FOSTERING STUDENTS’ GRAMMATICAL COMPETENCE
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FOSTERING STUDENTS’ GRAMMATICAL COMPETENCE THROUGH FLIPPED CLASSROOM (A Classroom Action Research at the Tenth Grade Students of SMA Negeri 4 Tangerang Selatan in Academic Year 2019/2020) By: Firdausa Fadhilah 11160140000024 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2019/2020
Transcript of FOSTERING STUDENTS’ GRAMMATICAL COMPETENCE
FOSTERING STUDENTS’ GRAMMATICAL COMPETENCE
THROUGH FLIPPED CLASSROOM
(A Classroom Action Research at the Tenth Grade Students of SMA
Negeri 4 Tangerang Selatan in Academic Year 2019/2020)
By:
Firdausa Fadhilah
11160140000024
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019/2020
i
ENDORSEMENT SHEET
ii
STATEMENT OF THE AUTHENTICITY
iii
ABSTRACT
Firdausa Fadhilah (11160140000024). Fostering Students’Grammatical
Competence Through Flipped Classroom (A Classroom Action Research at
the Tenth Grade Students of SMAN 4 Tangerang Selatan in Academic Year
2019/2020). A skripsi of Department of English Education, Faculty of
Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, 2020.
Advisor I : Dr. Ratna Sari Dewi, M.Pd.
Advisor II : Zaharil Anasy, M. Hum.
Keywords: Flipped Classroom, Students‘ Grammatical Competence
The aims of this research are to foster students‘ grammatical competence
through Flipped Classroom strategy and to know how the Flipped Classroom is
able to foster their grammatical competence. The subject of this research was the
tenth grade of SMA Negeri 4 Tangerang Selatan. The method used were
qualitative and quantitative methods with Classroom Action Research (CAR) in
two cycles as the research design. Researcher‘s field notes, classroom observation
sheet, teacher‘s pre- and post-interview, students‘ pre- and post-questionnaire and
test were used as qualitative and quantitative instruments. The result showed that
by implementing the Flipped Classroom strategy, it could foster the students‘
grammatical competence and many other advantages. First, the students felt more
enjoyed and have more courage to ask a question and speak up their thoughts, and
discuss with their peers that made them more active and enthusiast in learning
English grammar. Second, with the integration of technology such as material
videos, reading sources, mini quizzez, etc, they were more interested and it helped
them to learn the material earlier at home before coming to the class. Third, their
get used to be independence to manage their learning before the class. Fourth,
they could comprehend and master the grammar materials easily as well as use the
grammar properly to produce into written and oral forms. The improvements were
also proved by the quantitative data. The mean score and the passed students‘
result revealed that, in pre-test was 48.43 whereupon only 2.9% or 1 passed
students, post-test 1 was 58.74 in which 25.71% or 9 passed students and post-test
2 was 73.66 with 77.14% or 27 students who passed the KKM. At the conclusion
of the research, the data presented that the Flipped Classroom strategy can foster
students‘ grammatical competence.
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ABSTRAK
Firdausa Fadhilah (11160140000024). Fostering Students’Grammatical
Competence Through Flipped Classroom (A Classroom Action Research at
the Tenth Grade Students of SMAN 4 Tangerang Selatan in Academic Year
2019/2020). Skripsi, Jurusan Pendidikan Bahasa Inggris Universitas Islam Negeri
Syarif Hidayatullah Jakarta, 2020.
Advisor I : Dr. Ratna Sari Dewi, M.Pd.
Advisor II : Zaharil Anasy, M. Hum.
Kata kunci: Flipped Classroom straregy, Kemampuan gramatikal siswa.
Tujuan dari penelitian ini adalah untuk meningkatkan kompetensi
grammar (tata bahasa) siswa melalui strategi Flipped Classroom dan untuk
mengetahui bagaimana strategy tersebut dapat meningkatkan kompetensi
grammar siswa. Subjek penelitian ini adalah siswa kelas X SMA Negeri 4
Tangerang Selatan pada tahun akademik 2019/2020. Metode yang digunakan
adalah metode (kualitatif dan kuantitatif) dengan Penelitian Tindakan Kelas
(PTK) dalam dua siklus sebagai desain penelitian. Catatan lapangan peneliti,
lembar observasi kelas, pra dan pasca wawancara guru, pra dan pasca angket
siswa dan tes digunakan sebagai instrumen kualitatif dan kuantitatif. Hasil
penelitian menunjukkan bahwa dengan menerapkan strategi Flipped Classroom
dapat meningkatkan kompetensi gramatikal siswa dan banyak keunggulan
lainnya. Pertama, para siswa merasa lebih menikmati dan lebih berani untuk
mengajukan pertanyaan dan mengutarakan pemikiran mereka serta berdiskusi
dengan teman-teman mereka yang membuat mereka lebih aktif dan antusias
dalam belajar tata bahasa Inggris. Kedua, dengan mengintegrasikan teknologi
seperti materi dalam bentuk video, sumber bacaa, quiz, dan lain-lain, mereka lebih
tertarik dan itu membantu mereka mempelajari materi di rumah sebelum datang
ke kelas. Ketiga, mereka terbiasa mandiri untuk mengelola pembelajaran mereka
sebelum datang ke kelas. Keempat, mereka dapat memahami dan menguasai
materi tata bahasa serta menggunakan tata bahasa dengan benar dalam bentuk
tertulis maupun lisan. Peningkatan tersebut juga dibuktikan dengan data
kuantitatif. Nilai rata-rata dan hasil siswa yang lulus pre-test adalah 48,43 dimana
hanya 2,9% atau 1 siswa lulus, post-test 1 adalah 58,74 di mana 25,71% atau 9
siswa lulus dan post-test 2 adalah 73,66 dengan 77,14 % atau 27 siswa yang lulus
KKM. Pada akhir penelitian, data menunjukkan bahwa strategi Flipped Classroom
dapat meningkatkan kompetensi gramatikal siswa.
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ACKNOWLEDGEMENT
حيم حمن الر الر بسم الله
In the name of Allah, The Most Gracious and The Most Merciful
All praise be to Allah, the Lord of the world, the King of the Kings, who
has been giving all humankind blessing and mercies so that the writer can finish
her research. Peace and salutation are always addressed to our Prophet
Muhammad, peace be upon him, his family, his companions and his followers.
This research entitled ―Fostering Students‘ Grammatically Competence
through Flipped Classroom (A Classroom Action Research at the Tenth Grade
Students of SMAN 4 Tangerang Selatan in Academic Year 2019/2020)‖ is
presented to Department of English Education, Faculty of Educational Sciences,
State Islamic University Syarif Hidayatullah Jakarta in partial fulfillment of the
requirements for the Degree of Strata 1 (S. Pd) in English Education. In the
progress of writing this research, the writer underwent several obstacles and
challenges. However, the obstacles and challenges could be passed through
because of the assisstance, guindace and support of foremost people, including
lecturers, families, friends, and school institutions.
First of all, the writer would like to thank and express greatest gratitude to
Allah, the Almighty God, who has been blessing her with unlimited opportunities,
good health, supportive companions, and many other things that cannot be
mentioned one by one. Also, cannot thank enough to her self, her body, her soul,
her eagerness, her intention, who have been keeping on struggling to finish this
research, notwithstanding a breakout of COVID-19. This year might be long time
to go and might need more strength to do but she hopes she can and will always
be able to cope all things she faces. Once again, thank you so much, her dearest
self.
The second, the writer would like to show warmest gratitude to her
precious parents, Mr. Lili Firmansyah and Mrs. Mimi Maryani, S.Pd as well as
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her elder sister Nurul Fadhilah, S. Pd and her elder brother M. Adnan Nizar, S.
Pd., who has been always kept rooting for her, giving her abundance of love,
prayer, and encouragement along the way. She is immensely grateful for having
them as her cherished family.
Likewise, the writer would like to express her highest honor and profound
gratitude to the advisors, Mrs. Dr. Ratna Sari Dewi, M. Pd., and Mr. Zaharil
An‘asy, M. Hum., for their forbearance and time in guiding, giving valuable
counsel, suggestions, feedbacks, and reinforcement from the very beginning of
this research until it entirely finished.
Furthermore, the writer also would like to express her emphatic thanks and
appreciations to:
1. Dr. Sururin, M.Ag., as the Dean of Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, Ph.D., as the Head of Department of English
Education.
3. Zaharil An‘asy, M. Hum., the Secretary of Department of English
Education
Department.
4. All lecturers in the Department of English Education for the knowledges,
motivations, advices, and supports during pursuing my degree at English
Education Department.
5. Suhermin, S. Pd., M. Si., as the Headmaster of SMA Negeri 4 Tangerang
Selatan, who has given permission to the writer to do observation and
research.
6. Ibni Affan, M. Pd., as the English teacher at the tenth grade of SMA
Negeri 4 Tangerang Selatan for his guidance and feedback during
conducting the research.
7. The students of X Social 1 class of SMA Negeri 4 Tangerang Selatan for
their willingness and effort to be the participants in this research.
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8. Her precious companions, Sabita Chairunisa, Tufail Ilham Ar-Roby, May
Sulastri, Sri Wulan Arpina, Nadira Sohipa Maulida, Talitha Ala Denaneer,
for their friendships, limitless supports, happiness, favor, motivation, love,
and advice. They are always ready to keep their ears open to listen her
story and her lament through ups and downs, keep their arms open
whenever she needs them. Also, special thanks to Fezih Fakhrunnisa,
Khairunnisa Fitri, Wiwi Rhamadina, who have strived together and helped
each other to finish this research.
9. To everyone, whose name cannot be mentioned, cannot thank them
enough for endless support and contribution to accomplish this research.
At last, the writer is fully aware that this paper is still way from perfect.
But still, the writer hopes this research will be beneficial not only for the writer
herself but also for the readers and the next researchers. Hence, the writer
welcomes for any critics and suggestions to make this paper much better.
