CHAPTER 1
40CHAPTER IINTRODUCTION
A. Background of the StudyEnglish is an international language which is the most commonly used to communicate by the people among the different countries. According to Pattison (1987: 5), there are four skills required in learning a language namely: listening, speaking, reading, and writing. Moreover, there are several factors that should be mastered too by the students to achieve the four skills namely grammar, vocabulary, pronunciation, and spelling. Vocabulary is the knowledge of meanings of words. It is impossible that someone can master one of the language skills without mastering vocabulary. Nunan (1999: 101) asserts Vocabulary is more than lists of target language words. As part of the language system, vocabulary is intimately interrelated with grammar. In fact, it is possible to divide the lexical system of most languages into grammatical words such as prepositions, articles, adverbs and content words. The grammaticality of vocabulary also manifests itself in word morphology, that is the grammatical particles that we attach to the beginning and ends of words in order to form new words. Schmitt (2000: 157) states that the number of words a student needs depends largely on the eventual goal: 2000 words for conversational speaking, 3000 word families to begin reading authentic texts, perhaps as many as 10.000 for challenging academic texts and 15.000 to 20.000 to equal an educated native speaker. However, in many EFL (English as a foreign language) classes, even where teachers have devoted much time to vocabulary teaching, the results have been disappointing. In Indonesia, vocabulary has been taught by using a vocabulary book in which students memorized words and their meanings. They have highly developed memory strategies, but less developed comprehension strategies for problem-solving. The traditional techniques of vocabulary teaching often leave students struggling with concepts and unable to make progress. It also happens in SMP Muhammadiyah 07 Medan. When the researcher took PPL there, she found that many students feel frustrated with their English vocabulary learning. Therefore, to support students success in mastering speaking, English teachers must be able to conduct an attractive learning activities and good environment to stimulate students curiosity in studying vocabulary. One strategy that can be best choice to enhance students vocabulary is outdoor classroom-learning (outdoor education). Neill (2008: 5) asserts that outdoor classroom-learning is a range of organized activities which take place in predominantly outdoor environments for a variety of purposes. It provides opportunities for students to learn by doing. It involves planning, acting, observing and reflecting on an experience in an effort to apply this learning to new situations in the outdoors. Based on the explanation above, the researcher wanted to research about the effect of the outdoor classroom-learning to the students achievement in mastering vocabulary to know whether outdoor classroom-learning can significantly affect the students achievement in vocabulary, especially for students of SMP Muhammadiyah 07 Medan.B. Identification of the ProblemThe problems of this study were identified as the following aspects:1. the effect of outdoor classroom-learning to the students achievement in mastering vocabulary2. the students achievement taught by using outdoor classroom-learning in mastering vocabulary
C. Scope and LimitationThere are so many learning strategies that can be used to enhance students achievement in vocabulary. One of them is outdoor classroom-learning. In this study, the researcher focused on the effect of outdoor classroom-learning to the students achievement in mastering vocabulary. The researcher took grade VIII students of 2012-2013 academic years in SMP Muhammadiyah 07, as the population of the study. The school is located at Jalan Pelita II no 3-5 Medan.
D. Formulation of the ProblemThe problems of this research were formulated as the following.1. is there any significant effect of outdoor classroom-learning to the students achievement in mastering vocabulary?2. how is the students achievement in learning vocabulary taught by using outdoor classroom-learning?E. Objective of the StudyThe objectives of the research were:1. to find out the effect of outdoor classroom-learning to the students achievement in mastering vocabulary2. to know the students achievement in learning vocabulary by using outdoor classroom-learning
F. Significance of the StudyThis study was expected to be useful for:1. the headmaster to guide the English teachers about the teaching learning strategy that is appropriate to the students situation and the materials of the study, so that it can improve the students ability in English especially in mastering vocabulary.2. English teachers as a mediator in learning process so that they can plan and conduct a suitable and attractive teaching learning strategies to encourage students ability in vocabulary3. the other researchers who want to conduct further research on the same subject.
