siti latifah 106014000432 improving students' understanding in using indirect speech of yes no qu

8/17/2019 Siti Latifah 106014000432 Improving Students' Understanding in Using Indirect Speech of Yes No Qu

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DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925Ciputat 15142 Jakarta Email: [email protected]

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama : Siti LatifahTempat/Tanggal lahir : Tangerang, 8 Mei 1988

NIM : 106014000432

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : IMPROVING STUDENTS’ UNDERSTANDING INUSING INDIRECT SPEECH OF YES-NO

QUESTION THROUGH CONTEXTUAL

TEACHING AND LEARNING (CTL) (A ClassroomAction Research in the Second Year of MTs NURULFALAH Tangerang)

Dosen Pembimbing : Dr. Fahriany, M. Pd

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya

saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, ,,,,,,,,,,,,,,,,,,,,,,,, 2013

Mahasiswa Ybs.

SITI LATIFAH

NIM. 106014000432


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BSTRACT

Latifah Siti, 2013. Improving Students’ Understanding in Using IndirectSpeech of Yes-No Question Through Contextual Teaching and

Learning (CTL) (A Classroom Action Research in the Second Year of

MTs Nurul Falah Tangerang) Skripsi, English Education Department,Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah StateIslamic University Jakarta.

Advisor: Dr. Fahriany, M.Pd

Key words: Indirect Speech of Yes-No Question, Contextual Teaching and Learning (CTL)

This study was carried out to improve the Students’ Understanding in UsingIndirect Speech of Yes-No Question Through Contextual Teaching and Learning (CTL) in the second year of MTs Nurul Falah Tangerang academic year2011/2012. The subjects of this study were consisted of 31 students’ second yearof MTs Nurul Falah

The method used in this study was Classroom Action Research (CAR). Theclassroom action research design applied in this study was a collaborativeclassroom action research. It meant that the writer collaborated with the Englishteacher of MTsN Nurul Falah Tangerang as an observer and collaborator. Thisstudy was conducted following Kemmis and Taggart model with the following

procedures of the action research: planning, acting, observing, and reflecting. Thestudy carried out in two cycles. Each cycle consisted of three meetings. The data

gathering in this study through interview, observation checklist, field notesquestionnaire and test.The results of the study showed that there was improvement of the students’

Understanding in Using Indirect Speech of Yes-No Question. Most of the studentsgradually gained good scores at the end of each cycle. The score of MinimumMastery Criterion- Kriteria Ketuntasan Minimal ( KKM ) of English lesson was 60(sixty). The students’ mean score in preliminary study was 55.3. The mean scorein the first cycle was 61.8. The mean score in the second cycle was 65.6. Besides,it showed that there were 83.3% students participate actively in the first cycle and90.5% students participated enthusiastically in the second cycle. The classcondition during teaching learning process was also quite good. In addition therewas a positive response from the students and the English teacher about

implementing the action. In conclusion Contextual Teaching and Learning (CTL)can improve students’ Understanding in Using Indirect Speech of Yes-NoQuestion it can improve students’ participation.


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ABSTRAK

Latifah, Siti, 2013 Improving Students’ Understanding in Using Indirect Speech

of Yes-No Question Through Contextual Teaching and Learning (CTL)(A Classroom Action Research in the Second Year of MTs Nurul Falah

Tangerang) Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas IlmuTarbiyah dan Keguruan, Universitas Islam Negeri Syarif HidayatullahJakarta.

Advisor: Dr. Fahriany, M.Pd

Key words: Pemahaman Siswa tentang Indirect Speech Pertanyaan Ya-Tidak ,Contextual Teaching and Learning (CTL)

Penelitian ini dilaksanakan untuk meningkatkan pemahaman siswa tentangPenggunaan indirect speech Yes-No Question di kelas delapan MTs Nurul FalahTangerang tahun ajaran 2011/2012. Subyek dari penelitian ini berjumlah 31 siswa.

Metode yang digunakan dalam penelitian ini adalah Classroom ActionResearch (CAR). Desain penelitian dalam penelitian ini yaitu penelitian tindakankelas kolaboratif. Peneliti bekerjasama dengan guru bahasa Inggris dari MTs

Nurul Falah Tangerang sebagai pengamat dan kolaborator. Penelitian inidilaksanakan mengikuti model Kemmis and Taggart dengan prosedur penelitiantindakan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian inidilaksanakan dalam dua siklus. Setiap siklus terdiri dari tiga kali pertemuan.Teknik pengumpulan data dalam penelitian ini menggunakan instrument: lembar

pengamatan, catatan lapangan, angket , wawancara dan tes.

Hasil dari penelitian ini menunjukkan bahwa ada perbaikan darikemampuan siswa dalam memahami penggunaan Indirect Speech Yes-NoQuestion. Kebanyakan siswa mendapatkan nilai yang bagus secara bertahap padaakhir siklus. Nilai Kriteria Ketuntasan Minimal ( KKM ) adalah 60. Nilai rata-ratasiswa pada penelitian awal adalah 55.3. Nilai rata-rata siswa pada siklus pertamayaitu 61.8. Nilai rata-rata siswa pada siklus kedua yaitu 65.6. Disamping itu, hasil

penelitian menunjukkan bahwa 83.3% siswa berpartisipasi aktif pada siklus pertama dan 90.5% siswa berpartisipasi dengan antusias pada siklus kedua.Kondisi kelas selama proses belajar mengajar juga cukup baik. Selain itu, adatanggapan yang positif dari siswa dan guru bahasa Inggris terkait penggunaanContextual Teaching and Learning (CTL) dalam meningktatkan pemahamansiswa dalam menggunakan indirect speech Yes-No Question. Kesimpulannya,

Contextual Teaching and Learning (CTL) dapat memperbaiki kemampuan siswadalam Memahami indirect speech Yes-No Question dan meningkatkan partisipasimereka.


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ACKNOWLEDMENT

First of all Praise be to Allah, Lord of the worlds, who has given the writer

His love and compassion to finish the last assignment in her study. Peace and

salutation be upon the prophet Muhammad SAW, his family, his companion, and

his adherence.

There are so many people who had given valuable contribution to thiswriting, firs of all, the writer would like to express her greatest love and honor to

her beloved parents for their examples of strength and faith, with the gratitude for

their love, care and prayer, her beloved sister and brothers and all families who

always encourage her to finish this ‘skripsi’.

The writer would like to express her great honor and deepest gratitude to

her advisor, Dr. Fahriany, M.Pd for her valuable help, guidance, comments,

corrections and suggestions and who has been very patient to sacrifice her energy

and time to assist the writer so that the writer could finish this ‘skripsi’.It is a pleasure to acknowledge the help and contribution to:

1.

All of lecturers who have given her knowledge in different ways hence this

skripsi is processed until it become a complete writing which will be presented

to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the

requirements for the degree of S.Pd (Bachelor of Art) in English Language

Education.

2. Drs. Syauki, M.Pd, as the head of English Education Department.

3.

Zaharil Anasy, M. Hum as the secretary of English Education Department.4.

Dra. Nurlaela Rifai, MA. Ph. D. as the Dean of the Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

5.

