USING SELF-
ASSESSMENT TO EXPRESS STUDENTS’
CONCEPT MASTERY OF CELL IN BILINGUAL
TEACHING IN 11TH GRADE SCIENCE
OF SMA NEGERI 1 SIDIKALANG
By:
Siti Sumari Harahap
408141108
Biology Bilingual Education
SKRIPSI
Submitted to the State University of Medan as a fulfillment as
Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
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ACKNOWLEDGEMENT
Syukur Alhamdulillah, the writer would like to praise and thank Allah SWT, the almighty, who has granted countless blessing and opportunity to her so that she is finally able to finish the thesis.
The thesis which is titled "Using Self-Assessment to Express Students’ Concept Mastery Test of Cell in Bilingual Teaching in 11th Grade Science of SMA N 1 Sidikalang" is compiled to complete the terms obtained for her Sarjana Pedidikan from Faculty of Mathematics and Natural Science, UNIMED.
The success of this thesis depends largely on the encouragement and guidelines of many others. She takes this opportunity to express her thankful to the people who have been instrumental in the successful completion of this thesis. She would like to say her greatest appreciation to Prof. Dr. Herbert Sipahutar, M.S., M.Sc., as the thesis supervisor also as coordinator of Bilingual Program. She can not say thank you enough for his tremendous support and suggestion. Another great appreciation is addressed to Dr. Rer nat Binari Manurung, M.Si., Dra. Meida Nugrahalia, M.Sc., Dra. Martina A. Napitupulu, M.Sc., as her examiners, for the valuable suggestions to be included in this thesis and spent precious time in giving the encouragement and comments for this thesis.
She gratefully acknowledges the deepest gratitude to Drs. Nusyirwan, M.Si., as the academic advisor. She also would say thank to all lecturers of Biology Education Bilingual Program, who have gave the valuable knowledge during the completion of this thesis.
Special thanks are extended to Drs. Alben Sianturi as the headmaster of SMA Negeri 1 Sidikalang, Mr. Wahidin S.Pd as Biology teacher of grade eleven science classes of SMA Negeri 1 Sidikalang, for the guiding and cooperation during research.
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given her unfailing support and encouragement during the academic year and the completion of this thesis, also for her lovely brothers and sister, Arif T. Harahap, Rafly Rasyad Harahap and Siti Rina A. Harahap for always trying to keep her on track whenever and whatever problems she has to overcome.
Last but not least, the attention and lovely support received from her entire best friend in Majlis Taklim (Sukma, Qije, Nopi) also in Everlasting Friendship of Biology Biligual ’08 Debo, Kistin, Winwin, Uci, Isah, Tari, Keasy, Meti, Rahmad, Hasymi, Noviyanti, Maria, Henny, Wenny, Maya, Silvia, Vero and all friends from Biology Bilingual Program Year 2008 for their laugh, togetherness and friendship. The special thank also delivered to Nike Anatasia for her kindness to join the last but not the lost group and together with them finished the ending of thesis’ misery.
The writer has tried to finish this thesis as good as possible, but she is aware there are still many weaknesses of both content and grammar of this thesis. Hopefully, this thesis would be useful to the reader.
October, 2012 The writer
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USING SELF-
ASSESSMENT TO EXPRESS STUDENTS’
CONCEPT MASTERY OF CELL IN BILINGUAL
TEACHING IN 11
THGRADE SCIENCE OF
SMA N 1 SIDIKALANG
Siti Sumari Harahap
408141108
ABSTRACT
Teachers in RSBI schools tend to be reluctant to use English as their medium instruction in teaching and learning process. They assume that students will be difficult to understand the concept if the topic is delivered in English. That is one of the reasons why teachers do not use English in Biology teaching. However, students can evaluate themselves whether they understand or do not. Self-assessment is one of alternative assessments that can help teachers and students to express the students’ concept mastery of the topic which is delivered by using English. Therefore, this research aims to know the using of self-assessment to express students’ concept mastery of cell in bilingual teaching process for 11th Science-1 students of SMA Negeri 1 Sidikalang.