CHAPTER IIREVIEW OF LITERATURE
A. Theoretical Framework1. Effect . Effect can be stated as a phenomenon that follows and is caused by some previous phenomenon. Effect is consequence or influence that is caused by some previous action. According to Brown and Yule (1983: 15), effect is a result or product of the course or agency. It is consequence resulting from observation or external impressions. It means that the result existence is caused by multiple factors conducting in a given situation. An effect can be observed, evaluated or assessed by using an instrument or a tool relevant to the topic of the study. In teaching English in the class, the term effect has several meanings (Richards, 1985:35):1. There is a change in the students ability to speak english as they have learned about the language such as grammar and vocabulary needed for conversation2. There is a change in the behavior of the students to use the language. They may be more active in using the language from time to time3. There is a change in the students knowledge about the language which they can use for futher studies.
5The effect in teaching english therefore can be two types. The first type can be seen or observed as in the behavior of the students. The behavioral change includes the facial expressing that show their keen interest in performing a discussion. They utter more sentences in the class when they have a conversation. Their body language indicates their willingness to use english for fun and information. This is an observable effect. Through the observation, it can be said that the teaching has an effect of the students behavior in using english in communication.The second type is not directly observable. This is related to what happened in the mind of the students. The indicator of effect is in the evidence that the students can pass a test. If the test is more difficult in the sense that there are more items, then it can be said that there is an effect of teaching. Such as, an effect is evaluated through a conceptual framework. For instance, when the students have learned the grammar and vocabulary, the teacher can give a test to find out if the method of teaching is effective or not. Certainly the evaluation is not always objective. By doing a research, the effect can be explained.
2. VocabularyGenerally, vocabulary is a sum or stock of words employed by a language, group, individual, or work or in a field of knowledge. According to Crawley and Merritt (2000: 33), vocabulary is words whose meaning people know or do not know; the number of meanings people know of a particular word. Vocabulary is the total number of words in a language. Vocabulary is a component of a language that maintains all of information about meaning and using word in a language.Hiebert and Kamil (2005: 3) say that vocabulary is the knowledge of meanings of words. It means that vocabulary is word meanings. What complicates this definition is the fact that words come in at least two forms; oral and print. Oral vocabulary is the set of words for which we know the meanings when we speak or read orally. Print vocabulary consists of those words for which the meaning is known when we write or read silently. These are important distinctions because the set of words that beginning readers know are mainly oral representations. As they learn to read, print vocabulary comes to play an increasingly larger role in literacy than does the oral vocabulary.Alexander (1988: 10) says that vocabulary is central to formation, acculturation, articulation, and apparently all learning. It is very useful for someone to be able to communication competently. Vocabulary is an important part of the English teaching process. It is supposed to be a very effective communicative device as it carries the highest level of importance within peoples verbal interaction. However, language itself is not only individual lexemes put together, but it is necessary to follow a set of grammar rules to assure correct comprehension of speakers intention. Therefore, vocabulary together with grammar rules acquisition plays significant role in foreign language teaching.Wilkins as quoted by Thornburry (2002: 13) says that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words. So we can express our ideas, thoughts, and feeling if we know many words. However, vocabulary teaching has not always been very responsive to such problems, and teachers have not fully recognized the tremendous communicative advantage in developing an extensive vocabulary.Flower, Berman and Powell (1994: 5) assert that Learning vocabulary is very important part of learning English. If you make grammar mistake, it may be wrong, but very often people will understand you anyway. But if you do not know the exact word that you need it is very frustrating for you and the person you are talking to. Good English means having a big vocabulary. Schmitt (2000: 113) says that Vocabulary is more than just individual words working separately in a discourse environment. Rather, once words are placed in discourse, they establish numerous links beyond the single orthographic word level, such as phrases, variable phrases, phrasal verb, and idiom. A relatively local form of link is when several orthographic words from a single lexeme. Thornbury (2002: 6) mentions the term lexeme as a word or group of words that function as a single meaning unit. These multiword units come in a variety of guises, and can be classified into several different categories. Sometimes the multiword unit is an expression used to achieve a functional purpose in language. Such lexical phrases are so useful that the mind often stores them as a single unit of information (lexical chunk) in order to speed up the processing and use of language.From the explanation above, it can be said that vocabulary is not just a set of words. It includes numerous multi-word items of a language such as phrases, variable phrases, phrasal verbs, and idiom which has single meaning. If we can master vocabulary, we can construct some words to make sentences, communicate with other people well, and understand many readings.
