THE EFFECT OF SCRAMBLE LEARNING TOOL TO IMPROVE STUDENTS LEARNINGOUTCOMES IN SCIENTIFIC BIOLOGICAL TERM MASTERY
ON HUMAN REPRODUCTIVE SYSTEM TOPIC FOR STUDENTS’ ON GRADE XI SCIENCE PROGRAM AT SMA NEGERI 1
BERASTAGI ACADEMIC YEAR 2011/2012
By: Lastria Sinaga
408641007
THESIS
Submitted to fulfill one of the Requirement for the degree of Sarjana Pendidikan
DEPARTMENT OF BIOLOGY
FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
THE EFFECT OF SCRAMBLE LEARNING TOOL TO IMPROVE STUDENTS LEARNINGOUTCOMES IN SCIENTIFIC BIOLOGICAL TERM MASTERY
ON HUMAN REPRODUCTIVE SYSTEM TOPIC FOR STUDENTS’ ON GRADE XI SCIENCE PROGRAM AT SMA NEGERI 1
BERASTAGI ACADEMIC YEAR 2011/2012
Lastria Sinaga (408641007) ABSTRACT
This research is purposed to know the Effect of Scramble Learning Tool to improve Student Learning Outcome in Scientific Biological Term Mastery on Human Reproductive System Topic for Students’ on Grade XI Science Program at SMA Negeri 1 Berastagi Academic Year 2011/2012. The total number of samples are 32 students. The pretest average scores for Students learning outcome in control class have score 3,8, standard deviation 1,25 and post test average score 6,1 and the student’ scores increased about 23%. While in experiment class have pretest average score 3,9, standard deviation 1,22 and post test average score 8,9 and the students’ scores increased about 50%. The pretest average for students spelling ability and vocabulary development in control class have score 44,79, standard deviation 8,67 and post test average score 66,56 and the students’ scores increased about 21.77%. While in experiment class have pretest average score 43,75, standard deviation 9,15 and post test average score 77,92 and the students’ scores increased about 34.17%.
TABLE OF CONTENT
PAGES
SEMINAR APPROVAL i
BIBLIOGRAPH ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS vi
TABLE LIST ix
FIGURE LIST x
ATTACHMENT LIST xi
CHAPTER 1 INTRODUCTION 1
1.1. The Background of the Study 1
1.2. The Problem Identification 4
1.3. The Research Scope 4
1.4. The Research Question 5
1.5. The Objectives of the Study 5
1.6. Significance of the Study 5
1.7. Definition Operational 6
CHAPTER II REVIEW OF LITERATURE
2.1. Learning Outcomes 7
2.1.1. Cognitive Domain 8
2.2. Problem of Language as Second Language Acquisition in the
Bilingual Class 9
2.2.1. English is Not as Mother Tongue 10 2.3. Understanding Biology in Second Language 10
2.4. Mastery 11
2.4.1.1. The Important of Vocabulary 12
2.4.1.2. Teaching Vocabulary 13
2.4.1.3. Improving Vocabulary 15
2.4.2. Spelling Mastery 15
2.5. Scramble Learning Tool 15
2.5.1. Scramble Learning Tool Syntax 16
2.5.2. The Roles of Scramble Learning Tool 17
2.6. Conventional Method 17
2.7. Human Reproductive System 18
2.8. Conceptual Framework 33
2.9. Formulation of Hypothesis 34
2.9.1. Research Hypothesis 34
2.9.2. Statistical Hypothesis 34
CHAPTER III RESEARCH METHOD 35
3.1. Location and Time 35
3.2. Population and Sample 35
3.3. Research Variable 35
3.4. Research Design 35
3.5. Research Procedures 36
3.5.1. Research Steps 38
3.6. Research Instrument 41
3.6.1. Instrument of Data Collection 41
3.6.2. Technique of Data Collection 43
3.6.2.1. Validity Test 43
3.6.2.2. Reliability Test 43
3.7. Discrimination Index 44
3.8. Difficulty Index 45
3.9. Technique of Data Analysis 46
3.10. Multiple Choice Test Analysis 46
3.10.2. Homogeneity Test 47
3.10.3. Testing for Hypothesis 48
CHAPTER IV RESULT AND DISCUSSION 50
4.1. Research result for students learning outcomes 50 4.1.1. Data Test of Students learning outcomes 50
4.1.1.1. Score Data for Pretest 50
4.1.1.2. Score Data for Post Test 52
4.1.2. Testing of Data Analysis 54
4.1.2.1 .Normality Test 54
4.1.2.2. Homogeneity test 54
4.1.2.3. Research Hypothesis Test For Students Learning Outcome 55 4.2. Research Result of Students Spelling Ability and
Vocabulary Development 56
