THE EFFECT OF CROSSWORD PUZZLE ON STUDENTS’ LEARNING OUTCOMES AND ACADEMIC ENGLISH MASTERY FOR HUMAN REPRODUCTIVE SYSTEM, GRADE ELEVEN SCIENCE PROGRAM
SMA NEGERI 1 MEDAN, ACADEMIC YEAR 2011/2012
By:
Dina Kharida NIM. 081244410004
Biology Education Bilingual Study Program
A THESIS
Submitted in Partial Fulfillment of the Requirement for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
MATHEMATICS AND NATURAL SCIENCE FACULTY
STATE UNIVERSITY OF MEDAN
ACKNOWLEDGEMENT
First and foremost, praise and thank be to Allah SWT, the almighty, who has granted countless blessing, knowledge, and opportunity to the writer, so that she has been finally able to accomplish her thesis.
The writer hardly knows where to start expressing her gratitude but for sure the gratitude goes to all those who have assisted her in the process of completing this thesis. It would be impossible to list all names but several people deserve her sincere and special thanks.
She gratefully acknowledges the deepest gratitude to her thesis supervisor, Syarifuddin, M.Sc, Ph.D, who has generously spent precious time in giving the guidance, encouragement, suggestion, and comments until this thesis comes to its present form.
Her enormous appreciation is addressed to Drs. Tri Harsono, M.Si. the head of Biology Department, Prof. Dr. Herbert Sipahutar M.Si., M.Sc., the coordinator of Bilingual Program, and Mr. Samsuddin for his administrative assistance. She heartily wishes to acknowledge Prof. Dr. Herbert Sipahutar M.Si., M.Sc., Dr. Hj. Ely Djulia, M.Pd., and Drs. Zulkifli Simatupang, M.Pd., as her examiners, for the valuable inputs to be included in this thesis. She is indebted to Drs.Zulkifli Simatupang, M. Pd and Dra. Meida Nugrahalia, M. Sc., as evaluator for her research instruments, for their constructive comments and suggestion for the improvement of this study. She also in enormous intellectual debt to all lecturers of Biology Education Bilingual Program, who has become her inspiration during the academic years and also during the completion of this thesis.
Special thanks are extended to Dra. Hj. Safrimi, M.Pd., headmistress of SMA Negeri 1 Medan, Biology teacher of Grade Eleven, Dra. Guti Gratimah, M. Si, and to grade eleven science program students‘ of class 1 and 2 academic year 2011/2012 for the cooperation during research.
lovely brother and sister, Munawir Muhammad, Hari Muttahari and Ami Doharni, her uncle Drs.H. Abdul Halim Nasution,M.Ag., and also her amazing relatives for always trying to keep her on track whenever and whatever problems she have to overcome.
Last but not least, her heartfelt thanks also go to her best friend Nila, Tika Sarah, Runi, Lisa. She also thanks Yeni and Maya for helping her discussing hard matters during the completion of this thesis, to Henny, Sylvia, Noviyanti, Maria, Asruri, Rajanovi, Syahriani, Verro, Desri, Syadwina and all friends from Biology Bilingual Program Year 2008 for their friendship and cooperation.
It would be difficult to find adequate words to convey how much she owes the people. Lots of love and thank to all of you.
May Allah bless us.
