EFEKTIFITAS METODE ROLE-PLAYING DALAM MENINGKATKAN HASIL BELAJAR DAN SIKAP SISWA PADA PEMBELAJARAN PSIKOTROPIK DAN ZAT ADIKTIF DI SEKOLAH MENENGAH PERTAMA.

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EFFECTIVENESS OF ROLE-PLAYING METHOD TO IMPROVE STUDENT’S ACHIEVEMENT AND ATTITUDE

IN LEARNING PSYCHOTROPIC AND ADDICTIVE SUBSTANCES IN JUNIOR HIGH SCHOOL

RESEARCH PAPER

Submitted as requirement to obtain degree of Sarjana Pendidikan in

International Program on Science Education

Proposed by : Adinda 0902198

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION BANDUNG

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STATEMENT OF AUTHORIZATION

I hereby certify the paper entitled “Effectiveness of Role-playing Method to Improve Student’s Achievement and Attitude in Learning Psychotropic and Addictive Substances in Junior High School” is completely a work of my own. I am fully aware that I have quoted some ideas and statements from many sources, all of which are appropriately acknowledges and stated in the text.

Bandung, July 2013

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APPROVAL FORM OF RESEARCH PAPER

Adinda

0902198

EFFECTIVENESS OF ROLE-PLAYING METHOD TO IMPROVE STUDENT’S ACHIEVEMENT AND ATTITUDE

APPROVED AND AUTHORIZED BY :

Supervisor I

Dr. Wahyu Surakusumah, S.Si., MT NIP. 197212031999031001

Supervisor II

Dr. Mimin Nurjhani Kusumastuti, M.Pd. NIP. 196509291991012001

Head of International Program on Science Education

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EFFECTIVENESS OF ROLE-PLAYING METHOD TO IMPROVE

STUDENT’S ACHIEVEMENT AND ATTITUDE

Adinda

0902198

International Program on Science Education FPMIPA UPI 2013

ABSTRACT

This research was conducted based on the writer experiences during her school days and according to writer observation during the observational stages of her teaching practices last semester, science teachers in a public junior high school in Kota Bandung commonly prefer their students to watch and listen during science lessons, rather than make the student taking part in the physical and intelectual activity of the material being learn. Role playing take as a method in the learning implementation because the theory of the use of role-playing in science teaching

and learning as with ‘active’, ‘child-centred’ learning was that students were encouraged to be physically and intelectually involved in their lessons. This quantitative experimental research used matching pretest - posttest comparison group. The characteristic of this design was both groups have different treatment which was chosen by convenience or haphazard sampling, means the population were chosen based on their relative ease of acess so it was not based on the pretest score result. Control group was learn psychotropic and addictive substances by discussion method while experimental group learned psychotropic and addictive substances by role-playing method using three types of role-playing they were presentation, teather in education and simulation. The result of posttest result of control group average score is 7 and experimental group is 9.1 and the result of attitude scale average of control group is 7.9 and experimental group is 8.3. Both posttest and attitude scale result of experimental group are better than control group.

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EFEKTIFITAS METODE ROLE-PLAYING DALAM MENINGKATKAN HASIL BELAJAR DAN SIKAP SISWA PADA PEMBELAJARAN PSIKOTROPIK DAN ZAT ADIKTIF DI SEKOLAH MENENGAH

PERTAMA Adinda

0902198

International Program on Science Education FPMIPA UPI 2013

ABSTRAK

Penelitian ini dilakukan berdasarkan pengalaman penulis selama masa sekolahnya dan pada saat penulis melakukan tahap observasi di sekolah tempat praktik mengajarnya pada semester lalu, guru-guru sains di sebuah sekolah negeri di Kota Bandung umumnya hanya membiarkan siswanya untuk menulis dan mendengar materi selama pelajaran berlangsung daripada membuat siswa berperan aktif dalam pembelajaran. Role-playing diambil sebagai metode dalam pembelajaran karena teori dari penggunan role-playing sendiri yang ‘aktif’ dan ‘berpusat pada

siswa’ yang mendorong siswa untuk secara fisik dan intelektual ikut serta dalam seluruh proses pembelajaran. Penelitian kuantitatif ekperimental ini memakai matching pretest-posttest comparison group. Karakteristik dari desain ini adalah kedua kelompok diberi perlakuan berbeda yang dipilih dengan metode convenience atau haphazard sampling, artinya sample penelitian dipilih dengan hubungan kebetulan dan kemungkinan yang ada tanpa membandingkan hasil pretest siswa di kedua kelompok. Kelompok kontrol mempelajari psikotropik dan zat adiktif memakai metode diskusi, sedangkan kelompok ekperimenal memakai tiga metode role-playing yaitu presentation, teather in education dan simulation. Hasil penelitian dari nilai rata-rata pretest kelompok kontrol adalah 7 dan kelompok eksperimental adalah 9.1 dan nilai rata-rata dari skala sikap kelompok kontrol adalah 7.9 sedangkan rata-rata nilai skala sikap kelompok eksperimentall adalah 8.3. Dari rata-rata nilai postest maupun rata-rata nilai skala sikap, nilai dari kelompok eksperimen yang memakai role-playing dalam pembelajaran psikotropik dan zat adiktif lebih tinggi daripada kelompok kontrol.

