(ACADEMIC YEAR 2011/2012)
By:
Winny Sunfriska Limbong 408141124
Biology Bilingual Education
SKRIPSI
Submitted to the State University of Medan as Fulfillment as SarjanaPendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
THE COMPARISON OF STUDENT LEARNING OUTCOMES AND RETENTION THROUGH IMPLEMENTING WORD SQUARE AND
CROSSWORD PUZZLE MODEL ON PLANT MOVEMENTS IN CLASS VIII SMP NEGERI 1 TEBING TINGGI
(ACADEMIC YEAR 2011/2012)
Winny Sunfriska Limbong 408141124
ABSTRACT
This quasy experiment research aims to investegate the comparison of student learning outcome and retention through implementing word square and crossword puzzle model on plant movements in class VIII SMP Negeri 1 Tebing Tinggi Academic year 2011/2012.
The population of this research was all students in class VIII RSBI SMP Negeri 1 Tebing Tinggi totaling 119 students. The sample was taken by using random sampling and was obtained the sample for 28 students of word square class (VIII-3) and 28 students of crossword puzzle class (VIII-1). The instrument of research was student’s learning outcome test in multiple choise form with 25 questions which had been validated by expert.
The result of data analysis showed that pretest in word square class (60,71±16,26) and pretest in crossword puzzle class (57,14±14,84). After t test was carried out by using significance degree ά = 0,05, it was obtained that tobs =0,85 < ttable = 2,006, so it can be known both classes had not significant difference of student’s learning outcomes before implemation. Post-test in word square class (78,29±9,39) has significant different compare with postest in crossword puzzle class (75,14±12,57). it was obtained that ttable = 2,006 > tobs= 1,05, define student’s learning outcomes of biology in word square class higher than crossword puzzle class. Then, post test II (retention) in word square class (61,21±13,19) has no significant different compare with postest II (retention) in crossword puzzle class (60,29±16,86) it was obtained that ttable= 2,006 > tobs=0,85 ( = 0.05). The result of study implies success of teaching word square model that on the main subject plant movements can increase the learning outcome and retention.
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ACKNOWLEDGEMENT
First and foremost, I would like to praise and thank God, the almighty,
who has granted countless blessing, knowledge, and opportunity to the writer, so
that I have been finally able to accomplish the thesis.
Apart from the efforts of me, the success of thesis depends largely on the
encouragement and guidelines of many others. I take this opportunity to express
my gratitude to the people who have been instrumental in the successful
completion of this thesis.
The writer hardly knows where to start expressing the gratitude but for
sure the gratitude goes to all those who have assisted her in the process of
completing this thesis. It would be impossible to list all names but several people
deserve her sincere and special thanks.
I would like to show my greatest appreciation to Dr. Hj. Ely Djulia, M.Pd.,
as the thesis advisor. I can’t say thank you enough for her tremendous support and
help. I feel motive and encouraged every time I attend her meeting. Without her
encouragement and guidance this thesis would not have materialized.
She gratefully acknowledges the deepest gratitude to Drs. Tri Harsono,
M.Si., the head of Biology Department, Prof. Dr. Herbert Sipahutar M. Si., M.
Sc., the coordinator of Bilingual Program, Mr. Samsuddin for his administrative
assistance and Prof. Drs. Motlan, M.Sc, Ph. D., as dean of the Faculty of
Mathematics and Natural Science, State University of Medan.
Her enormous appreciation is addressed to Prof. Herbert Sipahutar M. Si.,
M. Sc., Dra. Meida Nugrahalia, M. Sc., and Dr. Syahmi Edy, M.Sc., as her
examiners, for the valuable inputs to be included in this thesis and generously
spent precious time in giving the guidance, encouragement, suggestion, and
comments for this thesis.
She is indebted to Dr. Hasruddin, M. Pd and Drs. Tri Harsono as evaluator
for her research instrument, for their constructive comments and suggestion for
lecturers of biology education bilingual program, who has become her inspiration
during the academic years and also during the completion of this thesis.
Special thanks are extended to Drs. Adrul, headmaster of SMP Negeri 1
Tebing Tinggi, Biology teacher of class VIII and Salamah, S,Pd for the
cooperation during research. I am grateful for his constant support and help.
Finally, she will forever be indebted to her beloved parents J. Limbong
and T. br Aritonang, for having given her unfailing support and encouragement
during the academic year and the completion of this thesis, her lovely brother and
sister, Julita Dewi Limbong, Marito Desi Limbong and Gondo Michael Limbong
for always trying to keep her on track whenever and whatever problems she have
to overcome.