Jakarta, 16 Juli 2020
Firdausa Fadhilah
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TABLE OF CONTENT
ENDORSEMENT SHEET .................................................................................... i
STATEMENT OF THE AUTHENTICITY ....................................................... ii
ABSTRACT ...................................................................................................... iii
ABSTRAK ...................................................................................................... iv
ACKNOWLEDGEMENT .................................................................................... v
TABLE OF CONTENT ..................................................................................... viii
LIST OF TABLES ............................................................................................... xi
LIST OF FIGURES ............................................................................................ xii
LIST OF APPENDICES ................................................................................... xiii
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background of the Research .......................................................................... 1
B. Identification of the Problem ......................................................................... 4
C. Focus of the Research .................................................................................... 4
D. Research Questions ........................................................................................ 4
E. Purpose of the Research................................................................................. 5
F. The Significance of the Research .................................................................. 5
CHAPTER II THEORETICAL FRAMEWORK ............................................. 6
A. Concept of Grammar ..................................................................................... 6
1. The Overview of Grammar Competence ....................................................... 6
2. The Role of Grammar in Language Teaching ............................................... 7
3. The role of Grammar in Language Learning ................................................. 8
4. Common Problems in Learning Grammar .................................................... 9
B. Concept of Flipped Classroom Strategy ...................................................... 11
1. The Overview of Flipped Classroom Strategy ............................................ 11
2. Characteristics of Flipped Classroom Strategy............................................ 13
3. The Advantages of Flipped Classroom........................................................ 13
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4. The Procedures of Teaching Grammar Implementing the Flipped Classroom
Strategy ............................................................................................................. 16
C. Previous Related Research .......................................................................... 17
D. Thinking Framework ................................................................................... 18
E. Action Hypothesis ....................................................................................... 20
CHAPTER III RESEARCH METHODOLOGY ............................................ 21
A. Place and Time Research ............................................................................. 21
B. Research Method and Design ...................................................................... 21
1. Planning ....................................................................................................... 22
2. Acting .......................................................................................................... 23
3. Observing ..................................................................................................... 23
4. Reflecting ..................................................................................................... 23
C. The Subject and the Object of the Research ................................................ 23
1. The Subject of the Research ........................................................................ 23
2. The Object of the Research.......................................................................... 23
D. Data Sources ................................................................................................ 23
E. Research Instruments ................................................................................... 24
F. Technique of Collecting Data ...................................................................... 24
1. Teacher‘s Field Notes .................................................................................. 25
2. Observation .................................................................................................. 27
3. Interview Sheet ............................................................................................ 29
4. Test .............................................................................................................. 29
5. Questionnaire (Open and Closed-Ended Question) ..................................... 29
G. Data Analysis Technique ............................................................................. 30
H. The Trustworthiness of Test ........................................................................ 32
I. The Criterion of the Success ........................................................................ 33
CHAPTER IV RESEARCH FINDING AND DISCUSSION ......................... 34
A. Research Finding ......................................................................................... 34
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1. Findings of Preliminary Study ..................................................................... 34
2. Finding of Cycle 1 ....................................................................................... 43
3. Finding of Cycle 2 ....................................................................................... 50
B. Discussion after Implementing the Action .................................................. 56
1. The Result of Teacher‘s Field Note ............................................................. 56
2. The Result of Teacher‘s Post-Interview ...................................................... 57
3. The Result of Students‘ Post-Questionnaire ................................................ 59
4. The Result of Classroom Observation Sheet ............................................... 62
5. The Result of Post- Action Test................................................................... 62
CHAPTER V CONCLUSION AND SUGGESTION ...................................... 74
A. Conclusion ................................................................................................... 74
B. Suggestion ................................................................................................... 75
BIBLIOGRAPHY ............................................................................................... 77
APPENDICES ..................................................................................................... 81
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LIST OF TABLES
Table 3.1 Teacher‘s Field Note ............................................................................. 24
Table 3.2 Classroom Observation Sheet ............................................................... 25
Table 4.1 Students‘ Grammar Pre- Test Result .................................................... 38
Table 4.2 Students‘ Grammar Post- Test 1 Result ................................................ 62
Table 4.3 Students‘ Grammar Post- Test 2 Result ................................................ 65
Table 4.4. The Comparison Scores of Pre-Test, Post-Test 1, and Post-Test 2 ..... 68
Table 4.5. Research Result Data ........................................................................... 70
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LIST OF FIGURES
Figure 2.1 Bloom‘s revised taxonomy between traditional and
Flipped Classroom ........................................................................... 12
Figure 3.1 Kemmis and McTaggart Action Research model (1988: 11-14, cited
in Burns 2010) ............................................................................. 21
Figure 4.1 The Students‘ Pre-Test and Post-Test 1 Result .............................. 61
Figure 4.2 The Students‘ Enhancement in Grammar Mean Score ................... 64
Figure 4.3 The Students‘ Enhancement in Grammar Mean Score in Cycle 2 .. 68
Figure 4.4 The Fulfilled and Unfulfilled Students‘ Percentages ....................... 69
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LIST OF APPENDICES
Appendix 1 Classroom Action Research Schedule ........................................ 79
Appendix 2a English Teacher‘s Pre- Interview before CAR ........................... 80
Appendix 2b The Result of the English Teacher‘s Pre- Interview ................... 81
Appendix 3a English Teacher‘s Post- Interview in the End of the Research ... 86
Appendix 3b The Result of the English Teacher‘s Post- Interview.................. 87
Appendix 4a Students‘ Pre- Questionnaire to Inquire Students‘ Perception and
Experience toward English Grammar Learning .......................... 90
Appendix 4b The Result of Students‘ Pre- Questionnaire ................................ 92
Appendix 5a Students‘ Post- Questionnaire to Inquire Students‘ Perception in
Learning Grammar Using the Flipped Classroom Strategy ........ 94
Appendix 5b The Result of Students‘ Post- Questionnaire .............................. 96
Appendix 6a The Instrument and Key Answer of Pre- Test ............................ 98
Appendix 6b Students‘ Remark in Pre-Test ................................................... 102
Appendix 7a The Instrument and Key Answer of Post- Test 1 ...................... 104
Appendix 7b Students‘ Remarks in Post- Test 1 ............................................ 108
Appendix 8a The Instrument and Key Answer of Post- Test 2 ...................... 110
Appendix 8b Students‘ remark in Post- Test 2 ............................................... 114
Appendix 9a Blue Print Test of Pre- Test ....................................................... 116
Appendix 9b Blue Print of Post- Test 1 .......................................................... 119
Appendix 9c Blue Print of Post- Test 2 .......................................................... 122
Appendix 10a Teacher‘s Field note of Cycle 1 (Meeting 1) ........................... 125
Appendix 10b Teacher‘s Field note of Cycle 1 (Meeting 2) ........................... 127
Appendix 11a Teacher‘s Field note of Cycle 2 (Meeting 1) ........................... 129
Appendix 11b Teacher‘s Field note of Cycle 2 (Meeting 2) ........................... 131
Appendix 12a Lesson Plan for Cycle 1 (Meeting 1) ....................................... 133
Appendix 12b Lesson Plan for Cycle 1 (Meeting 2) ....................................... 138
Appendix 13a Lesson Plan for Cycle 2 (Meeting 1) ....................................... 143
Appendix 13b Lesson Plan for Cycle 2 (Meeting 2) ....................................... 148
Appendix 14a Observation Sheet Cycle 1 ....................................................... 153
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Appendix 14b Observation Sheet Cycle 2 ........................................................ 157
Appendix 15a Documentation of Observation in Preliminary Study ............... 161
Appendix 15b Documentation of CAR Implementasion .................................. 162
Appendix 16 Sudents‘ Grammar Project during Classroom Action Research
(CAR) ........................................................................................ 164
Appendix 17 Reference of Examination Paper ............................................... 169
Appendix 18a Skripsi Guidance Letter ............................................................. 176
Appendix 18b Skripsi Guidance Letter ............................................................. 177
Appendix 19 Letter of Research License ........................................................ 178
Appendix 20 Letter of Research Evidence ..................................................... 179
1
CHAPTER I
INTRODUCTION
A. Background of the Research
Grammar is a set of rules in which every language must have it.
Languages will be meaningless if they do not have the grammar and so in the
other hand, grammar makes languages meaningful and understandable
whenever people speak, write, read, and listen. Kerr (1996) states that
grammar is the core of the heart in language as well as a tool to assist learners
to comprehend the target language (Lin, 2010, p.13). As a result, grammar is
needed in all skills of language and it cannot be separated from the four
language skills. However, English grammar is considered as challenging
material for students to learn and to implement it when they use the language.
Al-Hamlan and Baniabdelrahman (2015) maintain that many EFL students
find some challenges in mastering grammar. Many of them are troubled about
grammatical rules whenever they speak, write, and comprehend text in
English. In consequence, EFL learners should struggle to comprehend the
content because of their limited knowledge of grammar and vocabulary
(Chung, 2016). One of the reasons is that grammar has a collection of
formulas, forms, and patterns which make most of them uneasily understand
and make them not confident enough to use English in their daily life even
when it comes to academic things like learning at school.
The next reason is that the time allocation to learn English at school is
limited. At high school level, English is taught from grade X to grade XII
within 32-38 effective weeks and allotted in 4 lesson hours (1 lesson hour is
equal to 45 minutes). Thus, the total of lesson hours needed to reach for each
grade are from 136 to 152 lesson hours in a year. It should have been enough
but the limited time was caused by less effectiveness in delivering the English
materials. Teachers come to grief to create such a dynamic and an interesting
atmosphere in learning and teaching (Panggabean, 2015). Furthermore,
teachers also experience serious difficulties related to grammar instruction
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(Al-Mekhlafi & Nagaratman, 2011). In addition, schools in Indonesia do not
apply grammar as a subject lesson rather than it is taught implicitly within the
English topics that are going to be learned. For instance, students have a
Report Text as the topic. One of the language features of the text is Present
Tense so they will have to comprehend the tense and its rules that are parts of
grammar material. Or else, at a certain grade several English grammar is
taught alone as an English topic to be learned such as kinds of English tenses.
Another reason is that the students lack the awareness to be an
autonomous learner. According to Richards (2016), learner autonomy is
learners‘ principle in which they have responsibility for what they learn and
how they learn it to make learning more focused and personal in order to
attain preferable results of learning. Most of the students do not have such
principles which are proved by their attitude, motivation, and interest to learn
and explore by themselves based on their needs and preferences. They also
tend to be passive learners at class. It is supported by Exley (2005) that in
classroom, Indonesian students have a culture to be embarrassed, passive, and
quiet (Suryanto, 2014, p. 76). As a result, they only depend on what teacher
explains at classroom which makes the teacher as the center and the only main
resource in learning.
Therefore, as a response to those problems, the researcher offered a
solution to cope with the problems in mastering grammar. It is Flipped
Classroom strategy. The Flipped Classroom strategy was begun in 2006 in
Colorado, and the strategy refers to the concept that the lectures and
explanations would no longer be executed in class but at home, while the
project and assignment would be executed in the class time (Bergmann and
Sams, 2012). The lecture or the explanation can use material video(s), some
reading source(s), or even teacher can give mini quiz as learning materials
outside class. They can learn the material that is going to be discussed at class
times everywhere and anywhere. So, on the next day(s), they are ready and
familiar with the topic to be discussed and to be done with the assistance from
the teacher in classroom. Thus, the Flipped Classroom strategy involves
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outside-class and inside-class activities. The outside-class components
comprise either watching video(s), doing quizzes or mini tests, and/or reading
some sources that the teacher prepares before coming to the classroom.
Another outside-classroom component is using learning management systems
such as online discussion groups which create a preview to in-class discussion.
While for the inside-class components consist of inside-class discussions in
small groups or as a whole class, and/or doing a project. Students‘ outside-
class learning can be reinforced with inside-class activities that involve critical
thinking and problem-solving activities.
By having the outside class activities, it can drill and increase the students‘
awareness to be an autonomous learners since they should manage their
learning outside and inside class by themselves. Also, for the class time, the
allocation time to learn English grammar is more effective and have more time
since they have learned before coming to the classroom. While for the teachers
who find difficulties to give the grammar instruction, the strategy can help
them by integrating technology as media in teaching to make the learning
more various, and they are no longer the only source where the teacher-
centered transforms into the students-centered.
The study which claimed that the Flipped Classroom strategy is one of the
effective strategy to increase students‘ grammatical competence has been
proved by Sarah and Yousif (2016) who investigated Flipped Classroom
impact in Grammar Class on EFL Saudi secondary school students‘
performances and attitudes. The result of the study showed that there was an
improvement on their grammatical competence as well as their performance
and attitude. It is proved by the difference result between the experimental and
control class where the experimental class‘ result was higher that the control
class was. It means that the treatment adequately impacted in improving
students‘ grammatical performance. The previous research has the similar
variables with the writer‘s current research in which focuses on fostering
grammatical competence through the Flipped Classrooom Strategy. However,
the research gaps between those two research are that the previous study‘s
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participants were private secondary school in Saudi and used experimental
study design. Meanwhile, this current research‘s participants were public high
school in Indonesia and used Classroom Action Research (CAR) design.
Hence, in accordance with the discussion stated above, the researcher
would like to conduct a Classroom Action Research entitled ―Fostering
Students‘ Grammatical Competence through Flipped Classroom.‖ The
research will be conducted at one of the tenth class at SMA Negeri 4
Tangerang Selatan that is located at Jl. WR. Supratman No. 1, Pondok Ranji,
Ciputat Timur, Kota Tangerang Selatan, Banten. The subjects will be 35
students of the tenth grade in academic year 2019/2020.