Hj. Nastriyah. the principal of MTs Nurul Falang Tangerang.

6. Sri Nafsiati S.Pd as the English teacher who has given ideas, time, guiding,

advice and support during conducting the research.


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Last but not least, the deepest thanks are to all her beloved friends in English

Education Department 2006/2007 academic year with whom she exchanged ideas,

especially Nindia, Zaky, Viki, Teh Eni, Mami Rani, Nia, Wiwit, Ulfah, Puji, Nina,Ina, Dila, Yuning, Abi, Lala, Tita, Ibah, Nci, Mumut, Bunda Rina, Riri and C

class. The writer hopes Allah will always bless them all.

The writer does realize that this skripsi cannot be considered perfect without

critiques and suggestions. Therefore, it is such a pleasure for her to get critiques

and suggestions to make this skripsi better.

Jakarta, December 2013

The Writer


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TABLE OF CONTENTS

Page

ABSTRACT ........................................................................................................ iABSTRAK ......................................................................................................... ii

ACKNOWLEDGMENTS ................................................................................... iii

TABLE OF CONTENTS .................................................................................... v

LIST OF TABLES .............................................................................................. viii

LIST OF FIGURES ............................................................................................. ix

LIST OF APPENDICES ..................................................................................... x

CHAPTER I INTRODUCTION

A. The Background of the Study .......................................... 1

B. The Limitation and formulation of the problem .............. 5

C The Objective of the Study .............................................. 6

D. The Significance of the Study ......................................... 6

CHAPTER II THEORETICAL FRAMEWORK

A.

The Indirect Speech ..................................... ........................... 7

1. Form of Indirect Speech .................................... ............... 7

2.

Tense Change ................................ ................................... 9

3.

Time Change ......................................... ........................... 11

4.

Pronoun Change .................................... ........................... 12

5. Reporting Verb ..................................... ........................... 12

6. Reported Speech Question ..................................... ......... 13

B. Contextual Teaching and Learning ...................................... ... 14

1.

The Understanding of CTL ..................................... ......... 14

2.

The Characteristic of CTL ....................................... ......... 16

3.

The Principle of CTL ......................................... ............... 184. The procedure of CTL in Teaching Indirect Speech ........ 22

C.

Previous Related Study ....................................... ..................... 36

CHAPTER III RESEARCH METHODOLOGY

A.

The Setting and Subject of the Study ...................................... 24

B.

The Design of the Study ..................................... ..................... 24


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C.

The Procedures of the Study .................................... ............... 27

D. The Technique of Collecting Data ....................................... ... 30

E.

The Technique of Data Analysis .................................... ......... 32F. The Validity of Data ............ ......................................... ......... 33

CHAPTER IV RESEARCH FINDINGS

A. The Description of the Data ..................................... ................. 37

1.

Findings of the Preliminary Study ..................................... 37

a. The Result of Interview ....................................... ........... 37

b. The Result of Pre Questionnaire .................................... 38

c. The Result of Pre Test ......................................... ........... 39

2.

Findings of the First Cycle ...................................... ......... 42

a. Planning..................................... ................................... 42

b. Acting ............................... ......................................... ... 43

c. Observing .................................. ................................... 43

d. Reflecting ............................... ...................................... 47

e. Revision of the First Cycle .................................. ......... 48

3. Findings of the Second Cycle ....................................... ..... 49

a. Planning.......................................................................... 49

b. Acting ................................. ....................................... ..... 49c. Observing .................................. ..................................... 51

d. Reflecting ................................. ...................................... 54

4. Findings After Implementing the Action ........................... 56

a. The Result of Post Interview ..................................... ..... 56

b. The Result of Post Questionnaire ................................... 57

B.

The Interpretation of the Data .................................. ................. 59

1. Data of Observation ....................................... ....................... 59

2. Data of Field notes ......................................... ....................... 60

3. Data of Questionnaire .................................... ....................... 61

4. Data of Interview .................................................................. 61

5. Data of Test ............................. ......................................... ..... 62


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CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ......................................................................... 64

B. Suggestion ......................................................................... 65

BIBLIOGRAPHY ............................................................................................... 66

APPENDICES ..................................................................................................... 68


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LIST OF TABLES

Page

Table 2.1 Tense Change ...................................................................................... 9

Table 2.2 Time Change ....................................................................................... 16

Table 4.1 Students’ grade pree-test ..................................................................... 40

Table 4.2 Students’ Score of pretest, post test 1, posttest 2 ................................ 52

Table 4.3 A brief scenario of the result of classroom action research ................ 54


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LIST OF FIGURES

Page

Figure 3.1 Action Research Spiral, Model from Kemmis & Teggart .................. 26

Figure 3.2 The Classroom action Reserch Procedure Adapted from Kemmis &

Taggart ................................................................................................ 27

Figure 4.1 The Students’ Participation in Grammar class .................................... 60

Figure 4.2 The Students’ Achievement in Grammar Exercise ............................. 62


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LIST OF APPENDICES

Appendix 1a Interview for the English Teacher in the Preliminary Study ....... 68Appendix 1b The Result of Interview in the Preliminary Study ....................... 69

Appendix 2a Interview for the English in the last Classroom Action

Research ...................................................................................... 71

Appendix 2b The result of interview after Classroom Action Research .......... 72

Appendix 3a Questionnaire for Students in the Preliminary Study ................. 75

Appendix 3b The Result of Questionnaire in the Preliminary Study................ 76

Appendix 4a Questionnaire for Students in the Last Classroom Action

Research ...................................................................................... 77

Appendix 4b The Result of Questionnaire in the Last ClassroomAction Research .......................................................................... 78

Appendix 5a Students’ Writing grammar Scores

in the Preliminary Study .............................................................. 79

Appendix 6a The Students’ grammar Score in the First Cycle ........................ 80

Appendix 7a The Students’ Grammar score Second Cycle .............................. 82

Appendix 8a Observation Checklist for Students’ Participation in the First

Cycle ............................................................................................ 84

Appendix 9b Observation Checklist for Students’ Participation

in the Second Cycle ..................................................................... 93

Appendix 10a Field Notes in the First Cycle ...................................................... 102

Appendix 10b Field Notes in the Second Cycle ................................................. 105

Appendix10a Lesson Plan ................................................................................. 108


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CHAPTER I

INTRODUCTION

A. The Background of the Study

Nowadays, English has become an international language which holds

important roles in people’s life. It is necessary to learn and master it, in order to

communicate well with people from different countries. In addition, it will give

great influences in our life if we have already mastered it. English can help us to

compete in the globalization era where the competition of job marketing is very

strict so we are demanded to use it as a means of communication.

Language is a way of expressing ideas, feelings using movements, symbols,

and sound.1 English as an international language is used in communication, an

activity which people deal with every time. People need to communicate in doing

daily activities and making an interaction to other people in their life. As an

international language, English is undoubtedly is one of the well known language

in the world. It has become the most widely studied foreign language on the earth.

Richards and Rodgers said, “English is the world’s most widely studied, five

hundred years ago it was Latin”.2 However, English has become the most widely

studied foreign language today.