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TABLE OF CONTENT

STATEMENT OF AUTHORIZATION ... i

PREFACE……….. ... ii

ACKNOWLEDGEMENTS ... iii

ABSTRACT ... v

TABLE OF CONTENT ... vii

LIST OF TABLES ... ix

LIST OF FIGURES ... xi

LIST OF APENDICES ... xii

CHAPTER I: INTRODUCTION ... 1

A. Background ... 1

B. Research Problem... 4

C. Research Objective... 4

D. Research Limitation ... 5

E. Research Benefit ... 5

F. Paper Structure ... 6

CHAPTER II: LITERATURE REVIEW ... 8

A. Definition and Basic Ideas of Role-playing in Science Education ... 8

B. Implement Role-playing in Learning Psychotropic and Addictive Substances ... 11

C. Psychotropic and Addictive Substances ... 12

D. Hypothesis ... 17

E. Relevant Researches... 17

CHAPTER III: RESEARCH METHODOLOGY ... 19

A. Research Subject ... 19

B. Research Method ... 19

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D. Operational Definition ... 20

E. Instructional Tools ... 21

F. Research Instrument ... 26

G. Research Procedures ... 31

H. Research Plot ... 42

CHAPTER IV: RESULT AND DISCUSSION ... 43

A. Result ... 43

1. Score Test Data Analysis... 43

2. Data Analysis... 53

B. Discussion ... 68

1. Learning Implementation Process ... 68

2. Student’s Achievement and Attitude Improvement after Role-playing Implementation... 73

CHAPTER V: CONCLUSION AND RECOMMENDATIONS ... 75

A. CONCLUSION ... 75

B. RECOMMENDATIONS ... 75

REFERENCES ... 77

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LIST OF TABLE

Table 2.1 Categories of role-play with examples of exercises... 11

Table 2.2 Table of Example of Psychotropic and Addictive Substances ... 13

Table 2.3 Table of Psychotropic and Addictive Substances Kinds and Effects ... 15

Table 3.1 Blueprint of Pretest and Posttest Questions ... 25

Table 3.4 Blueprint of Student’s Attitude Scale ... 26

Table 3.5 Blueprint of Student’s Questionnaire ... 27

Table 3.6 Blueprint of Teacher’s Questionnaire ... 28

Table 3.7 Table of Gain Criteria ... 38

Table 4.1 Table of Student’s Pretest and Posttest Ststistic ... 43

Table4.2 Kolmogorov-Smirnov Test of Pretest Result ... 46

Table 4.3 Homogenity Test of Pretest Result ... 47

Table 4.4 Pretest Compare Mean Test Result ... 48

Table 4.5 Posttest Score Normality Test Table ... 49

Table 4.6 Homogenity Test of Posttest Result ... 50

Table 4.7 Posttest Compare Mean Test Result ... 51

Table 4.8 Students’ achievement result in both classes ... 52

Table 4.9 Attitude Scale Objective and Statements ... 54

Table 4.10 Table of Control and Experimental Group Attitude Scale Result Comparison ... 54

Table 4.11 Control Group and Experimental Group Attitude Scale Score Comparison ... 57

Table 4.12 Control Group’s Student Activities According to Lesson Plan ... 58

Table 4.13 Experiment Group’s Student Activities According to Lesson Plan ... 60

Table 4.14 Student’s Questionnaire Result and Precentages ... 62

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LIST OF FIGURE

Figure 3.1 Matching pretest–posttest Comparison Group Research Design ... 19

Figure 3.2 Experimental Group 1 Worksheet’s Article ... 22

Figure 3.3 Experimental Group 1 Worksheet’s Instruction ... 22

Figure 3.6 Control Group’s Worksheet Instruction ... 25

Figure 3.7 Control Group’s Worksheet Article Example ... 26

Figure 3.8 The Research Plot Diagram ... 42

Figure 4.1 Experimental and Control Groups Student’s Pretest and Posttest Average Result Improvement ... 44

Figure 4.2 Experimental Group and Control Group Student’s N-Gain Average of Pretest and Posttest Result Improvement ... 45