B. Identification of the Problem
Regarding the explanation in the background previously, there are some
problems in teaching and learning grammar which can be identified, as
follows:
a. Students find grammar challenging to comprehend and master.
b. The limited allocation time that is caused by less effectiveness time usage
and difficulty in giving grammar instruction.
c. Students lack the awareness to be autonomous learners and they tend to be
passive learners.
C. Focus of the Research
Concerning the explanation and the problems identified above, the
research is designed and focused to foster grammatical competence of the
tenth-grade students at SMA Negeri 4 Tangerang Selatan by implementing the
Flipped Classroom strategy.
D. Research Questions
Regarding the focus of the research, the question of the research was
formulated as below:
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1. Is the Flipped Classroom strategy able to foster students‘ grammar
competence?
2. How does the Flipped Classroom strategy foster students‘ grammar
competence?
E. Purpose of the Research
According to the background of the study, the focus of the research and
research question presented above, the purposes of this research are:
1. To know that the Flipped Classroom strategy is able to foster students‘
grammatical competence.
2. To describe how the Flipped Classroom strategy fosters students‘
grammatical competence.
F. The Significance of the Research
By implemeting this method, the significate of the research is intended to
provide some significant benefits and contributions to:
1. The students
This research is beneficial to make students master and interested in
grammar which is needed to be understood more by applying the Flipped
Classroom strategy into English grammar learning.
2. The teachers
This research is expected to give some input on how to teach in more
interactive and effective as well as to motivate teachers to implement the
Flipped Classroom strategy as one of the methods in teaching by
integrating technology as the media.
3. The researchers:
This research is intended to offer the other researchers some helpful
insights and resources as a reference in conducting further research on
how to foster students‘ grammatical competence.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Concept of Grammar
1. The Overview of Grammar Competence
Many experts have stated the various definitions of grammar which
can give a view of what grammar is and how important it is. According to
Chin (2007), grammar is defined as the structure, sound, and meaning of
language system as grammar exists in all languages. Crystal (2012) says
that grammar is the study on how we construct sentences, how we say
what we aim, and how the various outcome that we express by changing
the word order. In addition, Kerr (1996) states that grammar is the core of
the heart in language as well as a tool to assist learners to comprehend the
target language (Lin, 2010, p.13). As some grammar definitions that the
grammar experts have conveyed above, thereby it can be concluded that
the grammar is a set of rules in all languages that is necessary to construct
sentences meaningfully and accurately. Grammar seems like one of the
tools to achieve goals in language as Azar stated that grammar is like a
weaving to make fabric.
Competence is a collection of cognitively regulated skills or abilities
in some specific areas. This involves both the ability and knowledge as
well as willingness to cope problems in that area (Lehmann, 2007). Canale
& Swain (1980) said that competence can only be examined empirically
by evaluating its result or performance (Lehmann, 2007, p. 4). Thus,
grammatical competence is our knowledge of a language which is
responsible for our capability to construct sentences (Richards, 2006). As
learners have good grammatical competence, the learners will get the
ability to produce the language precisely (Fikron, 2018). Hence, having
good grammatical competence is to know and to understand grammatical
rules used to construct the sentences correctly that is appropriate to the
situation, time, and condition when producing the language.
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2. The Role of Grammar in Language Teaching
In teaching English language, grammar has taken an important place
although pros and cons which support and were against teaching grammar
had existed back then. In terms of teaching grammar, there must be a
process. The processes of grammar are substantial to be understood for
language testers and teachers, particularly for assessing a classroom
(Purpura, 2004). The grammar learning has two process, namely explicit
grammatical knowledge and implicit grammatical knowledge. Explicit
grammatical knowledge specifies to knowing insight of grammatical forms
and their meanings consciously. DeKeyser (1995) typifies explicit
grammatical instructions when a rule description or an appeal to focus on a
grammatical feature is involved. The instruction may be explicitly
inductive, where students are given samples of language to produce rules
and generalization, or it may be explicitly deductive, where they are given
rules and requested to implement them. In contrast, implicit grammatical
knowledge is obtained unconsciously and quickly in terms of processing
time. Ellis (2001b) defines implicit grammatical knowledge as a language
knowledge that naturally occurs in language behavior like a conversation
(Purpura, 2004, p. 42).
As Stern (1983) stated that Grammar was firstly taught at the
beginning of the classical era and during the middle ages in the 12th
– 15th
centuries (Abune, 2019, p. 110). Back then, grammar was debated in terms
of teaching it explicitly or implicitly. The proponents who were against
teaching grammar explicitly were Prabhu and Noam Chomsky. Prabhu
asserted that grammar could be acquired by L2 learners naturalistically by
joining in meaning-focused tasks, not in the classroom learner (Prabhu,
1987). Thus, it was related to second language acquisition. Thus, the
prominent linguist, Noam Chomsky claimed that language ability is gained
through an innate human capacity that people are able to acquire a
language and it is not a learned or habituated behavior. On the other hand,
several proponents who supported grammar teaching also gave their
8
arguments against the cons. One of the proponents was Azar, she argued
that grammar favors learners to find out the generic feature of a language
and without grammar, we would have communicated meaning solely by
personal sounds or words, pictures, and expressions of the body (Azar,
2007)). In line with Azar, in a recent study of difficulties in teaching
grammar (Al-Mekhlafi & Nagaratnam, 2011), students and teachers prefer
grammar teaching explicitly to grammar teaching implicitly.
Notwithstanding the pros and cons appeared, this issue should have not
debated since grammar is one of the decisive key components for effective
communication. As Ur (1998) stated that whatsoever the grammatical
knowledge between explicit or implicit, grammar is fundamental to a
language mastery (Zhang, 2009, p. 184).
3. The role of Grammar in Language Learning
Grammar is a necessary language system, as structural linguists paid
attention to grammar teaching in the first half of the 20th
century. It was
placed in the center of language learning in teaching according to the
structural view. Grammar is necessary to be learned mastered in language
learning to achieve efficient and meaningful communication. In a similar
way, Richard and Rodgers stated that mastering grammar‘s components
contributes to efficient preparedness for communication. Even Thornsbury
(1999) called grammar as ‗a sentence making machine.‘ Furthermore,
grammar is the most picturesque element of language. It has
characteristics that do not exist in other behavioral systems and are clearly
not present in animal languages (Cook, 2001). As a result, grammar takes
an important place in all languages not only in English as Chin defined it
before.
For all skills in the English language; speaking, writing, reading, and
listening, grammar takes a very significant role on them. Without
grammar, people will find difficulty in understanding texts, records,
conversation, and many more. Moreover, effective grammar instruction is
able to favor learners to apply the knowledge when they write, say, read,
9
and hear. As Azar stated that teaching grammar facilitates learners to
explore language nature that language comprises a certain pattern that
causes what we write, hear, say, and read comprehensible (Azar, 2007).
Therefore, if someone has poor grammar, he/she will not be capable to
communicate and interact efficiently. Even though several grammatical
errors are tolerable but several grammatical errors are not. If in a
conversation, the interlocutor perhaps remains confused about what he/she
is trying to tell.
4. Common Problems in Learning Grammar
In 2013, Sadkhan pointed out many problems that students encounter
in grammar, and here are some most common problems in learning
grammar.
a. Word Order
Some languages perhaps have the same word order but some do
not. Word order is one of the common problems that EFL students
face when they learn other languages. In English, the basic pattern in
the sentence is subject-verb-object (s) or compliment. If we slightly
change the order, it can make a completely different meaning. For
instance, ―Elsa will arrive at home soon‖ but then the order is changed
become ―Will Elsa arrive at home soon?‖ The sentence meaning is
completely different. Hence, word order is important in a sentence.
b. Present Tense
The English language has 16 tenses and one of those is Present
Tense. Present Tense is used when you want to express or tell
something true (fact) and habitual. For instance ―The President of
Indonesia is Jokowi‖ or ―A lion eats meat.‖ Those are a fact so the
sentence is used Present Tense.
c. Past Tense
10
Another tense that is included in 16 tenses is Past Tense. Past
Tense is used whenever you want to tell or say activities in the past.
EFL oftentimes uses Present Tense instead of Past Tense when they
want to tell experiences in the past. In addition to this common
problem, another mistake is when students use ―would + verb‖ to
illustrate an event in the past. This is allowed in speech but it is not
appropriate in writing.
d. Prepositions
In Bahasa Indonesia, a preposition is not as complicated as the
English language has. English prepositions are a common problem
because it has many prepositions and the usage rules have to be
appropriate with the context.
e. Nouns
Nouns in English have two categories: countable and uncountable.
Students have to be able to differentiate which nouns are countable and
which nouns are not. Furthermore, if something is countable, it has a
plural form. But for uncountable nouns, they have no plural form, such
as emotions, sugar, water, air. They cannot be formed into plural
because it cannot be counted.
In fulfillment of some common problems in the grammar above,
Widianingsih and Gulo (2016) also mentioned some grammatical
difficulties encountered by English learners related to grammatical rules.
Some of the mistakes are already mentioned above, such as tenses and
plurality which relate to nouns. Additional issues are about articles or
determiners and verbs or predicates. Over and above that, Hansen (2017)
explained that a language that has a more tangled system of tenses that
other languages do is English language. Consequently, non-native
speakers or even native speakers will find it difficult to understand and
master. Hence, it is not something new for English learners to feel the
11
same way. However, a more effective learning strategy will be able to
assist the students to master English grammar.
B. Concept of Flipped Classroom Strategy
1. The Overview of Flipped Classroom Strategy
As the era is marching to modernity, everyone starts recognizing
technology as a familiar thing. Technology is no longer a tool rather than
an essential part of millennials (Merrit, 2008). Students nowadays in the
21st century are categorized as millennials since they were born in the late
20th century until the early 21st century. It is in line with Howe and
Strauss (2007), they stated that millennial generation is those who were
born between 1982 and 2005. Thus, they cannot be separated from
technology in their daily life. When it comes to learning, technology is an
appropriate medium to be integrated since the students are already familiar
with it. One of teaching strategy using technology is the Flipped
Classroom strategy. Hence, the Flipped Classroom strategy becomes
popular in current teaching strategy at school.
Basically, the idea of ―Flipped Classroom‖ is to flip the common
classroom activities. Thus, there is a change between the old teaching
strategy and the Flipped Classroom strategy. The explanations would no
longer be done in class but at home and the assignment would be done in
class time (Bergmann & Sams, 2012). This model uses video relating to
the topic which is going to be learned and discussed as the media to watch
and learn at home. This strategy was firstly promoted by two high school
science teachers, Jonathan Bergman, and Aaron Sams. They made lab
work have more time since the instruction was displayed on online video
for their students. In the same line with Salman Khan who used videos to
teach math as an instruction to be watched outside of school time. In fact,
for the content, the pre-delivered content of instruction can be varied such
as video, text-book, or short-lecture. However, the most used formats are a
chain of short videos and then they are uploaded to the internet or an
12
online learning platform such as Google Classroom, Edmodo, and so on.
Additionally, the simplest one is just take the instructional videos from
YouTube and just share the link to the students. But, it does not mean that
the Flipped Classroom is an analog for online courses or online videos that
can take over from the teacher‘s role (Wilie, 2013). In this case, the
teacher is no longer as a source of information instead of being a facilitator
to guide students in the discussion either in groups or individually.
The study of the Flipped Classroom strategy was derived from
Bloom‘s revised taxonomy of cognitive domain theory that presents six
levels of learning (Zainuddin & Halili, 2016). Hence, the students carry
out the lower levels of cognitive work (remembering and understanding)
outside-class, and concentrate on the higher stages of cognitive work
(applying, analyzing, evaluating, and creating) in-class time whereupon
their teacher and peers support them (Brame, 2013).
Figure 2.1. Bloom’s revised taxonomy between traditional and
Flipped Classroom
On top of that, Bergmann and Sams (2012) stated that the Flipped
Classroom strategy provides the students an opportunity to be responsible
for their learning as well as both of the teachers and the students will have
13
more time to communicate during the teaching-learning process in the
classroom. On account of this, the students will be an autonomous learner,
they can learn anytime and anywhere by viewing the material videos
before class time.