Last but not least, the guidance and support received from all her best
friend syevo group (Tari, Keasy, Meti, Chistina), Aisah, Uci, Lastria, Siti, Debora,
Nike, Doyar, Tusam family and all friends from Biology Bilingual Program Year
2008 for their friendship, motivation, and cooperation.
It would be difficult to find adequate words to convey how much she owes
the people. Lots of love and thank to all of you. May God bless us.
Medan, October 2012
Writer,
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TABLE LIST
Table 3.1. Cognitive questions 33
Table 3.2. Distribution of Questionnaire Statement 34
Table 3.3. Research Design 35
Table 4.1. Normality Test 49
Table 4.2. Homogeneity Test 50
FIGURE LIST
Figure 2.1. Phototropism 25
Figure 2.2. Geotropism 25
Figure 2.3. Hydrotropism 26
Figure 2.4. Thigmotropism 27
Figure 2.5. Photonastic 27
Figure 2.6. Thigmonasty 28
Figure 2.7. Thermonasty 28
Figure 2.8. Nasty Complex 29
Figure 2.9. Hydroscopic Movement 30
Figure 4.1. Diagram of Pre-test Word Square and Crossword Puzzle 46
Figure 4.2. Diagram of Post-test Word Square and Crossword Puzzle 47
Figure 4.3. Diagram of Retention Word Square and Crossword Puzzle 48
Figure 4.4. Diagram of Pre-test, Post-test and Retention Word Square
and Crossword Puzzle 49
Figure 4.5. Diagram of Students’ Response in Positive Statement 52
1
CHAPTER I INTRODUCTION
1.1. Background
Biology derives from the word bios for live and logos which means
science. So, biology is a science that learns everything about organism. Biology
can help human being solving the problems that they are facing in their daily life.
Biological discussion in form of organism included various life organization level,
from molecule, cell, tissue, organ, individual, population, ecosystem to biome.
Biology is belongs to the group of pure science. Its position is equal to physics,
chemistry and mathematics. As a pure science, biology has an important role in
applied science development (Riandari, 2006).
Biology is as one of Sciences (IPA), which is quite interesting basically,
where we can learn the symptoms or phenomenon that often occurs in everyday
life. However, in fact many students do not like biology. Many students say that
biology is a difficult science because it always leads to the Latin term and
wide-ranging.
Moreover, schools with a program RSBI / SBI which use English as
prologue language in teaching and learning is also a challenge and a big problem
for teachers and students. Teachers can be led to deliver learning materials in
English and understand using ICT as a tool in teaching and learning in the
classroom RSBI.
RSBI is an educational program established by the Minister of National
Education under:
(a) Law No. 20 of 2003 article 50, paragraph 3, which states that the Government
and / or Local Governments conduct at least one unit of education at all levels
of education to be developed into an international educational unit,
(b) Regulation No.19 of 2005, section 61, paragraph 1 which states that the
Government jointly with the local government should develop at least one unit
of education in basic education and at least one unit of education in secondary
(c) Ministry of Education Strategic Plan 2005-2009 Chapter V page 58, about the
SBI should be developed at the Regency / City through cooperation between
government in consistent with the Government of Regency / City, to develop
the international level of elementary junior high school, high school and
vocational school.
(http://sbi.sman5bekasi.blogspot.com cited in http://gurupembaharu.com)
However, the presence of RSBI school program as the reason for the
teacher to increase the quality of education. In teaching and learning, teachers in
RSBI classroom use English and ICT as a facility to support students’
achievement. But in fact many students have less understanding of the subject and
difficult to remember the terminology in biology as described in English so that
score they receive is not satisfying. The writer has a proof from students’
formative test monthly did as PPL-T in SMP Negeri 1 Tebing Tinggi, the mean
English test score is only 26.7. When the teacher helps interpret the words in the
test; the mean is 67.80 in class VIII. While KKM assigned for biology subject
class VIII is75.
During doing practical teaching (PPL-T), researchers and teachers have
good relationships and cooperation. Researchers and advisors tried to use the
available facilities in teaching-learning process. Teachers also often used power
point for delivering the materials. This made students bored. Based on the
questionnaire that ever was given to students, they argued that the power point is
less interesting from its colors or appearances. It also led students less interesting
in learning because of children who have been 13-15 years old is more interesting
visual learning than others for their learning. However, this is also not helping the
result students’ study. Those scores are far from expected.
