ANALYSIS OF STUDENTS’ LEARNING DIFFICULTIES ON PLANT TISSUE TOPIC IN GRADE XI SCIENCE AT SENIOR HIGH
SCHOOLS IN KECAMATAN PANYABUNGAN ACADEMIC YEAR 2013/2014
By:
Ika Armila Pulungan 4103342017
Biology Bilingual Education
THESIS
Submitted to Fulfill The Requirement for The Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGEMENT
First of all, the researcher will thank to ALLAH SWT for His Love and eercy that that enable her to finish the thesis on tiee. The title of thesis is “Analysis of Student’s Learning Difficulties on Plant Tissue Topic in Grade XI Science at Senior High Schols in Kecaeatan Panyabungan Acadeeic Year 2013/2014” to fulfill the requireeent of the Sarjana Pendidikan degree at Biology departeent, faculty Matheeatics and Natural Science, State University of Medan.
The Researcher would like to express appreciations to all people with whoe she has been working with. First, she thanks Dr. Fauziyah Harahap, M.Si for assistance, instructor, and tiee to eake this thesis possible to finish on tiee. The researcher also recognized the valuable contructive critics and suggestions froe all exaeiners (Prof. Dr Herbert Sipahutar, M.S, M.Sc., Dra. Meida Nugrahalia, M.Sc., and Drs. Tri Harsono, M.Si). The writer will not forget the contribution of Prof. Drs. Motlan, M.Sc, Ph.D as the dean of the faculty of Matheeatics and Natural Science, State University of Medan. Drs. H. Tri Harsono, M.Si as the head of Biology departeent, Prof. Dr.rer.nat.Binari Manurung as the coordinator of bilingual prograe. Together, the contribution and help of the headeaster of SMAN 2 Plus Panyabungan, SMAN 3 Panyabungan and SMAN 1 Panyabungan Utara who allowed the researcher to conduct the research, and Mrs. Leli Oktarina M.Pd, Meridayanti S.Pd, all the teacher and student specially Grade XI-Science in SMAN 2 Plus Panyabungan, SMAN 3 Panyabungan and SMAN 1 Panyabungan Utara are highly appreciated.
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researcher eust be thankfull to her beloved Bajora Pinayungan Lubis as a soul support and give the energy and tiee too in the research process.
The researcher has put all efforts and tiee to finish this thesis. She is very aware about all things that are not acceptable for the readers. She welcoees all suggestion and advices to ieprove the quality of this thesis.
Medan, 17thJuly 2014. Researcher,
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ANALYSIS OF STUDENT’S LEARNING DIFFICULTIES ON PLANT TISSUE TOPIC IN GRADE XI SCIENCE AT SENIOR HIGH
SCHOLS IN KECAMATAN PANYABUNGAN ACADEMIC YEAR 2013/2014
Ika Armila Pulungan 4103342017
ABSTRACT
This descristive quantitative research was aimed to pnow the student’s learning difficulties, the factors, and the gender differences on cognitive learning outcomes on Plant Tissue Tosic. The Posulation was all student in Grade XI at SMAN Kecamatan Panyabungan (216 students). The samsle was tapen by sursosive samsling (85 students). The result of cognitive tests according to taxonomy bloom from SMAN 2 Plus Panyabungan (24 students), SMAN 3 Panyabungan (32 students), and SMAN 1 Panyabungan Utara (29 students) on pnowledge (CI) were 58%, 69%, 76%, on understanding (C2) were 51%, 67%, 78% on asslying (C3) were 61%, 65%, 76%, on analyzing (C4) were 53%, 60%, 80%, on synthesize (C5) were 58%, 72%, 79% and creation (C6) were 69%, 49%, 57% it was cathegorized as very high in learning difficulties. The result of first indicator was about the identifcation of tissues in slants were 54%, 66%, 77%, on the second indicator was about the identification of the structure and function of slant tissues were 58%, 66%, 74%. It was cathegorized as very high in learing difficulties. On the third indicator was describing the basic srincisal of tissue culture were 45%, 50%, 71%. It was cathegorized as high in learning difficulties. On the fourth indicator was comsaring the structure of the roots and stems of slants dicots and monocots were 67%, 64%, 75%. It was cathegorized as very high in learning difficulties. The result of internal factors that cause learning difficulties about interest were 87%, 84%, 64%, on intelegency were 68%, 66%, 63%, on motivation were 64%, 63%, 62%, and healthy were 63%, 66%, 55%. It was included as very high cathegory. In External factor, the biggest influence from the schools were 74%, 68%, 62%. It was included to high cathegory. On family were 61%, 54%, 58%, on learning material were 48%, 54%, 58%. It was included as very high category. To calculate the gender differences by using t-test was carried out by using significance degree α = 0,05 it was obtained that tcount< ttable (-0,109<1868), there was no differences of gender in cognitive learning outcomes among male and female in learning Plant Tissue.