2. Characteristics of Flipped Classroom Strategy
Each strategy in learning has its characteristics which differ from other
learning strategies. The characteristics of Flipped Classroom strategy are
contrast because it flips between the classroom and home learning
activities by using material videos, reading sources, quizzes, as learning
sources at home. Since the teacher‘s role as a facilitator, thus the teacher is
not the only main source anymore instead they are a guide on the side
(King, 1993). As a facilitator, the teacher will not focus on how to explain
materials, instead of focusing on how to facilitate and guide the students to
achieve the learning goals. Additionally, the transformation of the
teacher‘s role as a facilitator, it makes the students will be more active and
the classroom will be dynamic. It is because of the type of classroom
switches from the teacher-centered to students-centered (Subramaniam &
Muniandy, 2016).
In the implementation of the Flipped Classroom, the class is more
interactive and collaborative with the integration of technology into the
class especially the use of video or other sources such as text-book for an
outside classroom activity. The students will have a chance to gain prior
knowledge before class time (Brame, 2013). Consequently, the activities
in classroom time have to be well-prepared and well-prepared to keep the
students attached to the lesson and have to be designed to provide students
with the activities which recall and apply the materials in the video they
learned earlier (Subramaniam & Muniandy, 2016).
3. The Advantages of Flipped Classroom
a. Flipping represents today‘s voice of students
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Students nowadays cannot be separated from technology especially
digital devices such as laptops, iPad, smartphones, and other things
relating to digital technology. They grew up with access to the internet
and online sources (Bergmann & Sams, 2012). Since flipped
classroom integrates digital technologies and online sources into the
class, students are still able to use their gadget for the real reason;
learning via digital technology. In addition, it also makes their digital
devices more fruitful and school will no longer ban those things.
b. Flipping increases the material engagement
Before the classroom starts, students have been given the materials
relating to the topic that is going to be discussed in the classroom.
Thus, students come to the class with their prior knowledge that had
been gained through the video or some materials according to the topic
discussion. It is in line with Brame (2013), he stated that the strategy
provides the students with a chance to expose the learning in advance
before class time. It will make the engagement of the material more
live and various.
c. Flipping favors all different abilities students to outdo
In the teaching-learning process using the Flipped Classroom
strategy, online video is one of the main media to deliver the materials.
Hence, students who have special needs can watch the video over and
over again until they understand the materials (Bergmann & Sams,
2012).
d. Flipping allows students to interrupt and rewind their teacher
Teachers expect students to understand what they present and
explain. Thus, through the Flipped Classroom strategy, the remote
control was given to the students. It is revolutionary to give students
the ability to interrupt their teachers (Bergmann & Sams, 2012). For
some students, the teachers often explain too fast and for others too
slow. Some quick learners will immediately understand and will feel
bored to wait while it takes more time for our struggling students to
15
process. Inevitably, a small group of students shout and scream
willingly to go back to the previous slide as the teachers press the
button to switch to the next slide. If the teachers grant the option to
interrupt, the students have the chance to work at the pace that is best
for them. In particular, the teachers encourage students who are
working slower to use the wind back button to hear them describe
something more than once. Teachers are going to work with them
individually or in small groups in the classroom if they still do not
understand.
e. Flipping provides two-way communication between student and
teacher
Although the Flipped Classroom strategy integrates technology as
one of delivering instruction media into the classroom, it is not fully
taken and replaced teacher. On the other hand, flipping provides
educators the opportunity to use technology to increase students‘
engagement (Bergmann & Sams, 2012). By flipping the classroom, it
constructs optimal combination between face-to-face and online
instruction which then is called a ―blended‖ classroom. Flipped
Classroom strategy also favors creating a positive circle where As a
result, the classroom will be more dynamic and that creates better
relationships between students and teachers.
f. Flipping allows teachers to recognize their students better
Teachers are not only to be teachers who teach students contents
but also have to be their friends, mentors, listeners, neighbors, advisor
to understand the character of each student. By using the Flipped
Classroom strategy, students can ask and learn about the problem they
are facing immediately through platforms that the teacher has
provided. It can be done not only in the classroom but also anywhere
even if the student is absent. The Flipped Classroom strategy favors
create a positive atmosphere in which the troubled student can connect
with an adult, and that students receive the help they need (Bergmann
16
& Sams, 2012). Through intensive communication between them, it
makes the teachers know more their students even better.
Those are several advantages of the Flipped Classroom strategy. To
put it concisely, the superiority of the flipped classroom is that it is able to
free up more time for the limited time classroom activities, make the
classroom more live and interactive, provide autonomy learning where
students can learn by watching the material videos anytime and anywhere
before class time and make them more engaged in classroom activities.
4. The Procedures of Teaching Grammar Implementing the Flipped
Classroom Strategy
The procedures of the Flipped Classroom strategy implementation
were adopted and adapted from the book ‗Flip Your Classroom‘ by
Bergmann and Sams (2012). However, the procedures were modified for
teaching grammar in the Indonesia context. Followings are the procedures
of the Flipped Classroom strategy in grammar class:
a. The Videos as Homework
The teacher has to prepare learning sources which can be either
material video(s), reading source(s), or quizzes relating to the topic
which will be discussed in class time. The learning sources have to be
appropriate with the topic that is going to be learned. While especially
for material video(s), the video(s) has to be high-quality video that
means it should be clear and comprehensible. The videos can be from
several sources such as YouTube or even the teacher can create one‘s
own videos. The teacher has to give the the learning sources the days
before the English schedule so the students can learn before they come
to the class.
b. Class Time
When it comes to class time, the teacher is supposed to be well-
prepared and the activity is supposed to be well-structured to engage
17
the students. Additionally, in-class time, the teacher does not give
direct instruction because it is moved to the outside class activity. Here
are some activities in class time using the Flipped Classroom strategy.
1) Some group discussions are formed which consist of 4-5 students
and have a discussion about the topic from the video they have
watched before outside the classroom.
2) After the discussion ends, the teacher gives the students a project
relating to the topic discussion. In the project, they have to
implement their knowledge to finish the project.
3) The teacher will stroll around to do an interactive feedback session
while the students are still on progress with the project.
4) Next, the teacher will take note of the classroom condition and the
students themselves. Besides that, the teacher will clarify if there is
a misconception about grammar they discuss.
c. Evaluating Time
The teacher will evaluate the class in each cycle to know their
progress immediately. The evaluation is done by post-test to see
whether there is an improvement on their grammatical understanding
and mastery or not.
C. Previous Related Research
Previously, some researchers have researched the effectiveness of Flipped
Classroom and they have argued that this model gave positive impacts to
English learning. They are Sarah and Yousif (2016) who investigated the
Flipped Classroom impact in Grammar Class on EFL Saudi secondary school
students‘ performances and attitudes. They used the Edmodo site to get
connected with the students where they could share the content through it. The
research design was quasi-experimental with two non-equivalent yet cognate
proportional classrooms. The classes were divided into two groups; the
experimental group which consisted of 20 students who were asked to watch
the videos and the control group which consisted of 23 students who received
18
traditional teaching. Despite the result was not very significant but it showed
that there was enhancement as the mean score obtained by the experimental
class was higher than the control class was.
In addition to what has been stated, in the current study of the Flipped
Classroom, Abdullah (2019) did a study that involved the Flipped Classroom
strategy to know its effectiveness on English speaking performance. The study
amalgamated the method using observation, pre and post oral competence
tests as well as focus group interviews to analyze the effectiveness of the
Flipped Classroom strategy on English speaking skill. The population was
undergraduate students in the Advanced Communication Skills course that
consisted of 27 students. The sampling technique used was quasi-
experimental. The data showed that there was a significant contrast between
the pre and post oral competence tests. Thus, the implementation of the
Flipped Classroom was effective for EFL speaking classroom and made the
students‘ participation increased progressively.
Those two previous related research have some similarities and differences
with this research. As for the similarities, the first one has the two same
variables which are grammar and Flipped Classroom. Another one only has
one same variable which is Flipped Classroom. However, both of the research
have differences with this research in terms of the methodology. Firstly, the
two previous research use quasi-experimental as the methodology whereas
this research uses Classroom Action Research with qualitative and
quantitative method. Secondly, the objectives of the the most current research
is to see the effectiveness of the Flipped Classroom on English speaking
performance.
D. Thinking Framework
Grammar is a set of language rules which can make language meaningful
and well-structures. It is such a necessary thing since it gives contributions to
create a proper structure of sentences as well as it is able to favor ones to
interact and communicate with other speakers. Each language has its own
19
grammatical rules and thus to master the language also has to master the
grammar. Moreover, when it comes to academic things like school, university,
or office, the language has to be in a formal way. One will have a good
impression when the way they say and write is proper.
However, teaching English grammar in Indonesia is likely monotonous
that causes students are lack interest to learn grammar. Many of them like
English even they are fluent in speaking in English. Unfortunately, they still
have problems with their grammatical competence. Additionally, many
students are still afraid to speak or write in English because they are afraid of
the wrong grammatical used. Thus, to make students more enthusiastic and
interest to learn grammar is to integrate technology into the teaching and
learning process.
One of the teaching-learning strategies which blend in with technology is
the Flipped Classroom strategy. It is one of blended learning models which
integrates technology into the teaching-learning in a classroom. In other
words, the teacher and the students will have more time to interact and discuss
related to English grammar mastery. The students will experience the different
teaching-learning process from a traditional one. They do online instruction by
watching a video and/or reading any source outside class and discuss in-depth
about a topic in-class time. Thus, the class is more dynamic, active, as well as
interactive with the teacher as a facilitator.
To draw a close, by applying the Flipped Classroom strategy, the students
are expected to gain more input via video from any source and/or the teacher‘s
videos for the outside class as well as gain more experiences and opportunities
to discuss and master more about the topic in-class time, in order to achieve
the goal on fostering grammatical competence and the goal to minimize the
confidence and anxiety because of lacking grammatical competence. In
addition to the target, the teachers are expected more creative and innovative
to integrate the internet technology into the class in accordance with the
nowadays‘ trends.
20
E. Action Hypothesis
The action hypothesis designed in this research has a formula as follows:
the employment of Flipped Classroom in teaching English grammar at the
tenth grade students of SMAN 4 Tangerang Selatan is able to foster students‘
grammatical competence.
21
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time Research
The researcher conducted the research at SMAN 4 Tangerang Selatan that
is located at Jl. WR. Supratman No. 1, Pondok Ranji, Ciputat Timur, Kota
Tangerang Selatan, Banten. The research began in January to April 2020 when
the research was teaching at the school during Integrating Teaching Practice
Program (PLP).
B. Research Method and Design
This research implemented Action Research Design namely Classroom
Action Research. Action research design used both of qualitative and
quantitative method. The action research focuses on a particular, practical
concern and attempts to gain quick fix to a problem (Creswell, 2012). Since
this research combined both of qualitative and quantitative to collect the data,
a detailed image of the social phenomenon could be established (Greene &
Caracelli, 1997). Classroom Action Research used in this research to discover
what works best in the classroom to improve the eleventh grade students in
learning and mastering grammar through one of learning strategies that is
Flipped Classroom. Thus, this research design was to discover the outcome of
the improvement of high school students‘ grammatical competence at SMAN
4 Tangerang Selatan by implementing the Flipped Classroom strategy.
22
The term ―action research‖ was firstly found by Kurt Lewin, a social-
psychologist, in the 1930s. John Elliot defines action research as an
investigation regarding to real social situation to enhance the quality of action
within the condition. This approach offered plenty contemporary concepts of
action research such as a cycle of actions, involvement, democratic
encouragement of participation as well as devotion to shift in social life
(Kemmis, 1994; Crewell, 2012). Thus, this action research consisted of four
phases: planning, acting, observing and reflecting, as follows:
Figure 3.1. Kemmis and McTaggart Action Research model (1988: 11-14, cited in
Burns 2010)
1. Planning
In the first step, the researcher made some plans to be integrated to the
class accordance with the goals that want to be achieved. The planning
included the preparation of providing scenario of learning as well as the
research instruments; questionnaire, interview guidelines, researcher‘s
field note (observation sheet) and evaluating test (pre-test and post-test).