2.1 Types of VocabularyGairns and Redman (1986: 64) classify vocabulary into productive and receptive vocabulary. 1) Productive vocabulary is the set of words that an individual can use when writing or speaking. They are words that are well-known, familiar, and used frequently. It involves how to pronounce the words, how to write, how to use it in correct grammatical pattern along with the words and how to use it in suitable situation. 2) Receptive vocabulary is vocabulary that can be understood and comprehended in context. Receptive vocabulary is a set of words for which an individual can assign meanings when listening or reading. These are words that are often less well known by students and less frequent in use. Individuals may be able assign some sort of meaning to them, even though they may not know the full subtleties of the distinction. Typically, these are also words that individuals do not use spontaneously. However, when individuals encounter these words, they recognize them, even if imperfectly. It is larger than productive vocabulary.
2.2 Teaching VocabularyTeaching vocabulary is a set of activity done by a teacher to enable the students in mastering vocabulary Thus, there are several general principles for successful teaching, which are valid for any method. According to Wallace (1988: 56) the principles are:a) aim what is to be taught, which words, how manyb) need target vocabulary should respond students real needs and interestsc) frequent exposure and repetitiond) meaningful presentation clear and unambiguous denotation or reference should be assuredLearning vocabulary is a complex process. The students aim to be reached in learning vocabulary process is primarily their ability to recall the word at will and to recognize it in its spoken and written form. One approach of facilitating vocabulary learning that has attracted increasing attention is vocabulary learning strategies (VLS). A vocabulary learning strategy is any strategy that results in the learning of vocabulary. VLS are Learners study habits of second language vocabulary. Interest in VLS has paralleled a movement away from a predominantly teaching-oriented perspective to one that includes interest in how the actions of learners might affect their acquisition of language. According to Schmitt (2000: 135-136), there are five of vocabulary learning strategies, namely; Determination, social, Memory, Cognitive and Metacognitive strategy.1) (Determination strategies (DET]) contains strategies used by an individual when faced with discovering a new word's meaning without recourse to another person's expertise. This can be done through guessing from one's structural knowledge of a language, guessing from an Ll cognate, guessing from context, or using reference materials.2) Social strategies (SOC) use interaction with other people to improve language learning. One can ask teachers or classmates for information about a new word and they can answer in a number of ways (synonyms, translations, etc.). One can also study and consolidate vocabulary knowledge with other people.3) Memory strategies (MEM) involve relating the word to be retained with some previously learned knowledge, using some form of imagery, or grouping. It is traditionally known as mnemonics strategy. A new word can be integrated into many kinds of existing knowledge (e.g., previous experiences or known words) or images can be custom-made for retrieval (e.g., images of the word's form or meaning attributes). 4) Cognitive strategies (COG) exhibit the common function of "manipulation or transformation of the target language by the learner". They are similar to memory strategies, but are not focused so specifically on manipulative mental processing; they include repetition and using mechanical means to study vocabulary, including the keeping of vocabulary notebooks.5) Metacognitive strategies (MET) involve a conscious overview of the learning process and making decisions about planning, monitoring, or evaluating the best ways to study. This includes improving access to input, deciding on the most efficient methods of study/review, and testing oneself to gauge improvement. It also includes deciding which words are worth studying and which are not, as well as persevering with the words one chooses to learn.
Generally, knowing a word involves knowing its form and its meaning at the basic level. Harmer (2001: 16) describes that there are different kinds of knowledge that a person must master in order to know vocabulary, namely:a) Meaning, i.e. relate the word to an appropriate object or contextb) Usage, i.e. knowledge of its collocations, metaphors and idioms, as well as style and register (the appropriate level of formality), to be aware of any connotations and associations the word might havec) Word formation, i.e. ability to spell and pronounce the word correctly, to know any derivations (acceptable prefixes and suffixes)d) Grammar, i.e. to use it in the appropriate grammatical form
2.3 Techniques for Teaching VocabularyAccording to Nation (1990: 18-19), when we teach a word we must teach three things: (1) the shape or form of the word. (2) the meaning of the word. (3) and the form and the meaning of the word go together. Here are the techniques for teaching each of these three aspects of a word: 2.3.1 Teaching the form of a wordWe can teach the shape, or form, of a word in many different ways. Here are some ways in which we can help the learner perceive the word by means of three separate senses:a) Visually It can be done by showing the written form of the word, showing the mouth movements involved in saying the word, showing hand movements that draw the letters of the word in the air, and showing wooden or plastic letters that spell the word.b) Tactilely This way asks the learners use their sense of touch by using letters made of wood, cardboard, sand paper, and so on, so the learners can feel the shapes of the letters that make up the word, using a system of writing like Braille (the writing for the blind), and writing the word, letter by letter, on the learner's hand.c) Aurally It is done by saying the word and producing the word in Morse code or some other aural code.2.3.2 Teaching the meaning of a wordHere are ways in which we can help the learner understand the meaning of a word by using different approaches:a) Showing an object or a cutout figure, gestures and performing an action.b) Using pictures or photographs, blackboard drawings, illustrations cut from magazines or newspapers.c) Explaining the meaning of a word by description, giving synonyms or opposites, putting the word into a defining context and translating.