Figure 4.3 Diagram of students’ achievement result in both classes ... 52

Figure 4.4 Diagram of Control and Experimental Group’s Attitude Scale Positive Answers Comparison Control Group and Experimental . 56 Figure 4.5 Control Group and Experimental Group’s Attitude Scale Score Average ... 57

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LIST OF APPENDICES

A. INSTRUCTIONAL TOOLS APPENDICES ... 88

A.1 Control Group Lesson Plan ... 89

A.2 Experimental Group Lesson Plan ... 99

A.3 Control Group Worksheets ... 109

A.4 Experimental Group Worksheets ... 116

B. RESEARCH INSTRUMENT APPENDICES ... 126

B.1 Pretest and Posttest Question Sheet ... 126

B.2 Attitude Scale ... 131

B.3 Observational Sheet ... 132

B.4 Student’s Questionnaire Sheet ... 148

B.5 Teacher’s Questionnaire Sheet ... 149

C. DATA PROCESSING APPENDICES ... 150

C.1 Pretest Data Scoring & Statistics Analysis ... 150

C.2 Posttest Data Scoring & Statistics Analysis ... 159

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CHAPTER I INTRODUCTION A. Background

Knowledge and technology increasing rapidly in this era, the main goal of the educational system should be provide students with acquisition skills

insted of directly providing them with the information they need. Based on Taylor, the theory behind the use of role-playing in science teaching and

learning as with „active‟, „experiential‟ and „child-centred‟ learning which the children are encouraged to be physically and intelectually involved in their lessons to allow the students to both express themselves in a scientific context and develop an understanding of difficult concepts being learned in school. Many role-plays are based upon analogy, which helps children to conceptualise and greatly increase learning (Lawson, 1993) for example in the learning process of cardiac circulation, respiration, solar system and antibody-antigen interactions.

Based on what the writer experienced during her school days and according to the class observation during observational stages of her teaching practices, many science teachers commonly prefered their students to watch and listen during science lessons, rather than make the student taking part in

the physical and intelectual activity which has „hands on‟ and „minds on‟ activities on it to make student easier to catch the point of the material being learn. This was happen because teachers are used to learn science that way in the past or maybe it is because they cannot understand student needs to actively gain their own understanding and think that the activities such as role-playing is wasting too much time and energy in the implementation.

But for junior high school students which is still has a strong ability to quickly catch the main point of the subject by build their own understanding

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operational stage (from age 11-16 and onwards) according to Piaget in this stage, children is started to develop abstract reasoning and a learning model like role-playing considering as an effective teaching model for them in learning science that can improve their achievement in learning biology concept at this matter, psychotropic and addictive substances concept.

Based on Lori and Dana Craciun (2010), there are many advantages of

learning using role-playing. Some of role-playing types encourage students to create their own reality, develop the ability to interact with people. Increase students motivation on learning, engage shy students in class activities, gain students self-confidence, help students to identify and correct misunderstandings, and shows students that the real world is complex and problems that appear in the real world cannot be solved by simple memorizing information. Therefore from the role-playing learning implementation experienced by the students hopefully it can give the student some advantages from learning by using role-playing itself including the improvement of students achievement in the learning process.

Meanwhile discussion as stated by Philipsen (1993), that classroom discussions are important vechicle for learning and continues to be the main alternative that often used for lecturing in classrooms was another learning method which can also play an important role in contributing responsibility for learning and remembering new idea in the peers discussions in the classrooms, discussion method is also an interaction centred and in the implementation there are two possibilities might be occurred, it can be teacher or student centered, discussion also can be used to solve problems and develop interest in the topic and same as role-playing method, the

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Students attitude as statesd by McLeon (1992) student conficence correlates positively with achievement, and the relationship was quite strong. Overall, therefore, there was a clear evidence to show that attitudes was integrally linked to learning and achievement. The nature of the link between attitudes

and learning has been described by Ajzen & Fishbein (2000) in their „theory of personal action‟ which states that attitudes influence intentions, which in turn influence behaviour. Behaviour then leads to personal experiences which in turn have an effect on attitudes. In other words when the students stimulated by the achievement they got from the learning experiences, it will affect their attitude toward the learning material itself because it was influence their behaviour.

Psychotropic and addictive substances chapter taken because the phenomenon about teenagers and drugs were very common to find nowadays, thats why it was important for teenagers to learnt about psychotropic and addictive substances considering the effect of psychotropic and adictive substances itself for students. Considering that the learning implementation about psychotropic and addictive substances being learned by students in text book and memorizing concept only in almost public school, so role-playing and others interesting method in learning rarely done althought by learning some concept by contextual learning as role-playing which has conceptualise learning experience and give students some real condition or situation that may happen in the daily life in a real condition can make the learning process itself more meaningful.