4.2.1. Data Test of Students Spelling Ability and Vocabulary
Development 56
4.2.1.1. Scores of Pretest Students 56
4.2.2. Test of Data Analysis 60
4.2.2.1. Normality Test 60
4.2.2.2. Homogeneity Test 61
4.2.2.3. Hypothesis Test 61
4.3. Research Discussion 62
4.3.1. Research Discussion for Students Learning Outcome 62 4.3.2. Research Discussion for Students Spelling Ability and
Vocabulary Development 63
CHAPTER V CONCLUSIONS AND SUGGESTION 65
5.1. Conclusions 65
5.2. Suggestions 66
TABLE LIST
PAGES
Table 2.1. Cognitive Domain 8
Table 3.1. Research Design 36
Table 3.2. Pattern of Multiple Choose Test 42 Table 3.3. Vocabulary and Spelling Rubric 49 Table 4.1. Frequency Distribution Pretest Scores in Experiment Class 50 Table 4.2. Frequency Distribution Pretest Scores in Control Class 51 Table 4.3. Frequency Distribution Post Test Scores in Experiment Class 52 Table 4.4. Frequency Distribution Post Test Scores in Control Class 53 Table 4.5. Result of Normality Test for Students Learning Outcome 54 Table 4.6. Result of Homogeneity Test for Pretest Data 54 Table 4.7. Result of Homogeneity Test for Post Test Data 55 Table 4.8. . Result of Hypothesis Test for Pretest Data 55 Table 4.9. Result of Hypothesis Test for Post Test Data 56 Table 4.10. Comparison of Pretest Data in Control and Experiment Class 57 Table 4.11. Comparison of Post Test Data in Control and Experiment Class59 Table 4.12. Result of Normality Test for Students Spelling Ability and
Vocabulary Development 60
Table 4.13. Result of Homogeneity Test for Students Spelling Ability and
FIGURE LIST
PAGES
Figure 2.1. Male Internal Genitalia Organ 19
Figure 2.2. Male External Genitalia Organ 19
Figure 2.3. Spermatogenesis Process 20
Figure 2.4. Female Internal Genitalia Organ 21 Figure 2.5. Female External Genitalia Organ 22
Figure 2.6. Oogenesis Process 23
Figure 2.7. The Hormonal Regulation of Female Reproductive Cycle 24
Figure 2.8. Menstrual Cycle 25
Figure 2.9. Vasectomy and Tubectomy in Male and Female Preventive 30
Figure 3.1. Scheme of Research Steps 40
Figure 4.1. Steam Diagram of Pretest Scores for Experiment Class 51 Figure 4.2. Steam Diagram of Pretest Scores for Control Class 52 Figure 4.3. Steam Diagram of Post Test Scores for Experiment Class 53 Figure 4.4. Steam Diagram of Post Test Scores for Control Class 54 Figure 4.5. Comparison Diagram of Students Pretest Scores 58
ATTACHMENTS LIST
PAGES
Attachment 1. Syllabus 69
Attachment 2. Lesson Plan for Experiment Class 70 Attachment 3. Lesson Plan for Control Class 82 Attachment 4. Student Work Sheet for Experiment Class 91
Attachment 5. Research Instrument for Validity 100 Attachment 6. Answer Sheet for Research Instrument Validity 110 Attachment 7. Answer Key for Research Instrument Validity 111 Attachment 8. Pattern of Multiple Choose 112
Attachment 9. Research Instrument 113
Attachment 10. Answer Sheet for Research Instrument 117 Attachment 11. Answer Key for Research Instrument 118
Attachment 12. Validity Test 119
Attachment 13. Reliability Test 122
Attachment 14. Difficulty Index 125
Attachment 15. Discrimination Index 127
Attachment 16. Original Data for Learning Outcome 129 Attachment 17. Calculation Scores for Learning Outcome 133 Attachment 18. Calculation Average Scores for Learning Outcome 135
Attachment 19. Normality Test 138
Attachment 20. Homogeneity Test 144
Attachment 21 Hypothesis Test 147
Attachment 22. Original Data for Students Spelling Ability and Vocabulary
Development 156
Attachment 23 . Calculation Average Scores for Students Spelling Ability and
Vocabulary Development 161
Attachment 24. Documentation 164
Attachment 25. Liliefors Table 169
Attachment 26. t- Table 170
CHAPTER I INTRODUCTION
1.1. The Background of the Study
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 education to be developed into an international educational unit,
(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)
