosial, struktur teks, dan unsur kebahasaan dari
kalimat conditional sentence.
2. Siswa dapat terampil menyusun kalimat conditional sentence terutama pada
tipe 3 (third conditional sentence).
D. Materi Pembelajaran
159
E. Metode Pembelajaran
Collaborative Learning, Task based learning (TBL), Diskusi, Tanya-
Jawab, dan Presentasi.
F. Media, Alat, dan Sumber Pelajaran
Media : Teks
Alat : Laptop, Speaker
Sumber Belajar : Buku panduan, suara guru.
G. Langkah-langkah Pembelajaran
NO
KEGIATAN
ALOKASI
WAKTU
A.
1.
2.
3.
Pendahuluan
Menyiapkan siswa dengan cara berdoa, mengabsen,
dan menanyakan kabar.
Memotivasi siswa dengan materi yang akan di
pelajari disesuaikan dengan konteks
Menjelaskan tujuan pembelajaran atau kompetensi
dasar yang akan di capai.
10 Menit
B.
1.
2.
3.
4.
Inti Siswa diminta untuk menyimpulkan dan
menggarisbawahi jenis conditional sentence yang
tersedia dalam warna berbeda.
Guru mengkonfirmasi
Siswa di berikan printed material guna mengingatkan
kembali mengenai conditional sentence type III dan
lainnya secar teoretikal.
Siswa diminta untuk melakukan post-test 2
25 Menit
10 Menit
30 Menit
160
C.
1.
2.
Penutup
Guru memberikan pertanyaan singkat kepada siswa
dengan tujuan untuk review materi.
Guru memberikan feedback pada peserta didik.
15 Menit
Total Waktu
90 Menit
H. Penilaian Hasil Pembelajaran
Jenis/Instrumen/Rubrik
Kinerja (Praktik)
Mempresentasikan tipe kalimat conditional yang telah di temukan serta
menemukan makna dari setiap tipe conditional sentence. Melaksanakan kegiatan
saintifik (5M).
ASPEK
KEGIATAN
SIKAP/
PERILAKU
PENGETAHUA
N
KETERAMPILA
N
Mengamati
(Peserta didik
melihat &
mendengarkan
sebuah video
tentang kalimat
pengandaian)
Jujur, Disiplin,
Tanggung
Jawab.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Menemukan
perbedaan antara
kalimat seperti :
1. Zero conditional
sentence
2. Present real
3. Present Unreal
4. Past Untreal
Menanya Peduli,Tanggun
g Jawab.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Keterampilan
bertanya berbagai
informasi tentang
fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari conditional
sentence.
(Penggunaan
bahasa yang tepat,
efektif, dan
efisien).
161
Mengumpulkan
Data
Tanggung
jawab, Peduli,
Kerja sama.
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
1.Scanning kalimat
conditional dalam
artikel.
2.Membuat dan
memaknai arti dari
conditional
sentence setiap
tipe.
Mengasosiasi Tanggung
jawab, Peduli,
Kerja sama
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
Menalar dan
membandingkan
kalimat conditional
dengan tipe yang
lain.
Mengkomunikasika
n
Tanggung
jawab, Peduli,
Kerja sama
Fungsi sosial,
struktur teks, dan
unsur kebahasaan
dari kalimat
conditional.
1.
Mempresentasikan
hasil pengumpulan
data tentang fungsi
sosial, struktur teks,
dan unsur
kebahasaan dari
conditional
sentence.
Rubriks untuk penilaian kinerja (performance).
KRITERIA
D
(1)
C
(2)
B
(3)
A
(4)
Mengamati Tidak jelas
pelaksanaannya
.
Kegiatan
jelas namun
tidak rinci.
Beberapa
kegiatan jelas
dan rinci.
Semua
kegiatan jelas
dan rinci.
Menanya Kalimat kurang
bisa dipahami.
Kalimat jelas
namun ada
beberapa
unsur bahasa
yang belum
tepat.
Kalimat jelas
dengan
struktur dan
unsur bahasa
yang
sederhana.
Kalimat
dengan
struktur
sesuai dan
unsur bahasa
yang tepat
serta
pengucapan
lancar.
Melakukan
speaking/readin
g
Membaca
script, kosakata
terbatas, dan
tidak lancar.
Sesekali
melihat teks,
kosakata
terbatas tapi
lancar.
Lancar dan
kosakata dari
kalimat
berkembang,
serta ada
Lancar
mencapai
fungsi sosial,
struktur
lengkap, dan
162
transisi. unsur
kebahasaan
sesuai.
Menyunting
teks
Penggunaan
kata, kalimat,
dan struktur
tidak sesuai.
Fungsi sosial
tercapai,
struktur
tepat, dan
unsur
kebahasaan
kurang tepat.
Fungsi sosial
tercapai,
struktur
tepat, dan
unsur
kebahasaan
tepat
Fungsi sosial
tercapai,
struktur
tepat, dan
unsur
kebahasaan
tepat serta
ada
modifikasi.
Presentasi Membacakan
hasil tanpa
media dan
tidak lengkap.
Membacakan
hasil
menggunaka
n media.
Menggunaka
n media
tanpa
membaca
namun
kurang
lancar.
Menggunaka
n multimedia
tanpa
membaca dan
lancar.
5. Penilaian Diri
Contoh format :
How to write letter
Name :
A summary of what I have covered :
Things Iam still not sure of
What do I need to do to overcome these uncertainty?
Things I have learned successful today :
163
Appendix.14. Surat Bimbingan Skripsi
164
165
Appendix 14. Surat Permohonan Izin Penelitian
166
Appendix 15. Surat Keterangan Telah Melakukan Penelitian
167
Appendix 16. Syllabus
168
169
170
171
172