2.3.3 Helping the learner connect form and meaningWe can help the learner connect the form of a word with its meaning by presenting the form and meaning together, so that the learner knows they are connected to each other-and this knowledge is firmly implanted in his automatic responses
3. Outdoor Classroom-LearningGenerally, outdoor classroom-learning is learning activities that take place outside the classroom, for example; at a camp, on the school grounds, or in the community. Outdoor classroom-learning is also called as outdoor learning or outdoor education. Hunt (1989: 53) states that outdoor education is a means of approaching educational objectives through guided direct experience in the outdoor environment, using its resources as learning materials. This experience combines both a study of environmental aspects and topics and participation in those activities associated with the natural environment. According to Ford (1981: 2), "Outdoor classroom-learning is education 'in', 'about', and 'for' the out-of-doors." This definition tells the place, the topic, and the purpose of outdoor education. 'In' tells us that outdoor education can occur in any outdoor setting from a school yard in an industrial neighborhood to a remote wilderness setting, in swamps, meadows, forests, shores, lakes, prairies, deserts, estuaries, and all other biomes. Outdoor education often takes place on a walk around the block, or on a visit to a cemetery, a gravel pit, or an urban renewal project. It can happen on the concrete of a playground, in the weeds of a vacant lot, on the fringe of a sewage treatment plant, at a city zoo, on a forest trail, or in a national park. These kinds of locations are conducive to first-hand experiences, to direct contact with the topic, and to participant interaction and socialization.'About' explains that the topic is the outdoors itself and the cultural aspects related to the natural environment. You may teach about mathematics, biology, geology, English, history, political science, art, physical skills, or endurance, but learning occurs through the context of the outdoors. Soil, water, animals, and plants make up the basic areas of study, but students may learn and practice the outdoor activities people pursue during leisure time, or may investigate human alterations of an ecosystem; nevertheless, the educational topic is related to the natural environment. In the broadest terms, the topic is the interrelationship of the human being and the natural resources upon which societies depend, with the goal of stewardship in mind. 'For' tells us that the purpose of outdoor education is related to implementing the cognitive, psycho-motor, and affective domains of learning for the sake of the ecosystem itself. It means understanding, using, and appreciating the natural resources for their perpetuation.Broda (2007: 6) states outdoor classroom-learning is the idea of using the outdoors as a tool for learning. Outdoor classroom-learning means a broad spectrum of outdoor activities participated in during leisure time purely for pleasure or some other intrinsic value including hiking, swimming, boating, winter sports, cycling, and camping. Programs in learning about the outdoors occur at all levels in the educational system, although they are most frequently found in elementary schools. There may be short or long field trips, or fifth and sixth graders may spend 5 days at a resident outdoor school. Some schools own and operate gardens, mini-farms, or wood lots. High school curricula may include natural resource-oriented programs, or programs involving use of the outdoors for leisure pursuits administered through physical education departments.According to Higgins and Nicol (2002: 3), The concept of outdoor education acknowledges the importance of selecting an appropriate place for education as well as a technique or means of learning. In this setting students learn directly about the relationship of knowledge to the physical reality of that place. This is achieved through environmental, social, and cultural dimensions whereby that which is known have a past, present and future. Through these means students learn about the key importance of relationships and respect for the learning and teaching process. The relationship between the teacher and learner is characterized by an open minded exchange of views between the two. This is a constructivist pedagogy whereby the learners construct their own view of the world based on personal experience. A second dimension, reconstruction, recognizes that the learner may wish to modify their personal experiences with reference to existing theoretical constructs. Lastly, throughout the process of reflection, it is sometimes necessary to deconstruct personal and social constructs in order to gain new understandings. This process begins with personal experience and leads to deep questioning.