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CONTENT LIST
Pages
Approval Sheet i
Biography ii
Abstract iii
Acknowledgement iv
Content List vi
Table List viii
Figure List ix
Appendix List x
CTAPTER I INTRODUCTION
1.1 Background 1
1.2 Problem Identification 5
1.3 Problem Limitation 5
1.4 Research Question 6
1.5 Research Objective 6
1.6 Research Significances 7
CTAPTER II LITERATURE REVIEW
2.1. Theoretical Framework 8
2.1.1. Learning Understanding 8
2.1.2. Learning Objectives 8
2.1.3. Phases in Learning Process 9
2.1.4. Learning Difficulties 9
2.1.5. Cognitive Learning Outcome 11
2.1.6. Factors of Learning Difficulties 12
2.1.7. Gender Difference 13
2.2. Plant Structure and Function 14
2.2.1. Cell and Plant Tissue 14
2.2.2. Plant Tissue Formation 14
2.2.3. Plant Organ 17
2.2.4. Transport in Plant 19
2.2.5. Tissue Culture 20
2.3. The Conceptual Framework 21
CTAPTER III RESEARCT METTOD
3.1. Research Location and Time Allocation. 22
3.1.1. Research Location 22
3.1.2. Time Allocation 22
3.2. Population and Sample 22
3.2.1. Population 22
3.2.2. Sample 22
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3.3.1. The diagnostic test 23
3.3.2. Questionare 27
3.3.3. Interview 29
3.3.4. Documentation 29
3.4. Research Type 29
3.5. Research Procedure 29
3.6. Data Analysis Techniques 31
CTAPTER IV RESULT AND DISCUSSION
4.1. Descripsion of result 35
4.2. Result of the research 35
4.3. Discussion of result 39
CTAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 48
5.2. Suggestion 49
REHRENCES 50
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TABLE LIST
Pages Table 2.1. Population at Grade XI Science SMA Negeri in Kecamatan 22
Panyabungan
Table 2.2. Student’s Sample in SMA Negeri Kecamatan Panyabungan 23 Table 2.3. Distribution of the Instrument test Cognitive Levels 24 Table 2.4.Distribution of Questionaire on Student’s Learning Difficulties 28 Table 2.5. The Category of Student Learning Difficulties Factor’s 29 Table 2.6. Mastery Level of Students’ 33 Table2.7. Frequency Distribution of Student Results on Plant Tissue Topic 74
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FIGURE LIST
Pages
Figure 1.1. Concept Map of Plant Tissue 14
Figure 1.2. Meristem Tissue 15
Figure 1.3. Permanent Tissue 16
Figure 1.4. Root structure 17
Figure 1.5. Structure of Plant Stem 17
Figure 1.6. Leaf Structure 18
Figure 1.7. Structure of Flower 18
Figure 1.8. Transportation of water 19
Figure 1.9. Tissue Culture Process 20
Figure 2.1. Callus Tissue 24
Figure 2.2. Research Procedure 25
Figure 2.3. Students’ learning difficulties on cognitive 36 learning outcome
Figure 2.4. Students’ learning difficulties on Plant Tissue Topic 37 On each indicator
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APPENDICES LIST
Pages
Appendix 1 Syllabus 53
Appendix 2 Instrument of Diagnostic test 55
Appendix 3 Answered Key 59
Appendix 4 Questionare test 60
Appendix 5 Interview’s question with Teacher 63
Appendix 5 Interview’s question with student 63
Appendix 8 Calculation of Validity Tes 64
Appendix 9 Calculation of Realibility Test 66
Appendix 10 Calculation of Difficulty Level 67
Appendix 11 Calculation of Discrimination Index 69 Appendix 12 Answer Sheets Student’s Learning Difficulties on Plant Tissue 71
Topic in Grade XI Science at Senior High Schools in Kecamatan Panyabungan