Considering those framework, reasearcher decided to observe some

role-playing method that implemented in an experimental class they are presentation, teather in education and simulation to determine the

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B. Research Problem

According to the explanatory background that has been described, problem that raised in this research is stated in this following question:

“Is role-playing as a method to learn psychotropic and addictive substances

can improve student‟s achievement and attitude?”

Further, the research problem formulated and stated as the following

questions:

1. How the role-playing learning instruments designed by writer can

improve student‟s achievement and attitude comparison in learning psychotropic and addictive substances?

2. How does the student‟s respond to the learning process of psychotropic and addictive substances using role-playing?

C. Research Objective

According to the research problem proposed, the aim of this research arranged as follows:

1. To determine the effectiveness of role-playing to improve student‟s achievement and attitude in learning psychotropic and addictive substances.

2. To design the learning instruments of psychotropic and addictive substances for 8th grade of junior high school.

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D. Research Limitation

In order to prevent missinterpretation and missconception in understanding some of the term used in this research paper, therefore some of the terms need to be explained as the following explanation:

The improvement of student‟s achievement stated on this paper is the

improvement of student‟s score which is measured from student‟s pretest and

posttest result from both experimental group and control group. The result of pretest were compared to make sure the student‟s ability were nearly in the same starting point before the implementation being done, and the posttest result were compared to see the improvement of each students in each groups the expected result of the normalize gain were in high criteria based on Hake N-Gain interpretation.

The improvement of student‟s attitude stated on this paper were observed from the attitude scale score result which is given once in the end of the learning session. The average of the attitude scale score were compared between control group and experiment group.

E. Research Benefit

This research is expected to be advantageous and give contribution for some party, they are:

1. For teacher

a. This research can give example to the teachers to give psychotropic and addictive substances learning experience by using role-playing.

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2. For student

a. This research give students a new learning experience in learning about psychotropic and addictive substances using role-playing.

b. In the end of the learning process students can decided their attitude toward psychotropic and addictive substances.

3. For Other Researcher

a. As the reference for the other researcher in doing research with the same focus of study.

F. Paper Structure

This research paper consist of five chapters. In chapter I, the background of this research taken was determined, the sumarize of the research problem being obeserve, the objective of the reasearch taken, the research methodology that used in the experiment process and the benefit or the signification of the research also this research paper whole structure were elaborated.

On chapter II writer determine the source of the framework taken as the background of why this whole experiment consist on this paper taken and hypothesis of the result of the research.

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For chapter IV, the whole data processing and the finding from the experiment related with the research problem was elaborated, research questions, hypothesis, and also the research objectives also stated.

On the last chapter, writer conclude the conclusion of the whole result of the experiment being done according to the true result and make some suggestion for the similar writer in the future commonly consist of do‟s and don‟t

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CHAPTER III

RESEARCH METHODOLOGY A. Research Subject

Population in this research is two classes of the 8th grade in a public junior high school in Kota Bandung. Using convenience sampling two classes were chosen, one as experimental group and control group, both group were treated

by different method in learning psychotropic and addictive substances. 30 students of 8I chosen as the experimental group and 30 students of 8F chosen as the control group.

B. Research Method

The method used in this study was quantitative experiment method. The data were collected from two classes. Control group was learn psychotropic and addictive substances by conventional method while experimental group learned psychotropic and addictive substances by role-playing method.

C. Research Design

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Efektifitas Metode Role-Playing Dalam Meningkatkan Hasil Belajar Dan Sikap Siswa Pada Pembelajaran Psikotropik Dan Zat Adiktif Di Sekolah Menengah Pertama

Figure 3.1

Matching pretest – posttest Comparison Group Research Design Note:

Role-playing is science teaching and learning are define as active, experiental and student centred learning method, it means that the student directly involved into the learning process. Experimental group using three types of role-playing, they are presentations, theater in education and simulation.

The improvement of student‟s achievement stated on this paper is the improvement of student‟s score which is measured from student‟s pretest and posttest result from both experimental group and control group. Pretest and posttest questions were eight essay which prepresent the four objectives of the learning process itself.

The comparison of student‟s attitude stated on this paper will be observed from the attitude scale score result which is given once in the end of the session. The attitude scale has ten attitude statements which represent the four

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E. Instructional Tools

Instructional tools that is used in the implementation of this research is arranged as the follows:

1. Lesson Plan

a. Experimental group lesson plan

The lesson plan design for experimental group contained a learning scenario

for four meetings in total. The learning implementation iself using three types of role-playing method to reach the objectives of the study about psychotropic and addictive substances chapter.

b. Control group lesson plan

The lesson plan design for control group contained a learning scenario for four meetings in total. The learning implementation itself using discussion and presentation method to reach the objectives of the study about psychotropic and addictive substances chapter.