English has become international language which holds important roles in

people’s life. English is considered as the most prominent international language

and has wide influence in the various fields of activities, such as: communication,

economics, education, technology, politics, etc.

Considering the importance of English in people’s life, especially in

education, the Indonesia government, English becomes the first foreign language

and the compulsory subject in Secondary Schools3

. In addition, it has been taught

1 A. S Hornby, Oxford Advanced Learner’s Dictionary of Current English (Oxford:Okford University Press, 2000) p. 721

2 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language

Teaching , (Cambridge: Cambridge University Press, 1986), p. 1 3Depdiknas, Peraturan Menteri Pendidikan Nasional No.22 tentang Kerangka Dasar dan

Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p.9


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in elementary schools as optional subject or local content materials. English is

also considered important since it is one of requirement subjects to pass National

Examination.In learning English, language skills and language aspects cannot be separated.

Language aspects can complete the language skills. To learn English the students

should be able to use appropriate basic structural patterns and master grammar

and vocabulary. Grammar is an important aspect for forming words and building

English sentences. Because grammar is important in communication, the students

should master it.

The importance of grammar ability, according to the language experts has a

big role in students’ English fluency; however mastering grammar doesn’t meanmastering the entire language, mastering grammar should be integrated with

language skills and the language factors in order to make the students easier to

understand the language during the communication. Proficiency in grammar can

give self confident for students to communicate in the target language, knowing

they can use the right expression will reduce the scare and embracement when

they have talk.

There are many aspects discussed in English grammar. One of them is

indirect speech. Indirect speech is a way of reporting what someone has said,

using an introductory reporting verb and subordinate clause.4 Indirect speech or

Reported speech is used to express what others have said. First of all, to make

sentences in reported speech someone needs verbs like say or tell. On the other

hand the tense used to express and idea is also an important factor. In direct

speech the speakers gives the exact word. For example: She said “I’m very well.”

In indirect speech the reporter repeats and gives report the original speaker’s

speech.

Indirect speech is normally used when conversation is reported verbally.

When a speaker turns the direct speech into indirect speech, like in the example

above some changes are usually necessary, such as tense, pronoun and adverb.

4 Sylvia Chalker and Edmund Weiner. Oxford Dictionari of English Grammar. (NewYork:Oxford University Press, inc . 1994), p. 202


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And these are most studied by considering statement’s, questions and comma

separately. In addition, writing product in transforming direct into indirect speech

is necessary to be grammatically correct. Consequently, in order to be able to produce a good sentence, a writer must have grammatically ability. In contrast to

direct speech, indirect speech is used mainly in conversation and is concerned

more with communicating the exact meaning than the exact words. As such, the

reported message may vary depending on the point of view of the speaker and the

vocabulary selected: She said/told him she would phone/call/ring him when/as

soon as she (was) finished (at) work.

When shifting from direct to reported speech, Swan writes that grammatical

changes may need to be made to the original text in order to account for the factthat “words spoken or thought in one place by one person may be reported in

another place at a different time, and perhaps by a different person.”

When reporting questions, the changes already mentioned in regard to

statements apply. In addition to these, there are also several other areas to

consider. Firstly, the word order changes to that of a statement, namely subject-

verb, and so accordingly reported questions are usually not punctuated with a

question mark. Secondly, the auxiliary verb do is dropped. Finally, yes/no

questions start with if , or whether .

There are some problems that arise especially for students who want to

master the indirect speech because the indirect speech is very different from the

direct speech but students in Second Year of MTs NURUL FALAH have lack of

understanding Grammar pattern. The following are the areas of the students’

mistake in making indirect speech from the sentence is mistake in transforming

the indirect speech into direct speech; the students must know the changes of

tenses, personal pronoun and adverb of time.

Today many kind of method or technique have recognized for teaching

learning process. Based on this case, the writer will give an alternative technique

to enrich students’ comprehension by using Contextual Teaching and Learning.

Contextual mean links between prior knowledge, material and environment.

When the contextual is integrated into teaching-learning situations, the students


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are hoped that they can connect between what they learn with they have known.

According to Jhonson, CTL is an educational process that aims to help student see

meaning in the academic subject with the context of their daily lives, that is, withthe context of their personal, social, and cultural circumstances. To achieve this

aim, the system encompasses the following eight components: making meaningful

connections, doing significant work, self-regulated learning, and collaborating,

critical and creative thinking, nurturing the individual, reaching high standards,

and using authentic assessments.5

From the statement, the writer says that CTL is the method that helps students

relate subject matter content to real world situations and motivate students to

make connections between knowledge and its applications to their lives as familymembers, citizens, and workers and engage in the hard work that learning

requires. In such an environment, student will discover meaningful relationship

between abstract ideas and practical applications in the context of the real world.

In teaching learning theory, this method is based on constructivism ideology.

In teaching and learning model, students construct their own knowledge by testing

ideas based on prior knowledge and experience, applying these ideas to a new

situation, and integrating the new knowledge gained with preexisting.

Constructivism calls for active participation in problem solving and critical

thinking regarding an authentic learning activity that students find relevant and

engaging intellectual constructs.

According to Elaine B. Jonshon said that “Contextual teaching-learning is a

system of instruction based on the philosophy that students learn when they see

meaning in academic material, and they see the meaning in schoolwork when they

can connet new information whit prior knowledge and their experiences”.6

Based on the Jhonson stated above, it can be realize that CTL Corresponds

the way the universe work because to learn contextually is to liar in way that

naturally draws fort a system that helps teacher related the subject matter to real

5 Elaine B.Johnson, Contextual Teaching and Learning: What It Is and Why It.s Here to

Stay (Thousand Oaks: Corwin Press, Inc, 2002) p.25 6 Jhonson B. Eline. Contextual Teaching-Learning: what it is hear to stay. (uinted State

of Amerika: Corwin Press, inc. 2002), p. vi


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situation and motivate students to be more active to make connections between

their knowledge and its applications into their real life.

The writer chooses it as the object to study because transforming direct intoindirect is rather difficult because in transforming direct into indirect speech the

students must know the changes of tenses, personal pronoun and adverb of time.

There are still so many students who have difficulties in transforming English

direct into indirect speech. And the students of MTs Nurul Falah face those

problems. Therefore, in this research paper the writer take a study on the error

analysis of transforming direct into indirect speech with the report is entitled

“Improving Students’ Understanding in Using Indirect Speech of Yes-No

Question Through Contextual Teaching and Learning (CTL) (A ClassroomAction Research in the Second Year of MTs Nurul Falah Tangerang).

B. Limitation and Formulation of the Problem

1.

The Limitation of the Problem

Grammar covers a lot of language element such as part of speech,

tenses, auxiliary, etc. To discuses in this writing are fairly impossible, and

therefore the writer limits the study on improving students’ understanding in

using indirect speech of yes-no question trough Contextual Teaching and

Learning in the Second Year of MTs Nurul Falah Tangerang.

2. The Formulation of the Problem

In line with the background of the study, the writer formulates the

research question as follows:” Can Contextual Teaching and Learning (CTL)

improve students’ understanding in Using Indirect Speech of Yes-No question

trough Contextual Teaching and Learning in the Second Year of MTs

NURUL FALAH Tangerang?”.