July, 2012 The Writer
Dina Kharida
THE EFFECT OF CROSSWORD PUZZLE ON STUDENTS’ LEARNING OUTCOME AND ACADEMIC ENGLISH MASTERY FOR HUMAN REPRODUCTIVE SYSTEM, GRADE ELEVEN SCIENCE PROGRAM
SMA NEGERI 1 MEDAN ACADEMIC YEAR 2011/2012
Dina Kharida (NIM 081244410004)
ABSTRACT
TABLE OF CONTENT
Page Title
Approval Sheet ... i
Abstract ... ii
Acknowledgement ... iii
Biography ... v
Table of Content ... vi
List of Table ... ix
List of Figure ... x
List of Appendix ... xi
CHAPTER I INTRODUCTION 1.1 Background ... 1
1.2 Problem Identification... 4
1.3 Research Scope ... 5
1.4 Research Question... 6
1.5. Objectives... 6
1.6. Significance ... 7
CHAPTER II LITERATURE REVIEW 2.1 Theoretical Framework ... 8
2.1.1 Problem of Second Language Acquisition ... 8
2.1.2 Teaching – Learning Biology ... 9
2.1.3 Language Use in Biology ... 10
2.1.4. Learning Evaluation ... 16
2.1.5 Role of Evaluation Tools on Biology and English Acquisition ... 15
2.1.6 Crossword Puzzle ... 16
2.1.7 Role of Crossword Puzzle ... 17
2.2 Conceptual Framework ... 18
2.3.1 Statistical Hypotheses ... 19
2.3.1 Research Hypotheses ... 21
CHAPTER III RESEARCH METHODOLOGY 3.1 Location and Time ... 22
3.2 Population and Sample... 22
3.3 Research Variables ... 22
3.4 Research Method and Design ... 22
3.5 Research Procedures ... 23
3.6 Research Instrument ... 27
3.7 Research Instrument Test ... 27
3.8 Result of Research Instrument Test ... 31
3.8 Technique of Data Analysis ... 32
3.8.1 Descriptive Statistics ... 36
3.8.2 Inferential Statistics ... 36
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Data Analysis ... 38
4.1.1 The Students‘ Beginning Ability on Pretest ... 40
4.1.1 The Effect of Crossword Puzzle on Students‘ Learning Outcome ... 40
4.1.2 The Effect of Crossword Puzzle on Students‘ Ability in Answering Question Based on Bloom Taxonomy of Cognitive Domain ... 42
4.1.2 The Effect of Crossword Puzzle on Students‘ Writing Abilities ... 42
4.1.3 The Effect of Crossword Puzzle on Students‘ Vocabulary Use ... 45
4.1.4 The Effect of Crossword Puzzle on Students‘ Spelling Ability ... 47
4.1.5 The Effect of Crossword Puzzle on Students‘ Reasoning Abilities .... 48
4.2 Discussion ... 50
4.2.1 The Effect of Crossword Puzzle on Students‘ Learning Outcome and Ability in Answering Bloom Taxonomy of Cognitive Domain Based Question ... 50
4.2.3 The Effect of Crossword Puzzle on Students‘ Vocabulary Use and
Spelling Ability ... 53
4.2.5 The Effect of Crossword Puzzle on Students‘ Reasoning Abilities ... 54
4.2.5 Limitation of Research ... 55
CHAPTER V CONCLUSIONS AND RECOMMENDATION 5.1 Conclusions ... 56
5.2 Recommendations ... 57
REFERENCES ... 58
LIST OF TABLE
Page
Table 3.1 Research Design ... 23
Table 3.2 Pattern of Multiple Choice Test of Human Reproductive System Topics ... 28
Table 3.3 Pattern of Essay Test of Human Reproductive System Topics ... 29
Table 3.4 Table of Data Organization of Students‘ Learning Outcome ... 32
Table 3.5 Table of Data Organization of Students‘ Learning Outcome Based on Cognitive Domain ... 33
Table 3.6 Table of Data Organization of Students‘ Writing Abilities ... 34
Table 3.7 Table of Data Organization of Students‘ Vocabulary Use ... 34
Table 3.8 Table of Data Organization of Students‘ Spelling Ability ... 35
LIST OF FIGURE
Page
Figure 3.1 Scheme of Research Procedures ... 26
Figure 4.1 Result of Pretest between Students‘ who were assigned with crossword puzzle and who were given regular assignments ... 41
Figure 4.2 The effect of crossword puzzles on students‘ learning outcomes . 41 Figure 4.3 Ability in answering C1, C1 and C3 question, between Students‘ who were assigned with crossword puzzle and those who were given regular assignments ... 43
Figure 4.4 The effect of crossword puzzles on students‘ ability in answering C4 (Analysis-Synthesis) question ... 43
Figure 4.5 The effect of crossword puzzles on students‘ ability in answering C5 (Evaluation) question ... 44
Figure 4.6 The effect of crossword puzzles on students‘ ability in answering C6 (Creation) question ... 46
Figure 4.7 Histogram of students‘ writing abilities ... 45
Figure 4.8 The effect of crossword puzzles on students‘ writing abilities ... 46
Figure 4.9 The effect of crossword puzzles on students‘ vocabulary use ... 49
Figure 4.10 Histogram of students‘ vocabulary use ... 50
Figure 4.11 The effect of crossword puzzles on students‘ spelling abilities ... 52
Figure 4.12 Histogram of students‘ spelling ability ... 52