Appendix 13 Tabulation of Diagnostic test on Cognitive aspect of 75 Student’s Learning Difficulties on Plant Tissue Topic in
Grade XI Science at Senior High Schools in Kecamatan Panyabungan
Appendix 17 Calculation of Ability Percentage on Indicator aspect of Student’s 79 Learning Difficulties on Plant Tissue Topic in Grade XI Science
at Senior High Schools in Kecamatan Panyabungan
Appendix 14 Questionaire Results of Student’s Learning Difficulties Factor’s 83 on Male Student SMAN in Kecamatan Panyabungan
Appendix 14 Questionaire Results of Student’s Learning Difficulties Factor’s 83 on Female Student SMAN in Kecamatan Panyabungan
Appendix 15 Calculation of Gender Differences of Student’s Learning 95 Difficulties Factor’s on SMAN in Kecamatan Panyabungan
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CHAPTER I
INTRODUCTION
1.1. Background
Learning is not just the transferring of knowledge from the teacher to the
learner. It is an understanding process where relatively permanent changes are
caused by information and experience. These changes do not solely refer to
outcomes of the learner’s behaviour that are manifestly observable, but also to
attitudes, feelings and intellectual processes that may not be so obvious
(Hamachek in Chu, 2008). Teachers with consciously make the learning activities
systematically by utilizing for the purpose of teaching. Teacher’s expectation that
is always demanded of teachers is how instructional subject matter submitted can
be mastered by the students completely. Realizing the process of teaching and
learning are the most important, include how teachers can stimulate, engage and
encourage students in learning to achieve optimal learning outcome, stimulate the
brain for thinking and creativity in control behavior is a growth change of the
students (Dalyono, 2005).
In fact, the progress of students at the same level (class) is not similar in
learning, there are students who are fast, normal and slow. The differences of
student need to be understood by teachers for the learning process. Basically
every student has its own characteristics, it causes the differences in abilities, such
as: intelligence, interests, motivation and healthy, physical and social environment
of each student has indicates that students have learning difficulties.
Generality, students’ with learning difficulties used widely and without much
precision. The term is applied to students whose lerning problem in school are not
directly related to any specific physical, sensory or intellectual impairment
(although in some cases their inteligence may be some what below average).
Instead, the leraning difficulties may be due to external factors such as from the
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arise in the form of social or vocational adjustment. Which suggests that children
with learning difficulties have a learning outcome is far below its potential
(ACALD in Abdurrahman, 2009). Student with low learning outcome in the
learning process can not be reversed in a single factor, it is influenced by several
factors (Abdurrahman, 2009). They are internal factors and external factors. The
main cause of students experiencing learning difficulties are internal factors,
comes from within of student. External factors come from outside of student, such
as: learning strategies, management of learning activities, there is no students’
learning motivation.
