A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in English Language Education
DEWI NOVIYANTI 207014000481
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
v
at the Second Grade of SMK Tunas Grafika Informatika Jakarta Selatan), Skripsi, English Education Department, Faculty of Tarbiyah Teachers‟ Training, UIN Syarif Hidayatullah Jakarta.
Advisor: Dr. Alek, M.Pd.
The objective of this research was to find out whether there was a significant differences of students‟ achievement in learning modal auxiliaries through contextual teaching and learning method. In this research, the writer used quantitative method. The method of the research was an experimental study by using pre-test and post-test controlled group design. The population of this research was the students of second grade of SMK Tunas Grafika Informatika Jakarta Selatan in academic year 2013-2014 which consist of 525 students. The sample of the research was 70 students (35 students were as experiment class and 35 students were as controlled class), chosen by using multi stage cluster randon sampling. The writer conducted of experiment in two different classes, the experiment class was in using contextual teaching and learning and the control class was in using other technique. The data were collected through the achievement of pre-test and post-test from two different classes. The findings of the research showed that teaching modal auxiliaries using of contextual teaching and learning technique is more effective than in using other technique. Based on the findings above, it can be concluded that contextual teaching and learning technique has served a positive influence, so it can be used as an alternative method in teaching modal auxiliaries based on the result of gained post-test
students‟ achievement at Second Grade of SMK Tunas Grafika Informatika
Jakarta Selatan in Academic Year 2013-2014.
vi
at the Second Grade of SMK Tunas Grafika Informatika Jakarta Selatan), Skripsi dari Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014
Advisor: Dr. Alek, M.Pd.
Tujuan dari penelitian ini adalah untuk mengetahui keefektifan tehnik contextual teaching and learning terhadap prestasi siswa dalam mempelajari modal auxiliaries. Dalam penelitian ini, penulis menggunakan metode kuantitatif. Metode penelitian yang digunakan adalah eksperimen dengan desain pre-test post-test control group. Populasi dari penelitian ini adalah siswa kelas 2 di SMK Tunas Grafika Informatika Jakarta Selatan pada tahun ajaran 2013-2014 yang berjumlah 525 siswa. Sampel penelitian adalah 70 siswa (35 siswa kelas “Experiment” dan 35 siswa kelas “Controlled”) yang dipilih dengan menggunakan tehnik multi stage cluster random sampling. Percobaan penulis lakukan di dua kelas yang berbeda dengan dua metode yang berbeda pula. Tehnik contextual teaching and learning digunakan dikelas “Experiment” dan tehnik lain digunakan di kelas “Controlled”. Data dikumpulkan melalui hasil prestasi dari pre-test dan post-test dari dua kelas. Hasil dari penelitian ini menunjukkan bahwa mengajar modal auxiliaries menggunakan contextual teaching and learning lebih efektif dibandingkan dengan menggunakan teknik yang lain. Berdasarkan pada hasil penelitian diatas, dapat disimpulkan bahwa tehnik contextual teaching and learning telah memberikan suatu pengaruh positif, sehingga tehnik contextual teaching and learning dapat digunakan sebagai suatu metode alternatif dalam mengajar modal auxiliaries berdasarkan hasil dari nilai akhir siswa kelas dua di SMK Tunas Grafika Informatika Jakarta Selatan pada tahun ajaran 2013-2014.
vii
In the name of Allah, the beneficent and the merciful.
All praise be to Allah the lord of this universe, by the grace of Allah the highest finally the writer is able to finish her „skripsi‟ after long effort of writing. Peace, blessing and salutation be upon our great prophet Muhammad, his family, his descendants, and his followers who strived in Islam.
In this precious occasion, the writer would like to express her greatest gratitude and honor to her beloved parents, Bahrudin, S.Pd. and Ayanih who have been supporting and encouraging the writer to finish this „skripsi‟.
The writer also would like to address her greatest thanks and appreciation to her kind advisor, Dr. Alek, M.Pd. who has guided, helped, suggested, and
corrected during developing until accomplishing this „skripsi‟. May Allah always
bestow blessing along his life.
Her gratitude and appreciation are also addressed to:
1. All lectures especially in English Education Department who always give their motivation and valuable knowledge and also unforgettable experience during her study at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd. as the chairman of English Education Department. 3. Zaharil Anasy, M.Hum. as the secretary of English Education
Department.
4. Nurlena Rifa‟I, M.A, Ph.D. as the Dean of Faculty of Tarbiyah and
Teachers Training of State Islamic University Syarif Hidayatullah Jakarta.
5. Dedy Supriadi, S.Pd., S.E., M.Si. the Headmaster of SMK Tunas Grafika Informatika and Drs. Sutarto the English teacher who also take a role as the observer in this research.
viii
Hopefully, this „skripsi‟ can be useful to the readers, particularly into
the researcher. Also, the researcher realized that this „skripsi‟ is far from being perfect. It is a pleasure for her to receive constructive critics and suggerstion from anyone who read her „skripsi‟ for valuable improvement.
Jakarta, Juli 2014
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APPROVAL SHEET ... iii
ENDORSEMENT ... iv
ABSTRACT ... v
ABSTRAK ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xii
LIST OF APPENDICES ... xiii
CHAPTER I. INTRODUCTION ... 1
A. Background of the Problem ... 1
B. Identification of the Study ... 4
C. Limitation of the Study ... 4
D. Formulation of the Study ... 5
E. Objective of the Study ... 5
F. Significance of the Study ... 5
CHAPTER II. THEORETICAL FRAMEWORK ... 6
A. Modal Auxiliaries Mastery ... 6
1. The Definition of Grammar ... 6
2. The Definition of Modal Auxiliaries ... 7
3. The Definition of Modal Auxiliaries Mastery ... 9
4. Type of Modal Auxiliaries ... 10
x
4. Component of CTL ... 22
5. Strategy of CTL ... 25
6. Advantage and Disadvantages of CTL ... 27
C. Effectiveness ... 27
1. Devinition of Effectiveness ... 28
2. Defining Effectiveness of Teaching ... 28
CHAPTER III. RESEARCH METHODOLOGY ... 29
A. Place of the Study and Time of the Study ... 29
B. Research Design ... 29
C. Population and Sample ... 30
D. Research Instrument ... 30
E. Technique of Collecting Data ... 30
F. The Technique of Data Analysis ... 30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS ... 33
A. Resrarch Findings ... 33
1. Description ... 33
2. Test of Hypothesis ... 43
B. Discussion ... 44
CHAPTER V. CONCLUSION AND SUGGESTION ... 45
A. Conclusion ... 45
B. Suggetion ... 46
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xii
3. Table 4.3. The Score of Pre-Test and Post-Test of Experiment Class ... 37 4. Table 4.4. The Score of Pre-Test and Post-Test of Control Class ... 39 5. Table 4.5. Comparison of the Score of Students of Experiment Class and
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CHAPTER I INTRODUCTION
This chapter presents the general account of the present study. It covers background of the problem, identification of the problem, limitation of the study, formulation of the study, objective of the study, significance of the study.