3.1 Teaching Vocabulary by Using Outdoor Classroom-LearningThe outdoors can serve as both venue and content as students use spoken, written, and visual language. Because outdoor classroom-learning takes place in natural environment, it can provide fantastic raw material for vocabulary learning. Broda (2007: 60-71) describes some steps in teaching trough outdoor classroom-learning. They are:1. Get the support of administrators, colleagues, and parents because all three groups need to understand why you are using this method.1. Keep children safe during outdoor activities 1. Decide how much time they need to learn outside and when to go out1. Survey the site to make sure if it is appropriate for your teaching activity or not1. Use outdoor time for doing, not telling1. Use the data and observations you found outdoors to help you teach content indoors.To make this outdoor classroom- learning effective, before going outside, the teacher should tell students what they will do. During outdoor learning, teacher just moves around to all groups to monitor and refocus attention to the task. There are some steps that teacher can do while they are still in the classroom.a) Arrange work groups Its easier to assign activity partners and tasks while still in the classroom. Teacher divides students into some groups and give an overview of the task they will do outside (e.g., exploring mini-habitats) before going outside. The groups can even begin to develop a plan for approaching the activity while still in the classroom.b) Define vocabulary and provide background InformationSince you will usually be going outside to reinforce concepts that have been itntroduced in the classroom, its helpful to review the pertinent vocabulary and content objectives right before you move outside. A quick review of the concept being taught is often more efficiently done indoors where you have immediate access to visuals and a writing surface.c) Provide an overview of what will be done outsideTo maximize instructional time outside, students need to understand very clearly what specific tasks are to be accomplished there. Its time well spent to explain activities inside and again outside. The indoor explanation sets the stage and also makes very clear that you have a definite purpose in mind for going outdoors. d) Review your rules for working outdoorsEspecially early in the school year, the rules for outdoor behavior need to be repeated frequently. While still inside the classroom, review the behaviors and rules that you expect outside. Going over outdoor rules while still inside helps to underscore their importance. Since there are fewer distractions, classes tend to be more attentive indoors as you initially.
e) Sort equipment or materialsUse indoor time to sort the equipment and materials needed and to place items in easily accessible containers. While indoors, divide up the responsibility for carrying, managing, and returning the various items.
4. Audio Lingual MethodAudio-lingual method was developed in the united states during world war II. At the time, there was a need for people to learn foreign languages rapidly for military purposes. In Audio-lingual method, teacher wants their students to be able to use the target language communicatively. In order to do this , they believe students need to overlearn the target language, to learn to use it automatically without stopping to think. The students achieve this by forming new habits in the target language and overcoming the old habits of their native language. In this method, the teachers role is like an orchestra leader, directing and controlling the language behavior of her students ( Larsen & freeman, 1986: 43 ). She also is responsible for providing her students with a good model for imitation. The habits of the students native language are thought to interfere with the students attempts to master the target language. Therefore, the target language is used in the classroom, not the students native native language. New vocabulary and structures are presented through dialogs. The dialoges are learned through imitation and repetition. Drills ( such as repetition, backward build-up, chain, substitution, transformation, and question-and-answer) are conducted based upon the patterns present in the dialog. Students successsful responses are positively reinforced. Grammar is induced from the examples given; explicit grammar rules are not provided. There is student to student interaction in chain drills or when students take different roles in dialogs, but this interaction is teacher-directed.