The population of this research is all 11th grade science students of SMA Negeri 1 Sidikalang who taught bilingually. The sample of this research is 11th Science-1 students which is determined purposively. The concept that is used by researcher is cell concept. The using of English in teaching process is increased gradually in four meetings. There are three instruments that were used in this research, self-assessment sheets, students’ concept mastery test of cell and Questionnaires. The research result shows that students who assessed themselves understand the concept tend to get high scores in students’ concept mastery test. The correlation analysis shows that coefficient between self-assessment (SA) points and students’ concept mastery (SCMT) points represent the weak correlation (raverge = 0,225). It means students that have good self-assessment also
have good result of concept mastery test, altough it is found only for a small number of students. Students’ concept mastery that was expressed from SA point showed that students still can get the concept even it is served in English.
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1.1. Background of The Study 1.2. Problem Identification
2.2.3. Strengths and Weaknesses of Self Assessment 2.3. Students Mastery Concept
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CHAPTER 3 RESEARCH METHOD
3.1. Time and Location 3.2. Population and Sample
3.3. Variables and Research Instruments 3.3.1. Variables
3.3.2. Research Instrument 3.4. Research Procedures 3.5. Data Collection 3.6. Data Analysis
CHAPTER 4 RESULT AND DISCUSSION
4.1. Research Result 4.1.1. Result
4.2. Discussion
4.2.1. Self-Assessment
4.2.2. English in Biology Teaching
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS
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Figure 2.3. The Structure and Distribution of Vacuole in Animal and Plant Cell
Figure 2.4. The Scheme of Conceptual Framework
Figure 3.1. The Relation between Dependent, Independent and Moderator Variable
Figure 3.2. The Scheme of Research Procedures
Figure 4.1. The Graph of Comparison of Students’ Points in Students’ Concept Mastery Test (SCMT) of Cell and Self-Assessment (SA) in the First Meeting
Figure 4.2. The Graph of Comparison of Students’ Points in Students’ Concept Mastery Test (SCMT) of Cell and Self-Assessment (SA) in the Second Meeting
Figure 4.3. The Graph of Comparison of Students’ Points in Students’ Concept Mastery Test (SCMT) of Cell and Self-Assessment (SA) in the Third Meeting
Figure 4.4. The Graph of Comparison of Students’ Points in Students’ Concept Mastery Test (SCMT) of Cell and Self-Assessment (SA) in the Fourth Meeting
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Appendix
Appendix 1. The Syllabus Appendix 2. The Lesson Plan
Appendix 3. The Self-Assessment Sheet
Appendix 4. The Blue Print of Students Concept Mastery Test (SCMT) of Cell
Appendix 5. The Students Concept Mastery Test of Cell Appendix 6. The Answer Keys
Appendix 7. The Questionnaire
Appendix 8. The Validity of Students Concept Mastery of Cell
Appendix 9. The Calculation of Validity, Reliability, Difficulty, and Discrimination Index of SCMT of Cell
Appendix 10. The Recapitulation of SCMT Testing Appendix 11. The Recapitulation of Students’ Concept
Mastery from Self-Assessment (SA) Sheet Appendix 12. The Calculation of Correlation Coefficient of
SCMT and SA Appendix 13. The Documentation
Appendix 14. The Validity of SA and Questionnaire from Expert Lecturer
Appendix 15. The Table of r porduct moment
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CHAPTER I
INTRODUCTION
1.1. Background
Bilingual teaching is a way of teaching where teaching process is held in two languages (Yasa and Suarcaya, 2009). Bilingual teaching has implemented in many countries in the world and one of them is Indonesia. In Indonesia, Bilingual teaching means as an approach that is used in a model class which became a prerequisite of Rintisan Sekolah Bertaraf Internasional (RSBI) or Sekolah Bertaraf Internasional (SBI). Sofa in Astika (2011) said the essential missions of SBI are to produce (a) the graduate of SBI that can continue their education at international level (b) can get the job opportunity in International institute or abroad and (c) can get the international medal International competition of science, mathematics, technology, art and sport. For reaching those missions, several subjects like mathematics, physics, chemistry, biology and economic are taught bilingually.
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Biology is a typical of concept-understanding science. It is prooved with all the standard competencies that are stated in standard of content in Rule of Indonesian Ministry of Education number 22 in 2006. In eleventh grade especially, there are three standard competencies that should be mastery by students. One of the concepts which are found in those is cell. Hamidah (2012: 61) in her research about the analysis of difficult concept in biology found that cell is the one of the difficult concept to be taught instead of genetic and metabolism. Cell concept is described into three points of basic competences while another concept that is taught in 11th grade only described in one basic competency.