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C. The Objective of the Study

According to the formulation of problem above, the objective of this study

is to see whether and to know how Contextual Teaching and Learning (CTL)improve students’ understanding in Using indirect speech of yes-no question

trough Contextual Teaching and Learning in the Second Year of MTs NURUL

FALAH Tangerang.

D. The Significance of the Study

The study is expected to be valuable for school quality, English teachers,

students, and other future researcher. For school quality, this study is beneficial

to improve school quality especially in English study because it aims improvestudents’ understanding of indirect speech of yes-no question trough

Contextual Teaching and Learning. For the English teachers, the finding of this

study is useful for enriching their teaching strategy to be applied in teaching

Indirect Speech. For the student, it enables students to improve their grammar

ability. This study is also expected to be a reference for other future researchers

who have the same problem and interest in conducting the similar studies.


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CHAPTER II

THEORETICAL FRAMEWORK

A. The Indirect Speech

1. Form of Indirect Speech

Direct speech is used mainly in writing to report a person’s words

exactly. It is found in conversations in books, in plays, and in quotations,

and is often used in situations where accuracy is important, such as in areas

relating to law and public media. Indirect speech is a way of reporting what

someone has said, using an introductory reporting verb and subordinate

clause.7 Reported speech refers to using a noun clause to report what

someone has said and no quotations mark is used.8 Swan said that “Indirect

Speech is the way of quoting somebody’s word or thought”. In this case, we

talk about the idea that was expressed without quoting the exact words that

we used, and we connect it more closely to our sentences (for example, by

using that or whether).

So he comes into the pub and says (that) he’ll have paint.

And then I wondered whether he really mean it.9

According to Thompson and Martinet in their book “A Practical

English Grammar” Indirect Speech is to give exact meaning of a remark,

without necessarily using the speaker’s exact words.

From definitions above, it brings us to the conclusion that indirect speech is

used to relate or to repeat somebody’s words or thought without using or quoting

the speaker exact words.

Indirect speech is used to report declarative, interrogative, directive, and

exclamative. The nominal clause reporting indirect speech are commonly

7 C .

(

: , . 1994), . 202

8 B . A.

(A: .

1989) . 2759 .

( . 1983), .533


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complements of verb of speaking or thingking, they may also be complements of

nouns.

In making indirect speech, there are some verbs used only in reported verb,they are:10

1)

Indirect speech using say and tell

Indirect speech using say and tell is followed by a pronoun object,

another pattern in a past form with say in used of to + a pronoun object.

Example: Any said to me that she was hungry. Or

Hari told me to come to his party.

2)

Indirect speech using ask if

When the question has no question-word, but it is one of the kinds thatcan take yes or no for an answer, whether or if is used as link between

the introducing verb and the reported speech.

Example: Mr. Lee asked me whether I was sick

In indirect speech the actual words of the original speaker are usually

changed, in that the pronouns, time and place adverbials, and tense are adjusted to

the overview of the person now reporting. Let us begin by looking at these

changes. When using indirect or reported speech, the form changes. Usually

indirect speech is introduced by the verbsaid, as in I said, Bill said, or they said.

Using the verb say in this tense, indicates that something was said in the past. In

these cases, the main verb in the reported sentence is put in the past. If the main

verb is already in a past tense, then the tense changes to another past tense; it can

almost be seen as moving even further into the past.

Verb tense changes also characterize other situations using indirect speech.

Note the changes shown in the chart and see the table below for examples. With

indirect speech, the use of that is optional

10 B . A B . .

(A:

: 1995) 2

. 258


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2. Tense Change

Normally, the tense in reported speech is one tense back in time from the

tense in direct speech:She said, "I am tired." She said that she was tired.

Table 2.1

The changes are shown below:

Simple present Simple past

"I always drink coffee", she said She said that she always

drank coffee.

Present continuous Past continuous "I am reading a book", he explained. He explained that he was reading a

book

Simple past Past perfect

"Bill arrived on Saturday", he said. He said that Bill had arrived on

Saturday

Present perfect Past perfect

"I have been to Spain", he told me. He told me that he had been to Spain

Past perfect Past perfect

"I had just turned out the light," he

explained.

He explained that he had just turned

out the light.

Present perfect continuous Past perfect continuous

They complained, "We have been

waiting for hours".

They complained that they had been

waiting for hours.

Past continuous Past perfect continuous

"We were living in Paris", they told

me.

They told me that they had been living

in Paris.

Future Present conditional


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"I will be in Geneva on Monday", he

said

He said that he would be in Geneva on

Monday.

Future continuous Conditional continuous

She said, " I'll be using the car next

Friday".

She said that she would be using the

car next Friday.

NOTE:

1. Do not need to change the tense if the reporting verb is in present, or if the

original statement was about something that is still true, e.g.

He says he has missed the train but he'll catch the next one.We explained that it is very difficult to find our house.

2. These modal verbs do not change in reported speech:

might, could, would, should, ought to, e.g.

We explained that it could be difficult to find our house.

She said that she might bring a friend to the party.

3.

Time change

If the reported sentence contains an expression of time, you must change it tofit in with the time of reporting.

For example we need to change words likehere and yesterday if they have

different meanings at the time and place of reporting.


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Table 2.2

Today + 24 hours - Indirect speech

"Today's lesson is on

presentations."

She said yesterday's lesson was on

presentations.

Expressions of time if reported on a different day

this (evening) › that (evening)

today › yesterday

these (days) › those (days)

now › then

(a week) ago › (a week) before

last weekend › the weekend before last / the previous weekend

here › there

next (week) › the following (week)

tomorrow › the next/following day

In addition if we report something that someone said in a different place to

where you heard it we must change the place (here) to the place (there).

For example:-

At work At home

"How long have you worked

here?"

She asked me how long I'd worked

there.

4. Pronoun change

In reported speech, the pronoun often changes.


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For example:

Me You

" I teach English online." She said she teaches English online.

5. Reporting Verbs

Said, told and asked are the most common verbs used in indirect speech.

We use asked to report questions:-

For example: I asked Lynne what time the lesson started.

We use told with an object. For example: Lynne told me she felt tired.

Note - Here me is the object.

We usually use said without an object.

For example: Lynne said she was going to teach online.

If said is used with an object we must include to ;

For example: Lynne said to me that she'd never been to China.

Note - We usually use told .

For example: Lynne told me that she'd never been to China.

There are many other verbs we can use apart from said, told and asked.

These include:-

accused, admitted, advised, alleged, agreed, apologised, begged, boasted,complained, denied, explained, implied, invited, offered, ordered,

promised, replied, suggested and thought.

Using them properly can make what we say much more interesting andinformative.

For example:


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He asked me to come to the party

He invited me to the party.

He begged me to come to the party.

He ordered me to come to the party.

He advised me to come to the party.

