ABSTRACT
TEACHING COMPOUND SENTENCES THROUGH PRESENTATION, PRACTICE, PRODUCTION TECHNIQUE AT THE SECOND YEAR OF
SMA XAVERIUS 1 BELITANG
By
Mardi Afen Prihutan Samosir
English is an international language that has been taught in Indonesia since the students were in the elementary school. As a language, English has its own rule, that is known as grammar. In this research, the researcher focus on the sentences’ grammar; especially compound sentence. This research’s aim is to investigate whether there is a significant increase of students’ mastery of compound sentence after they being taught through presentation, practice, production (PPP) technique or not and the students’ problems while they are in the process of learning compound sentence through PPP technique.
CURRICULUM VITAE
The writer’s complete is Mardi Afen Prihutan Samosir. He was born in Bukit
Kemuning, North Lampung, on September 25th, 1991. He was born in a blessing couple, Elson Yosep Samosir and Hormauli Br. Sinaga.
He did his first study in SDN 1 Mulyaguna, South Sumatera and graduated in 2003. Then, he went to SMP Xaverius Baturaja in 2003. He graduated from this school in 2006. After finishing his study in SMP Xaverius Baturaja, he continued his study in St. Paul Seminary in Palembang, South Sumatera. In 2007, he moved to SMA Xaverius 1 Belitang and graduated in 2009.
DEDICATION This script is dedicated to:
THE ALMIGHTY GOD WHO ALWAYS GIVES HIS BLESSING AND MERCY TO THE WRITER CAN FINISH HIS FINAL TASK.
MR. ELSON YOSEP SAMOSIR AND HORMAULI BR. SINAGA, WHO ARE THE WRITER’S GREAT PARENTS.
THE BIG FAMILY OF SAMOSIR AND SINAGA.
MOTTO
So give your servant an understanding mind and a hearing heart to judge Your people, that I may discren between good and bad.
ACKNOWLEDGEMENT
Firstly, the writer wants to deliver his great thanks to God for His bless and
kindness. It’s His endless bless and continuous kindness that make him possible to complete his research in order to fulfill the requirement of S-1 degree in English Education Program, Language and Art Department, Teacher Training and Education Faculty, Lampung University.
The writer also wants to express his enormous thank to Dr. Ari Nurweni, M. A., as his first advisor who with her patience always gives her ideas, time, and useful suggestion to guide the writer to accomplish this script, Budi Kadaryanto, S. Pd., M. A., as the second advisor who gives his correction and advice, so the writer can finish this script well, and Prof. Dr. Ag. Bambang Setiyadi, M.A., Ph.D.,as the examiner for his willingness to examine this script and gives some suggestions in order to create the better result of this script.
and Amangboru Jonri, Inangtua and Bapatua Rina for their pray and endless support.
The writer extends big thanks to his friends Agustinus Pendi, Mario Kempes Mas Tino, Mas Gino and Supri Mbelong for their kindness to accompany him while he organizes his research in Belitang. His same struggle friends: Ahmed, Bli Bagus, Aa’ Asep, BliWayan, Amir, Gilang, Muklis, Ilham, Bima, Ketut, Rozy, Reza and Panji for their cooperation and support for his success. His beneficial friends Dewiq Riande, Nonot Artha and Weni, who always give their help in giving some help and suggestion to finish his script; Moreover, he wants to deliver vast thanks to Catarina Ratih Widyaningrum who always pray and gives spirit for him to complete this script.