23
2. Acting
The next step was the action or the implementation of the planning that
has been arranged. This action research encouraged the researcher and the
teacher to collaborate to cope with the problems and to find the solution.
The researcher was also an observer to see how the learning activities runs
when the classroom was implementing the Flipped Classroom strategy.
3. Observing
The further step was observing the activities in the classroom including
the students as well. The researcher who acted as a teacher had to take note
and measure anything that came up during the learning activities by using
teacher‘s field note. While for an English teacher who acted as an observer
used observation sheet.
4. Reflecting
In the final step, reflecting is essentially needed to see how the result
will be. Post-test is the instrument to help this phase. The result of the
post-test and data analysis were discussed attentively by the teacher and
the observer. If the first phase, the result surpass the criteria then the
research will be stopped. On the contrary, if the result does not surpass the
criteria then the second phase the Classroom Action Research will be
conducted.
C. The Subject and the Object of the Research
1. The Subject of the Research
The subject of this research was the students at the tenth grade of
SMAN 4 Tangerang Selatan, in academic year 2019/2020.
2. The Object of the Research
The object of this research was the Flipped Classroom strategy to
foster high school students‘ grammatical competence.
D. Data Sources
The data sources of the research were gathered from the students‘ pre-test,
post-test 1, post-test 2, pre and post-interview sheet, students‘ pre and post-
24
questionnaire, classroom observation sheets, and teacher‘s field note. This
research applied qualitative and quantitative data where qualitative data
comprised teacher‘s field note, classroom obsercation sheet, pre and post-
interview for the English teacher, students‘ questionnaire (open-ended
question) for both in preliminary study and post of classroom action research.
Meanwhile, quatitative data were collected from pre-test, post- test 1, post-test
2, and students‘ questionnaire (closed-ended question) of the X Social
students at SMA Negeri 4 Tangerang Selatan.
E. Research Instruments
The research instruments used in this research consisted of two types,
those are test and nontest to complete the data. For the test instruments
comprised pre-test and post-test. For the nontest instruments comprised
teacher‘s field note, questionnaire (open and closed ended question),
classroom observation sheet and interview.
F. Technique of Collecting Data
The technique to collect the qualitative data in this research used the data
from note taking of the teacher‘s field notes, classroom observation sheet, and
students‘ perceptions by answering open-ended and closed-ended
questionnaire in order to gain information from the participants‘ experiences
unaffected by either anyone or anything (Creswell, 2012). Also, semi-
structured interview with the teacher was by using interview sheet to gather
additional information toward teacher‘s opinion and perception about
students‘ grammatical understanding, students‘ motivation in learning English
grammar, as well as about the Flipped Classroom strategy and learning
methods that the teacher used. Whereas the quantitative data was collected by
testing that was divided into two phase; pre-test and post-test. The score was
taken from the students‘ grammar score of non-using the Flipped Classroom
strategy and using the Flipped Classroom strategy. Further explanation is
presented below:
25
1. Teacher’s Field Notes
In this research, to response the question on the research ―how does the
Flipped Classroom strategy foster students‘ grammatical competence?‖ the
researcher was concurrently a teacher and a researcher. The teacher‘s field
notes consisted of descriptive field note and reflective field note (Creswell,
2012). Hence, for descriptive field notes, the researcher recorded and
described the situation of what was happening in the class and the students
during the implementation of the classroom action research in each
meeting. Meanwhile, for the reflective field notes, the researcher included
personal thoughts regarding to researcher‘s feeling, knowledge or ideas
that was urgent during the observation was running.
Teacher’s Field Note
Observational Field notes — Using flipped classroom in teaching-
learning process
Setting :
Observer :
Role of observer :
Time :
Length of Observation:
Descriptive Notes Reflective Notes (insights,
hunches, themes)
26
Table 3.1 Teacher’s Field Note
27
2. Observation
Observation was also applied in this research to help answering the
research question ―how does the Flipped Classroom strategy foster
students‘ grammatical competence?‖ According to Morrison (1993),
observations allow the researcher to collect data on the physical setting,
the human setting, the interactional setting, and the program setting
(Cohen, Manion, & Morrison, 2007: 397). The observation sheet was
filled by an observer of the research. In this case, the observer was the
English teacher. Following is the observation sheet:
Classroom Observation Sheet
Class :
Cycle/Meeting :
Day/Date :
Please give a check list (✓) based on your observation.
No The Particular Activities
Observed in Teaching and
Learning
Grade
Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
1 The role of teacher in teaching
and learning process
The teacher manages
the class, learning
situation and students‘
readiness to involve in
learning process.
The teacher leads
apperception and linked
the material with the
other relevant
knowledge.
2 The efficiency of using
28
learning media
The teacher uses
learning media
effectively, efficiently
and in line with the
theory competence.
The learning media
helped the students
during learning process.
3 The teaching-learning process
oriented to the students‘
participation actively.
The teacher gives the
students opportunity to
ask and discuss.
The teacher gives the
students chance to
speak up, express their
thought and idea.
4 The students‘ participation and
contribution actively during the
teaching-learning process
The students discuss
actively with the
teacher and among the
students relating to the
material of the lesson.
The students express
and speak up their idea
relating to the lesson
material.
5 The evaluation to the
development of students‘
competence and understanding
29
The teacher gives the
students task relating to
the learning material.
The teacher pay
attention to the obstacle
and students‘
improvement.
Table 3.2 Classroom Observation Sheet
3. Interview Sheet
Interview sheet was used to response the research question ―how does
the Flipped Classroom strategy foster students‘ grammatical competence?‖
to collect more data. The interview is a data collection that is easily
modified to respond to altered circumstances (Cohen, Manion, &
Morrison, 2007). It was done by the researcher and the teacher before and
after the implementation of Classroom Action Research (CAR).
4. Test
For quantitative data, the test was used to response the research
question ―is the Flipped Classroom strategy able to foster students‘
grammatical competence?‖ Tests provide a forceful method of data
collection and a stirring test array to collect numerical data instead of
verbal data (Cohen, Manion, & Morrison, 2007). The data from the test
would strengthen the other data if there were either some significant
improvements or diminishments. The tests comprised pre-test and post-test
that were conducted before and after the implementation of Flipped
Classroom using Classroom Action Research (CAR).
5. Questionnaire (Open and Closed-Ended Question)
For additional information in qualitative data, questionnaire was used as
well. The open-ended questionnaire was used to response ―how does the
Flipped Classroom strategy foster students‘ grammatical competence?”
According to Bailey (1994), open-ended questions are beneficial for
30
exploratory questionnaire (Cohen, Manion, & Morrison, 2007: 321). There
were some questions regarding to the experiences that the students gain
during the implementation of Flipped Classroom using Classroom Action
Research (CAR). The questions were in open-ended questions which mean
the students did not answer with yes or no, instead of explaining their
experiences, opinions, perceptions, and feelings thoroughly.
Whereas for additional information in quantitative data, closed-ended
questionnaire was used as well to response both of the research questions
―is the Flipped Classroom strategy able to foster students‘ grammatical
competence?” and ―how does the Flipped Classroom strategy foster
students‘ grammatical competence?‖ The closed-ended questions are
highly structured and beneficial to produce frequentness of response
compliant to statistical treatment and analysis (Cohen, Manion, &
Morrison, 2007). This questionnaire was analyzed by quantitative because
the questions were closed-ended questions where the researcher provided
respond options for the participants.
G. Data Analysis Technique
After the data was collected, the researcher analyzed the data by using
qualitative and quantitative techniques. Researcher‘s field notes, interview and
questionnaire (open-ended question) were analyzed by qualitative. Test and
questionnaire (closed-ended question) were analyzed by quantitative.
To resolve the result of the test, the researcher took the average of
students‘ grammar score to resolve the quantitative data in one phase. It aimed
to measure how well the students‘ performance on grammatical competence.
The formula is (Sudijono, 2008):
Mx =
Notes:
Mx : mean
x : individual score
31
N : number of students
Next, to resolve the result of questionnaire (closed-ended question), the
data was counted and formed into a percentage. Here is the formula:
Notes:
n : number of students who answered the question
N : number of all students in the class
Further step was to gain percentages of class that pass the Minimal
Mastery Criterion (KKM) with the formula (Sudijono, 2008):
P =
Notes:
P : the percentage of class
F : percentage of total score
N : number of students
Final step was to resolve the improvement of students‘ score before and
after the implementation of the classroom action research. Here is the
formula:
P =
Notes:
P : percentage of students‘ improvement
y : Pre-test result
y1 : Post-test result 1
32
P =
Notes:
P : percentage of students‘ improvement
y : Pre-test result
y2 : Post-test result 2
H. The Trustworthiness of Test
The instruments used in this research were teacher‘s field notes,
questionnaire (open and ended-question), interview and test. These
instruments helped to validate the research result. In addition to validating the
research result, the instruments aimed to ratify the trustworthiness of the data
and to promote further reflections on the instruments as one of data analysis
process.
To check the validity of the instruments, Triangulation was used in this
research. Triangulation is possible defined as the implementation of two or
more data collection methods in the research of several features of human acts
(Cohen, Manion, & Morrison, 2007). In line with Salkind (2010),
triangulation refers to substantially practice of multi-methods approach usage
to analyze data in order to strengthen the credibility of a research result.
Triangulation has several types (Arikunto, 2015), they are:
a. Theoretical triangulation: applying theory in order to support the
research.
b. Source triangulation: collecting data from numerous sources.
c. Methods triangulation: applying numerous methods of data collection.
d. Instrumental triangulation: applying numerous instrument type.
e. Analytical triangulation: applying numerous methods of analysis.
However, the research only used some of those triangulation different
types of in this action research. Additionally, to conclude the explanation
above about triangulation, it is oftentimes used in the research which applies
both qualitative and quantitative to contrast the research result.
33
I. The Criterion of the Success
The research using Classroom Action Research (CAR) is able to be
categorized successful if the subject of the research can reach and surpass the
benchmark that has been regulated. In the other side, this research is
categorized as a failure if the subject is not able to surpass the benchmark that
has been regulated. Thus, the research will be success if at least 75% of the
subject (students) either can accomplish several enhancements scores from
pre-test to second post-test in phase two or can surpass the target score of the
minimum criteria of learning mastery (KKM). If the benchmark is fulfilled, it
means the research succeeds. Subsequently, the research will be stopped.
34
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Findings of Preliminary Study
a. The Result of Teacher’s Preliminary Interview
The pre-interview was conducted on February, 19th
2020 at SMA
Negeri 4 Kota Tangerang Selatan. This pre-interview was intended for
the English teacher who taught X Social 1 where the research was
done. The questions asked were about the integration of technology
into the classroom, the implementation of some learning methods that
the teacher usually used in teaching English subject especially in
teaching grammar, the experience in integrating technology especially
video as one of the media in teaching English which relates to the
learning method that has been researched, the students‘ insight and
understanding about English grammar, and the students‘ motivation as
well as attitude in learning English especially grammar.
According to the teacher‘s answers to some questions asked, he
said that technology was necessary for daily life as well as in education
especially for the media in teaching and learning. The technology
could help the students and the teacher a lot in many ways; students
could not depend on their teacher to gain more knowledge and for the
teacher, they could easily transfer the knowledge to the students.