The goals of RSBI are to improve the education quality. The main problem for RSBI Schools is how to improve teachers’ and students’ ability to use English in teaching and learning process. Teachers as facilitators and students must use English and be able to use the application of computer technology and able to master the learning skills to understand, explain, write, and present topics in English.
RSBI schools in teaching and learning process must be more effective than monolingual class because bilingual schools are designed for those who speak
not well acquainted with English text as they did not fully interest in applying this language to enhance learning.
Based on experiences (PPL) in SMA Negeri 1 Berastagi, When the students have to finish biology task using English text, they seem to pay not enough intention and interest because of less ability in understanding sentences and lack of proper vocabulary to understand Biology text. Besides that, unfamiliar words and lack of
background knowledge is also mention as some obstacle of learning using English on instructional process.
These problems have confirmed by interviewing with Mrs.F.Ginting as Biology teacher in XI Grade Science Program. She is said that not all of students can get the learning outcome on human reproductive system topic in academic year 2010 / 2011 still low 65. Basically, students can achieved and enthusiasm when the teaching learning process is done. But, when the test is done not all of students got the KKM on this topic. More than 50 % students have score under KKM, while the minimum score is 75.
Due to the problem of academic English and Biology and effective method to overcome such problem, we can bring the idea of testing for a media from learning method that can provide both anxiety and achievement for biology topics. One approach on teaching using Foreign Language is task based approach. Based on Gusti (2011) this task based learning is what Bilingual class should apply in teaching and learning process.
Scramble Learning Tool is the learning model which invites students to find an answer to a question or a pair of a creative concept by arranging the letters are arranged at random so as to form an answer or a pair concepts in question (Komalasari, 2010)
Scramble learning tool syntax:
1. Teachers convey the subject matter. Teachers’ gives an outline about Human Reproductive System topic.
2. The teacher prepared question cards that have been made to the learning process.
3. The teacher set up with the answer card number is encrypted so that children can arrange the right answer in front of class.
4. Teachers form students’ groups.
5. The teacher shared about the clues to each group in the question card.
6. The teacher gives students the chance to answer the question and arranged the letters in front of class and spelled the answer directly.
7. Teachers evaluate the students' assessment.
8. Teachers and students’ gather to conclude what they have learned about the topics.
Human reproductive system need to be taught used the joyful models to increase the students’ attention. The scramble learning tool can improve the students’ ability for example in improving vocabulary, spelling, and remember using English language.
Through the scramble learning tool expected to improve the students’ comprehension in the concepts of human reproductive system and improve the students’ learning outcomes when the test / exam conducted.
motivate students to better prepare and generally to become more interested in the subject. A literature search into this area of scramble as motivation and review item reveals numerous articles in support of these educational models. First year Biology students believe that the scramble is useful aids to their learning and these findings encourage us to continue with their use and develop more.