IV.RESULT AND DISCUSSION
4.1Chronological of the Research ……….. 39
4.2Result of the Tryout Test ……….. 41
4.3Result of the Research ……….. 45
4.4Discussion ………. 58
V. CONCLUSIONS AND SUGGESTIONS 5.1Conclusions ………... 64
5.2Suggestions ……….... 65 REFERENCES
LIST OF TABLES
Page Table 1. Coordinate Conjunction and Example in Compound Sentences ... 14 Table 2. Conjunctive Adverb and Example in Compound Sentences ... 15 Table 3. The Specification that was used to Judge the Content Validity of the
LIST OF APPENDICES Appendix 1. Lesson Plan
Appendix 2. The Distribution of Students’ Score on the Try out Test Appendix 3. Difficulty Level and Discrimination Power of Try out Test Appendix 4. Reliability Table of the Try out Test
Appendix 5. Reliability of the Try out Test Formula
Appendix 6. The Distribution of the Students’ Score on the Try out Test Appendix 7. The Distribution of the Students’ Score on the Pre Test Appendix 8. The Distribution of the Students’ Score on the Post Test Appendix 9. The Students’ gain between the Pre Test and the Post Test
Appendix 10. The Increase of the Students’ Compound Sentences Mastery in the Experimental Class
Appendix 11. Rater Analysis for Construct and Content Validity on the Try Out Test Appendix 12. The Compound Sentences Try Out Test Sheet
Appendix 13. The Compound Sentences Pre Test Sheet Appendix 14. The Compound Sentences Post Test Sheet Appendix 15. The Students’ Answer Sheet on The Try out Test Appendix 16. The Students’ Answer Sheet on the Pre Test Appendix 17. The Students’ Answer Sheet on the Post Test Appendix 18. The Questionnaire Sheet and the Students’ Answer
Appendix 19. The Observation Sheet and the Result of the Observation Sheet Appendix 20. Surat Izin Penelitian Pendahuluan
Appendix 21. Surat Izin Penelitian
LIST OF GRAPH
Page Graph 1. The Distribution of Students’ Score on the Pre Test……….. 47 Graph 2. The Distribution of Students’ Score on the Post Test………... 50 Graph 3. The Pre Test and the Post Test Means ………... 55 Graph 4. The Increase of the Students’ Mean of the three Aspects of Compound
I. INTRODUCTION
This chapter gives the details about the basic problem of the research; those are background of the problem, formulation of the problems, objectives of the research, uses of the research, scope of the research and definition of terms.
1.1Background of the Problem
English has become an international language in Indonesia and has been taught and learnt in almost all education level. Basically English consists of its components and skills and they cannot be taught separately. One of its components is grammar. In order to master the language, the learner has to learn its grammar. The term grammar is often used by non-linguists with a very broad meaning. As Butterfield (2008:142) puts it: "Grammar is often a generic way of referring to any aspect of English that people object to.
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From the statements above we can see how important a grammar in English as grammar is the rules of a language, in this case is English.
Ehrenhaft (2006) has conducted a research about compound sentences. Based on his research, the students faced many problems when they learned compound sentences. The problems which were found by Erenhaft were the sentence fragments, which is incomplete sentence, run-on sentence, which are two independent clauses separated by neither a conjunction nor an appropriate punctuation, comma splice, which is a condition in which comma used between two independent clauses instead of a period or colon, mismatched sentence parts, two ideas in which unrelated lied in a compound sentence.
Based on his observation at SMA Xaverius 1 Belitang, the second grades of SMA Xaverius 1 Belitang consist of 5 classes. There are 2 classes of natural science and 3 classes of social science where each class consists of 30 t0 31 students. The English teacher told the researcher that the students were able to pass the KKM (kriteria ketuntasan minimal) of English subject which is 62. From the interview conducted, the English teacher said that he seldom used certain technique or method to teach his students; he just taught them by explaining and followed by some exercise.
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sentence, in this case is compound sentences, in the second grade of students at SMA Xaverius 1 Belitang.
Teaching English subject cannot be separated from teaching English grammar. By mastering English grammar people can communicate in English well because they can make a good sentence in written or oral form. In this research, the researcher wants to investigate the students’ ability about English compound sentences.
According to Graffi (2011:231), sentence is an elementary speech utterance, through which the speaker (or writer) reacts to some reality, concrete or abstract, which is in its formal character appears to realize grammatical possibilities of the respective language and to be subjectively, that is, from the point of view of the speaker (or writer) complete. From the two definitions above the researcher concludes that a sentence is the basic form of English that has to be mastered by those who learn English.
Basically there are four kinds of sentences in English: simple sentences, compound sentences, complex sentences and complex-compound sentences. In his research, the researcher focuses just on compound sentences. Compound sentence is a sentence consisting of two independent clauses connected by a coordinator. Compound sentence is used when the speaker or the writer intend to communicate two equally important and closely related ideas, you certainly will want to place them close together. The researcher assumes that students in XI grades have mastered how to construct simple sentences, so they have the basic skill to master compound
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simple sentences into a complete sentence. To combine two or more simple sentences into a sentence we need a conjunction. The conjunctions that used in this research are coordinate conjunction, conjunctive adverb and semicolon. According to Hausman et al. (2012:53), compound sentence is a sentence containing at least one sentence connective. In other words, compound sentence is a sentence with two or more main clauses conjoined (or „coordinated’) by conjunction (Huford, 1994:41). The
researcher chooses compound sentences in his research because it is taught in the XI grade of senior high school with XI grade as the sample of his research.