Therefore, technology was the way out. The teacher himself has
integrated the technology into his class since 2013 so it has been 7
years and it is still counting until the present. He stated that he would
like to continue to use technology in his class since it has been a need
for education nowadays. The media that were not only needed in
teaching but also the methods and or approaches that the teacher
usually used. The teacher mentioned that he used several teaching
35
methods in his class, such as Inquiry-Based Learning and Discovery
Learning. The teacher gave the example when he taught the students
about Simple Past- Tense, he did not explain the concept of the topic
theoretically instead of emphasizing the concepts and the use of the
topic based on their daily needs. In addition, the students had to
explore the material to form their concept and understanding.
Regarding the Flipped Classroom that the researcher focused on,
the teacher never heard the strategy. However, when the researcher
explained what the Flipped Classroom was, he said that he has ever
used the strategy but he did not the strategy was called Flipped
Classroom. He pointed out one application that was able to be used by
all teachers if they would use the Flipped Classroom strategy in their
class. The application was ‗Rumah Belajar‘. The application provided
some videos about some materials so it could help the teacher to find
the appropriate videos to be watched and learned by the students at
home and they could discuss the material at a class time the next
day(s). In short, he said that Flipped Classroom could help a lot
wherein the students nowadays already used gadgets and the school
allowed the students to bring their gadgets or smartphones so they
could learn wherever and whenever easily.
Briefly, the teacher concluded that the students‘ understanding of
grammar was still low as they still found challenging and problematic
when they used grammar in both speaking and writing. However, they
have enough motivation in learning so the teacher had to give more
understanding about the importance of English that they were learning.
b. The Result of Students’ Preliminary Questionnaire
The Students‘ Preliminary Questionnaire was used to know their
experiences and perceptions about learning English grammar deeply.
The pre- questionnaire was spread out to the students on February, 19th
2020 through Google Form. So the researcher sent the link via
36
WhatsApp group that has been created before. The list of the questions
consisted of 13 questions relating to their experiences and perceptions
in learning grammar before the CAR. Those were categorized in four
issues, about the process of English grammar teaching and learning on
the question number 1-4 (4 items), about home-learning preparation on
the number 5-6 (2 items), about the problems and solutions they found
in learning grammar on the number 7-12 (6 items) and at the last issue,
the researcher asked them to explain in detail what teaching-learning
they expected in grammar class.
The first issue was about the students‘ experiences in the English
grammar teaching-learning process. The result showed that most of the
students enjoyed learning English and its grammar with a percentage
of 97.1% or 34 students said ‗yes‘. It also positioned as the highest
percentage of all the questions. 68.6% of the students (24 students)
said they felt easy in understanding English grammar. The percentages
showed that they had enough motivation and enjoyed the class.
However, in the real test like the pre-test they did, they tend to find a
difficult to apply the grammatical rules they have learned. With the
same percentage of 65.7%, they said they communicated with the
teacher and they asked the teacher whenever they felt uneasy to
understand the English grammar materials. That sounded good for
them to encourage themselves to ask because one of the problems of a
learning misunderstanding was that they pretended to understand to
avoid asking questions because of being shy.
The second issue was about the students‘ home-learning
preparation before coming to the classroom. The data showed only 8
students or 22.9% of the students did home-learning preparation before
the teacher taught them in the class time. Many of them used some
videos to assist them in doing home-learning preparation, while the
rest used some books or accessed websites, blogs, and articles.
37
The third issue was about the problems and solutions for English
grammar learning. The data showed that 68.6% of the students (24
students) found some difficulties in doing English grammar tasks as
well as in writing and speaking using proper English grammar with a
percentage of 57.1%. Hence, 51.4% of the students felt that they were
not good enough at understanding English grammar. However, the
solution to the problem from the teacher was quite good because
82.9% of students said that the English grammar exercises from the
teacher could increase their understanding and 80% of the students
said that the learning method used could assist them as well. In
addition, 94.3% of the students also asked their mates when they were
confused about English grammar rules.
For the last issue, it was an open-ended question about what
teaching-learning they expected in English grammar learning class.
The answers were various which represented their perceptions. The
interesting learning and the use of a video were the most favorite ones,
followed by learning relating to their daily lives, enriching their
vocabularies, explaining more slowly and clearly, including some
games and practices.
Therefore, based on the pre- questionnaire results, the researcher
concludes that the students need access to a better and more proper
learning strategy to facilitate them a real understanding of English
grammar by creating more interesting learning by using grammar
material videos to foster their grammatical competences.
According to the students‘ pre- questionnaire, the researcher
discovered that most of them enjoyed it when they learned English and
its grammar. With 29 students out of 35 students said ‗yes‘, it gained
the highest percentage (97.1%) among the other questions. Whereas
the lowest percentage with only 8 students said ‗yes‘ or about 22.9%
38
was the question about learning English by themselves at home before
they learned it in class time. It showed that motivation as an
autonomous learner is still very low.
c. The Result of Observation (Preliminary Study)
The preliminary study was conducted on Friday, 31st of January
2020 in X Social 1 Class which the class was used to do the research.
The students were learning Factual Report Text which included its
definition, generic structures, social functions, and language features
used in Factual Report Text. During the observation, the researcher
observed the teacher and the students. In observing the teacher, the
researcher observed the ways in teaching the material, the method, and
the media that were used in the classroom. While observing the
students, the researcher observed their enthusiast in learning English,
the classroom condition. The researcher found that the students were
bored since there were too many explanations from the teacher even
though the teacher used powerpoint as the media visual. They tended
to listen more than to speak up. Some of them were talking, using their
smartphone and just a few students were paying full attention. The
classroom condition also caused some other problems. There was only
one fan for a big classroom with 35 students. That made them felt hot
and could not concentrate well. Additionally, another factor was some
students were lack of motivation in learning English.
In addition to the condition of the students, the researcher
discovered that the method of teaching the material was still the
teacher as the only source. However, the teacher‘s media choice was
appropriate for the material. He used a laptop and a projector as the
tools. While a powerpoint and a video were used as media visuals to
make the learning process more interesting and more understandable.
Despite the learning process was still teacher-centered, the teacher
39
made an effort to hook the students‘ attention by asking them but after
he explained the material and by playing the video.
On the contrary, the researcher appreciated the teacher in arranging
the sequences of the teaching. It was structured well and all aspects of
the material were delivered well although the students were still less
enthusiast due to the teacher-centered. At first, the teacher explained
KD (Kompetensi Dasar) of the material that had to be achieved. He
said that informing KD to the students was important to give them an
overview of what they were going to learn and achieve. Then, the
teacher explained the definitions, the generic structures, the social
function, and the language features one by one with favor from the
powerpoint. The teaching arrangements were well-structured, nothing
was left behind. At the end of the learning session, the teacher asked
the students to analyze a video related to the material. Afterward, the
students were asked to create a Report Text in two paragraphs
according to the video they have watched. Most of them still did not
get the idea since too many explanations they received. They were still
confused to use the language features in which one of them was
Present Tense. It took time for them to create two paragraphs of Report
Text and they ended up browsing the example of the text and tried to
copy it. Also, most of them used Google Translate to translate full
sentence, instead of translating it word by word if they did not know
the words in English.
According to the observation during the learning process, the
researcher noted some points that had to be well-prepared by the
researcher from the teacher‘s method used in the learning process.
From the teaching method used, most of the students did not get full
idea since a lot of explanations orally delivered by the teacher. It
proved when they had to do create two-paragraphs of Report Text. It
would rather add some various methods such as discussion, Think,
40
Pair, and Share. However, the choice of the media was very good, the
media helped the classroom still in a conducive situation. From the
students‘ aspect, as the researcher mentioned before, the temperature
of the classroom distracted their concentration and made them
uncomfortable. That means the classroom facility was also influenced
the learning process especially for the students.
d. The Result of Pre-Test
The pre-test had been conducted before applying the CAR in the
classroom. It was done on Monday, February 17th
, 2020. In the pre-
test, the questions were about the grammar they have learned in
Classroom Action Research (CAR) by implementing the Flipped
Classroom strategy, namely about ―Too, Very, Enough and Ability‖
and ―Present Tense and Present Future Tense.‖
Following is the result of students‘ grammar pre-test and its
calculation to know the percentage of students who passed the pre-test.
Student’s Number Score Passed
Student 1 47 X
Student 2 50 X
Student 3 53 X
Student 4 33 X
Student 5 40 X
Student 6 53 X
Student 7 50 X
Student 8 43 X
Student 9 53 X
Student 10 53 X
Student 11 50 X
41
Student 12 47 X
Student 13 43 X
Student 14 33 X
Student 15 53 X
Student 16 43 X
Student 17 50 X
Student 18 50 X
Student 19 53 X
Student 20 60 X
Student 21 63 X
Student 22 57 X
Student 23 47 X
Student 24 43 X
Student 25 47 X
Student 26 47 X
Student 27 30 X
Student 28 37 X
Student 29 47 X
Student 30 50 X
Student 31 53 X
Student 32 57 X
Student 33 50 X
Student 34 40 X
Student 35 70 ✓
Table 4.1 Students’ Grammar Pre- Test Result
42
To obtain the students‘ pre-test result, the researcher enumerated
the mean score beforehand:
Mx =
Mx =
Mx = 48.43
Afterward, the researcher enumerated the percentage of students
who passed the KKM:
P =
P =
P = 2.9 %
From the data on the table provided above, the researcher did
further analysis of the result of the pre-test. There were 34 students
remain who did not pass the Minimum Mastery Criterion –Kriteria
Ketuntasan Minimal (KKM) with the mean score 48.43. Thus, the
percentage of the students who passed was only 2.9%. The number of
the students who did not pass was extremely high which indicated that
most of the tenth-grade students of SMAN 4 Tangerang Selatan found
English grammar difficult and challenging. Seeing the fact of the result,
the researcher needed to discover the ways to deal with the problem.
Therefore, the researcher implemented the Flipped Classroom
strategy as a learning method in teaching grammar. The action aimed to
foster the students‘ grammatical competence. The researcher conducted
the action research in two cycles which consisted of two meetings in
43
each cycle. Besides, the action research had four phases as the
procedures, namely planning, acting, observing, and reflecting.
2. Finding of Cycle 1
a. Planning
Planning is the earliest step or phase that has to be done by the
researcher to conduct the classroom action research. This phase was in
accordance with the result of the teacher‘s interview, students‘ pre-
questionnaire, observation in the classroom, and preliminary study
before the pre-test and classroom action research begin. The result of
those instruments helped the researcher a lot to decide what likely the
best treatment for the classroom action research activities was. Thus,
the researcher analyzed the students‘ experiences and perspectives
towards learning English in the class, the problems occurred during
learning English, as well as their motivation, enthusiasm, and feeling
in learning English, especially in English grammar. In addition to give
some ideas for the classroom action research activities and to
strengthen researcher‘s analysis, the researcher also took the result
from teacher‘s interview regarding to the learning methods which the
teacher usually used in the classroom and regarding the media
technology which the teacher commonly used in teaching English.
From the result analyzed by the researcher who also acted as a
teacher in classroom action research, the researcher prepared several
teaching media and instruments. Besides that, the researcher also
designed some lesson plans that would be implemented in classroom
activities. The instruments comprised the teacher‘s field note that was
prepared, designed, and used by the researcher who also acted as a
teacher to describe the learning situation and to reflect the things that
had to be made up for the next cycle of CAR. Also, the researcher
prepared a teaching observation sheer for the English teacher who
became a collaborator in the CAR. Additionally, the researcher
44
prepared the media and that was integrated into the classroom to help
the teaching-learning process based on flipped classroom strategy,
such as some videos related to the grammar materials, Google
Classroom as a web service to share the videos, grammar project
worksheet that had to be done by the students in implementing flipped
classroom strategy. Equally important, in regards to the strategy used,
the researcher designed the class as student-centered in which more
discussion conducted and the teacher as a facilitator.
b. Acting
After making some plans, the researcher did the plans in the action
phase. The action of the first cycle was conducted on February 21st and
28th
2020. The researcher collaborated with an English teacher who
taught the students as an observer and the researcher acted as a teacher.