Based on the analyses about the teaching of Biology used the English language to young learners and the roles of the teachers in the teaching, the researcher is very much interested in implementing The Effect of Scramble Learning Tool to Improve Students Learning Outcomes in Scientific Biological Term Mastery (including spelling ability, vocabulary development) on Human Reproductive System Topic for Students’ Grade XI Science Program at SMA Negeri 1 Berastagi, Academic year 2011/2012.
1.2. The Problem Identification
Based on the elaboration of the background of the study above, the problems of study are formulated as follow:
a. English is not students’ main language. b. Lack of proper vocabulary.
c. Human Reproductive System topics filled with foreign terminology. d. Less ability in understanding sentences in Biology textbook.
1.3. The Research Scope
a. Done at SMA Negeri 1 Berastagi
b. Conducted Grade XI Science Program at SMA Negeri 1 Berastagi, Academic year 2011/2012.
c. Conducted to observe students learning outcomes, spelling ability and vocabulary development using scramble learning tool.
1.4. The Research Question
a. Is students’ learning outcomes taught by scramble learning tool are higher than taught by conventional method?
b. Is students’ vocabulary taught by scramble learning tool are higher than taught by conventional method?
c. Is students’ spelling taught by scramble learning tool higher than taught by conventional method?
1.5. The Objective of the Study
Based on the problem of the study, the objectives of the research are:
a. To see the effect of scramble learning tool on students’ leaning outcomes in Human Reproductive System topics.
b. To see the effect of scramble learning tool on students’ vocabularies in Human Reproductive System topics.
c. To see the effect of scramble learning tool on students’ spelling in Human Reproductive System topics.
1.6. Significance of the Study
a. Researcher, to provide the information that can be used for improving teaching and learning process on English for Bilingual students.
b. Teachers,
2. To provide some feedback for teachers and educators in term not only improving but also classroom activities and student’s outcome in Biological topics.
c. Students; to help students to improve the learning outcomes, spelling ability and vocabulary development to master Biology textbook.
1.7. Operational Definition
1. Scramble is a learning tool that explores the students’ ability to work together in groups and practice the student’s skills in preparing the letter and then combine into a word using the English language.
2. Learning outcomes is the mastery level that achieved by the students’ in teaching and learning process accordance with the purpose of education. Learning outcomes can be obtained from the students learning values. 3. Vocabulary is the total number of words which make up a language.
CHAPTER V
CONCLUSION and SUGESTION
5.1. Conclusion
After done the calculation data of this research and done the hypothesis test, the researcher can conclude that:
The students learning outcome can improved by using Scramble Learning Tool by an increasing of students learning outcome 50 % and the students spelling ability and vocabulary development can improved by using Scramble Learning Tool by an increasing 34,17%.
5.2. SUGGESTION
Based on the resultand the research conclusion, so the researcher have some suggestion namely:
1. For the next researcher that want to researched more about Scramble Learning Tool, the researcher suggested to be more pay attention about ” natural ” part(in this research the mother tongue in karo distrix) to optimize the increasing of students learning outcome and students spelling ability and vocabulary development.
2. In conducting this research need the patience to guidance the students and the timing set in the teaching learning process and also the class controlling so it can arousing the students during the teaching learning process in the class and it can improve the students learning outcome and students spelling ability and vocabulary development.
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BIOGRAPHY
Lastria Sinaga was born in Lubuk Pakam, on February 11th 1990. Her
father’s name is Marulak Sinaga and mother’s name is Sannaria Rajagukguk.
Lastria is the third child from five child in her family. In 1996, she entered elementary school at SD Negeri 107422 Pagar Jati and graduated in 2002. In
2002, the author continued to SLTP Negeri 1 Lubuk Pakam and graduated in 2005. In 2005, the author continued to YP. SMA NUSANTARA Lubuk Pakam and graduated in 2008. At 2008, the author entered State University of Medan in Biology Bilingual Education, Faculty of Mathematic and Sciences. In August, 8th 2012 the author graduated from State University of Medan.