In Mid Semester for knowing students’ study learning outcomes, teachers
use choice and essay to measure students' cognitive abilities. In
multiple-choice questions, students did not seem serious answering questions, especially if
they did not know the correct answer. Students often chose the answer they think
3
taught first. They feel the memories they have been full. But when students are
given a sudden quiz with specific clues they can answer that question well.
The low score obtained represents the level of students’ ability in
mastering the subject. Teachers also still use lecture method in which the teacher
is explaining the subject while the students copy material so that the material is
less attracted the attention of students. In addition, most of students had a
tendency not want to study first the concepts of the subject prior to the subject
taught.
Based on problem above, to improve students’ learning outcomes needed a
way or correct strategy in motivating students to develop an innovative attitude to
learning and intend to make active in teaching and learning.
According to the researchers’ interviewing with some students from the
junior high school class IX, who has been studying on Plant Movement topic said
that Plant Movements material need high logical reasoning or comprehension
level because it will find many terms in biology (terminology) for the first one to
hear and difficult to distinguish between one another. As well as subject is
difficult to stay in students’ memories for example; tropism movements. Students
must know the distribution of tropism movements and distinguish the samples of
tropism movements with others.
One of alternatives answer for this problem is teachers choose learning
model that can improve student learning outcomes and students’ retention to the
lesson.
Examples of innovative learning model are role playing, group
investigation, talking stick, word squares, crossword puzzle, snowball throwing,
course review hooray, etc. To improve teaching and learning activities is being
more innovative and overcome boredom in teaching and learning. Word square
and crossword puzzle have similarities because of the words in certain boxes.
Word squareandCrossword puzzle is an innovative learning model where
it is fun for everyone who is in the classroom or school and student-centered
activities. Innovative learning is a learning process that is designed in such a way
More innovative learning leads to student-centered learning (student centric) that
the process designed and conditioned for students to learn. Relationship between
teachers and the students to learn from each relationship and each may develop.
Innovative learning called is active learning.
The steps in word square model are as follows: Students given activity
sheets and answer the questions and the shading of letters in the boxes according
to the answers. The steps: (a) Teachers deliver the material according to
competence (b) Teachers distributed according to the example sheet activities (c)
Students were told to answer the question then shading corresponding letters in
the answer box (d) Give each answer in a grid point. In crossword puzzle: (a)
Write key words, terms or names that related to the subject matter taught (b)
Creating a grid that can be filled with words that have been selected and shade in
area sections that are not needed. (c) Make the questions whose answers are words
have been made or that lead to these words. (d) Divide the class into several
groups. (e) Each group was given a piece of the puzzle together with other groups.
(f) Give a deadline for work on the puzzle. (g) After the specified time runs out,
each group read results in turn. (h) Correcting the work of the group and gave
gifts to groups that work most quickly and completely.
Retention is process to recall previous lesson that taught where the lesson
enters to long terms our memories. This can be done by reviewing where we are
going to re-examine the structure and function and may remove misconceptions
that exist in their brains. Theory used in this learning model is a theory of
information processing. Stages of a good learning process, According to Gagne
(1975) includes eight phases: (1) motivation, (2) apprehending phase, (3)
acquisition phase (4) retention phase, (5) recall phase, (6) generalization phase ,
(7) performance phase and (8) feedback phase. From the steps above, teachers can
make learning innovations for interventions and learning processes can be run in
accordance with the intended purpose (Hamzah, 2011).
Previous studiesWord squaremodel on learning biology has been done by
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in the matter of classification of animals in SMP Negeri 8 Purworejo can improve
student learning activities that the average grade from 69.63 to 76.38 with
classical completeness 77.5% -87.5%. More research is also conducted by
Nainggolan (2010), with the implementation of word square model to improve
student learning activities in molusca material in class X-2 SMA Negeri 1 Sei
Rampah can improve activities students much as 87.5%. Other research has also
conducted by Regar (2008) with acrossword puzzlemethod can improve student's
vocabulary to English subject as much 80.67%. Based on Journal of effective
Teaching, Davis (2009) Reviewing for exams with title: Do crossword puzzles
help in the success of student learning can increase of the mean score from 68.57
to 76.07 and based on the journal with title Effect of evaluative feedback on
performance and retention of secondary school students in Biology with
immediate evaluation feedback get score standard deviation 1.77 to 2.43 and
without feedback 2.46 to 2.05.