6. REPORTED SPEECH QUESTIONS

Yes / no questions: This type of question is reported by using 'ask' + 'if /

whether + clause:

a. "Do you speak English?" He asked me if I spoke English.

b. "Are you British or American?" He asked me whether I was British or

American.

c. "Is it raining?" She asked if it was raining.

d. "Have you got a computer?" He wanted to know whether I had a computer.

e. "Can you type?" She asked if I could type.

f. "Did you come by train?" He enquired whether I had come by train.

g. "Have you been to Bristol before?" She asked if I had been to Bristol before.

B. Contextual Teaching and learning (CTL)

1. The Understanding of CTL

The philosophy of CTL was rooted from progressivisms of John Dewey11.

John Dewey, an expert of classical education proposed the theory of curriculum

and teaching methodology related to the students experience and interest.

Principally, the students will learn effectively if they can make a connection

between what they are learning with the experience they had, and also they

actively involved in learning process in the classroom. John Dewey, as quoted

by Donald freeman, said that “What an individual has learned in the way of

11 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT)dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004), p.8


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knowledge and skills in one situation becomes an instrument of understanding

and dealing effectively with the situation which follows. The process goes on

as long as life and learning continue”12

.The theory of Cognitivisme also influenced the philosophy of CTL. The

students will learn so well if they actively involved in the classroom activities

and have a chance to inquiry it by their selves. Students will show their

learning achievement through the real things that they can do. Learning is

regarded as an effort or intellectual activity for developing their idea through

introspection activity13.

Based on two theories above, the CTL philosophy was developed. CTL is

a proven concept that incorporates much of the most recent research incognitive science. It is also a reaction to the essentially behaviorist theory that

have dominated American education for many decades. CTL is promoted as the

alternative for the new learning strategy. CTL emphasizes the learning process

through .constructing not memorizing and teaching is interpreted as an activity

of inquiring process not only transferring knowledge to the students. In CTL,

student are expected to develop their own understanding from their past

experience or knowledge (assimilation). It is important because our brain or

human mind functioned as the instrument for interpreting knowledge so that it

will have a unique sense.

Meanwhile, several attempts have been made to define the meaning of

CTL method. In the process of searching the meaning of CTL, writer has found

several definitions about it from different resources.

Johnson defines CTL as follows:

CTL is an educational process that aims to help student see meaning inthe academic subject with the context of their daily lives, that is, with the

context of their personal, social, and cultural circumstances. To achieve12 Donald Freeman, Changing Teaching: Insight Into Individual Development In The

Contexts Of School, On Christopher Ward and Willy Reynanda (Ed.), Language Teaching, a New Insights For The Language Teacher (Singapore: SEAMEO Regional Language Center, 1999), p.34

13 Nurhadi,Dkk., op. cit., p.9


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this aim, the system encompasses the following eight components:making meaningful connections, doing significant work, self-regulatedlearning, and collaborating, critical and creative thinking, nurturing the

individual, reaching high standards, and using authentic assessments14

.

In addition, Berns and Errickson stated that,

Contextual teaching and learning is a conception of teaching and learningthat helps teachers relate subject matter content to real world situationsand motivates students to make connections between knowledge and itsapplications to their lives as family members, citizens, and workers andengage in the hard work that learning requires15.

Meanwhile, The Washington State Consortium for Contextual Teachingand Learning, as cited in Nurhadi, formulated the definition of CTL as follows,

Contextual teaching is teaching that enables students to reinforce, expand,and apply their academic knowledge and skills in a variety of in-schooland out-of school settings in order to solve the stimulated or real-world

problems16.

Based on the previous four definitions, the writer concludes that CTL is

the way or the concept of teaching that help teacher and students to relate subject

matter to the real life situation and motivate student to connect and apply all

aspect of learning into their role in real life. When we talked about context, most

people say that it related to their social life. In the classroom teaching, CTL means

teacher should present the student real world inside the classroom.

2. The Characteristics of CTL

14

Elaine B. Johnson, Contextual Teaching and Learning: What It Is and Why It.s Here toStay (Thousand Oaks: Corwin Press,Inc,2002) p.25

15 Robert G. Berns and Patricia M. Erickson, Contextual Teaching and Learning:Preparing Students for the New Economy. www.nccte.com, it was retrieved on November 1 2007.

16 ,.,

(: , 2004)


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Johnson, as quoted by Nurhadi, characterizes CTL into eight important

elements as follows:

1. Making Meaningful ConnectionsStudents can organize themselves as learners, who learn actively in improving

their interest individually, person who can work individually or collectively in

a group, and a person who can do learning by doing.

2. Doing Significant Work

Student can make relationship among schools and the various existing contexts

in the real world as business maker and as a citizen.

3. Self-Regulated Learning

Students do the significant work; it has purpose, it has connection with others,it has connection with decision making and it has the concrete results or

products.

4. Collaborating

Students are able to work together. The teacher helps students in order to work

effectively in a group and teacher helps them to understand the way how to

persuade and communicate each others.

5. Critical and Creative Thinking

Students are able to apply higher level thinking critically and effectively. They

are able to analyze, to synthesize, to tackle the problem, to make a decision and

to think logically.

6. Nurturing the Individual

Students carry on their selves, understand, give attention, posses high wishes,

motivate and empower themselves. Students can’t get the success without the

support from adult people. Students should respect their companion and adult

person.

7. Reaching High Standards

Students know and reach the high standard. It identifies their purposes and

motivates them to reach it. Teacher shows to students how to reach what called

excellent.


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8. Using Authentic Assessments

Students use academic knowledge in the real world context to the meaningful

purposes. For example, students may describe the academic information thathave learnt in subject of science, health, education, math, and English subject

by designing a car, planning the school menu, or making the serving of human

emotion or telling their experience17.

These eight characteristics make CTL different from other methods.

These Characteristics became the main components in applying CTL method.

It is also clearly seen that these eight characteristics ask the students for

actively involving in classroom activity. Collaborating, nurturing the individual

and creative and critical thinking ask the students responsible for their ownlearning. The role of teacher in CTL is to facilitate student to find the fact or

the meaning, concept, or principles for their selves. Once these eight

characteristics applied in classroom, it will help both student and teachers in

creating a good atmosphere where the learners have a great responsibility in

achieving their success in leaning.

3. The Principle of CTL

1. Constructivism

Constructivism is the foundation of CTL. The basic premise is that an

individual learner must actively build knowledge and skills. However, all

advocates of constructivism agree that it is the individuals processing of stimuli

from the environment and the resulting cognitive structure that produce

adaptive behavior rather than the stimuli themselves18. In the classroom

teaching learning process, the application of constructivism are applied in five

step of learning that are activating knowledge, acquiring knowledge,

17 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT) dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004)., p.14

18 www.chiron.valdosa.edu/whuitt/cogys/construct.html. it was retrieved on January 12011


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understanding knowledge, applying knowledge and reflecting on knowledge19.

The constructivism paradigm has led us to understand how learning can be

facilitated through certain types of engaging, constructive activities. Thismodel of learning emphasizes meaning making through active participation in

situated context socially, culturally, historically, and politically.

2. Inquiry

Basically, inquiry is a complex idea that means many things to many

people in any contexts. Inquiry is asking, asking something valuable that

related to the topic discussed. Inquiry is defined as .a seeking for truth,

information or knowledge. seeking information by questioning. in applyinginquiry activity in the classroom teaching, there are several steps that should be

followed that are formulating problem, collecting data through observation,

analyzing and presenting data (through written form, picture, report and table)

and finally, communicating and presenting the result of data to the readers,

classmates, and the other audients.