A.Background of the Problem
Communication to all people around the world is very important activity in life. Communication in a language is impossible without the mastery of the words used in that language. It is mainly through using words that we compose and express our thoughts to others. When people know a language, they can make choices about the words that they need to use and how to put these words together to create meaning. Language, of course, is knowledge, and in our world today knowledge is one of the key factors in survival, competitiveness, and every aspect of life.
One of the International languages is English. According to Harmer “English is consisting of four skills that should be learned, they are listening, speaking, reading, and writing skills. Listening and reading skills are regarded as receptive skills while speaking and writing skills are considered to be productive skills.” 1
English language is the first foreign language in Indonesian schools. Having studied English, the students expect to acquire some abilities and those are: the ability to listen to English sounds, the ability to read and to understand English book, the ability to speak English, and the ability to write English. Beside the four language skills, they should have a capability in language components. One of the components is grammar. Penny Ur said, “Grammar may be roughly defined as the way a language manipulates and combines words (or bits of words)
language. Traditionally, grammar has been concerned almost exclusively with
analysis at the level of the sentence.”3
Based on two statements above, it can be concluded that grammar is description of the rules that govern how language‟s sentences are formed.
The grammar component, such as syntax, morphology, and so on should be acquired by any ones who learn language. Therefore, they can use the language clearly, accurately and effectively.
Grammar is also needed even in the communication, because it can avoid misunderstanding. By mastering grammar, it is hoped that we can share the information and be more confident to express the idea when we communicate with other people. Grammar is an important element to be learned in language learning, because it is used to understand the language.
There are many aspects discussed in English grammar. One of them is
modal auxiliaries. A modal auxiliary generally expresses a speaker‟s attitude of
„moods‟. For example, modal can express that speaker feels something necessary, advisable, permissible, possible, or probable; and in addition, they can convey the strength of these attitude.4
There are several kinds of modal auxiliaries; namely can, could, be able to, might, shall, ought to, had better, be supposed to, be to, should, will, be going to, would, used to, must, have to, have got to and used to. Helping verb or modal auxiliaries express a wide range of meanings such as, ability, permission, possibility, necessity, e.t.c. Most of modals have more than one meaning. The modals are complex, heavily and used group of words. They should be studied and observed carefully. Some of them change the meaning in the negative, so that their true negative must be expressed in other auxiliaries.
According to Betty Schrampfer Azar, the types of Modal Auxiliaries can be divided into two types. First, modal auxiliaries can, could, had, better, may,
3
Scott Thornbury, How to Teach Grammar, (Malaysia: Longman, 1999), p. 1.
4
might, must, ought to, shall, should, will, and would. Second, similar expressions: be able to, be going to, be supposed to, be to, have to, have got to, and used.5
In modal auxiliaries, there are some difficulties faced by students in; first, most of student still confused to decide the meaning of modals. Second, they have difficulties because the grammatical rules in term of sentence structure in English and Indonesian language are diffirent. Third, most of student translate the sentences in Indonesian language into English language.
Next, based on the observation the writer found that the students‟ were not interested in study grammar because in their opinion grammar is boring. It happened because the technique that teacher used for study grammar not interested, they did not use the suitable technique in teaching grammar especially modal auxiliaries. During teaching learning activity, the teacher gave them some minute to do exercises meanwhile most of students did not pay attention to the
teacher‟s explanation even they did not do the exercises. Furthermore, the teacher
never gives motivation to the students.
Here, the writer assumes that students‟ understanding in modal auxiliaries is influenced by their physical condition, their interest toward the material, lack of practice time, the difficulty of the meaning modal auxiliaries and hardly to distinguish a kind of modal auxiliaries.
Based on the writer‟s experience when she did the observation in SMK Tunas Grafika Informatika Jakarta are still difficult to achieve those targets because their knowledge of English is still low primarily in modal auxiliaries. The students do not understand clearly what the modal auxiliaries is, how to identify the modal auxiliaries and how to know the kind of modal auxiliaries. Beside, the teacher also less preparation in teaching modal auxiliaries. Therefore, the teacher needs to be more creative in teaching, including the use of technique.
5
The writer would like to propose an alternative technique is „Contextual
Teaching and Learning‟. It is the teacher‟s way or triks which actually give the
words that closely related to the „theme‟ provided. This technique will help
student to learn modal auxiliaries and students more interest to learn modal auxiliaries.
Based on those problem that have mentioned above the writer would like to investigate deeply title of this research ‘The Effectiveness of Contextual Teaching and Learning on Students Modal Auxiliaries Mastery at the Second Year Students’ of SMK Tunas Grafika Informatika Jakarta”.
B. Identification of the Problem
Based on the background of the study above, there are some problems that can be identified in this research such as:
1. Most of students still have difficulties to decide the meaning of modals.
2. Students still have difficulties because the grammatical rules in term of sentence structure in English and Indonesian language are different.
3. Teachers were not use the best technique for teaching modal auxiliaries.
C. Limitation of the Study
It is essential to limit the problem in order to avoid misunderstanding in interpreting the problem. The writer limits the problem in this research only in the
students‟ difficuties in learning some modal auxiliaries; they are May, Can, Must
and Will which are explained in the second grade of senior high school.
D. Formulation of the Study
E. Objective of the Study
The objective of the research is to know contextual teaching and learning can affect in teaching modal auxiliaries for the second year students of SMK Tunas Grafika Informatika Jakarta Selatan.