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From the facts that have been discussed previously, the researcher has concluded that teacher’s technique has an important role for students to master English subject because in this stage of learning, students still need to be guided. Therefore the researcher wants to apply presentation, practice and production (PPP) technique in order to help the XI grade students of SMA Xaverius 1 Belitang to increase students’ mastery of compound sentences. In addition, no research about compound sentences has been conducted in that school. Thus “Teaching Compound Sentences through Presentation, Practice, and Production (PPP) Technique” is chosen as his script title.
1.2 Formulations of the Research Problems
Based on the background and the problems above, the researcher formulates the research problems of the research as follows:
1. What aspect of compound sentences has the highest increase after the students were taught through PPP technique?
2. What problems are faced by the students who are taught compound sentences through PPP technique?
1.3 Objectives of the Research
The objectives of the research are formulated based on formulation of the research problems above. They are:
1. To find out the aspect of compound sentences that has the highest increase after the students were taught through PPP.
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1.4 Uses of the Research
Theoretically, the result of the research can be used to clarify the previous theories about teaching English through PPP technique.
Practically, the result of the research can be used by English teacher as consideration
to apply PPP technique in teaching English subject. The result of this research also can be used as consideration for other the researcher who wants to conduct the same research topic.
1.5 Scope of the Research
During the research process, the researcher concentrated in finding whether PPP technique can increase students’ ability of compound sentences or not and discover the problems that can appear during the whole process of teaching compound sentences through PPP technique. The researcher used some pictures to help the teaching compound sentences process through PPP technique. In collecting data, the researcher delivered pre test and post test to answer the first research problem before. With the aim of answering the second research problem before, the researcher made an observation and deliver questionnaire sheet to the students after the process of teaching learning compound sentences through PPP technique.
1.6 Definition of the terms
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2. Sentence is a group which at least consists of subject and predicate and express a clear meaning.
3. Compound sentence is a sentence which consists of two independent sentences. To make compound sentences, two independent sentences are connected by using coordinate word i.e. for, any, nor, but, or, yet, and so, by using semicolon or colon, or by using conjunctive adverb.
4. PPP technique is a technique in teaching English that has three stages: presentation stage, practice stage, and production stage.
5. Teaching is the process of delivering knowledge from someone to other people with the aim of making those taught have better ability.
II. FRAME OF THEORIES
In this chapter, the researcher discusses about review of the previous research, review of related literature, theoretical assumption and hypothesis. The review of related literature consists of concept of grammar, concept of sentences, concept of compound sentences, the concept of teaching, concept of PPP technique, and the procedure of teaching by using PPP technique.
2.1 Reviews of the Previous Research
English grammar is the rule of English in written or oral form. Someone who wants to be good in English should be good at mastering English grammar because grammar is the core of English. The problems that usually appear in the process of teaching English as a foreign language is the way the teacher teaches learners about English grammar. There are some researches that have been conducted concerning PPP, such as:
1) The first is comparative research which compared PPP technique to CR (Consciousness Raising) conducted by Fawzi Al Ghazali (2006) in Birmingham. The result has shown that CR has given students a better understanding in grammar teaching, in this case “used to” form.
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Ghobadi (2012) in Iran. The result of this research shows that the PPP can increase the understanding of grammar.
3) The third research done in Japan by Sato Rintaro (2010) who investigated the effectiveness and suitability of PPP and TBLT (Task-Based Language Teaching). The researcher has found that PPP could increase Japanese students’ ability in mastering grammar.
Based on the three previous researches, the researcher was interested in applying PPP technique to teach compound sentences. The reason was most of the previous researches above had shown that PPP has potential to be successful in EFL environment.
2.2 Reviews of Related Literature
Review of related literature describes about some terms included in this research topic such as: concept of grammar, concept of sentences, the concept of a compound sentence, the concept of teaching, the concept of PPP technique, and the procedures of teaching grammar though PPP technique.
2.2.1 Concept of Grammar
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House and Harman, we can assume that their point of view, grammar is a science that study about part of speech. They also write that grammar as the laws that governing the language behavior. It means that according to their idea, grammar is the focus point of English Language.