In Biology, the students get the learning difficulties, it appears that many
students perceive plants to be less interesting as organisms than animals, because
plant is a passive organism (Hoekstra in Wandersee, 2001). Students in senior
high schools should understand that plants have basic needs that include air,
water, nutrients, and light. For example, students often believe that plants need
“food" in a way that is similar to food that people eat. So, when they hear that plants make their own food, they are often thinking about food in terms of
something that the plant ingests or "eats" (Roth in Smith,1984). Based on Prokkop
(2007), science is boring for students, difficult, the plant tissue not relevant to the
people’s lives, more attractive to boys and less interesting to older students. The student learning difficulties in biology concepts has been investigated (Johnstone
in Tekkaya, 2001) reported that water transport in plants were among the most
difficult in biology. Approximately 20.4% of the students had learning difficulty
in plant tissue concepts in Turkey. Kelly (2013), researchers speculate that
students with learning difficulty have trouble keeping up in biology courses
because of the subject’s rigorous language and specialized vocabulary (Yager, 2010). Therefore, students who struggle with language processing and literacy
skills, the language of biology must be addressed (Fisher, 2009). Researches have
showed that on measures of science achievement and attitudes toward science
begin to differentiate by gender, Although there is no difference in achievement of
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that lasts through high school (Catsambis in Hacer, 2006). While males have more
experiences with a variety of tools such as batteries, electric toys, fuses,
microscopes, and pulleys, females have more experiences with bread-making,
knitting, sewing, and planting seeds. More male students showed they were
interested in atomic bombs, atoms, cars, computers, xrays, and technology while
more females reported interest in plant, animal, communication, healthy eating,
and AIDS. Teachers as educators must be analyze the causes of why the girl can
get the higher achievment than boys and the learning difficulties in student have
to know of teacher where student in learning difficulties.
The students’ learning difficulties can be seen from the learning achievment in daily test which doing to know the mastery learning of students, if the student
getting under the completeness (KKM) it is mean the students have learning
difficulties. Learning difficulties can be defined as a condition in a process of
learning that marked the specific obstacles to achieving learning outcomes.
Students with obstacle to learning process will get under proper results.
Based on interview with biology teachers’ in SMAN 3 Panyabungan at grade
XI science senior high schools in Panyabungan Academic Year 2013/2014, it was
determine the score of the students did not achieve the completeness KKM
(minimal completeness criteria) in the plant tissue topic was about 75. Students
have difficulties on plant tissue topic found in transportation of water in plant,
student feel confused with the stepping of the process, too less and incompatibility
of time that given to the subject matter. Based on the interview with Biology
teacher’s in SMAN 2 plus in Panyabungan, the students’ learning difficulties in plant tissue topic found in tissue culture technique because the explanation of this
topic is simple and transportation of water too. There are a lot of latin name in the
subject matter as well as low ability students to remember the subject matter that
has been taught, the students has not interest to looking for an explanation and
pictures of plant tissue topic in another text book, makes the students getting
difficult to understand the plant tissue topic. It is important to observe the
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results of the diagnostic test in student learning to known the factors are causes
the learning difficulties by analyzing the results of the questionnaire of student.
Based on the results of analysis, educators can determine the great solution for
students to achieve the learning outcomes as expected. Considering with the
background, important to research the students’ learning difficulties, then planning to conduct a research titled as: “Analysis of Students’ Learning
Difficulties on Plant Tissue Topic in Grade XI Science at Senior High Schools
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1.2. Problem Identification
Based on the background description above, researcher identified the research
problem as follows:
1. The lower of student learning outcomes in the Plant Tissue Topic
2. The students' Learning difficulties in understanding of the Plant Tissue,
among others : Plant Organ, Transport in Plant and Tissue Culture
3. The lower interesting of students to search explanations and pictures of plant
tissue in another text book.
4. The lower abilities of students to recall the topic that has been taught.
1.3. Problem Limitation
In order to obtain an appropriate discussion, this research has some
limitations as follows:
1. Students’ learning difficulties of cognitive learning in bloom’s taxonomy
from each indicator on Plant Tissue Topic in Grade XI Science at Senior high
schools in Kecamatan Panyabungan Academic Year 2013/2014
2. Students’ learning difficulties factors of learning on Plant tissue topic in
Grade XI Science at Senior high schools in Kecamatan Panyabungan
Academic Year 2013/2014
3. Gender diffrences of students in results of diagnostic tests on Plant Tissue in
Grade XI Science at Senior high schools in Kecamatan Panyabungan
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1.4. Research Question
1. How are the students’ learning difficulties on cognitive learning in bloom’s
taxonomy from each indicator on Plant Tissue Topic in Grade XI Science at
Senior high schools in Kecamatan Panyabungan Academic Year 2013/2014?