F. Significance of the Study
CHAPTER II
THEORETICAL FRAMEWORK
The second chapter presents Theoretical Framework. It is divided into three part. Part A discusses about Modal Auxuliaries, Part B discusses about Contextual Teaching Learning, and Part C discusses about Effectiveness study, A.Modal Auxiliaries
1. The Definision of Grammar
Scott Thornburg stated” grammar as asystem of rules (or patterns ) which
describe the formation of a language‟s sentences. 1
According to Craig Hancock, “Grammar is the natural, inherent,
meaning-making system of the language, a system that governs the way words come together to form meanings; grammar is also the study of that system, the various theories of perspectives that attempt to understand and describe it.”2
David Nunan in this book “Second Language Teaching Language and
Learning” stated Grammar is:
a. An analysis of the structure of language, either as encountered in a corpus of speech or writing (a performance grammar) or as predictive of a speaker‟s knowladge (a competence grammar). A contrast is often drawn between a descriptive grammar, which provides a precise account of actual Usage, and a prescriptive grammar, which tries to establish rules for the correct use of language in society.
b. An analysis of the structural properties which define human language (a universal grammar).
c. A level of structural organization which can be studied independently of phonology and semantics.
1
Scoot Thornbury, Uncovering Grammar, (Oxford: Macamillan Publisher. 2001) p. 1.
2
Grammar is a description of the structure or a language and the way in which linguistic units such as words and phrases are combined to produces sentences in the language in Nunan.3
While Penny Ur said “grammar is sometimes defined as the way words are
put together to make correct sentences”.4
The various definition of the grammar according to experts above can be identified by the key words of each definition and it can be concluded in a sentence. So the grammar is the study of the way words come together to form meanings and to make correct sentences.
Grammar also plays a part in the National Curriculum. Grammar pops up all over the place – under speaking, listening, reading, and ( of course ) writing, under standart and non-standart dialects, under accuracy and appropriateness, tinder the spelling of single words and the punctuation of whole paragraphs, and in connection with literature, with the media and with jokes. The intention of the National Curriculum is very clear: those grammatical ideas should be available to teachers and pupils for use as tools. Without those tools, a great many of the other jobs which the english teacher has to do will be very, very much harder. So the part assigned to grammar is important, even though it keeps a low profile.5
The knowledge of grammar is very important to express not only what we want to write hue‟ also what we want to say. By understanding and mastering grammar, people can make a good writing and communicate confidently.
2. The Definition of Modal Auxiliaries
On other occasion, however, the verb in its basic form is not sufficient in itself to convey both the lexical meaning of the word and other supplementary information (e.g. about person, tense, aspect, interrogation, negation). For example, in She studies history we need the suffix in order to refer the action to a third person singular subject; in He is studying now we need both another verb form (is) and a suffix (-ing) to convey the meaning of the progressive aspect. In I have written a letter a verb from (have) and a suffix (-en) are necessary to express the perfect aspect. And in Do they speak English?, do is used to hake a interrogative structure.
Thus, side by side with carry the basic lexical meaning. English uses the verbs be, have, and do, as auxiliaries verbs. These auxiliary verb „help‟ full verbs to convey the extra information about tense, aspect, interogation, negation, etc.6
Auxiliary verb is verb that is used with another verb to show its tense, person, mood,etc. In English the auxiliary verbs are be, do, and have (as in I am running, I didn‟t go, They have gone) and all the modal.7
Auxiliary (or „helping‟) verbs are used together with other verbs to „help‟ them express particular grammatical functions or meanings (for instance, to make questions, or to from tenses). In English, a lot of important meanings are expressed by changes in the verb, for example: questioning, negation, time, completion, continuation, repetition, wilingness, possibility, and obligation. But English verbs do not have many different forms. The maximum (except for be) is live (e.g. see, sees, seeing, saw, seen). So to express these meanings, a number of auxiliary verbs are used such as do, be, and have.
These three auxiliary verbs have very impotant grammatical funcions. Do is used to make question and negative forms of simple tenses, and for some other purposes. Be is used with participles (-ing and –ed forms) to make progressive
6 G. De Devitiis, I, Mariani and K. O‟malley,
English Grammar for Communication, (England: Longman Group UK Limited, 1989), p. 31.
7Longman Dictionary of Contemporary English 3rd Edition
and passive verb-forms. Have is used to make perfect verb-forms. Do, be, and have also have other non-auxiliary‟ uses. 8
3. Definition of Modal Auxiliaries Mastery
Modal auxiliaries generally express a speaker‟s attitudes, or “moods”. For example, modal can express that a speaker feels something necessary, advisable, permissible, possible, or probable; and in addition, they can convey the strength of these attitudes. These are the verbs can, could, may, might, must, will, would,
really have “meanings” of this kind when they are used as auxiliary verbs).9
Modal verb is technical one of those verb form: can, could, may, might, shall, should, will, would, must, ought to, used to, and had better. They are all used with others verb to change their meaning by expressing ideas such as possibility, permission, or intention.10
According to Irma Kosita Gloria Barus:
“Modal auxiliaries adalah satu bentuk kategori dalam tata bahasa inggris yang berfungsi sebagai pembantu kata kerja (auxiliaries) yang salah satu fungsinya adalah untuk menunjukkan kebenaran, perkiraan, atau kemungkinan. (Modal auxiliaries are kinds or categories in grammar which function as auxiliaries such as for showing the truth, prediction, or possibility).11
8
Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1980), p. 90.
9
Betty Schrampfer Azar, Understanding and Using English Grammar 2nd Edition, (New Jersey: Prentice Hall Regents, 1989), p. 68.
10
Longman Dictionary of Contemporary English 3rd Edition, (England: Longman Group Limited. 1995), p. 74.
11
4. Type of Modal Auxiliaries
The modal auxiliaries form a special group because they do not use normal verb tense endings. They generally have no suffix (-s, -ing, -ed, or en). They have several points in common which make them quite difference from other verbs: a. They are not ussed (except sometimes in the negative) to talk about things
which are definitely happening, or have definitely happened. Modal verbs are used when we say that we expect things to happen, or that events are possible, or improbable, or when we say that things did not happen, or that we are not sure whether they happened.
e.g.: I can‟t swim.
She could he in london or paris or Tokyo – nobody knows.
I may come tomorrow it‟ll have time.
You might have told me frances was ill. What would you do if you had a free year ?
I think they should have consulted a doctor earlier.
b. Modal verbs has no – s on the third person singular; questions and negatives are made without do; they are followed by the infinitive without to of other verbs (except for ought).
e.g.: You needn‟t !look at nine like that. Fie must be here by nine o‟clock. Can your mother drive ?
Yhat ought to be enough.
c. Modal verbs have no infinitives, and other exprenssions are used instead, when necessaly.
e.g.: I‟d like to be able to skate.