The other opinion comes from Kolln and Funk in their book, Understanding English Grammar (1998: 1, 5, 6); they think grammar can be described as: “language competence”, the “systematic nature of English”, and “our innate,
subconscious ability to generate language, an internal system of rules that constitutes our human language capacity”. Besides of two definitions before,
another definition of grammar related to sentences is released by Williams. Williams (1999: 8) suggests a brief definition with the statement that “Grammar
deals with the structure and analysis of sentences”. From the definitions above, the researcher thinks that it is important for students to know and learn about grammar in their process of learning English. The researcher believes that grammar should be learnt by every student in order to master English because without grammar, the rule of English, learners will face many problems in their English communication.
2.2.2 Concept of Sentences
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sentences talk of grammatical unit builds up from smaller units. The smaller unit stated above refers to phrase and clause. Generally, there are four kinds of sentences in English according to the number of clauses in the sentence. The researcher gives a short explanation about the four kinds of sentences below:
2.2.2.1 Simple Sentence
A simple sentence just contains one clause in it, it is called as an independent clause. Independent clause is a clause that can stand by itself. To be called as a simple sentence, this only one clause should deliver a meaning to the reader.
2.2.2.2 Compound sentences
Compound sentence can be defined as a sentence which consists of two clauses which every of the clause is independent clauses. The two clauses are allied by a coordinating conjunction (such as for, and, nor, but, or, yet, and so) or by adding a conjunctive adverb (besides, furthermore, moreover, also, etc.). Someone can also construct a compound sentences by using the colon (:) and semicolon (;).
2.2.2.3 Complex Sentence
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2.2.2.4 Compound-Complex Sentence
Compound-complex sentence is a combination of at least three or more clauses in one sentence (two independent clauses and one dependent clause). The clauses in the compound-complex sentences are linked by a conjunction adverb (furthermore, meanwhile, therefore, etc.) or by a coordinating conjunction (for, and, nor, but, or, yet, and so).
2.2.3 Concept of Compound sentences
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In the paragraph before, the researcher has discussed about compound sentences. In order to make the concepts of compound sentences are understood well, the researcher gives the detail and the examples of compound sentences as follows:
a. Compound sentences that is constructed by using semicolon
If you want to combine two or more simple sentences into a compound sentence by using semicolon, you have to create two closely related simple sentences and then you can put the semicolon punctuation after the first simple sentence and before the second simple sentence. Although this way looks simple, but the compound sentences that were combined by using semicolon does not simply show the relation between the two simple sentences. Here are some example of compound sentences that were built by using semicolon:
a) John moved to Jakarta in 200 (The first simple sentence)
He often visited Mississippi and Ohio (The second simple sentences)
John moved to Jakarta in 2009; He often visited Mississippi and Ohio. (The compound sentence which is formed by using semicolon)
b) The mother has to finish too many jobs every day; she never forgets her children.
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sentences. In order to get the more detail about the conjuctions in coordinate conjuction, its relation express and the examples of each conjuction, the researcher provide all in the following table.
Table 1. Coordinate Conjunction and Example in Compound Sentences
Coordinate conjunction
Relation
expressed Examples in compound sentences
For Reason He did not take the money, for it was no the right thing to do.
And Addition Johny bought some new shoes, and he wore them to the party.
Nor Negative
addition
There is no shop nearby, nor do they have cigarette with them.
But Contrast They wanted to take the banana for lunch, but there was a big monkey attacked them.
Or Negative They should go now, or they should wait
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Table 2. Conjunctive Adverb and Example in Compound Sentences
2.2.4 Concept of Teaching
Teaching is a process in which someone delivers his knowledge to another or other people with the aim to make the other people who are being taught are being able to do something taught to them or increase their ability in the area they are taught. A good teaching process produces a learner with new better skill or better ability than before the teaching process conducted. According to Anderson and Burns (1989), teaching is an interpersonal, interactive, typically involving verbal communication, which is undertaken for helping one or more students learn or change the ways in which they can or behave. Based on the thought of Anderson
Relationship Conjunctive adverbs Examples
Addition also, besides, furthermore, in addition, moreover
I don’t want to continue this phone conversation; moreover, I have a meeting in five minutes.
Contrast (complete)
however, in contrast, on the other hand
I have a meeting in five minutes; nevertheless, I’ll talk to you now.
Result as a result, consequently, therefore, thus
I have a meeting in five minutes; as a result, we’ll have to cut this conversation short.
Sequence afterward, meanwhile, then, subsequently
I have a meeting in five minutes; afterward, I’d like to continue this conversation with you.
Comparison likewise, similarly
I have a meeting in five minutes; similarly, John has a pressing obligation as well.