Biology teacher in SMA Negeri 1 Sidikalang commonly only use test as assessment for getting data of students’ concept mastery. Wulan (2007) state that test as an assessment only concern about data from students result but it can not explained the process of how students get the scores. While, there are so many alternative assessment in biology teaching that can express the dimension of process of how students get the scores. One of those assessments are Self-Assessment.
Depdiknas (2007) states that self-assessment is an assessment for students to assess themselves about how the process they understand the topic and the level of achievement competencies learned. Self-assessment not only expresses what students feel when taught by teacher but also shows the students assumption about their understanding of biology. Westlake and Zitko (2010), in their research, also found that teacher who has implemented self-assessment in their class stated that the using of self assessment is one of the best ways to engage students thinking deeply about the subject.
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is held in RSBI School that will be taught bilingually. Self-assessment that is used in this research not only use to express students’ concept mastery of cell, but also how if the cells concept taught in bilingual teaching.
1.2. Problem Identification
From the background that described above, the problem that is identified are:
a. Biology teachers in RSBI school have not used English in teaching learning process
b. Teacher assumes that teaching students with English will make students did not get the concept
c. Cell concept is one of the difficult concept
d. Biology teacher in SMA Negeri 1 Sidikalang have not used self-assessment as students assessment yet.
1.3. Research Scope
The scope of this research is cell concept mastery of students from class XI science plus 1 of SMA Negeri 1 Sidikalang which is expressed by students self assessment. The concept mastery of cell in this research refers to students’ mastery only in cognitive side.
1.4. Research Questions
From the problem that is identified, researcher formulates research questions as mentioned below:
a. Does the using of self assessment express the students’ concept mastery of cell in bilingual learning?
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1.5. Objectives
The objectives of this study are:
a. To express the students’ mastery concept of cell this is taught bilingually by using students’ self assessment.
b. To examine the assumption about the using of English in biology learning of Biology teacher in SMA Negeri Sidikalang that the using of English as Instructional language will make students did not get the concept of cell. 1.6. Significant
a. Theoretical Significant:
This study will add the repertoire of science of education and can be a referrence for study about the using of self assessment in bilingual teaching. b. Practical Significant:
- For school : this research will give an insight to school to develop and implement the bilingual teaching.
- For teacher : this research can be a guide for students formative assessment in biology bilingual teaching to express how far students get the concept as they though and also can be a guide for teacher to get the difficulty of students to get the concept in order to increase students achievement in learning biology.
- For student : Motivate learner to able to read and interpret knowledge that has been gained from bilingual learning and can confirm their mastery concepts themselves through self-assessment.
1.7. Operational Definition
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students. The instrument is compiled by teacher and develops it from Standar Isi from Depdiknas.
b. Bilingual Teaching is a prerequisite of a RSBI where the teaching of biology subject is held by two languages they are mother tongue and English as a second language. Bilingual teaching that will be implemented in this study is a transitional bilingual method where English as the second language is used gradually. There will be four meetings. The first meeting will be held with 25% English as the instructional language and the 75% is in Indonesian. The second meeting, the using of English will increase become 50% and for the third and the last the using of English as instructional language will be 75%. c. Student’s Concept Mastery which in this research means the mastery of cell
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusion
The conclusions for this research are:
1. Self-assessment as a formative assessment can express the students’ concept mastery of cell. The correlation between SA and SCMT point is weak correlation, means the students that good in self-assessment is good when they are given the concept mastery test, altough it is not happened for all students. 2. Students do not have problems using English as the instructional language. It
is shown from the recapitulation of self-assessment result that most of students understand the concept of cell (Appendix 11)
5.2. Suggestions
Having considered the findings of this research, the suggestions are:
1. For biology teacher, self-assessment could be used as an alternative assessment to help teacher lists the concept that should be mastered by students and also the concept which is difficult for students to understand. 2. Teacher needs to motivate students first to be brave to express their reason
about their comprehension, so students have no difficulties to fill the self-assessment sheets.
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