In this phase, the researcher implemented the plans which had been
made, including the lesson plan and the research instruments. An
observation sheet was prepared for the observer and a teacher‘s field
note was for the researcher who acted as a teacher. Before getting
started to the learning and teacher activity, the researcher explained
how the procedures of the Flipped Classroom strategy were. The
unique procedure of the strategy was that the materials videos were
shared to the students to be watched at home. Herewith the activities
were done in each meeting:
The First Meeting
(Friday, February 21st, 2020 at 07.45 – 10.05)
In implementing the strategy, the students were asked to watch
some material videos at home. The teacher followed the material
which they were studying, namely Report Text. However, the students
more focused on the grammar rules that were used in the text, i.e.
Present Tense and Future Tense. Hence, the material videos shared
45
were also more focused on the grammars. After explaining what would
be done in the Flipped Classroom, the teacher asked whether the
students watched the videos or not and tried to hook their attention by
asking some questions relating to the videos. The questions were about
what videos they had watched about, what they remembered from the
videos, what they highlighted from the videos. It aimed to recall their
memories and to help the students who did not fully watch the videos
or even did not watch the videos at all knowing what they were going
to learn.
Going to the main activity, the students were divided into 8 groups
(4-5 students in each group) to further did a discussion about Present
Tense and Future Tense by giving them a project to be done in the
class. The project was related to the grammar used in a report text. They
were asked to work together to finish the worksheet. Many students
were enthusiastic to do the project together and they discussed and
asked a lot. The teacher walked around the classroom to observe the
classroom situation and to answer if the questions arose. At the end of
the project, each group was asked to find out some sentences which
consisted of Present Tense or Present Future Tense. After finishing the
project, the teacher and students summarized the lesson together while
fixing the things they misunderstood.
The Second Meeting
(Friday, February 28th
, 2020 at 07.45 – 09.30)
The activity in the second meeting was similar to the first meeting.
Before class time, the teacher has asked the students to watch some
grammar material videos at home and the videos were shared through
Google Classroom. The videos in the second meeting were different
from the previous one since the grammar materials were also different.
In this meeting, students learned grammar materials about ‗Too,
46
Enough, Very, Ability (can, could, be able)‘. As the previous meeting,
the teacher asked whether the students watched the videos or not and
tried to hook their attention by asking some questions relating to the
videos. The questions were about what videos they had watched about,
what they remembered from the videos, what they highlighted from the
videos. It aimed to recall their memories and to help the students who
did not fully watch the videos or even did not watch the videos at all
knowing what they were going to learn.
Afterward, in this second meeting, the teacher asked them to pair
up with their desk-mates. After pairing up, each of them was asked to
think about what places they would choose to further make a dialogue
with their pairs. Then, after giving them time to think about it, they
shared and decided what places they wanted to pick. This could allow
them to think about what vocabularies and tenses as well as other
contexts relating to the places they have chosen. The project given in
the second meeting was to create a dialogue using ‗Too, Enough, Very,
Ability (can, could, be able)‘. The teacher has prepared a sheet of paper
per each group to write the sentences on it. The teacher also just
allowed them to use tenses: Present Tense and Future Tense. It was
because those tenses were being learned by them and were aimed to
recall the previous grammar materials. The teacher strolled around to
each group and answered some questions that arose as well as explained
if it was needed. In the end, there was always a summary session in
which both the teacher and the students summarized and explained
briefly today‘s grammar materials to avoid misunderstanding about the
materials.
c. Observing
In this observation phase, as it has been mentioned that the
researcher acted as the teacher who implemented the Flipped
Classroom strategy in Classroom Action Research (CAR) while the
47
English teacher acted as the observer who monitored the activities in
the classroom including both of the students‘ and the teacher‘s
performances and the media used. Hence, the observation sheets used
by the observer differed from the teacher. While for the teacher, she
used teacher‘s field notes to take note of anything happened in the
classroom from both the students and the teacher side, then she made a
reflection on the teacher‘s field notes to fix things to be better and
more effective in the next meeting according to the problems appeared.
To know the observation sheet in detail, see Appendix Observation
Sheet in Cycle 1.
In the first meeting, the teacher was good enough in managing the
class and learning situation, leading apperception and linking the
material with the other relevant insight. Besides, the teacher was good
at using media learning effectively and the media learning slightly
assisted the student in the learning process. However, the teacher
should be clearer in giving instructions. From the students‘ side, they
were active enough to ask and express their thoughts. They could
discuss in a group well enough because of the project given. However,
there were only several students who were really enthusiastic and
active. It was because they were still new with the Flipped Classroom
strategy and was because many of them did not watch the videos at
home as an out-class activity.
During the learning session, the teacher found that many of the
students did not know even understand the basic grammar such as
determining a noun whether it was singular or plural to further decide
what ―To Be‖ that had to be chosen. So, the teacher had to explain
directly how to determine it. Besides, they still had limited vocabulary
knowledge especially the vocabulary which signed time for certain
tenses.
48
The second meeting was getting better than the first meeting. The
teacher did some improvements in giving instructions to the students.
The number of students who watched the videos were getting
increased as well as the student who took notes from the videos.
Because the project given was designed for a pair (2 students), they
seemed more active than before. The fewer number of the students in a
group made each of them worked harder and more serious to finish the
project because they could not rely on the others except on themselves
and their partner. The teacher found that the students frequently asked
the things which are more complicated to understand and also they
asked about vocabulary they did not know. But then, the teacher asked
them to open their dictionary instead of asking the teacher directly.
Also, the teacher allowed them to use google translate and asked them
to translate one sentence at once rather than to translate word by word.
It was for their learning to construct sentences with the correct
grammatical rules.
Furthermore, the teacher still found that some of them were still
less attracted to watch the video because again they said they had no
internet quota to watch it. Therefore, the teacher decided to create the
material videos on her own to make the videos more efficient in
duration and explanation. The shorter and clearer videos would make
them be able to minimize the quota expense.
Additionally, the post-test 1 was done right after the Classroom
Action Research (CAR) in cycle one ended up to discover the result
and to evaluate what things should be fixed and developed. The post-
test 1 was done on February, 28th
2020. Derived from the post-test 1
result, the class‘ mean score was 48.43 with only 2.9% of students who
passed the Minimum Mastery Criterion. In other words, the first cycle
has not fulfilled the criterion.
49
d. Reflecting
Reflection was the last phase in each cycle that was aimed to know
what the first cycle‘s results were and reflect it to get things better and
well-organized in the next cycle. The researcher and the English
teacher together discussed the results gained in this cycle. Based upon
the results, since still many students remained unsuccessful to surpass
the KKM, the criterion of success was not fulfilled yet. The result
showed that only 2.9% of the students who were successful. Hence, the
appliance of the Flipped Classroom strategy has not been satisfying
and the appliance was continued to the next cycle.
Due to the observation and the teacher‘s field notes, some
obstacles were found which caused the unsatisfactory results of the
first cycle. It was identified that the students were still really lack of
English grammar basic knowledge, even they were still confused to
distinguish between singular and plural noun. Besides, at this cycle,
the researcher noticed that many students did not fully follow the
teacher‘s instruction to study at home by viewing the material videos
given. One of their excuses was the shortage of internet quota. It
seemed cliché but it could be accepted since they did not repeat the
same reason. Another reason the teacher pointed out was the videos
given were not able to fulfill their needs. In addition to the obstacles
obtained, although some students started showing their participation in
the classroom activity, nevertheless most of some students pretended
to understand because they were still not confident to ask and express
their thoughts. Besides the students‘ obstacles, there were also some
obstacles related to the media used in the classroom such as a
projector. The teacher, at first, felt difficult to use it since it could not
work well so it wasted some time and distracted the teacher‘s
performance.
50
Derived from some matters above, the Classroom Action Research
had to be extended to the second cycle. The phases of the second cycle
were the same; planning, acting, observing, and reflecting.
Nevertheless, the researcher redesigned the lesson plan to meet the
students‘ needs and solve the problems obtained in the first cycle.
3. Finding of Cycle 2
a. Planning
In this planning of cycle 2, the teacher made some different plans
with the planning of cycle 1. As the observation and reflection of cycle
1 noted before, the teacher decided to create the grammar materials
videos on her own to make the material videos more fit in the students
and fulfill what they needed which could not be fulfilled by the videos
from the internet. Hence, this planning phase of cycle 2 was in
accordance with the teacher field notes, observation sheet, the in-class
projects, and post-test 1.
The videos were called DIY (Do It Yourself) videos. It referred to
the videos created by the teacher. To create such videos, the teacher
used some tips from the book ―Flip Your Classroom‖ by Jonathan
Bergmann and Aaron Sams who initiated the Flipped Classroom
strategy. The book assisted the teacher in many ways to produce
quality videos for the students. Additionally, to make students more
interesting and up-to-date, the teacher used the ―Tik-Tok‖ application.
For sharing the videos, not only the teacher used Google Classroom
but also used the WhatsApp application. It was because some students
excused that they only had internet quota for chatting on WhatsApp.
Thereby, they could easily be accessed the videos and the teacher
could remind them to watch the videos more often via a group chat on
the application.
Along with it, the researcher created a new lesson, the Flipped
Classroom strategy instruments, students‘ worksheet, post-test 2,
teacher‘s field notes as well as observation sheet for each meeting in
51
cycle 2 that has been designated according to the problems and
obstacles in cycle 1.
b. Acting
The First Meeting
(Friday, March 6th
, 2020 at 07.45 – 10.05)
The activity in the first meeting in cycle 2 was pretty much the
same as the first meeting in cycle 1. Before class time, the teacher has
asked the students to watch some grammar material videos at home
and the videos were shared through Google Classroom. The videos in
cycle 2 were more special and intense because the teacher created the
videos on her own. In this meeting, students learned the same grammar
materials as the first meeting in cycle 1 that were about ‗Present Tense
and Present Future Tense‘. Like the previous meetings, the teacher
asked whether the students watched the videos or not and tried to hook
their attention by asking some questions relating to the videos. The
questions were about what videos they had watched, what they
remembered from the videos, what they highlighted from the videos. It
aimed to recall their memories and to help the students who did not
fully watch the videos or even did not watch the videos at all knowing
what they were going to learn.
Before giving a project, the teacher asked again who watched the
videos before class time. But this time, the teacher picked those
students who watched the videos to be a leader in the new groups.
Most of them watched the videos and as a result, there are more than 2
– 3 leaders in a group. The teacher decided to use do that to make the
rest of students who did not watch the videos realized how important
watching the videos before the class time and so they could ask their
52
leader if they did not understand and or they were shy to ask the
teacher. Whereas for the leaders, it aimed to share what they obtained
from the videos as well had a responsibility to make their members
understood.
The project given in this meeting was to create sentences using
‗Too, Enough, Very, Ability (can, could, be able)‘. The teacher has
prepared a sheet of paper per each group to write the sentences on it.
The teacher also just allowed them to use tenses: Present Tense and
Future Tense. It was because those tenses were being learned by them
and were aimed to recall the previous grammar materials. The teacher
strolled around to each group and answered some questions that arose
as well as explained if it was needed. In the end, there was always a
summary session where both the teacher and the students summarized
and explained briefly today‘s grammar materials to avoid
misunderstanding about the materials.
The Second Meeting
(Friday, March 13th
, 2020 at 07.45 – 09.30)
This meeting was the last meeting before having post-test 2 after
the Classroom Action Research. The activity was basically similar to
the three previous meetings, specifically doing a project in the
classroom. However, in this meeting, the researcher expected each
student more active and more involved in the classroom activity.
Therefore, the researcher decided to form a pair work project which
surely consisted of 2 students in each project group. The thought of
this idea was to make them less dependable on the other students who
have more courage. As the procedure of the Flipped Classroom
strategy, the students had to watch the material videos given at home.