Based on the above considerations, the researcher tried to compare two
models of innovative learning of student learning outcomes and students’
retention on ‘Plants Movement’. Therefore, researchers intend to research at SMP
Negeri 1 Tebing Tinggi because this school is the researchers’ PPL-T school;
researcher has learned the weakness and strengthens learning at the school. So, the
writer will hold a study titled“The Comparison of Student Learning Outcomes
and Retention Through Implementing Word Square and Crossword Puzzle Model on Plant Movements in Class VIII SMP Negeri 1 Tebing Tinggi (Academic Year 2011/2012)”.
1.2. Problems Identification
Based on the above background of the study, the problems
identification in the study was:
1. Lack of students' understanding of vocabulary in English terminology in
Plant Movement lessons
3. Score of students’ biology is still low when questions test in English is
about 26.7%
4. Teacher does not yet use learning method exactly during learning
process plant movements
1.3. Research Scope
1. This research is experimental research on Plants Movements topic
2. Performed for students VIII 1 and VIII 3 SMP Negeri 1 Tebing Tinggi
Academic Year 2011/2012
3. Performed to see learning outcome and retention through implementing
word square and crossword puzzle model
1.4. Research Question
Starting from this background and identification of the problem, so the
problem can formulated as follows:
1. Is there any difference between students learning outcome who taught by
usingword squareand those who taught by usingcrossword puzzlemodel
on plant movement topic in SMP Negeri 1 Tebing Tinggi Academic year
2011/2012?
2. Is there any difference between student retention who taught by word
square model and those who taught by usingcrossword puzzle model on
Plant Movement topic in SMP Negeri 1 Tebing Tinggi Academic year
2011/2012?
3. Which one do better are used betweenword square model andcrossword
puzzle model to know student learning outcome and students retention on
plant movement topic in SMP Negeri 1 Tebing Tinggi Academic year
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1.5 Research Objective
The purpose of the study was conducted to determine:
1. Knowing difference between students learning outcome is taught by using
word squareand those who is taught by usingcrossword puzzlemodel on
plant movement topic in SMP Negeri 1 Tebing Tinggi Academic year
2011/2012
2. Knowing difference between student retention is taught by word square
model and those who is taught by using crossword puzzlemodel on plant
movement topic in SMP Negeri 1 Tebing Tinggi Academic year
2011/2012
3. Knowing which one do better are used between word square model and
crossword puzzle model to know student learning outcome and students
retention on plant movement topic in SMP Negeri 1 Tebing Tinggi
Academic year 2011/2012
1.6. Significance
Benefits of the implementation of this research are:
1. As an alternative learning model for teachers
2. To introduce an innovative learning model for students who can overcome
boredom for students and improve learning outcomes better.
3. To help student can remember biology terms easily
1.7. Operational Definition
1. Word Square model is the innovative learning that base on information
processing theory especially Gagne theory in which using word square
games as the media for plant movement topic
2.Crossword puzzlemodel is the innovative learning that base on information
processing theory especially Gagne theory in which using crossword
3. Retention is a process to recall our memories with to give evaluation to
measure it after the topic finish taught since fourteen days the lesson
taught.
4. Learning outcome is result obtained by students after learning process on
biology subject that can shown by score of test
5. Plant movement is topic in biology in class VIII semester II that will
reviewed using word square and crossword puzzle model to support
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CHAPTER V
CONCLUSSION and SUGGESTION
5.1. Conclussion
The conclussion of this research are:
1. There is no significant difference of student learning outcomes in class
VIII SMP Negeri 1 Tebing Tinggi taught by using word square and
crossword puzzle model on plant movements
2. There is no significant difference of retention in class VIII SMP Negeri 1
Tebing Tinggi taught by using word square and crossword puzzle model
on plant movements
3. There is no better than both models between word square and crossword
puzzle model.
5.2. Suggestion
Based on these result the suggestions that researcher can provide are:
1. The teacher of biology can make word square and crossword puzzle model
as alternative in choose the model of learning that is expected to increase
students learning outcome and retention.
2. To the next researcher is hoped to be better to do the research because of
researcher’s experience for implement learning model when study,
researchers wa not capable to master the class in whole and influced the
research’s result, so the next researchs will get more maximum result.
3. Giving reinforcement to students that have increase of learning outcome is
58
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