Figure 4.13 The effect of crossword puzzles on students‘ reasoning abilities 52
CHAPTER I INTRODUCTION 1.1Background
According to Gusti (2011), English in this global era, holds important role, being a dominant and official language, as a vital component which accommodate communication for millions of people around the world. Most of scientific technological and academic information in the world is expressed in English and over 80% of all information stored in electronic retrieval system of information is using English (Crystal, 1997:106).
To answer the necessity of producing qualified future generation with the ability to compete in global scope, International and Bilingual School has come in order to improve both quality of education and achievement of English as International standard for communication (Harahap, 2011:2).
In Indonesia, international school is called SBI (Sekolah Bertaraf Internasional) and some other use Bilingual attributes to mention the presence of two languages on subject delivery. Bilingual schooling implies the presence of two languages in the instructional process. RSBI (Rintisan Sekolah Bertaraf Internasional) for example, a model of bilingual school, will be directed to have international standard for teaching and learning process, going in such a gradual system, to give the school appropriate preparation during specific period of time.
The essential purpose of SBI based on educational consideration, in Sofa (2009) were the abilities in continuing education to international unit level, working for international institution, and attaining various achievements on
science, mathematics, technology, art, and sports‘ competition. To obtain those
purposes, subjects like Mathematics, Physics, Chemistry, Biology, and Economics were delivered differently compare to regular class. SBI for example, use both international curriculum as well as national curriculum to increase the quality of school and education by using English as second language (ESL) on teaching and learning process. That is why SBI and RSBI expect students to understand, explain, write, and present topics in English along with students‘ major language.
The schools were then, in intensive way on making teaching and learning process to be more effective than monolingual class because bilingual schools is designed for those who speak English as a second language. The experience of an effective bilingual model of learning, in order to raise students‘ competitiveness, is a consequence to make sure that content knowledge is well delivered. The competitive advantages of student‘s graduate from these schools were totally depending on teaching and learning process. This leads to learning
and assessment models that were planned to build students‘ problem-solving
skills and creative thinking in a form of authentic learning.
Form the result of biology daily test using Bahasa Indonesia, for Human reproductive System, the average scores obtained by students‘ of SMA Negeri 1 Medan Grade Eleven Science, Academic Year 2010/2011, was 77. It indicates that the students‘ were basically performed well for this topic, since Human reproductive System was considered to be interesting matters for them. But from beginning observation which was done before teaching and learning process on SMA Negeri 1 Medan, revealed that when 24 RSBI students‘ were directed to answer 7 biological question written in English, 37% were able to correctly answer 4 questions, 8, 3% were able to answer 3 questions, 1, 2 % of them were able to answer 2 question, and 41, 60% were answering incorrectly to all of 7 questions being asked.
Since English is not students major language especially the academic English, students find the languages become a problem to understand learning topics, in both written and spoken form. It will follow then with poor achievement for example when they have to finish some task using English text. This concern is one that the writer had experienced during her Integrated Teacher Training Program.
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 mentioned as some obstacles of learning using English on instructional process as well as some difficult concept on Academic text and, complex noun group. Academic English looks quite hard because it has different sense compare to usual English text which seldom use scientific interpretation to figure out.