Example for example, for instance
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and Burns, the researcher assumes that in a teaching process should be a communication between both teacher and students as the participants in the teaching process.
2.2.5 Concept of Presentation, Practice, Production (PPP) Technique
In order to reach the objective of English subject, English teachers use many kinds of technique as a bridge. One of the techniques in English teaching is Presentation, Practice, Production technique, or simply known as PPP technique. PPP technique has three stages; they are presentation stage, practice stage, and production stage. Skehan (1998:94) states that it (PPP) lends itself very neatly to accountability, since it generates clear and tangible goals, precise syllabuses, and a comfortingly itemizable basis for the evaluation of effectiveness.
Besides of Skehan, Thornbury has another idea about PPP technique. PPP, Thornbury’s (1999) view has a logic that is appealing to the teachers and learners
in that it reflects a notion of practice makes perfect, common in many skills; it allows the teacher to control the content and pace of the lesson; and as Skehan (2003) remarks, it provides a clear teacher role, in accordance with power relations often found in classrooms. In the next discussion, the researcher provides readers some advantages and disadvantages of PPP technique.
2.2.5.1 Advantages of PPP
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2) PPP offers good model which trainees can develop and grow as Harmer (1998) believes that default settings are a good metaphor for the role of the trainer in pre-service training where trainees are offered a clear model or models to hang onto and from which they can develop and grow.
3) Swan (2005) defends P-P-P as a useful routine for presenting and practicing structural features under semi-controlled conditions.
4) Evans (2008) gives his statement which says that “PPP has evolved over the years, cherry picking the more attractive elements of other approaches, and incorporating them into its basic format”.
5) The sequence of PPP is dynamically one according to students need and level.
2.2.5.2Disadvantages of PPP
1) PPP might be too teacher-centered technique as Harmer (2007) says that it is teacher-centered and fits uneasily with more humanistic learner-centered frameworks.
2) PPP can make students be passive participants in teaching learning process.
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The procedures of teaching and learning through PPP technique discusses in the next part of this chapter below.
2.2.6 Procedures of Teaching by Using PPP Technique
PPP has certain procedures of teaching, learning that should be followed in order to increase students’ understanding of compound sentences. As Willis and Willis
(1996, cited in Richards & Rodgers, 2001) state a lesson plan based on PPP should have three phases as follows:
1. Presentation stage: The teacher begins the lesson by setting up a situation, either eliciting or modeling some language that the situation calls for. Presentation may consist of model sentences, short dialogues illustrating target items, either read from the textbook, heard on the tape or acted out by the teacher.
2. Practice stage: Students practice the new language in a controlled way. For example, they drill sentences or dialogues by repeating after the teacher or the tape, in chorus and individually, until they can say them correctly. Other practice activities are matched parts of sentences, completing sentences or dialogues and asking and answering questions using the target language.
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In PPP technique, the procedures of PPP above do not have to do rigidly. The teacher can make exchanges in the process of learning as Byrne’s (1986) thought that the sequence does not have to be followed rigidly, and it depends on the level of the students, their needs and the teaching materials are being used, it will also be possible to move from production to presentation to practice. Based on Byrne’s
concept, the researcher modifies the three steps into his lesson plan. From the lesson plan below, the readers can also imagine how PPP technique is applied in the teaching process. The example of PPP application of teaching learning process can be seen in the following activities:
a. Pre activities
1. The teacher greets the students
2. The teacher checks the students’ attendance list
3. The teacher gives the perception by giving some questions such as:
Do you have a kind of hobby?
What is your hobby?
Do you all have the same hobby?
b. While activities Presentation:
1. The teacher shows a picture.
2. The teacher asks some questions to the students such as:
From the picture, can you predict the topic of the text?
Do you have a hobby?
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3. Some students have chosen randomly to write his hobby in complete sentences.
4. The teacher writes the coordinate conjunction words and each function of them in front of the class.
Practice:
5. The teacher asks the students to form a group consists of 5 students in each group.
6. The students are asked to write their hobby and tools needed in their hobby in complete sentences.
7. The students have to combine the sentences using coordinate conjunction words.
8. The teacher asks the representative of each group to present their group work.
9. The other students are asked to listen and checks whether there is/ are some mistake.
Production:
10.The students are asked to make 5 compound sentences individually to test the result of the teaching learning process.
c. Post activities
1. The students are asked to discuss whether they have some difficulties on the lesson or not
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3. The teacher gives conclusion about the material have been taught 4. The teacher closes the meeting
2.3 Theoretical Assumption
Grammar is important to be mastered when someone wants to learn English, but this is also one of the students’ biggest problems when they learn English subject.