4.1 Teaching Vocabulary by Using Audio- Lingual MethodIn teaching vocabulary by using audio- lingual method, there are some techniques that we can adapt. Dialogs or short conversation between two people are often used to begin the new lesson. Students memorize the dialogs through mimicry. Students take the role of one person in the dialog, and the teacher the other. In this method, students also need to memorize certain sentence pattern and grammar points. When a long-line of the dialog is giving students trouble, we can use the backward build up drill in which the students repeat a part of the sentence, usually the last phrase of the line. Following the teacher cue, the students expand what they are repeating part by part until they are able to repeat the entire line. On repetition drill, students are asked to repeat the teachers model as accurately and as quickly as possible. Next technique is chain drill. A chain drill gets its name from the chain of conversation that forms around the room as students, one-by-one, answer the questions of each other. The teacher begins the chain by greeting particular student, or asking him a question. The students responds, then turns to the students sitting next to him. Not only chain drill, the teacher also can use single- shot substitution drill, multiple-shot substitution drill, transformation drill, question and answer drill, use of minimal pairs, ask the students to complete the dialog and use grammar game in teaching learning process.
B. Conceptual FrameworkLearning vocabulary is very important part of learning English. Without mastering vocabulary, students cannot communicate with others effectively and fluently in spoken and written language. Therefore, a teacher has to apply an appropriate teaching learning stretegy to improve the students ability in vocabulary. A teacher must be able to conduct an attractive learning activities and good environment to stimulate students curiosity in studying vocabulary. One strategy that can be best choice to enhance students vocabulary is outdoor classroom-learning. Outdoor classroom-learning is a range of organized activities which take place in predominantly outdoor environments for a variety of purposes. Outdoor classroom-learning is learning activities that take place outside the classroom, for example; at a camp, on the school grounds, or in the community. There may be short or long field trips. Some schools own and operate gardens, mini-farms, or wood lots. High school curricula may include natural resource-oriented programs, or programs involving use of the outdoors for leisure pursuits administered through physical education departments. Outdoor classroom-learning provides interesting natural environment for students in learning vocabulary. Therefore, she expected that it will make students to be attracted or motivated to master vocabulary. By using outdoor classroom-learning, students will be able to speak and interact with others by using wide vocabulary. C. HypothesisBased on the previous discussion, the hypothesis was formulated as the following.Ha:There is a significant effect of outdoor classroom-learning to the students achievement in mastering vocabulary
CHAPTER IIIMETHOD OF RESEARCH
A. Location This research was conducted in SMP Muhammadiyah 07, located at Jalan Pelita II no 3-5 Medan. The reason of choosing this school as the location of the research was because the researcher had ever done field experience practice (PPL) in this school and the similar research had never been conducted there.
B. Population and SampleSugiyono (2008: 117) points out a population is generalisation area that consists of object/ subject that have certain quality and characteristic that is choosen by researcher to be learned. The population of this research was the students of grade VIII in SMP Muhammadiyah 07. They consisted of two classes (VIII1, VIII2) and each class had 30 students. Class VIII1 was experimental group and class VIII2 was control group.According to Sugiyono (2008: 118), a sample is any group of individual, which is selected to represent population due to the large number of the students and for the purpose of efficiency. According to Arikunto ( 2006: 134) if the population is more than 100, the researcher may take 10%-15% or 20-25% as the sample, if the students are less than 100, the researcher may take all the students or 100% as the sample. So, in this research, the researcher took all of the population as the sample.A random technique was carried out by lottery system to divide the students into experimental and control group. Then, there were 60 students as the sample which were divided into two groups; experimental and control group, each having 30 students.
Table 3.2The Number of Population and Sample
NoClassPopulationSample
1Experimental3030
2Control 3030
Total60 Students 60 students
C. Research DesignThis study was conducted by using an experimental research with two-groups, pre- and post- test design. One of the classes was assigned to be experimental group (X) and the other to be control group (Y). Experimental group was taught by using outdoor classroom-learning, while the control group was taught by using audio-lingual method. The design was applied in order to investigate the effect of the outdoor classroom-learning to the students achievement in mastering vocabulary.Table 3.3The Pretest and Posttest Design
Group Pre-test Treatment Post-test
XX1Outdoor classroom-learningX2
YY1 Audio-lingual methodY2
(Sugiyono, 2008: 223)
Where: X, Y:Experimental and control group of students are choosen randomlyX1: the students achievement in pretest of experimental group Y1: the students achievement in pretest of control group X2: the students achievement in post-test of experimental groupY2: students achievement in post-test of control group
D. Instrument of the ResearchInstument of the research will be multiple-choice test. The test given to students aims to collect the data supporting the students mastery in studying vocabulary. The test will consist of 20 items and will be taken from the subject matters. The time given is 60 minutes. In scoring the test, the researcher will use score ranging from 0-100 by counting the correct answer and applying this formula:
S = x 100Where: S : the scoreR : the number of the correct answern : the number of the test items
E. Validity and Reliability1. Validity TestValidity refers to the extent to which a test actually measures what it is supposed to measure. Based on Arikunto (2006: 170), to examine the validity test, the researcher uses correlation product moment as pattern as:
Where:X: the item score of questions numbersY: total scoreN: samplerxy: coefficient of validity test2. Reliability testReliability is one of the characteristics of good test. It provides information wheter the data collection procedure is consistent and accurate.