3. Questioning

Questioning is the mother of contextual teaching and learning, the

beginning of knowledge, the heart of knowledge and the important aspect of

learning. Sadker and Sadker, as quoted by Nurhadi, mentioned the important of

questioning technique in classroom teaching. They said,

To question well is to teach well. In the skillful use of the question morethan anything else lies fine art of teaching; for in it we have the guide toclear and vivid ideas, and the quick spur of imagination, the stimulus tothought, the incentive to action. What’s in a question, you ask?Everything. It is the way of evoking stimulating response or stultifying

inquiry. It is in essence, the very core of teaching. The art of questioningis the art of guide learning20.

19 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT)dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004).,p.33

20 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT)

dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004)., p.45


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Sometimes, the teacher asks the students before, during and after the

lesson. At other times, they are posed effectively by the students to focus their

own lesson, keep them engaged and help them monitor their understanding of

what was learned. In a productive teaching learning, questioning activity are

useful for checking students comprehension, solving problem faced by

students, stimulating responses to the students, measuring student’s curiosity,

focusing student attention, and refreshing students prior knowledge.

4. Learning Community

In learning community, the result of learning can be gotten from gatheringothers and also can be taken from sharing with friends, other groups, and

between make out person and not. Actually, learning community has the

meaning as follows: 1).Group of learning which communicate to share the idea

and experience, 2).Working together to solve the problem and 3).The

responsibility of each member of learning group

It is sometimes forgotten that language classes operate as communities,

each within its own collection of shared understandings that have been build up

over time. The overall character or each language class is created, developed,and maintained by everyone in room. Each class member has a specific role to

play, even those with ostensibly low profile such as .onlooker. or .observer.

(noticing what is going on), .knower. (being privy to shared class

understanding) and follower (reacting in the same way as everyone else to

certain teacher or student initiatives).

5. Modeling

Basically, modeling is verbalization of ideas, teacher demonstrates tostudents to study and acting what the teacher need to be implemented by

students. Modeling activity can be summarized into demonstrates the teacher’s

opinion and demonstrates how does the teacher want the student to learn.


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6. Reflections

Reflection is the ways of thinking about what the students have learnedand thinking about what the students have done in the past. Reflection is

figuration of activity and knowledge that just have received. Teacher need to

do the reflections in the end of teaching learning process. In the end of teaching

learning process, teacher spends a little time and ask student to do the

reflection. The realization of reflection can be done by giving direct statement

about the information that is acquired in the lesson, some notes or journal on

student book, some impression and suggestion from students about the learning

process and discussion.

7. Authentic Assessment

Authentic assessment is a procedure of achievement in the CTL. Assessments

of students. Performance can come from the teacher and the students. Authentic

assessment is the process of collecting the data that can give the description of

student learning development. In the process of learning, not only the teacher that

can be placed to provide accurate assessments of students. performance, but also

students can be extremely effective at monitoring and judging their own language

production. They frequently have a very clear idea of how well they are doing or

have done, and if we help them to develop this awareness, we can greatly enhance

learning21. Meanwhile, authentic assessment has some characteristics that are :(a)

Involves real world experience, (b) Allows access to information, (c) Encourages

the use of computer, dictionary and human resources, (d) Engages the students by

relevance, (e) Uses open-ended format, (f) Includes self-assessment and

reflection, (g) Warrant effort and practice, (h) Identifies strength to enable

21 Jeremy Harmer, The Practice of English Language Teaching, the Third Edition(Longman, 2002), p. 100


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students to show what they can do and (i) Make assessment criteria clearer to

students22.

Essentially, the question that needs to answer by authentic assessment is.Does the students learn something?. not .What have they already known?. So, the

students are assessed through many ways, not only assessed their examination

test.

3. The Procedure of CTL in Teaching Indirect Speech

Seven main components of CTL that explained above are the main

requirements in classroom teaching learning process. Below are the procedureshow to apply CTL, including speaking class activity, in the classroom teaching

learning process.

1.

Improve the understanding that student will learn more effectively through

self-learning, self-inquiring, and self-constructing using their own knowledge

and experience. First, Teacher need to encourage student to actively involved

in learning process and use the student’s idea and experience to conduct the

learning and whole learning unit

2.

Do the inquiring activity to achieved desired competences in speaking

activity In this step, the teacher presents the speaking material (e.g in the

form of certain pictures or visual aid that describes some activities) in which

the student need to analyze it by their self. Try to challenge the students with

their own ideas and conceptions to interpret it. Allow them to present their

own idea and encourage them to apply their own ideas, experience and

interest to direct learning process.

3.

Create learning community or learning in groups This step will help student

to improve their leadership and their cooperation among the student. In this

step, the students discuss the material with their friends and then they present

it in front of the class. To make the learning process more effective, teacher

22 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT) dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004)., p.43


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need to encourage the students to express their own ideas before the teacher

did it.

4.

Questioning as a learning tool. it is useful for improving student’s curiosityThe teachers allow the students to ask something related to the material after

the discussion and presentation session finished. It will give them more

understanding in material discussed.

5. Do the reflection in the end of learning to make student feel that they have

learned something. Provide enough time to reflect, analyze, and respect all

ideas that are expressed by all students. Teacher need to engage the students

in searching the information that can be applied in solving the problem in

their own life. So, the learning process will give them many benefits in theirreal life.

C. Previous Related Study

The research about Grammar using Contextual Teaching and Laerning had

been done many collage students one of them was Ovalina, she wrote about

“ Improving Students’ Ability In Using Simple Past Tense through Contextual

Teaching and Learning ”.23 This research explains about the Contextual Teaching

and Learning method in teaching past tense. She said that this approach improving

the students score in grammar especially Simple Pat Tense and also can increase

students involvement, it was found most of student were actively in teaching

learning process at the of cycle 2 and based on the result post questionnaire there

was the improvement regarding the students’ response to the implementation of

CTL. She said students will be interested if the context of the text that they learn

is familiar with their real life.

By using Contextual Teaching and Learning (CTL) , the researcher hopes

that the students will be interested in grammar, then it is easier for the researcher

to transfer her knowledge to the students. This is suitable such as what the

researcher does to her research.

23,

, ( : , 2010),


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CHAPTER III

RESEARCH METHODOLOGY

A. The Setting and Subject of the Study

This study was conducted at MTs Nurul Falah Tangerang. The school was

at Jl. M. Toha Km 3.8, Tangerang, Banten Province. It was established by the

Abdul Majid Naseer

The school has 1 language laboratory, 1 science laboratory, 1 audiovisual

room, 1 library, 1 music room, 1 computer/internet room, 1 principal’s room,

1 teacher’s room, 1 administration rooms, 1 mosque, 1 canteen, 7 restrooms

and 15 classes. There were 5 classes for grade VII, 5 classes for grade VIII,

and 5 classes for grade IX.