In recent years, a growing concern about accuracy in learners’ language has
resulted in a reassertion of the role of grammar in syllabus design and the content of lessons, and even in giving explicit attention to grammatical forms and rules (Ellis, 1993c quoted in Hedge, 2000). This provides us a view of how important grammar role in English teaching since it cannot be neglected. Richards, Platt, and Platt (1992) write in their Longman Dictionary of Language Teaching & Applied Linguistics: “Grammar is a description of the structure of a language and the way
in which linguistic units such as words and phrases are combined to produce sentences in the language. It usually takes into account the meanings and functions these sentences have in the overall system of the language. It may or may not include the description of the sound of a language”. From this thought,
we can presume that grammar and sentences have its own relationship in English.
Based on the theories mentioned above, the researcher formulates theoretical assumption as follow: “PPP technique can help the students in order to master
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III. RESEARCH METHOD
This chapter discusses some topics related to the research method which the researcher employed in his research. It covers research design, population and sample, data collecting technique, variables, research instruments; try out test, research procedure, data analysis and hypothesis testing.
3.1Research Design
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The design of this research was as follows:
T1 X T2
Where:
T1 : the pre test T2 : the post test
X : treatments (PPP technique)
(Setiyadi, 2006: 131)
3.2Population and Sample of the Research
Population is all about people who become the object of the research while the sample is people who give the data (Setiyadi, 2006: 38). Based on the Setyadi’s theory, the subject of the research was the second grade of SMA Xaverius 1 Belitang in 2012/2013 academic year. The second grade of SMA Xaverius 1 Belitang consisted of 5 classes, 2 classes of Science class and 3 classes of Social and each class consists of 30 to 31 students. From 5 classes available, the researcher chooses one class which was the try out class and the other one class was the experimental class. The choosing process had done randomly. After two classes had been chosen, the lottery applied to decide which class was the tryout class and experimental class.
3.3Data Collecting Technique
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3.3.1Pre test
This test was delivered to the students before the treatment by using PPP technique is conducted. The purpose of the pre test was to collect the data about students’ ability in compound sentences. The pre test consisted of 20
items of multiple choices, 10 items of true or false, and 10 items of matching sentences; the researcher gave 60 minutes for the students to complete the pre test.
3.3.2Conducting the Treatments
The researcher gave three times treatments to the students in the English subject class; the treatments were about teaching compound sentences through PPP technique. The treatment was given about three meetings with three lessons plans consisting three different discussions.
3.3.3The post test
After having treatment in three meetings, students were given a post - test in order to get the final data. The result of the post test showed the researcher about all the result of his research. This post test contained three aspects of compound sentences and there 10 items for each aspect of a compound sentence.
3.3.4 Observation
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by taking some notes about the students’ problem during the teaching and learning process by using PPP technique. This observation provided the researcher the data about what problems emerged in teaching and learning by using PPP technique.
3.3.5 Questionnaire
In order to collect more data about problems may emerge during the teaching and learning by using PPP technique, the researcher used a questionnaire. After the researcher finishes the treatments in the experimental class, the researcher distributed questionnaire sheet to the students.
3.4 Research Instrument
To collect all the data needed to complete this research, the researcher conducted the pre test, the post test, observation sheet and questionnaire. The researcher managed pre test to collect the data about students’ understanding about sentences, especially compound sentences. Students in experimental class had pre test before the researcher conducts the treatments. After the treatments had been given to the experimental class, the researcher delivered the post test. The purpose of the post test was to collect the data about whether there was a significant difference from the result of the pre test after students were taught through PPP technique.
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problem and also the researcher delivered a questionnaire to the students in experimental class.
3.5 Try out Test
Before the test was given to experimental class, it was given first to the try out class in order to measure the quality of the test. A good test was a test which has a good validity, reliability, level of difficulty and discrimination power. This test composed in the form of 20 multiple choice items with four options (A, B, C, D, and E) and 10 items of true or false test, and 10 items of matching test; the total of the test was about 40 items. There were some elements were tested as follows:
3.5.1Validity
Generally, validity shows us that the test really gives test to what should be tested. Validity determined whether the research truly measures that which it was intended to measure or how truthful the research results are. In other words, does the research instrument allow you to hit "the bull’s eye" of your research object?