You are going to have to work harder.
d. Modal verbs have no past fibrins. Could and would are with past meanings in conic cases (but never to say that particular events actually happened on definite occasions)
e.g.: You should have told meat once. Her car may have broken down.12
According to Betty Schramfer, the types of Modal Auxiliaries can be divided into two types. First, modal auxiliaries can, could, had better, may, might, must, ought to, shall, should, will, and would. Second, simliar expressions; be able to, be going to, be supposed to, be to, have to, have got to, used to.13
Modals and semi modals can be grouped into three major categories according to their main meanings (excluding used to, which relates to past time).
a. Permission/possibility/ability: can could, may, might
b. Obligation/necessity: dust should, (had) better, have (got) to, need to, ought to, be supposed to.
c. Volition/prediction: will, would, shall, be going to.14
5. The function of Modal Auxiliaries
Modal auxiliary verbs has at least two meanings. One use of all modal verbs is to talk about the possibility of situation or event. Some of these verbs are used to say that a situation is certain; others that it is probable or possible; other that it is impossible.
a. Certainty: shall, shan’t, trill, won’t, must, can’t couldn’t, would,
wouldn’t.
b. Probability: should, couldn’t, ought to, oughtn’t to, bay (not). c. Weak Probability: might, might not, could.
d. Conditional Certainty or possibility: would, wouldn’t, could, couldn’t,
mighty, mightn’t.15
12
Michael Swan, Practical English Usage, (Oxford: Oxford University Press. 1980), p. 38.
13
Betty Schrampfer Azar, Understanding and Using English Grammar 2nd Edition, (New Jersey: Prentice Hall Regents, 1989), p. 68.
14
Stig Johanson, Geoffry Lecchand Dauglas Bibes, Longman Grammar of Spoken and Written English, ( London: Edinburg Gate, 2000), p. 485.
15
Can
Can is used informally to request permission, especially if the speaker is talking to someone she/he knows fairly well.16 The detail functions of Can are followed:
1. To express the ability
e.g.: I can speak three foreign languages. I can swim.
2. To express request or asking to someone else for doing something. e.g.: Can You open the windows”?
Can you help me?
3. To express asking or giving permission Giving permission: 5. To express offering something to someone else.
e.g.: Can I get you some tea?17 Could
1. Could Expresses ability, subject to certain conditions which probably do not exist. In this use, could can refer to the present, the past, or the future.
e.g.: I could go now, if wanted to. ( i do not want to )
16
Betty Schrampfer Azar, Understanding and Using English Grammar 2nd Edition, (New Jersey: Prentice Hall Regents, 1989), p. 68.
17
2. Could is used to request permission. It is somewhat more formal and Polite than can.
e.g.: Could I borrow your pencil?18 3. Could also expresses the ability in the past.
e.g.: When I was younger, I could run past.19 May
1. May expresses possibility.
e.g.: I may go, but I don‟t really want to.
It may rain, according to the weather report.
2. May is also used to express permssion. It is considered more formal and polite than can or could.
e.g.: May I smoke in your class? Yes, you may. Might
1. Might expresses possibility which is consider slighter than that expressed by may.
e.g.: I might ccompany you, but it doesn‟t appear very likely. It might snow in Oktober; you can never be sure.
2. Might is used to ask permission. It is more formal and more polite than 2. To ask or give the opinion about something
e.g.: AI am bad at English. What should I do ? B: I think you shield take an English course.
18
George F. Wishon, Julia M Barks, Let’s Write English revised Edition, (New York: Litton Educational Publishing, 1980) p. 230.
19
Betty Schrampfer Azar, Understanding and Using English Grammar 2nd Edition, (New Jersey: Prentice Hall Regents, 1989), p. 16.
20
3. To show the obligation
e.g.: You should pay the tax regularly. 5. To criticize the condition or situation
e.g.: The children shouldn’t be playing. They should be at school.21 Shall
1. To express a request for agreement or an offer to do something for someone. e.g.: Shall I answer the telephone from you?
Shall I go now and come back later?
2. Shall is used with the first person pronouns, I and We, to express future action.
e.g.: I shall leave for Spain tomorrow. We shall return in Spetember. 3. Shall can express a threat
e.g.: If you speak like that again, you shall be punished. 4. Small may express a promise.
e.g.: You Shall receivere your diplomas in june. Will
1. Will is used to express agreement, mild promise or willingness, or, in a question, to make a polite request.
e.g.: I will do whatever you think best. I will act in the play if you will. will you please carry this for me? 2. The negative of will may express refusal.
e.g.: My uncle will not be there tonight.22 3. To express a prediction.
e.g.: According to the weather report, it will be cloudy tommorow.
21
Silvester Goridus Sukur, Complete English Grammar the TOEFL, (Yogyakarta: Indonesia Cerdas. 2007), p. 121.
22
4. To express willingness.
e.g.: The phone is ringing. I‟ll get it.23
Would
1. To express the result condition in a contrary-to-fact situation. e.g.: If I had time, I would go with you.
(I do not have the time. There fore, the condition is contrary to fact).
2. In the interrogative, would may inquire as to someone‟s willingness to do
something, ask about someone‟s preference, or invite someone to do something.
e.g.: Would you be kind enough to this for me?
Would your friend be interested in this book about ancient art? Would you like to join us for tea tomorrow?
3. Would in the negative expresses refusal. It is the past of will not. e.g.: He would not let me enter the country.
4. To express a habitual or customary action in the pas.
e.g.: When I was young, my grand father would tell me stories. I would sit beside him and listen for hours.
Must
1. To express the idea of neccessity or unavoidable obligation, or a condition which cannot be changed.
e.g.: The time is up. We must go.
(Perhaps we do not want to, but we have no choice) One must eat to live. (There eat no choice)
You say you want to pass. Then you must try harder. ( It is them only way).
23
2. Must in the negative expresses prohibition and is used to keep someone from doing something. The prohibition may be because of a rule, alaw, the general disapproval of society, or the danger involded.
e.g.: You must not walk on the grass. (there is a rule againstit)
You must not pick the flowers in the park. (it is prohibited by law) You mustn’t smoke in class.
Children mustn’t cross busy street alone. Ought to
1. Ought to, like should, expresses desirability, avoidable obligation, or duty. It relates to present or future time. Ought to and should are often used interchangeably.
e.g.: You ought to study more. (If you want to learn) The child ought to be reading by now.