In addition, this school has three English teachers. This school was chosen

as the field of the study based on some reasons: first, the researcher was a

trainee-teacher graduated from this school, so she knows the condition of this

school, and she could identify the problems faced by students in learning

grammar. Second, after identifying the problems, she suggests to apply suitable

technique to solve students’ problem in order to develop students’ ability in

grammar for better quality of the school.

The writer selected the second year of VIII-A Class of MTs Nurul Falah

Tangerang, which consists of 31 students in the 2010-2011 academic years as

the subjects of the research. This class was chosen based on the interview result

with the English teacher and the observation that this class had the lowest

achievement on grammar test compared with other second grade classes.

Therefore, their grammar ability needs to be developed by using effective

technique.

B. The Design of the Study

The design of this research called Classroom Action Research (CAR used

for the next term) because it attempts to overcome students’ problem in their

teaching-learning activities. Besides, this study conducted based on the


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preliminary study to describe students’ problem in English learning process.

CAR was part of action research which conducted in a certain classroom.

The design of this study was classroom action research. It is called CAR because the study focuses on a particular problem and a particular group of

students in a certain classroom. According Wallace, CAR is a type of

classroom research carried out by the teacher in order to solve problems or to

find answers toward context-specific issues.24

Classroom action research is an action research which carried out at the

classroom aimed to improve learning practice quality.25 Mills defines an

action research as any systematic inquiry conducted by teacher researchers,

principals, and school counselors in the teaching and learning environment togather information about (a) how their particular school operates, (b) how

teachers teach, and (c) how well their students learn.26

The essential component of action research according to Kember as

following:

• Concerned with social practice;

•

Aimed towards improvement;

• A cyclical process;

•

Pursued by systematic enquiry;

• A reflective process;

• Participative;

•

Determined by the practitioner. 27

Based on the definition above the implementation of classroom action

research was unable to give improvement of the quality of teaching and learning

of school in education since it can diagnose and solve the problem in teaching

learning activity.24

. ,

(C: C

, 2006), .525

A,

, (: B A, 2009), . 58.26

. ,

, (

: , 2003), . 5.27

(: ,

2000), . 2324.


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The writer used classroom action research model proposed by Kemmis and

Taggart, which consists of four steps, namely, planning, acting, observing, and

reflecting. Improvement of the problem in this study was brought about by aseries of cycles. The figure can be seen below:

Figure 3.1: Action Research Spiral, Model from Kemmis & Taggart (1988)28

The classroom action research design applied in this study was a collaborative

classroom action research. As stated by Arikunto that ideally, CAR conducted

collaboratively between the practitioner and the observer.29 It means that the

writer collaborates with the English teacher of MTs Nurul Falah Tangerang as an

observer and collaborator. In carrying out the study, the writer’s role was as an

English teacher who though Indirect Speech through Contextual Teaching and

Learning (CTL) to the students, while the real English teacher’s role was as an

observer who observes the action of the study while teaching-learning activities

happens in the classroom. Also she acts as a collaborator when helps the writer in

designing lesson plan, carrying out the reflection, and determining the follow up

of the study. The researcher is as an active participant who is not only as an

28 . . ,

(B: , 2006), . 66.29

A,

, (: B A, 2009), . 17.


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observer but she also take actions by making lesson plan and giving assessment.

Moreover, she also collect and analyze data together with the teacher.

C.

The Procedure of the Study

Figure 3.2

The Classroom Action Research Procedure Adapted from Kemmis &

Taggart

ActingConducting the lesson plan

Preliminary StudyInterviewing the English teacher, giving questionnaire and pretest to the students, in the second year of MTs NurulFalah Tangerang

Analysis and findingsAnalysis : Analyzing the result of preliminary studyFinding : Result of students’ grammar score was still low.Causes :

1.

The students have difficulty to transform the tense.2.

The students were not actively involved in grammar class.

Planning

1.

Designing lesson plan.2.

Preparing the model of ContextualTeaching and Learning

3.

Preparing the materials and media.4.

Setting the criteria of success.

ObservingObserving the teachinglearning condition

Reflecting2.

analyzing the collected data3.

determining whether or notthe action is successful

SucceedFail

Conclusionand report

Revise the plan andcontinue the next cycle


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Here, we have known that based on Kurt Lewin’s concept. The CAR consists

of four phases within one cycle. They are planning, acting, observing andreflecting. If the students cannot exceed the criteria, so it is necessary to continue

to the second cycle with the same concept of the first cycle which used the same

phases.

This classroom action research is carried out by following several phases.

Before entering the cycle of classroom action research, the writer conducts the

preliminary study. It is as the preparation for planning the action. Preliminary

study is useful for analyzing and identifying the problems faced by the students in

teaching learning process.In conducting the preliminary study, the writer carries out several activities as

follows (a) interviewing the English teachers in terms of the techniques and

activities employed in teaching grammar, (b) giving questionnaire to the students

in terms of learning English, and (c) assigning the students to answer the question

of Indirect Speech of Yes-No Question to indentify the students’ observing and

reflecting.

After carrying out the preliminary study, then the writer goes on to the next

phase. The first cycle of action is done involving planning, acting, observing and

reflecting.

1. Planning Phase

According to Kemmis and Taggart as quoted by Kunandar that “planning

phase is the development of the action plan to improve what has happened.”30 In

this phase, the writer and the collaborator made some planning based on the

finding of preliminary study. The following activities in this action planning were

designing lesson plan, preparing the model of Contextual Teaching and Learning,

preparing materials and media, and determining criteria of success.

Designing lesson plan aims to provide the teacher with the guideline of

teaching and learning activities. The lesson plan is included the following items:

30 ,

, (: , 2008), . 71


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specific instructional objectives, the instructional materials and media, procedure

of presentation, and procedure of assessment. (The detail lesson plan can be seen

in appendix 4 and 6). Next step was preparing the model of Contextual Teaching and Learning; the

use of Contextual teaching and Learning in improving student’s ability of

transforming Indirect Speech was applied. A model of Contextual Teaching and

Learning which developed by the writer and collaborator in teaching Indirect

speech was using narrative text.

The last step was to determine the criteria of success. It is useful for

measuring whether the action of this study was successful or not. In line with the

study, the criteria of success are decided based on the agreement between thewriter and the collaborator as follows:

a.

The students’ writing score improves at the same as the Minimum Mastery

Criterion- Kriteria Ketuntasan Minimal ( KKM ) of English (60.0) or above.

And it is considered successful if 75% (26 out of 31) of the students with

individual score in grammar achieve at least the same as or above 60.0.

b. The students’ participation in writing activities increase that 75% (26 out of

31) of the students should get involved in writing activities and their

involvements are in scales “Good” and “Very Good”.

2. Acting Phase

The action here means that action that controlled and consciously

conducted.31 In this phase, the writer carried out the action based on the lesson

plan that had been made. In implementing the action, the writer acted as the

English teacher who taught Indirect Speech trough Contextual Teaching and

Learning. Meanwhile the collaborator acted as the observer who observed all the

activities that happened in the teaching learning process. The implementation of

the action involved three meetings in each cycle.

31 ,

, (: , 2008), . 72


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3.