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a. Content validity
Content validity is extended to which a test measures a representative sample of the subject matter contents, the focus of the content validity is the adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982: 251). From the statement above,the researcher assumed that content validity explains about the test that should correct and represent the materials that are taught such as compound sentences. In order to fulfill the content validity of the test, the researcher built the test by following the syllabus for second grade of senior high school.
In order to determine the content validity of test items, the researcher applied interater in this research. The researcher used three interater in this research. The raters were the English teacher in SMA Xaverius 1 Belitang and two researcher partners. The three raters checked the test based on the syllabus of SMA Xaverius Belitang. The good items which were appropriate with the syllabus were used, but the test items which were not in line with the syllabus should be revised in order to reach the good content validity.
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With the aim of judging the construct validity of the test, the researcher also used interaters. There were raters used in this research; one English teacher of SMA Xaverius 1 Belitang and two researcher’s partners. The raters
checked the tryout test and decide which items were the good items and which were included in the bad items. The raters judging of good and bad items based on the Oshima and Hogue’s theory, which was used in this research. A good item was the items which in line with the theory.
3.5.2Reliability
In simple ways, reliability is defined as the consistency of the result of a test. A test has its reliability if the result of the test which is done by some students do not have big differences with the result of the test when it is tested to the same students with some periods after the first test has done. In other words, reliability is how far it can measure the same subject at separated time, but it shows the same result relatively (Setiyadi, 2006: 113). In this research, to estimate the reliability of the test, the researcher used split-half technique. In order to measure the coefficient of the reliability between odd and even group, the researcher applied “The Pearson Product Moment Formula” as follows:
r
xy=
∑∑ 2 (∑ 2)
Where:
rxy : coefficient of reliability between odd and even numbers items x : odd number
y : even number ∑x2
: total score of odd number items ∑y2
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After getting the reliability of half test, the researcherused Spearman Brown to determine the reliability of the whole tests, as follows:
r
k=
2 �
1+ �
where:
rk : the reliability of the whole tests rxy : the reliability of half test
(Hatch and Farhady, 1982:247) Criteria of reliability are as follows:
0.90 – 1.00 = high 0.50 – 0.89 = moderate 0.0– 0.49 = low
3.5.3Level of Difficulty
32 students with lower score and the students with higher score. A good test made a real difference between the students with lower score and the students from higher score. To find out the discrimination power, this research utilized the following
U : The number of upper group students who answer correctly. L : The number of lower group students who answer correctly. N : The total number of the students.
The researcher needs the score from each test to be able to complete the research. To calculate the score of each test in this research, the researcher employed Arikunto’s formula. The ideal, highest score for each test was 100. The Arikunto’s
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S =
� 100
Where:
S : the score of the test
R : the total of the right answer N : the total items
(Arikunto, 2005: 236)
3.6 Research Procedure
In the process of completing the research, the researcher operated some procedures as follows:
1. Chose and determine the population and sample in this research.
The researcher selected two classes from 5 classes at the second grade of SMA Xaverius 1 Belitang, in which one class was the tryout class and the other was the experimental class.
2. Delivered the try out test to the try out class.
The test included all items about compound sentences and it was delivered previously in the try out class. This phase was conducted in order to know the quality of the tryout test. The number of the items of the test was 40 items in the form of multiple choice tests (A, B, C, D, and E), true or false items and matching items. The researcher gave the students about 60 minutes to finish the test.
3. Administering pretest
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to the experimental class to find out the class’ ability in a compound sentence. The pre test took about 45 minutes to be finished.
4. Arranged the material for teaching compound sentences
The result of the pre test was a consideration as the basic judgment for arranging the material for teaching compound sentences in the experimental class. The materials of teaching were three materials: creating compound sentences by using semicolon, creating compound sentences by using a colon, and creating compound sentences by using coordinating conjunctions.
5. Administering the treatment
The experimental class received the treatments in three times with different topics in the circle of a compound sentence. The treatments used PPP technique which is one of the variables of this research.
6. Observing the teaching and learning process
While the teacher was giving treatment to the students in the experimental class, the English subject teacher observed the teaching and learning process by taking notes about students’ difficulties in learning compound sentences
through PPP technique. This observation result provided data about the problem appear while PPP was being applied in teaching in the class, especially the problem faced by the students.
7. Delivering the questionnaire
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questionnaire was another resource besides the teacher observation to find out the students’ problem in teaching through PPP technique.