2. Ought to + have +a past particple, referring to past time, indicates that a duty has not been or, in the negative, something wrong has been done.
e.g.: You failed: you ought to have studied more. You (ought not to have wasted your time) The Form of Modal Auxiliaries can be seen at a chart bellow:
Form of Modal
Could Not Could Could (Present)
Could (Past)
Might Not Might Maight (Present)
Modal Form Used for
Would Would Not Would Would (Present)
Be Going To
Be going to implies prior throught or planning, or suggest a process leading to an action.
e.g.: Samira is going to apply for a position in the Foreign Service. Have To
Have to , like must, expresses unavoidable obligation or necessity. Have to is interchangeable with must in affirmative sentences and is often used instead of must in negative sentence.
e.g.: we must leave by 06.00.
we don‟t have to leave by 06.00
we must not leave before 06.00. (we are prohibited from leaving) unlike the modal auxiliaries, have to changes its form to indicate time and person.
B. Contextual Teaching Learning
1. Background of Contextual Teaching and Learning (CTL)
Most educators are familiar with the theories of John Dewey and his progressive push constructivism. In this model, “student 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
pre-exiting intellectual construct”.24
In conjuction with constructivism, contextual teaching and learning (CTL) also encourages students to take ownership of their learning, specifically by “[relating] subject matter content to real word situation; and [motivating] students
to make connections between knowledge and its applications to their liives”.25
This connection between content and the real word is what teachers should strive to help their student see. By accomplishing this task, teachers not only motivate students to pay attention to the content matter, they also help students build crucial higher-order thinking skills. As the trend for globalization continues,
24
http://www.kennesaw.edu/english/ContextualLearning/2003/HeatherHooks,
April15,2012.
25
it becomes imperative that student understand the fundamental inter-relatedness of all things, which requires that subject matter content could be applicable in more than one discipline.
A national programmer has emerged a better way of teaching to attain higher student learning achievement contextual teaching and learning which was introduced to thirty-two senior high schools.
2. Definisi of Contextual Teaching and Learning (CTL)
Most of students in the schools enables to make a connection between what they are learned and how to knowledge will be used. Hence, most educators have to be creative in choosing teaching technique, because teaching technique should be varied accourding to the subject being emphasized. CTL is the one of teaching methodology. Actually, CTL is not a new method in teaching methodology. CTL was invented by Jhon Dewey in 1916.26 In that time, Deway proposed a teaching methodology, which related to a material with student experience. He thought by connecting the academic knowledge with student‟ real life, a teaching learning activity will be more meaningfully. It means they are not only learn about the theory, but they know why they learn the theory and how to applied a theory in the real life.
Furthermore, Johnson defined that “Contextual Teaching Learning is an educational process that aim to help students see meaning in the academic material they are studying by connecting academic subject with the context of their lives, that is, with the context of their personal, social, and cultural circumstances.27 In other words, the objective of CTL is to help a students make a connection between the material they are learned with the environment. Therefore,students not only learn about the concept of the theory but also know how to apply the theory.
26
Trianto, Model – Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta: Presentasi Pustaka, 2007), p. 101.
27
In line with the definitions above, Blanchard quoted that “CTL is a conception of teeaching and learning that helps teacher relate subject matter content to real world situations and motivates students to make connection between knowledge and its application to their lives as family member‟s citizens and workers and engage in hard work that learning requires.28
In addition, Wina Sanjaya has the same perspective in defining Contextual Teaching Learning, she said that “Contextual Teaching Learning (CTL) adalah suatu pendekatan pembelajaran yang menekankan kepada proses keterlibatan sisw
auntuk dapat menerapkannya dalam kehidupan mereka.”29
As a whole, the teacher has a function as a mediator and students are expected to be more active to formulate the material which is thought contextually not textually. Besaides CTL is a method which considers aconnection between academic knowledge and the context of students daily lives. It emphasizes on the
students‟ understanding and meaningful learning. To create students
understanding, theachers have to help studendts to seek menaing in the context
which has relationship have to the students‟ environment, since learning occurs
only when students proceed knowledge in sugh a way that make sense to their own frames. Again, to create meaningful learning, students are to motivate to find a meaning in the material by themselves, so the teaching learning activity will be more meaningfull and fun.
3. Characteristic of Contextual Teaching and Learning (CTL)
Johnson, as quoted by Nurhadi, characterizes Contextual Teaching and Learning into eight important elements as follows:
a. Making Meaningful Connections
Students can orginize them selves 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.
28
Trianto, Model – Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta: Presentasi Pustaka, 2007), p. 101.
29
b. Doing Significant Work
Students can make relationship among schools and the various existing contexts in the real world as business maker and as a citizen.
c. 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 producs.
d. 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.
e. Critical and Creative Thinking
Students are able to apply higher level thingking critically and effectively, they are able to analyze, to synthesize, to tackle the problem, to make a decision and to think logically.
f. 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.
g. Reaching High Standards
Students know and reach the high standars. It identifies their purposes and motivates them to reach it. Teacher shows to students how to reach what called excellent.
h. Using Authentic Assessments
English subject by designing a car, planning the school menu, or making the serving of human emotion or telling their experience.30
These eigh characteristics make Contextual Teaching and Learning different from other methods. These characteristics became the main components in applying Contextual Teaching and Learning 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 thingking ask the students to responsible for their own learning. The role of teacher in Contextual Teaching and Learning is to facilitate students to find the fact or the meaning, concept, or principles for their selves. Once these eight characteristics applied in classroom, it will help both students and teachers in creating a good atmosphere where the learners have a great responsibility in achieving their success in learning.
4. The Component of Contextual Teaching and Learning (CTL)
In implementing CTL, seven components of CTL that must be filled relate to the principle of CTL. Those components are the important things in building CTL system. The components are constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment.31
a. Contructivism
Contructivism is a process of building up a new information or knowledge
in a learner‟s cognitive structure based on the experience. 32
Constructivsm assumes that a knowledge is not formed from the object but the individual ability aas an subject who process all the object that is observed, have an important role in formng a knowladge. It could be seen that constructivism emphasizes on the importance of student in building their own knowledge thtoughh actively involving toward teaching learning process. Since in this method, the teaching learning process more covered by students centered than teacher centered. This
30
Nurhadi, Pembelajaran Kontekstual (Contextual Teaching and Learning) Dan Penerapannya Dalam KBK, (Malang: Universitas Negeri Malang, 2004), p. 21.
31
Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi, (Jakarta: kencana perdana media group, 2008), p. 118.