2. Students Worksheets

a. Experimental group role-playing worksheet

The three sets of role-playing group worksheets was made to be used in the implementation process of the experimental group which is use role-playing as learning method. They are:

1) 1st Group Worksheet: Using Presentation type of role-playing

Worksheet contain articles about psychotropics and addictive substances cases or hot news, guided by some questions to find out 5W and H (what why who when where and how) about the contain of the articles. The rest is student should present their answer and idea about the whole article in their

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The worksheet form for Group 1 can be seen below.

Figure 3.2

Experimental Class Group 1 Worksheet‟s Article

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Experimental Class Group 1 Worksheet‟s Instruction

2) 2nd Group Worksheet: Using Teather in Education type of role-playing

In the worksheet, there is a scenario provided to be use in the implementation, titled Drugs are Bad with several role provided to be directly acted in front of the class by the students. The scenario itself in about a boy named Jack and his two friends which started to consume coccain and it change their life especially Jack‟s as the main character, Jack started to skip school and steal his parents jewelry to sell and get money to buy coccain. The material contained on the scenario are how parents should to to abused kid, what kind of treatment given to abused kid in the rehab and some more moral value.

Figure 3.4

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3) 3rd Group Worksheet: Using Simulation type of role-playing

The worksheet contain of 10 cutting cards and instructions, the cards itself contain certain condition which often happen in daily life such as:

“On the way home you meet a stranger, he offering you something looks like candy. What will you do? Act out and be safe!”

The student then discuss what will they do with their pair and act it out in front of the class.

Figure 3.5

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b. Control Group Discussion Worksheet

Worksheet contain articles about psychotropics and addictive substances cases or hot news, guided by some questions to find out 5W and H (what why

who when where and how) about the contain of the articles. Each group should present and inform their friends about the 5W and H information about their article in front of class.

The example of control group‟s worksheet form can be seen below.

Figure 3.6

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Figure 3.7

Control Group‟s Worksheet Article Example

F. Research Instrument a. Pretest and Post test

Pretest consist of eight essay questions and given at the beginning of the meeting after the introduction of the psychotropic and addictive substances

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intelectual level always in average condition means in every class has the same amount of high achiever and low achiever.

Posttest has the same question used in the pretest, it is consist of eight essay questions and given after all the role-playing types being done in the experimental group and the discussion and presentations group present their discussion result about psychotropic and addictive substances in the control

group are done. The result of posttest itself will be used to measure the effect of is role-playing that is given to experimental group will affected their achievement in learning psychotropic and addictive substances.

Table 3.1

Blueprint of Pretest and Posttest Questions

No Indicator Item

Test

1. Student can differentiate the different between medicine and drugs.

1

2. Student know the different effect caused by certain kinds of psychotropic were different.

1

3. Student know the different and example of psychotropic and addictive substance found in our daily life.

1

4. Students have to be able to explain their action in some condition occurred in order to prevent themselves from drugs.

1

5. Students have to be able to explain their action in some condition occurred in order to protect family and themselves from the negative effect of addictive substances.

1

6. Student has to be able to explain their action in some condition occurred in order to help a friend to cure their addiction.

1

7. Students have to be able to explain their action in some condition occurred in order to prevent themselves from psychotropic and addictive substances.

1

8. Students know what kind of treatments done to cure/treat drug abuser in rehabilitation center.

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b. Attitude Scale

Attitude scale is consist of Likert scale with ten positive statements provided each statement has the different objective in order to know the student‟s determination for their attitude in some case mention on the statements relate to the material being learn in this opportunity it is psychotropic and addictive substances.

2. Differentiate addictives substances and psychotropic.

2

3.

4. Explain the effect of using addictive substances and psychotropic in daily life.

3

5.

6.

7. Describe how to treat and prevent drugs user and psychotropic addiction.

4

8.

9.

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Writer asked two observers to come to both experimental group and control group in the implementation stages to observe how the learning activities about psychotropic and addictive substances being done in the class referring to the learning scenario made. The lesson plan is divided into three main parts of learning activity they are opening, core activity and closing. There are „done‟ column and „undone‟ column that have to be filled by observers by check (v) symbol to marked those activity has been implemented or done in the class room or not.

d. Student‟s Questionnaire

Writer will identify the student‟s responses in using role-playing as a method in learning psychotropic and addictive substances chapter by distribute a questionnaire contain five opened answer‟s questions about the activities being done in the learning process to the experimental group. The blueprint of student‟s questionnaire can be seen in Table 3.3 below.

Table 3.3

Blueprint of Student‟s Questionnaire

No Aspect Item Test

1. The form of the role-playing group worksheet.

1

2. Student‟s respond to the

presentation type of role-playing learning activities.

1

theater in education type of role-playing learning activities.

1

simulation type of role-playing learning activities.