8. Administering the post test
The students had their time to do the post test after the treatments had been finished. The post test items were the same as the pre test items which consist of 30 item test of compound sentences. The researcher took about 45 minutes for students finishing the post test
9. Analyzing the data
The next step was analyzing the data have been collected. The data analysis used the data from the pre test and the post test result. Both of the data were compared in order to know whether there was a significant increasing in students’ score after receiving the treatment by using PPP technique.
10. Reporting the result
The data had been analyzed reported in the researcher’s paper systematically start from the data from the pre test and followed by the data from the post test. In the paper, the researcher knew the answer of his first research problem that was to know whether the PPP technique can give students significant increasing of a mastering the compound sentences.
3.7Data Analysis
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increase of students’ mastery of compound sentences through PPP technique at the second grade students of SMA Xaverius 1 Belitang.
In analyzing the data, the researcher did some steps below: 1. Calculating the score from the pre test and the post test.
2. Tabulating the result of each test and measuring the mean of each test result. In order to get the mean or the average score of each test, the researcher
The average score of test was the result of total students’ score divided by the total number of students.
(Hatch and Farhady, 1982: 55)
3. Making a conclusion from the tabulated result of the pre test and the post test which had been delivered. The researcher analyzed the data had been collected by applying the statistical computerization Repeated Measures t-test of SPSS
15 for Windows i.e. t = 1− 2 �
to test whether there was a significant
difference between pretest and the post test or not, in which the significance was determined by p < 0.05 (Hatch and Farhady, 1982:114). Whereas:
37 research, the date when the activities were done and the place where the activities were done. In the schedule, the researcher puts all the activities needed to collect the data. The activities were pre-observation which was done to collect the data about the students before the research was conducted, administering tryout test, administering the pre test, administering three times treatments and observation, administering the post test and delivered the questionnaire.
In the following table, the researcher gives more detail about the researcher schedule that had been done in SMA Xaverius 1 Belitang.
Table 4. Research Schedule
No. Dates Activities Place
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3 July 17th, 2013 Delivered the The pre test XI IPA 1
4 July 22nd, 2013 Treatment 1, Observation
1 XI IPA 1
5 July 23th, 2013 Treatment 2, Observation
2 XI IPA 1
6 July 24th, 2013 Treatment 3, Observation
3 XI IPA 1
7 July 29th, 2013 Administering the The
post test XI IPA 1
8 July 30th, 2013 Administering
V. CONCLUSIONS AND SUGGESTIONS
This capter discusses about the conclusions and suggestions based on the result and discussions of the research.
5.1Conclusions
Based on the findings of the data analysis, some conclusions can be drawn as follows:
1. Based on the research result, the aspect of compound sentences which has the highest increase is coordinate conjunction aspect. The result shows that coordinate conjunction has the highest increase with 2.2 point difference between the pre test and the post test mean (4.8 mean for the pre test and 7.0 for the post test mean). That is the highest increase when compared to the other aspects of compound sentences: 1.3 difference mean in conjunctive adverb (3.5 mean on the pre test and 4.8 on the post test) and 1.1 difference in semicolon aspect (6.9 mean on the pre test and 8.0 mean on the post test)
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faced by the student is the difficulties in remembering the function of coordinator they needed. The other problems are their difficulties in building a closed related sentences, the lack of vocabulary which make some students were difficult to understand what the teacher tried to explain. This problem caused the students prefer to chat with their friend. Besides of the problems above, sometimes the students forget the rule of combining two independent sentences into the correct compound
sentences.
5.2Suggestions
Based on the findings in the previous and the conclusion above, the researcher proposes some suggestions. The suggestions are as follows:
1 . Suggestions to the English teachers.
a. During the experimental research, the researcher still found that some students have problem with their lack of vocabulary. This problem caused the students had difficulties in understanding the teacher’s
explanation and creating some sentences that were needed to build a compound sentences. The researcher hopes that the English teachers can help the student to increase their vocabulary in order to the able to learn English and communicate in English.
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c. It is important to control the class, so all students will feel that the teacher cares about them. This can reduce the risk of uncomfortable learning environment because of the noise created by the students.
2. Suggestions to other researchers
a. This research focusses on the teaching compound sentences through PPP technique at second grade of senior high school. The other researcher who wants to use PPP technique can conduct the research in the other topic.
b. In this research, the researcher used the rigid pattern of PPP. It begins with presentation stage, goes to practice stage, and finally reaches the production stage. The other researcher can modify the order of PPP itself, for example the researcher can start with production stage first. It is based on the students’ need and ability.
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