Observing phase

Observation aimed at collecting the data from the influence of action.32 This

phase discusses the process of recording and gathering all relevant data about any

aspect occurred during the implementation of the action. The important aspects in

observation were sources of data, the instrument used in collecting the data, and

the technique for data collection. In doing the observation, the observer observes

all the activities that happen in the class.

In conducting the observation toward the implementation of the action, the

observer used field notes and observation checklist for gathering the result ofobservation dealing with the teacher performance, the students’ participation and

the class condition.

4.

Reflecting Phase

Reflection was to remember and reflect the action as the result of

observation.33 Reflecting phase was the last phase in one cycle. The aims of this

phase were to reflect the data from the implementation of the action and to know

whether the action is successful or not by matching the result of the observing

phase with the criteria of success. Reflecting phase is carried out by the writer and

the collaborator focusing on the discussion about the result of the action. If the

finding of the first cycle is satisfy marked by reaching the criteria of success, so

there will not be the next cycle. Meanwhile, if the finding of the action did not

reach the criteria of success, so the next cycle needs to be accomplished.

D. The Technique of Collecting Data

This study used both qualitative and quantitative data as technique of

collecting data. Qualitative used to describe data which are amenable to being

32

, . 7333

,

, (: , 2008), . 73


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counted measured in objective way, and are therefore ‘subjective’ while

quantitative is broadly used to describe what can be counted or measured and can

therefore be considered ‘objective’.34

The qualitative data consists of observationand interview while quantitative data used questionnaire and test (pre-test and

post-test).

The technique of collecting data used by the researcher to get the data

observation by using:

1.

Interview applied for the English teacher before the classroom action

research and after classroom action research. It was applied before

classroom action research to know the students difficulties in study

grammar, the students’ participation in grammar class, and the teachingstrategy in teaching grammar. Meanwhile, it was conducted after

classroom action research to know the teacher’s response about the

learning strategy focus on Contextual Teaching and Learning (CTL).

2.

Questionnaire was written of questions to be answered by the students.

These instruments take all students as the respondents. It were applied at

the preliminary study. Also, it is used after classroom action research to

know the students’ response toward teaching and learning activities

through Contextual Teaching and Learning (CTL).

3.

An observation checklist was done to monitor and record the data of the

students’ performance during the teaching and learning processes. The

data is taken based on the students’ participation during teaching and

learning activity according to lesson plan. The information obtained from

these observation checklists was used as a basis to determine the planning

for the following cycle.

4.

Field notes used to record detailed information about the implementation

of the study in the classroom that might not be covered in the observation

checklists. In addition its used to know the good point from the student

and the teacher side and things to consider for the next meeting. The writer

34 .,

(C: C .

,1998), .38


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and observer record a description of classroom atmosphere, the setting of

the class, and the students’ activities during the teaching and learning of

grammar using Contextual Teaching and Learning (CTL).5.

Test, is used for getting data of study result and students activities in

teaching learning. There are two tests used in this study as follows:

1.

Pre-test is done before implementing Contextual Teaching and

Learning (CTL). It is to measure students’ grammar skill at the first

time.

2.

Post-test is implemented after using Contextual Teaching and Learning

(CTL).

In this research the test is done in form of multiple choices. The test is held onevery second action of each cycle.

E. The Technique of Data Analysis

In this research the writer used analysis qualitative data that is the observation

of writer and students’ activities during teaching learning process. The writer will

discuss about entire data collection in every observation from performing action

research cycles are analyzed descriptively by using percentage to see tendency

that happened in learning activity.

Here, she looked for the average of students’ grammar score per action within

one cycle to analyze numerical data, those are:

First, it is done to know how well students’ score on grammar skill:

n

x X

Σ=

X : mean

x : individual score

n : number of students


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Second, to know the class percentage that pass the KKM 60, the writer uses

as reference is according to Anas Sudijono (2006) it is called by of relative

frequency distribution whose formula as follows:35

P = f x100%

N

P : the class Percentage

F : total percentage score

N: number of sample of students.

Third, after mean of students’ scores per action gained. She identified

whether there was or no students’ improvement scores on grammar from pre-testup to post-test score in cycle 1 and cycle 2. In identifying that, she used the

formula:36

P = %1001 ×−

y

y y

P : percentage of students’ improvement

y : pre-test result

y1 : post-test 1

P = %1002 ×−

y

y y

P : percentage of students’ improvement

y : pre-test result

y2 : post-test 2

35 A ,

, (; :

2006), . 34.36

. ,

(:

A, 2008), .3


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F. The Validity of Data

Validity is an essential criterion for evaluating the quality and acceptable of

the research. Regarding validity in action research, the writer adopts Anderson,

Herr, and Nihlen’s criteria that mention the validity of action research including

democratic validity, outcome validity, process validity, catalytic validity, and

dialogic validity.37 In this study, the writer uses democratic, process, and dialogic

validity. Anderson defines outcome validity as:

Outcome validity requires that the action emerging from a

particular study leads to the successful resolution of the problemthat was being studied, that is, your study can be considered validof you learn something that can be applied to the subsequentresearch cycle.38

Based on the explanation above, the outcome validity could be seen from the

result of the test. When the result of cycle two was better than cycle one, it means

that the study is successful. Then, Process validity is “the validity that requires a

study has been conducted in a “dependable” and “competent” manner.”39

It could be seen from the outcome of observation. In this case, the writer

notes all events happening during the CAR. When there might have some

mistakes in the method of teaching, then the writer discusses with the teacher to

modify the further strategies. Next, the dialogic validity; “it involves having a

critical conversation with peers about research findings and practices.”40 In this

case, the writer and the teacher discussed and assess the students’ test result of

cycle one and cycle two together. It was done in order to avoid invalid data.

To analyze the examined test items, the writer implements the credibility of

the test. There are some phases including:

37 . ,

, (C:

, 2003), . 84.38

., . 84.39

. ,

, (C:

, 2003),

40


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1. Discriminating Power

The analysis of discriminating power of test items is to know the performance

of the test through distinguishing students who have high achievement and lowachievement. Discriminating power provides a more detailed analysis of the test

items than does item difficulty, because it shows how the top scores and lower

scores performed on each item.41

The computing of discriminating power uses the formula as following:42

U – L

D =

N

In which, D : The index of discriminating power

U : The number of pupils in the upper group who answered the

item correctly

L : The number of pupils in the lower group who answered the

item correctly

N : Number of pupils in each of the groups

Next, the discriminating scale used:43

DP REMARK

0.6 – 1.0 Very good

0.4 – 0.6 Good

0.1 – 0.3 Ok

-1 – 0.0 Bad

41 . B,

(: & , 1998), . 135.42

,

(: , 1998), . 139. 43

. B. ,

, ( : , 1990), . 174.


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2. Difficulty Item

The difficulty item analysis concerns with the proportion of comparing

students who answer correctly with all of students who follow the test. Itemdifficulty is how easy or difficult an item is form the viewpoint of the group of

students or examinees taking the test of which that item is a part.44 The formula as

following:45

R

P =

T

In which, P : Index of difficulty

R : The total number of students w

siti latifah 106014000432 improving students' understanding in using indirect speech of yes no qu

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