1

5. Student‟s respond of interest to

the whole role-playing learning activities.

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e. Teacher‟s Questionnaire

Writer will identify the teacher‟s responses in using role-playing as a method in learning psychotropic and addictive substances chapter by distribute a questionnaire contain five opened answer‟s questions about role-playing and its implementation in the learning activities.

Table 3.4

Blueprint of Teacher‟s Questionnaire

No Aspect Item Test

1. The teacher‟s interest toward

role-playing in science learning process.

1

2. The form of the role-playing group worksheet.

1

3. Teacher‟s respond to the

whole role-playing learning activities of psychotropic and addictive substances.

1

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G. Research Procedures

In general, the research to be conducted has three stages, namely:

1. Stage 1: Preparation

The preparation stage are mainly about the process when writer preparing all the instrument being used in the research, as follow:

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measure the student‟s knowledge attitude after learn about psychotropic and addictive substances.

b. Writer observing the activities and learning process in four classes of Greade 8 in one of public junior high school in Kota Bandung which is being teach by the writer in her internship period and decided two classes as the observation subject to be observed for this research paper. Determine one

class as control group class and another one as experimental group class randomly.

c. Determine the basic competence and material that will be use in the research, here writer choose Psychotropic and Addictive Substances from Grade 8 material in second semester because nowadays it was an important things to learn knowing how easy our teenagers are harmed by the use of

psychotropic and addictive substance. It is exist in Indonesia KTSP 2006 curriculum which is use in SMP Negeri 5 Bandung as the place where the research taken.

d. Analysis the type of role-playing that appropriate with the chapter of Psychotropic and Addictive Substances that will be use in the implementation/learning process in the experimental group.

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three role-playing worksheet for experimental group and three psychotropic and addictive substances cases article worksheet for control group.

f. Research instrument designing. In the implementation process some instrument needed in order to support the research to be done, they are:

1. Student‟s Pretest Posttest Questions to measure the improvement of student‟s achievement.

2. Student‟s Attitude Scale to measure student‟s attitude after the implementation being done.

3. Learning Process Observational Sheet to know whether the implementation process being done in the class same as expected from the lesson plan or not.

4. Student‟s Questionnaire to know the responses in using role-playing as a method in learning psychotropic and addictive substance.

5. Teacher‟s Questionnaire to know the responses in using role-playing as a method in learning psychotropic and addictive substance.

g. Expert judgement for the instrument making is a must in order to judge whether the instrument made by writer is appropriate with the research being taken and whether it is suitable to use in the implementation/learning process or not. Writer get three experts as the judges, they are one chemistry lecturer and two biology lecturers.

h. Revision of the instruments was done to revise some mistakes or incomplete term made by writer.

2. Stage 2: Implementation

1) Experimental Group Implementation Process

a. 1st Meeting: Pretest and Introduction

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Introduction of the material about Psychotropic and Addictive Substances are done to introduce the student to what they will learn then continue to divided the student in the experimental group into three groups and distribute the role-playing group worksheets.

b. 2nd and 3rd Meeting:

1) Learning Implementation using Role-playing

The implementation done according to the groups that has been divided in the previous meeting.

2) Observation of the Learning Implementation using Role-playing

Three types of role-playing are implemented in the experimental class, they are presentation, theater in education and simulation. All of those role-playing types choosen because, for the chapter of psychotropic and addictive substances which is learn about drugs and any addictive substances that really close to teenagers commingling in a big city like Bandung and Jakarta.

Presentations itself being done by giving the students worksheet with articles about psychotropics and addictive substances cases or hot news, guided by some questions to find out 5W and H (what why who when where and how) about the contain of the articles. The rest is student should present their answer and idea about the whole article in their worksheet with their own way (e.g: investigation drama, conference drama) in front of the class. After the role-playing being performed in front of class, techer and student discuss about the cases taken in the role-playing and discuss the 5W and H to make sure the students get the point of the first group presentation, it is mainly about type of psychotropics and addictive substance and its effect to our body

and our life.

Meanwhile for Theater in Education, writer provide a scenario to be use in

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a boy named Jack and his two friends which started to consume coccain and it change their life especially Jack‟s as the main character, Jack started to skip school and steal his parents jewelry to sell and get money to buy coccain. The material contained on the scenario are how parents should to to abused kid, what kind of treatment given to abused kid in the rehab and some more moral value. After the drama, teacher and students discuss about the drama being

performed in front of class and mentions what are the value that the students get from the dialogue performed, it is mainly about the social effect of psychotropics and addictive substance and the procedure of the treatment given in the rehabilitation center.

The last type of role-playing is simulation. Student divided into some pairs and given 1 cutting cards each, the cards itself contain certain condition which often happen in daily life such as:

“On the way home you meet a stranger, he offering you something looks like candy. What will you do? Act out and be safe!”