32
obviously seen that CTL is method which emphasize on process oriented not product oriented.
b. Inquiry
The second component of CTL is inquiry. In this component, teaching learning process based on the finding of thinking systematically.33 It means that knowledge and a skill gained is not an outcome of remaining material, but as an outcome of finding itself. In this step, teachers have to design the activities that motivate students creativity.
Regarding the statement above. Regarding the statement above, trijanto defined four steps in carrying inquiry activities, there are:
1) To Formalated aproblem. 2) To Observed a problem.
3) To Analyzed and the result in the written form, picture, chart, table, etc.
4) To Communicate and report the result that is found.34
Through those steps, students are used to fine and solve the problem by themselves, and they used to work collaboratively.
c. Questioning
Questioning is viewed as a reflection of individual curiosity. In CTL, The teacher does not only explain the material traditionally, but also the teacher leads the students to find out the information or knowledge through question. Furthermore, questioning is the teacher activity to motivate, to lead and to measure the power of students thinking. 35Moreover, this activity helps students to get the information and confirm the information they have alredy known.
33
Trianto, Model – Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta: Presentasi Pustaka, 2007), p. 110.
34Ibid 35
In addition, questioning can be done between students and teacher, student and student. In this sense, wina sanjaya sated five usage of questioning, there are:
a) Knowing information about student ability in mastering the material. b) Improving students motivation to learn.
c) Stimulating student curiosity.
d) Focusing student on what they want.
e) Leading students to find and to conclude the material.36 d. Learning Community
The concept of learning community suggested that the outcome of learning activity is gained from the corporation with other, that statement supported by Leo Smenovich who stated that a knowledge and the understanding is much supported by the communication with other.37 It could be said that a problem is impossible to be solved alone, needed others help to solve it. The corporation of take and give has an important role in the learning community. In addition, learning community can be held by applying group learning.
e. Modeling
motivates a student to define their experience, so that they can conclude their learning experience.
Usually the reflection is able to be realized, through some manners such as a question about today‟s material which is gained, a note or a journal in the
student‟s book, impression and suggestion about today learning activity,
discussion, etc.
g. Authentic Assessment
Assessement is a process of data collecting which explain students learning improvement.40 Authentic assessement estimates knowledge and the skills that is gained by a students.
Usually, authentic assessement focuses on objectives, involves hands-on learning requeires making connection and collaborating, and inculcates higher order thinking. Because authentic task uses these strategies, they allow studentsss to display mastery of objectives and depth of understanding, while at the same time increasing their knowledge and discovering ways to improve.
5. Strategies of Contextual Teaching and Learning (CTL)
As discussed before, to conduct CTL class, teachers need to know every component and aspect that builds a CTL, including the strategies to teach contextually to attain the maximum result in teaching learning process in the class. Here there are six step to teach contextually: problem-based, using multiple contexts, drawing upon student diversity, supporting self regulated learning, using interdependent learning groups, and employing authentic assessment.41
a. Problem-Based
Here, students use critical thinking skills and a systemic approach to inquiry the problem or issue.42 Students may also draw upon multiple content areas to solve these problems that are relevant to students environment have an important role in conducting this strategy.
40Ibid 41
http://www.cew.wisc.edu/teachnet/ctl/ acessed on 22 July 2013
b. Using Multiple Contexts
CTL experiences are enriched when students learn skills in multiple context ( i.e. school, community, workplace, family). By using a multiple context, teaching learning process will be more active. Besaides, the students are motivated to think creatively, because they find a varieties source.
c. Drawing Upon Student Diversity
As discussed before that CTL is a method which appreciate a student diversity, it ensures that students are not homogenous, they have different values, social mores, and perspective. To handle of those distinguishes, teacher can from group learning or team collaboration that respect students diverse histories, broaden perspective and build interpersonal skill.43
d. Supporting Self- Regulated Learning
Ultimately, students must becoume lifelong learniners. Lifelong learners are able to seek out, analyze, and use information with little to no supervision. To do so, students must become more aware how they process information, employ problem solving strategies, and use background knowledge.
e. Using Interdependent Learning Groups
Students can learn from each others in a little group, and learn in a bigger team (class). They will influenced and will contribute to the knowledge and beliefs of others. The group learning is used to share knowledge, focus on goals, and allow all to teach and learn from each other.
f. Employing Authentic Assessment
Authentic assessment evaluates the applying of kenowledge and the students complex thinking. It is better than the students just memorizing the actual information. CTL nature condition needs the assessment that can measure knowledge and skills deeply and in a variety way than one disciplinary measured
6. The Advantages and Disadvantages of Contectual Teaching and world, it makes learning more meaningful. Besides, in this method students do not only become a passive observer rather than become more active and more responsible to their learning.44
In other hand, CLT has it‟s own weakness, CTL is taking time for the
preparation. In preparing the lesson plan, teacher should recognize students diversity and then utilize difference to create a rich learning environtment. Besides, the authentic assessment also takes more time for the teachers to develop and apply.
C.Effectiveness
1. Definition of Effectifeness
The word effective is sometimes used in a quantitative way, “being very or not much effective”. However it does not inform on the direction (positive or negative) and the comparison to a standard of the given effect. Efficacy, on the other hand, is to ability to produce a desired amount of the desired effect, or success in achieving a given goal. Contrary to efficiency, the focus of efficacy is the achievement as such, not the resources spent in achieving the desired effect. Therefore, what is effective is not necessarily efficacious, and what is efficacious is not necessary efficient. Therefore, effectiveness: doing “right” things, i.e. setting right target to achieve an overall goal (the effect).45
Being effective means producing powerful effects. Being efficient means producing result with little wasted effort. It is the ability to carry out actions
44
Nurhadi, Pembelajaran Kontekstual (Contextual Teaching and Learning) Dan Penerapannya Dalam KBK, (Malang: Universitas Negeri Malang, 2004), p. 6.
45
quickly. However, by so doing, it may be achieving effectiveness. Effectiveness involves achieving the worthwhile goals that support your vision and mission. 2. Defining Effectiveness of Teaching
In the past decade, there has been ever increasing interest in efforts to identify why students in certain classrooms learn at faster rates than in others. Students characteristics obviously are part of the equation. Recently, however, researchers, along with school districts and other organizations have used relatively new statistical approaches to focus on teacher impact on student learning. A clear lesson from these projects is that some teachers are especially effective.