The presence and mastery of English as a medium of science instruction will bring the impact on student‘s acquisition of science content knowledge. The foundation of this factor was Cummins (1981) work on cognitive academic language proficiency, which relates both cognitive and linguistic processes to the academic success of students, more specifically non-native English language learner (ELL). All students which identified as ELL can and should have every opportunity to learn and succeed in science (Torres 2001:2).
Biology will always be such an engaging subject, as most students were unreservedly challenged to involve as long as we provide them with such an appealing thread. In other hand, student‘ will find it also hard since Biology cover broad materials, especially for topics at Grade Eleven, because it contains anatomical and physiological theme which packed in such a dense topics and impossible for materials removal. For example, Human Reproductive System topics filled with terminology in which students have a hard time identifying and keeping tracks of key terms.
to make students‘ improve learning and master scientific term were crucially important which will ease them to memorize and use the language.
Due to the problem of Learning outcomes and academic English mastery and effective method to overcome such problem, we can bring the idea of testing for an evaluation tools from learning method that can provide both anxiety and achievement for biology topics.
Crosswords and word searches were ideal at presenting work in a way that it does not really feel like "proper work" to pupils of most ages and abilities. These puzzles can be very versatile and help to vary activity and motivate pupils. Word puzzle have been used as review tools prior to exam, as it always believed to improve students‘ learning (Williams 2002:1). Crossword solving involves several useful skills including vocabulary, reasoning, spelling, and word use skills. To solve any crossword puzzle, a person must be able to identify and understand the terms being used. This often involves acquiring new vocabulary or terminology.
From background of study, the writer was conducted an experiment to see the effect of crossword puzzle on students‘ learning outcomes and academic English mastery, (English scores including spelling ability, vocabulary developments, English spelling ability, and writing ability) for Eleven Grade Science Program at SMA Negeri 1 Medan, Academic year 2011/2012.
1.2Problem Identification
Based on the elaboration of the background of the study above, the problems of study were formulated as follow:
a. English is not students‘ major language, especially the academic
English; students find the language as a main problem to understand both written and spoken form.
sentences, lack of proper vocabulary to understand scientific and Biological text. Unfamiliar words and lack of background knowledge is also mentioned as some obstacle of learning using English on instructional process as well as some difficult concept on Academic text.
c. Human Reproductive System topics can be such an interesting learning matters, but at the same time, it consists of biological text with long and complex sentences that were laden with facts. It also filled with terminology in which students have a hard time identifying and keeping tracks of key terms.
d. One approach on teaching using Foreign Language, task based approach in form of engaging evaluation tools that will affect students‘ vocabulary mastery, reasoning, spelling, and word use skills problem on academic English as well as students‘ learning outcomes.
1.3Research Scope
The scope of this study will be limited to the effect of crossword puzzle as learning evaluation tools, for the topics of Human Reproductive System, on students learning outcomes including and academic English mastery, which includes test scores on writing, vocabulary use, spelling and, reasoning abilities. Other details were mentioned below:
a. Research was done at SMA Negeri 1 Medan
1.4Research Question
a. Do crossword puzzles significantly affect students‘ learning outcome
on Human reproductive system, grade eleven science programs SMA Negeri 1 Medan?
b. Do crossword puzzles significantly affect students‘ ability in answering question from Bloom‘s taxonomy of Cognitive Domain, (C1, C2, C3, C4, C5, and C6 on Human reproductive system, grade eleven science programs SMA Negeri 1 Medan?
c. Do crossword puzzles significantly affect students‘ writing abilities on Human reproductive system, grade eleven science programs SMA Negeri 1 Medan?
d. Do crossword puzzles significantly affect students‘ vocabulary use
on Human reproductive system, grade eleven science programs SMA Negeri 1 Medan?
e. Do crossword puzzles significantly affect students‘ spelling abilities on Human reproductive system, grade eleven science programs SMA Negeri 1 Medan?
f. Do crossword puzzles significantly affect students‘ reasoning ability
on Human reproductive system, grade eleven science programs SMA Negeri 1 Medan?