The student then discuss what will they do with their pair and act it out in front of the class. Teacher and the student discuss after the lesson to decide whether the student act is a right thing to do or not and give a right solution to face certain condition in real life.

Two observer came to observe the whole process ot the implementation occured in the experimental group with the guidance from the writer and the observational sheet given to check whether the implementation process suit the lesson plan prepared by the writer or not.

3) Distributing Teacher‟s Questionnaire

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substances that the writer known as a rare method to use as a method in learning science in one of public junior high school in Kota Bandung.

c. 4thMeeting: Posttest and Distributing Student‟s Questionnaire

The posttest with the exactly same questions as pretest question distributed to measure the student‟s improvement in both experiment and control group to be compared to know the different of both group result to make conclusion

about the effectiveness of role-playing method to improve student‟s achievement.

d. 5th Meeting: Distributing Attitude Scale

Attitude scale was distribute to both experimental and control group to know student‟s knowledge attitude result after the implementation/learning process occured.

2) Control Group Implementation Process a. 1st Meeting: Pretest and Introduction

In the first meeting student from both experimental and control group was given pretest question to measure that their starting point before the research done are nearly in the same level.

Introduction of the material about Psychotropic and Addictive Substances are done to introduce the student to what they will learn then continue to divided the student into 3 groups.

b. 2nd and 3rd Meeting:

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The implementation done according to the groups that has been divided in the previous meeting.

2. Observation of the Learning Implementation using Discussion and Presentation

For the control group, the students learn about psychotropics and addictive substance using discussion and presentation method where the students

divided into five groups with six members each. They‟re given one worksheet each group contain an article/case about psychotropic and addictive substance which is happen in Indonesia in 2010 until 2013, they discuss the article and answering 5W and H questions about the case and every group in the class given time to present their discussion result in front of class. In the end of the lesson teacher and student discuss about the whole activity being done in the class and add some more material from the slides of power-point presentation.

Two observer came to observe the whole process ot the implementation occured in the control group with the guidance from the writer and the observational sheet given to check whether the implementation process suit the lesson plan prepared by the writer or not.

c. 4th Meeting: Posttest

The posttest with the exactly same questions as pretest question distributed to measure the student‟s improvement in both experiment and control group to be compared to know the different of both group result to make conclusion about the effectiveness of role-playing method to improve student‟s

achievement.

d. 5th Meeting: Distributing Attitude Scale

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occured and expected that the result of experimental group is better that the control group.

3. Stage 3: Analysis and Conclusion 1. Research Instrument Scoring Process

Scoring process of the research instrument is different for each instrument in order to obtained the right data to be analyze in the next data processing

process.

a. Pretest and Posttest Scoring

The process of pretest and posttest data scoring from both control and experimental group is 10 out of 10 points given if the students can answer all the 8 questions given in the test sheet. Then the total 60 pretest sheets and 60 posttest sheet being collected to put the score obtained into Microsoft Excel and SPSS program to be process furthermore.

b. Attitude Scale Scoring

The attitude scale scoring process is using Likerp scale with ten positive statements provided. So the more right the column checked by the students the more positive answer they choose and more points they got. The point itself is Strongly Disagree (1 point), Disagree (2 points), Neutral (3 points), Agree (4 points), and Strongly Agree (5 points) the points collected from student‟s answers of the 10 statements being calculated and divided by 5 to get total 10 out of 10 points maximum.

c. Learning Process observational Sheet Scoring

Two observers were came to both experimental group and control group

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check mark in „done‟ column if the activities in the class happen as written in the obeservational sheet and observer can give check mark in „undone‟ column if the activities in the class were not same as what is written in the observational sheet. Writer then precentage the check mark exist in the „done‟ column to know is the lesson plan made by writer can really being use in the learning implementation process.

d. Student‟s Questionnaire Scoring

Student‟s questionnaire form was five open questions so the scoring process is to collect all type of answer and make the similar one counted in one type of answers comes up. Precentage all the answers obtained and make a diagram pie for each question.

e. Teacher‟s Questionnaire Scoring

Same as student‟s questionnaire, the form of teacher‟s questionnaire was 5 open questions too so the scoring process is to collect all type of answer and make the similar one counted in one type of answers comes up. Precentage all the answers obtained and make a diagram pie for each question.

2. Data analysis done to process the data obtained from the whole research the Quantitative data processing done using SPSS 18.0 for Windows and Microsoft Excel 2010.

The whole analysis process of the data obtained from the experiment are as follow:

a. Test Data and Analysis

Test data obtained from this research are pretest, posttest and gain index. This

is the analyze result of quantitative data obtained from this research.