The value of the reliability are as following: 0.20= the reliability is very low 0.40= the reliability is low 0.60= the reliability is fair 0.80= the reliability is good 1.00= the reliability is verygoodF. Techniques of Data AnalysisAfter collecting the data from the test, the data will be calculated by using t-test. The following procedures are implemented to analyze the data:1. scoring the students answer for correct answer and wrong answer2. listing their scores into two tables, first for the experimental group scores as X1 variable and second for control group scores as X2 variable3. finding the average of variable X1 and X2 by using following formula:
Where: MX: mean of experimental groupMY: mean of control group
: the score number of experimental group
: the score number of control group
: the sample number of experimental group
: the sample number of control group 4. measuring the standard deviation of variable X and Y by using following formula:X = X MXY = Y- MYtesting the hypothesis by applying the following t-test formula as is stated by Arikunto (1990: 507):
Where: t: t-observedMX: the mean score of experimental groupMY: the mean score of control group : the number of deviation score of experimental group: the number of deviation score of control groupNX: the sample number of experimental groupNY: the sample number of control group
CHAPTER IVDATA AND DATA ANALYSIS
A. Data Collection The following tables were the samples scores of testing pre-test and post-test for experimental and control group in making conditional sentences.
Table 4.1. The Score of Pre-test and Post-test in Experimental GroupNo Students Initial
Pre-test Post-test
1AFH3060
2AHDA7095
3AF4070
4AN3070
5DRS4075
6DA2060
7F5075
8FA7590
9FSA4080
10FP1570
11H2570
12HT3070
13IPS4570
14J2060
15MA4060
16MS5070
17MNG3560
18MSR3560
19MA4565
20MH3065
21NA8090
22NFP3575
23PDA2060
24PS4570
25RWW2070
26RWY3570
27S2065
28VAH555
29YA2565
30YK4570
Total 10952085
Table 4.2. The Score of Pre-test and Post-test in Control GroupNo Students Initial
Pre-test Post-test
1AL2030
2BR2540
3E3555
4GMR1030
5II1545
6KL3555
7LA3040
8MA1530
9MFS1525
10MTH3555
11MRH5055
12MA3540
13NSS3560
14NC3040
15NH2030
16PM2530
17PAW3540
18PRD4555
19RAI4045
20RRP3555
21RR1020
22SK2035
23SAA3550
24SA5065
25SJ1525
26SAW525
27TH4055
28TI4050
29UFH2025
30VYF5055
Total 8701260
B. Data Analysis Based on the table 4.1 and 4.2 above, the following tables 4.3 and 4.4 are the scores differences of pre-test and post-test in both experimental and control group. Table 4.3. The Scores Differences of Pre-test and Post-test in Experimental GroupNo Students Initial
NilaiX2 X1(X)
Pre-test (X1)Post-test (X2)
1AFH306030
2AHDA709525
3AF407030
4AN307040
5DRS407535
6DA206040
7F507525
8FA759015
9FSA408040
10FP157055
11H257045
12HT307040
13IPS457025
14J206040
15MA406020
16MS507020
17MNG356025
18MSR356025
19MA456520
20MH306535
21NA809010
22NFP357540
23PDA206040
24PS457025
25RWW207050
26RWY357035
27S206545
28VAH55550
29YA256540
30YK457025
Total 10952085= 990
Based on the table 4.3 above, the mean scores of experimental group are calculated as the follows:
= = 2.85
Table 4.4. The Scores Differences of Pre-test and Post-test in Control GroupNo Students Initial
NilaiY2 Y1(Y)
Pre-test (Y1)Post-test (Y2)
1AL203010
2BR254015
3E355520
4GMR103020
5II154530
6KL355520
7LA304010
8MA153015
9MFS152510
10MTH355520
11MRH50555
12MA35405
13NSS356025
14NC304010
15NH203010
16PM25305
17PAW35405
18PRD455510
19RAI40455
20RRP355520
21RR102010
22SK203515
23SAA355015
24SA506515
25SJ152510
26SAW52520
27TH405515
28TI405010
29UFH20255
30VYF50555
Total 8701260= 390
Based on the table 4.4 above, the mean scores of control group are calculated as the follows:
= = 1.80
Based on the mean scores of the both sample groups, the following tables are the tables for calculating the correlation between scores in both groups.