What are some characteristics of effective teachers? Effective classroom management
Active engagement of student Efficient use instructional time
Studies have identified aspect of good classroom management as being strongly linked to higher levels of student learning. The aspects include the following:
The classroom management system emphasized curriculum-related
activities,
The teacher is consistently well-prepared and follows predictable
patterns of behaviors and activities and
The teacher minimized disruptive behavior by redacting students in a
positive way before the problems became overt.
What instructional approaches support high levels of student learning and are characteristic of good teaching?
A supportive classroom environment. Cooperative learning.
D.Theoretical Framework
In theoretical framework the writer agree with Irma Rosita descibe and Johnson theory.
Irma Rosita describe that Modal auxiliaries adalah satu bentuk kategori dalam tata bahasa inggris yang berfungsi sebagai pembantu kata kerja (auxiliaries) yang salah satu fungsinya adalah untuk menunjukkan kebenaran, perkiraan, atau kemungkinan. (Modal auxiliaries are kinds or categories in grammar which function as auxiliaries such as for showing the truth, prediction, or possibility).46
In Johnson said that “The heart of contextual teaching and leaning is the connection that leads to meaning. When young people can connect of an academic subject such as mathematics, science, o history with their own experience, they discover meaning, and meaning gives them a reason for learning”.47
E.Hypothesis
There are two hypothesis of this research:
a. Alternative hypothesis (Ha): there is significance difference between the students‟ achievements in study modal auxiliaries mastery using contextual teaching and learning and with using other technique at SMK Tunas Grafika Informatika Jakarta.
b. Null Hypothesis (Ho) there is no significance difference between the students‟ achivements in study modal auxiliaries mastery using contextual teaching and learning and with using other technique at SMK Tunas Grafika Informatika Jakarta.
46
Irma Rosita Gloria Barus dkk, Bahasa Inggris II, (Jakarta: Pusat Penerbitan Universitas terbuka,2004), p. 24.
47
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents place of the study and time of the study, research design, population and sample, research instrument, technique of collecting data, and technique of data analysis.
A. Place of the Study and Time of the Study
This research was carried out at the second years students of SMK Tunas Grafika Informatika, located on Petukangan Utara Pesanggrahan Jakarta Selatan academic year 2013/2014.
This research is carried out for 1 weeks from 21 April 2014 up to 25 April 2014.
B. Research Design
The research design of this study is experimental research by using pre-test post-pre-test control group design about teaching modal auxiliaries using Contextual Teacing and Learning of second year student of SMK Tunas Grafika Informatika Jakarta Selatan. An experimental study focuses on treatment and outcome. According to Ary this research usually involves three step; (1) administering a pre-test measuring the dependent variable, (2) applying the experimental treatment x to the subject, and (3) administering a post-test, again measuring the dependent variable. Differences attributed to application of the experimental are then evaluated by comparing the pre-test and post-test score. So, in this research, there is no control of extraneous variable.1 This study may also include two classes of 11th grade students they are XI-1 and XI-5 of SMK Tunas Grafika Informatika Jakarta Selatan, as the context in which the experiment is conducted. The two classes were handle by different English teacher but have own similiar educational background.
1
C. Population and Sample
The population of this research consist of fifteen clases, namely X-1, X-2, X-3, X-4, X-5, X-6, X-7, XI-1, XI-2, XI-3, XI-4, XI-5, XII-1, XII-2, and XII-3. The sample of this research is taken by using Multi Stage Cluster Randon Sampling. So, the total number of the students is 525 students. Based on this research is 70 students, which is divided into two classes, namely XI.1 consist of 35 students and XI.5 consist of 35 students.
D. Research Instrument
To get the data in this research, the writer use the test as an instrument. It is used to know how well the students already mastered the modal auxiliaries also to prove the effectiveness of using the contextual teaching learning in teaching modal auxiliaries.
E. Technique of Collecting Data
To collect the data, the writer used the test. The test was done to find out the effectiveness of using contextual teaching learning in teaching modal auxiliriaries. The writer applied two tests namely pre-test and post-test for the experiment and control class, both of them will be named “data”. (the form of pre-test can be seen in the appendices).
F. Technique of Data Analysis
In analyzing the data, the writer uses statistical calculating of t-test to find
out the difference scores of students’ achievement in teaching modal auxiliaries
using contextual teaching and learning compared without contextual teaching and learning. Data processing is the step to know the result of both experimental class using contextual teaching and learning as variable X and controlled class without using contextual teaching and learning as variable Y, and their differences.
In the comparative technique, the variables are compared to recognize whether or not the differences are significant. The writer used t-test formula that adapted from Sudijono. Before using t-test formula; the writer has sought some
∑fX’ = sum of frequency multiply the students’ score N = number of students
2. Determining Standard Score with Formula:
SD1 =
i
√∑3. Determining of Standard Error Mean with Formula
SEM1 = √
SEM1 = standard error mean of gained score SD1 = standard deviation of gained score N = number of students
4. Determining standard error from mean of variable X and variable Y, with the formula:
SE M1M2 =
√
SEM12 + SEM22
2
5. Determining t-observation (to) with the formula:
to =
6. Determining t – table (tt) in significant level 5 % and 1 % with degree of freedom (df), with formula:
df = (N1 + N2) -2 df = degree of freedom N = number of students’
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents the research findings and discussions. In the case, it discusses the way to develop students’ study modal auxiliaries by using Contextual Teaching and Learning at XI students of SMK Tunas Grafika Informatika Jakarta Selatan in academic year 2013/2014. Related to the discussion of the result, it is divided into three parts. Those are before implementing the action, the implementation of the action, and discussion of all the data after implementing the action.
A. Research Findings 1. Description
As described in previous pages that the writer held the field reasearch at SMK Tunas Grafika Informatika Jakarta Selatan. She held the field research by
taking students’ score of the tests (pre-test and post-test). The pre-test is given before the lesson is begun and the post-test is given after the lesson is finished.