1.5Objectives
Based on the problem of the study, the objectives of the research were:
a. To see the effect of crossword puzzle on students‘ leaning outcome,
for Human Reproductive System grade eleven science program. b. To see the effect of crossword puzzle on students‘ ability in
c. To see the effect of crossword puzzle on students‘ writing abilities for Human Reproductive System grade eleven science program.
d. To see the effect of crossword puzzle on students‘ vocabulary use for
Human Reproductive System grade eleven science program.
e. To see the effect of crossword puzzle on students‘ spelling abilities
for Human Reproductive System grade eleven science programs.
f. To see the effect of crossword puzzle on students‘ reasoning ability
for Human Reproductive System grade eleven science program.
1.6Significance
The research findings will be important to:
a. Researcher; to provide the information that can be used to overcome problems on teaching and learning process on Human Reproductive System topics for students at bilingual class.
b. Teachers;
1. To provide information about an effective evaluation tools in helping bilingual students‘ learning problems.
2. To provide some feedback for teachers and educators in term of enlarging knowledge and improvement on classroom activities and student‘s achievement in Biological topics.
CHAPTER V
CONCLUSIONS AND RECOMMENDATION
5.1 Conclusion
Based on the data analysis and research discussion on Chapter IV, generally, the result of research can be concluded as followed:
1. Crossword puzzles significantly affect students‘ learning outcome on Human Reproductive system, grade eleven science program.
2. Crossword puzzles significantly affect students‘ ability in answering C4, C5, C6 questions based on Bloom‘s taxonomy of cognitive domain for Human Reproductive system, grade science program.
3. Crossword puzzle significantly affects students‘ writing abilities on Human Reproductive system, grade eleven science program.
4. Crossword puzzles significantly affect students‘ vocabulary use on Human Reproductive system, grade eleven science program.
5. Crossword puzzles significantly affect students‘ spelling abilities on Human Reproductive system, grade eleven science program.
5.2 Recommendation
In line with conclusion drawn, it is suggested that:
1.Biology teacher can apply this leaning evaluation tools in the attempts of improving Biological and non-biological vocabularies.
2.Teacher should actively assign students of bilingual or international class to engage in learning activities. Learning evaluation tools can be sources for developing their understanding on Biological topics, as well as helping them cope with language problem.
LIST OF APPENDIX
Page
Appendix 1 Learning Instrument ... 62
1. a Learning Matters ... 63
1. b Syllabi ... 73
1. c Lesson Plan for Experimental Class... 77
1. d Lesson Plan for Control Class ... 86
Appendix 2 Research Instrument ... 95
2. a Cognitive Test Instruments (Question) ... 96
2. a Content validation of Test Instrument ... 101
2. c. Rubric Scoring for Writing Abilities, Vocabulary Use, and Spelling Abilities ... 114
Appendix 3 Result of Testing and Analysis of Research Instrument ... 119
3. a Raw Data ... 120
3. b Validity... 121
3. c Reliability ... 123
3. d Difficulty Index ... 124
3. e Discrimination Index ... 126
Appendix 4 Resulted Data ... 130
4. a Raw Data ... 131
4. b Data Analysis ... 142
4. b. a Descriptive Statistics ... 142
4. b. b Normality Test of Data ... 144
4. b. c Homogeneity Test of Data ... 146
4. b. d Parametric Test Using Independent Sample T-test ... 148
Appendix 6 Documentation
6. a Documentation ... 151
Appendix 7 Approval Letters ... 7. a Letters of Official Statement of Thesis Supervisor ... 154 7. b Letters of Research Instruments‘ Content Validity ... 155 7. b Letters of Official Statement of validity from MAN 1
Medan ... 157 7. c Letters of Research Permission ... 158 7. d Letters of Official Statement of Research Activities from