Table 4.5. The Calculation of Mean and Standard Deviation in Experimental GroupNoStudents Initial
XX MX(X MX) 2
1AFH30-39
2AHDA25-864
3AF30-39
4AN40749
5DRS3524
6DA40749
7F25-864
8FA15-18324
9FSA40749
10FP5522484
11H4512144
12HT40749
13IPS25-864
14J40749
15MA20-13169
16MS20-13169
17MNG25-864
18MSR25-864
19MA20-13169
20MH3524
21NA10-23529
22NFP40749
23PDA40749
24PS25-864
25RWW5017289
26RWY3524
27S4512144
28VAH5017289
29YA40749
30YK25-864
Total = 9900= 3580
Table 4.6. The Calculation of Mean and Standard Deviation in Control GroupNoStudents Initial
YY MY (Y MY )2
1AL10-39
2BR1524
3E20749
4GMR20749
5II3017289
6KL20749
7LA1039
8MA1524
9MFS10-39
10MTH20749
11MRH5-864
12MA5-864
13NSS2512144
14NC10-39
15NH10-39
16PM5-864
17PAW5-864
18PRD10-39
19RAI5-864
20RRP20749
21RR10-39
22SK1524
23SAA1524
24SA1524
25SJ10-39
26SAW20749
27TH1524
28TI10-39
29UFH5-864
30VYF5-864
Total = 3906 = 1280
Based on the callculations of the tables 4.5 and 4.6, the following formula of t-test was implemented to find out the t-observed value of both groups as the basis to test hypothesis of this research:
After acccounting the data above by using t-test formula, it shows that t-observed is 14,91 , then after seeking the table of distribution at t-critical as basis of counting t-critical in certain degree of freedom (df), the calculation shows that df is 58 ( + -2 = 30 +30 2 = 58). In the line of 58 showed that t-table is 4,02 for 0,05.
C. Testing HypothesisTo test the hypothesis, the formula of t-test and the distribution table of t-critical value were applied. If t- observed is greater than t-table, it means that the null hypothesis is rejected and the alternative hypothesis is accepted. The fact of this research showed that t- observed is more greater than t-table (8,93 > 4,02). Therefore, the students who were taught conditional sentences by using contextual teaching and learning got higher scores than those who were taught without using contextual teaching and learning. In short, there was significant effect of using contextual teaching and learning to students achievement in learning conditional sentences.
D. Finding The findings of the research were described as the following. 1. the t-observed value was greater the t-table in which t-observed was 8,93 and t-table was 4,02 (8,93 > 4,02)2. the null hypothesis was rejected and the alternative hypothesis was accepted. It meant that there was significant effect of using contextual teaching and learning to students achievement in learning conditional sentences. The students who were taught conditional sentences by using contextual teaching and learning got higher scores than those who were taught without using contextual teaching and learning.
CHAPTER VCONCLUSIONS AND SUGGESTIONS
A. ConclusionsAfter analyzing the data, conclusion were drawn as the following.1. the t-observed value was greater than the t- table value (8,93 > 4,02). It meant that the null hypothesis was rejected and the alternative hypothesis was accepted. So, there was significant effect of using contextual teaching and learning to students achievement in learning conditional sentences. 2. the students who were taught conditional sentences by using contextual teaching and learning got higher scores than those who were taught without using contextual teaching and learning.
B. SuggestionsIn relation to conclusions previously stated, suggestions are stated as the following: 1. it is suggested for English teacher to teach their students by using contextual teaching and learning especially in teaching conditional sentences.2. the students should practice to use conditional sentences in their daily conversation so that it will make them more competent in English especially in conditional sentences.
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