To find out the result of test (pre-test and post-test) the writer makes the table of the students score as follow :
Table 4.1
The Score of Pre-test of Experiment Class and Control Class
Student Experiment Class Control Class
1 65 65
2 60 70
3 80 65
4 65 60
5 60 70
6 65 70
7 70 55
8 75 60
Student Experiment Class Control Class
10 55 60
11 65 65
12 70 65
13 65 60
14 50 60
15 55 60
16 55 65
17 55 60
18 70 60
19 75 50
20 75 60
21 80 70
22 70 70
23 70 50
24 70 65
25 65 70
26 75 70
27 65 65
28 65 55
29 70 55
30 55 60
Student Experiment Class Control Class
32 60 65
33 60 55
34 70 50
35 65 70
Mean
X = 2295 MX = 65.57
Y = 2195 MY = 62.71
Table 4.2
The Score of Post-Test of Experiment Class and Control Class
Student Experiment Class Control Class
1 75 70
2 95 80
3 90 75
4 75 60
5 80 75
6 75 60
7 70 75
8 85 75
9 70 80
10 65 70
11 75 65
12 95 75
Student Experiment Class Control Class
14 65 75
15 70 85
16 70 70
17 65 75
18 90 75
19 85 65
20 90 70
21 80 70
22 80 65
23 70 70
24 85 65
25 65 80
26 80 60
27 85 60
28 70 70
29 75 60
30 75 60
31 80 65
32 80 60
33 90 70
34 75 70
35 70 60
Mean
X = 2720 MX = 77.71
a. Experiment class using Contextual Teaching and Learning method
The ressult of pre-test is gained with range score between 50 and 80, the mean score is 65,57 then, in the post-test, the range score is between 65 and 95, and the mean score is 77.71. The result of data analysis, both data calculation and raw scores, can describe as follows:
Table 4.3
The Score of Pre-Test and Post Test of Experiment Class
Student Pre-Test Post-Test Gained Score
1 65 75 10
2 60 95 35
3 80 90 10
4 65 75 10
5 60 80 20
6 65 75 10
7 70 70 0
8 75 85 10
9 60 70 10
10 55 65 10
11 65 75 10
12 70 95 25
13 65 75 10
14 50 65 15
15 55 70 15
Student Pre-Test Post-Test Gained Score
17 55 65 10
18 70 90 20
19 75 85 10
20 75 90 15
21 80 80 0
22 70 80 10
23 70 70 0
24 70 85 15
25 65 65 0
26 75 80 5
27 65 85 20
28 65 70 5
29 70 75 5
30 55 75 20
31 65 80 15
32 60 80 20
33 60 90 30
34 70 75 5
35 65 70 5
Mean
X = 2295 MX = 65.57
x = 2720 MX = 77.71
a. Control class without using Contextual Teaching and Learning
The result of pre-test is gained with range score between 50 and 80 and the mean score is 62.71. Then, The result of post-test is gained with range score between 60 and 85, mean score is 69.42.
Table 4.4
The Score of Pre-test and Post-test of Control Class
Student Pre-Test Post-Test Gained Score
1 65 70 5
2 70 80 10
3 65 75 10
4 60 60 0
5 70 75 5
6 55 60 5
7 55 75 20
8 60 75 15
9 70 80 10
10 60 70 10
11 65 65 0
12 65 75 10
13 60 70 10
14 60 75 15
15 80 85 5
16 65 70 5
Student Pre-Test Post-Test Gained Score
18 60 75 15
19 50 65 15
20 60 70 10
21 70 70 0
22 70 65 0
23 50 70 20
24 65 65 0
25 70 80 10
26 70 60 0
27 65 60 0
28 55 70 15
29 55 60 5
30 60 60 0
31 70 65 0
32 65 60 0
33 55 70 15
34 50 70 15
35 70 60 0
Mean
Y = 2195 MY = 62.71
Y = 2430 MY = 69.42
Table 4.5
Comparison of the Score of Student of Experiment Class and Control Class
Student X Y X y
1 10 5 -2.14 -2.85 4.57 8.12
2 35 10 +22 86.15 522.57 4.62
3 10 10 -2.14 +2.15 4.57 4.62
4 10 0 -2.14 -7.85 4.57 61.62
5 20 5 +7.86 -2.85 61.77 8.12
6 10 5 -2.14 -2.85 4.57 8.12
7 0 20 -12.14 +12.15 143.37 147.62
8 10 15 -2.14 +7.15 4.57 51.12
9 10 10 -2.14 +2.15 4.57 4.62
10 10 10 -2.14 +2.15 4.57 4.62
11 10 0 -2.14 -7.85 4.57 61.62
12 25 10 +12.86 +2.15 165.37 4.62
13 10 10 -2.14 +2.15 4.57 4.62
14 15 15 +2.86 +7.15 8.17 51.12
15 15 5 +2.86 -2.85 8.17 8.12
16 15 5 +2.86 -2.85 8.17 8.12
17 10 15 -2.14 +7.15 4.57 51.12
18 20 15 +7.86 +7.15 61.77 51.12
19 10 15 -2.14 +7.15 4.57 51.12
20 15 10 +2.86 +2.15 8.17 4.62
Student X Y X y writer calculated them based on the steps of the t-test formula, as follow :
1. Determining mean I with formula: Mean Variable X = X = 425 = 12.14 N 35
3. Determining standard of error mean difference of M and M :
SEM - M = √ = √
= √
= √ = 1.61 4. Determining to with formula:
to =
=
= 2.664596273 = 2.67
5. Determining t-table in significant level 5% and 1% with df df = (N1 + N2 -2) = (35+35-2) = 68
The writer gained t-table = S.L.5% = 2.00
= S.L.1% = 2.65
6. The comparison between t-score with t-table t-score = 2.00 2.67 2.65 2. Test of Hypothesis
The Writer states the hypothesis as follows :
a. Alternative hypothesis (Ha): there is defferences significance between the students’ achievements in study modal auxiliaries mastery using contextual teaching and learning and with using other technique at SMK Tunas Grafika Informatika Jakarta Selatan.
b. Null Hypothesis (Ho) there is no difference significance between the
students’ achivements in study modal auxiliaries mastery using contextual teaching and learning and with using other technique at SMK Tunas Grafika Informatika Jakarta Selatan.
The result of the statistic calculating indicates that the value of to is 2.67 which is bigger than ttable (tt) at significance level 5% = 2.00 and ttable (tt) at significance level 1% = 2.65 it means that the Null Hypnothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted.
B. Discussion
From the data collected the test gained from experimental class that it thought by using contextual teaching and learning and controlled class that is in using other technique, showed the average scores of test in exprerimental class was 12.14 while the avarage scores of test in controlled class were 7.85.
Based on calculating above, it showed that there is obvious difference in
learning, based on the score in freedom degree of “t” table, that is by df (N) as 35, at the significant 5% = 2.00 although at the significant 1% = 2.65. Based on calculating and average scores, getting the last score to = 2. As known to is higher
than “t” table as 2.00 <2.67> 2.65.