1. Normality Test

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Kolmogorov-Adinda, 2013

smirnov statistic test with 5% signification level. Normality test conducted to

pretest and post test score from two different class/group (experimental and control group).

Both data were distributed normally, the data processing continued to homogeneity test. The data shown the distribution from one or all the data not normally distribute, the data processing can continue using non perametric

statistic it is using Mann Whitney-Wilcoxon test.

2. Homogenity Test

The data obtained normally distribute so the next process to be done was homogeneity test. Homogeneity test use to determine whether both group has homogenous variances or not. To count homogeneity Leven’s test with 5% signification level was used. Homogeneity variances test done in order to determine which statistic test will be used to test our hypothesis (similarities and mean test).

From the Leven’s test obtained, the data normally distribute and homogenous, the hypothesis test will be use is One-Way Anova (more than 28 students).

3. Compare Mean Test

Compare mean test is done to determine whether both group (experimental and control group) have the same mean score or not. If the data obtained normally distribute and has homogenous variances the next test will be One-Way Anova. Meanwhile if the data obtained did not distribute normally and

did not have homogenous variances the test will be use is a Non-parametric test (Mann Whitney-Wilcoxon test).

According to the things that have already explained in the beginning that the

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pretest and post test data. Similarity test done to determine whether both group (experimental and control group) has the same initial mean score or not.

Meanwhile, difference test and mean test done to the post test data only to determine the improvement of student‟s cognitive achievement. The counting obtained from both control group and experimental group pretest and post test

score. Normalize gain index was used as measurement to determine the student‟s achievement of cognitive quality improvement.

The improvement occurred after and before the learning process according to Meltzer (Ward, 2006:39) is calculated by gain index formula below:

The criteria used by Hake (Sopandi, 2010) are presented in below:

Table 3.7

Table of Normalize Gain Criteria

Gain Interprets g > 0,7 High 0,3 < g < 0,7 Medium

g < 0,3 Low

a. Attitude Scale Data Analysis

Attitude scale analysis data done by comparing each aspects from the total ten questions given to both control and experimental group then using Microsoft Excel 10, writer can see the average of both groups‟s score and compare them to see whether the score of experimental group is bigger than control group or inversly.

3. Observational Sheet Analysis

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class to see if the learning activities being done in the class is based on the lesson plan made or not. The result then compared between control group and experimental group to know in which class the implementation done effectively based on the lesson plan made.

4. Student‟s Questionnaire Analysis

The student‟s questionnire which has been scored was collected to make precentage of each answers comes up as the answer of five open questions given to the experimental class which learn psychotropic and addictive substance using role-playing.

5. Teacher Questionnaire Analysis

The teacher‟s questionnire which has been scored collected to make precentage of each answers comes up as the answer of five open questions given to the science teachers in a public junior high school in Kota Bandung to know how was their responses through learning psychotropic and addictive substances using role-playing.

2. Conclusion can be determine after processing all the data from the whole research. The conclusion expected that the experimental group‟s posttest and the attitude score result which learn using role-playing method were better that control group‟s result which used conventional method in learning psychotropic and addictive substances

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In order to arrange the sequence of research organizely, the whole process of the data collected shown in the following diagrams:

Figure 3.8

Literature Study Analysis the Type of

Role-playing

Instrument Design Learning Scenario Design

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CHAPTER V

CONCLUSION AND RECOMMENDATIONS A. Conclusion

From the finding of this research it can be conclude that the experimental group which learn psychotropic and addictive substances using role playing has improve their achievement with high improvement criteria. The result of

posttest result of control group average score is 7 and experimental group is 9.1 and the result of attitude scale average of control group is 7.9 and experimental group is 8.3. The average score of experimental group attitude

scale also higher than control group’s average score which is learn psychotropic and addictive substances by discussion and presentation method. It is prove that role-playing as a method to learn psychotropic ans addictive substances is effective. Both posttest and attitude scale result of experimental group are better than control group.

The lesson plan and instruments made by writer is being use well and the responses from the students and the former science teachers in a public junior high school in Kota Bandung about using role-playing in learning psychotropic ans addictive substances are positives as an interesting and fun method.

B. Recommendation

Considering that the implementation is still need to be developed in a way to find perfection, the following recommendations are suggested for further work and research:

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2. If the role-playing types being use still more than one, it is better to have more than one cycle to make the learning experiences among the students to be same.

3. It is recommended to give attitude scale test two times, it is before and after the implementation being done in both class to see the improvement clearly.

4. The questions form in the attitude scale must be changed because,

according to Likert (1932), The statements used in attitude scale should be balance between the negative and positive, it should be half negative and half positive.

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Cooperstein, S. E., & Weidinger, E. K. (2004). Beyond Active Learning: A Constructivist Approach to Learning. USA: Emerald Group Publishing Limited.

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