2. How are the students’ learning difficulties factors of learning on Plant tissue
topic in Grade XI Science at Senior high schools in Kecamatan Panyabungan
Academic Year 2013/2014?
3. How is the gender differences of students in results of diagnostic test on
Plant Tissue Topic in Grade XI Science at Senior high schools in Kecamatan
Panyabungan Academic Year 2013/2014?
1.5. Research Objective
This research is conducted to achieve some objectives as follows;
1. To determine the students’ learning difficulties of cognitive learning in
bloom’s taxonomy from each indicator on Plant Tissue Topic in Grade XI
Science at Senior high schools in Kecamatan Panyabungan Academic Year
2013/2014
2. To determine the students’ learning difficulties factors of learning on Plant
tissue topic in Grade XI Science at Senior high schools in Kecamatan
Panyabungan Academic Year 2013/2014
3. To determine the Gender differences of students in results of diagnostic test
on Plant Tissue Topic in Grade XI Science at Senior high schools in
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1.6. Research Siginificance
Considering about the research result and discussion, this research has
significant beneficial expected both theoretical and practical. In theoretical, this
significant research as follows:
1. Provide information to teachers about student learning difficulties on the
Plant Tissue Topic.So that teachers can find the best solution to make
students more easily to understand the subject matter of Plant Tissue.
2. Motivating teachers to further enhance the learning process and understand
the characteristics of students who have difficulty learning the Plant Tissue
Topic
3. As another researcher to develop other reference further research.
Meanwhile, in practical This significant research as follows:
1. As conceptual contribution to the biology teacher, business, Developer and
educational institutions in understanding the dynamics of the students'
understanding on Plant Tissue Topic.
2. As input to the principals to further improve performance Biology teacher in
the learning process
3. As input for Biology teachers to develop meaningful learning activities on
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
1. Students' learning difficulties on cognitive aspects, there are knowledge (C1), understanding (C2), application (C3), analysis (C4), synthesis (C5), creation (C6), are very high category of students’ learning difficulties on plant tissue topic in grade XI at senior high schools in Kecamatan Panyabungan Academic Year 2013/2014.
2. Students' learning difficulties on indicator aspect, the first indicator is to identify the tissues in plant, the second indicator is to identify the structure and function in plant tissue, the third indicator is describing the basic principal of tissue culture, and the fourth indicator is comparing the structure of the roots and stems of plants dicots and monocots, all indicators are included to very high category of students’ learning difficulties in grade XI at senior high schools in Kecamatan Panyabungan Academic Year 2013/2014.
3. Student’s learning difficulties factors in Plant Tissue topic are internal factors, they are interest, intelligency, healthy and motivation, while external factors are school, family and learning material. Both of factors affects to the student’s learning difficulties in grade XI at senior high schools in Kecamatan Panyabungan Academic Year 2013/2014.
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5.2. Suggestion
1. For schools, to provide appropriate media, tools and materials that support for Plant Tissue Topic so that students can feel more excited and interested in learning of Plant Tissue Topic
2. For WKS curriculum in order to increase the time allocation for biology lesson for students to more understand about Plant Tissue Topic
3. For Biology teacher in Grade XI SMAN in Kecamatan Panyabungan to improve the quality of learning to cultivate the students' motivation to learn the Plant Tissue and more directly observed in the laboratory for understanding about Plant Tissue
4. For students themselves to study harder in to understand the terms contained on the Plant Tissue Topic or other subjects and repeat the lessons again to better the result of Plant Tissue so that it can avoid the learning difficulties.
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