The same as the first meeting in cycle 2, the material videos were also
created by the researcher and the videos were about ‗Too, Enough,
53
Very, Ability (can, could, be able)‘. The introduction activity was
similar to several meetings before, namely, the teacher asked whether
or not they watched the videos and took some notes at home. They are
also asked if they read or browse the materials from other sources.
Studying at home by viewing the videos or having some other sources
was very fundamental in the Flipped Classroom strategy. Hence, the
researcher continually pushed the students to watch the videos.
In the main activity, the researcher assigned the students to pair up
with their desk mates to further do a project. The project in this
meeting was to create a dialogue that had to contain the grammar rules
they have explored before, specifically about Present Tense, Present
Future Tense, Too, Enough, Very, Ability (can, could, be able). They
seemed vibrant as they had to decide on what, when, and where the
dialogue would be carried out, to adjust further what grammar rules
had to be used. The situation and condition were much better than the
previous meetings. They were more relaxed, active, confident, serious,
and enthusiastic because they already used to do outside and in-class
activity. They made the good teamwork and ended up the project well.
The researcher and the students created such a good vibe in the
classroom, interacted in two ways communication and their questions
showed that they understood the materials. At last, the researcher
offered several groups to perform their works in front of their peers.
Each group was eager to show their work in front of their classmates,
even they lined up to decide what next group had to perform.
Unfortunately, due to the limited time, only 6 groups could perform
their works. Because only some minutes remained, the researcher used
the time to summarize today‘s lesson to prevent misunderstanding and
make the materials clearer to them.
54
c. Observing
As the previous cycle, the researcher was the teacher who
implemented the Flipped Classroom strategy in Classroom Action
Research (CAR) whereas the English teacher was the observer. This
observation was based on the researcher and the English teacher‘s
thoughts by using the teacher‘s field notes and the observation sheet as
in cycle 1. Thus, here are the explanations.
At the first meeting of cycle 2, there were some improvements in
the teacher‘s performance. The teacher was clearer in giving the
students some instructions. It made the students more understood what
they had to do in the class. Besides, the teacher‘s idea to create some
English grammar materials videos was more effective to attract
students‘ interest in viewing the videos at home as well as to make
them simply more understand the grammar materials presented on the
videos. In addition, the teacher could finally create more a conducive
atmosphere in class when the students were having a discussion. In
terms of the students‘ performance development, their participation
was very positive, the less active students started mustering up their
courage to actively participate in the discussion as well as when they
came to express their curiosity and ideas. Furthermore, they tend to be
calmer and not very noisy. As a result, the class situation was likely
well-organized.
At the second meeting of cycle 2, the teacher gradually made some
enhancements in teaching and learning activities in the class. It all
thanked the students who gradually made some improvements as well.
The teacher continually attempted to create more effective ways as the
project in the classroom. Besides, the students‘ participation and
enthusiasm were excellent. Their attitude and motivation toward the
outside and in-class activities were superb. Hence, the problems and
55
obstacles found out in some previous meetings could be adjusted
despite it was not perfect yet.
Furthermore, after the second cycle being conducted, post-test 2
was also conducted to discover and evaluate the students‘ grammatical
competence after CAR. Along with it, the test was aimed to know the
enhancement between the first and the second cycle. Thus, the post-
test 2 was held on March 13th
, 2020.
According to the post-test 2 results, the total of the successful
students who exceeded the Minimum Mastery Criterion were 27
students or 77.14% of students with the mean score 73.66. The
improvement was very significant compared to the result of cycle 1
which obtained the mean score only 58.74. Consequently, there was
52.09% of mean score enhancement.
d. Reflecting
At the rear of doing the post-test 1 and post-test 2, it was identified
that the students reached the expectation. The result was satisfying and
made the researcher very pleased and proud to know the outcome they
did. Also, this proved that the implementation of the Flipped
Classroom strategy was successful at increasing the students‘
grammatical competence. It was the same line as the previous study
conducted by Sarah and Yousif (2016) that the Flipped Classroom
strategy impacted the EFLs‘ grammatical competence. It influences
and fosters not only their grammatical competence but also their
attitude toward their learning. They could manage their learning at
home and become more active and enthusiastic in the class.
Despite the problems discovered at the beginning of the Classroom
Action Research, even they found challenging in the very basic
grammar rules, eventually, their understanding of grammar was
increased. In fact, both grammar material videos from the internet and
56
the researcher assisted them in many ways although the videos created
by the researcher showed more proper for them. In addition, the
procedure of the Flipped Classroom that is more appropriate for the
students nowadays is able to create such a breakthrough toward several
problems and obstacles in English grammar learning. At the last post-
test, 77.14 % of the students or 27 students smoothly surpassed the
Minimum Mastery Criterion. Because it exceeded the criterion of
success which is 75%, it was implied that the teaching and learning in
Classroom Action Research using the Flipped Classroom strategy was
accomplished. As a result, the Classroom Action Research was
finished.
B. Discussion after Implementing the Action
1. The Result of Teacher’s Field Note
The teacher‘s field note comprised of descriptive notes and reflective
notes insights, hunches, themes) from the teacher according to the
classroom situation during the Classroom Action Research. The field notes
were accordingly as the number of meetings held, which were 4 meetings
with 2 meetings in each cycle.
According to the teacher‘s field notes written, the students showed
more enthusiasm and seemed more active as the meetings passed by. They
also were less shy and doubtful to ask the researcher some questions and
some words they found difficult to understand or to ensure what to do with
the project given. Besides, the researcher took notes on the progress of the
students who studied at home by watching the videos which were shared
on Google Classroom. In the first meeting, still many students who did not
care about the importance of viewing the videos at home before the in-
class activity. However, as the meeting went by for more than a month, the
number of students watching the videos was increased which also showed
that their attitude and motivation to learn English grammar were
improved.
57
Also, because the Flipped classroom strategy made the students have a
lot of discussion at the class, the researcher discovered that at the earliest
meeting, the discussion still needed to be well-organized since the class
was a bit noisy. Not only that but also the researcher spent more time to
walk around to answer the questions and to observe their improvement in
mastering the grammar. As a result, on reflective notes, the researcher
needed to be more firm and needed to well-organized especially in time
management. However, in the next meeting the researcher could solve
them well.
On the reflective notes, the researcher tried to find out what made the
students less interested to watch the videos in the first cycle. The
researcher ended up realizing that the videos given in the first cycle were
mostly in English and the duration was too long. The researcher realized
that it was slightly difficult to find the English grammar materials in the
Indonesia language. If there so, most of them were more than 5 minutes
and kind of lecturing-video which probably made them boring and less
interested. Therefore, in the second cycle, the researcher created the videos
by herself with some guidance from the book ―Flip Your Classroom‖ by
Bergmann and Sams, to fulfill their needs and attract them to watch the
videos. Additionally, the researcher also asked the teacher who acted as an
observer to give some inputs toward the classroom activities as well as the
researcher herself.
Based on the result of the teacher‘s field notes starting from cycle one
to cycle two, the students were improved remarkably in terms of their
understanding, grammar mastery, motivation, attitude, self-learning as
well as self-confidence.
2. The Result of Teacher’s Post-Interview
The teacher‘s post-interview was conducted on April 14th
, 2020 via
WhatsApp call due to the recent situation (Covid-19 outbreaks) where the
58
researcher could not interview the teacher face-to-face. This post-interview
was done after the Classroom Action Research had finished. It aimed to
know the teacher‘s perceptions and perspectives towards the teaching-
learning process by implementing the Flipped Classroom strategy. The
questions asked were about the teacher‘s opinions about the Flipped
classroom strategy, the students‘ enthusiasm in the class, the students‘
improvement in grammatical competence, the weaknesses and the
strengths of the strategy implementing in the class, the obstacles found in
the class, and the solutions. It was all regarding the teacher‘s observation
in the classroom.
Following the answers from the post-interview, the teacher gave his
opinion that the Flipped Classroom strategy is a good strategy. So it could
be said that the strategy let the students explore the grammar materials by
themselves. We did not teach in one-way teaching but two-ways teaching.
We provided some videos relating to the material, the students explore on
their own by watching the videos at home to refresh their knowledge. The
teacher also added that by implementing the flipped classroom strategy, it
would help them to know more the material which was going to be
learned. However, there was a conclusion that had to be delivered by the
teacher together with the student. Thus, the final step was still on the
teacher.
Besides, the teacher said that implementing the flipped classroom was
the first time for the students. At first, they were slightly confused about
what they were going to do. So, they needed more explanations about the
procedures in detail because they were unfamiliar with the method. It was
not the method's mistake but due to technical problems. Furthermore, the
teacher said that as they used to learn by applying the Flipped Classroom
strategy, they became more interested. Relating to their improvement in
grammatical competence, the teacher mentioned that there was an
improvement and he recommended the strategy to be implemented in
59
teaching-learning grammar. He also added that every teaching method
needed an explanation in the beginning. If they already understood it, they
could more optimize their understanding of grammar. Additionally, he
mentioned that one of the advantages of the Flipped Classroom strategy
was they could explore and analyze by themselves, so the result would be
more maximum rather than explaining the concept directly. To sum up the
interview, he claimed that he would use the Flipped Classroom strategy in
the future since he always used various strategies.
3. The Result of Students’ Post-Questionnaire
The students‘ post-questionnaire was shared with the students to be
answered on April 3rd
, 2020. It was after the implementation of the Flipped
Classroom strategy in the Classroom Action Research (CAR). It was
aimed to know further and deeper about their experiences and perceptions
toward English grammar leaning by applying the Flipped Classroom
strategy. The questions were 14 questions, which were categorized into
four concerns. The concerns correlated with the communication and
interaction during the English grammar teaching-learning process for the
questions number 1-2 (2 items), the English grammar learning using the
Flipped Classroom strategy itself for the number 3-7 (5 items), the media
in the English grammar teaching and learning for the number 8-13 (6
items), and at the last concern, the researcher expected students to express
their perspectives about their experience learning English grammar using
the Flipped Classroom strategy.
The first concern was about students‘ interaction with the teacher and
peers during the English grammar teaching-learning process. The outcome
showed that most of them communicated with their peers a lot during the
discussion with a percentage of 74.3% or 26 students said ‗yes‘.
Meanwhile, the interaction between the students and the teacher positioned
higher, with a percentage of 85.7% or 30 students. During the in-class
activity, they asked a few questions as well as they discussed with their
60
peers a lot. Thus, the Flipped Classroom strategy succeeded in creating an
interactive and dynamic class.
The second concern correlated with learning English grammar using
the Flipped Classroom strategy. The result presented that during learning
using the strategy, they learned by themselves more intense with a
percentage of 68.6%. They also thought that the grammar exercises given
were related to their daily lives with a percentage of 85.7%. Hence, that
was one of the factors that made them felt easier to understand the
materials. Because in this study the researcher used material videos for
outside-class activity, the question about the video was asked as well.
There were 33 students or 94.3% of them claimed that the video assisted
them to understand and apply the knowledge in writing and speaking
tasks. Furthermore, 57.1% of them applied their learning experience
outside the class and 88.6% of them explored their ways in learning
grammar. It showed that the strategy slowly made up their attitude in
learning English especially grammar in this case.
The third concern was about the media used in the Flipped Classroom
strategy. In this research, the media used were material video and Google
Classroom as a learning platform to share the materials. The result
unfolded that they needed a technical assistant to view the material videos
on Google Classroom with a percentage of 71.4% or 25 students said so.
They also thought that a technical assistant and various learning sources
helped them increasing their motivation in learning, with a percentage of
85.7%. In addition, they preferred to choose other videos to be accessed
for learning at home, with a percentage of 82.9%. Besides, most of them
liked watching videos routinely which gained 68.6%. During the
implementation of the Flipped Classroom strategy, the researcher used two
kinds of material videos, the first was the videos from the internet such as
Youtube and another one was the video created by the researcher. When
the students were asked which video that made them understand more
61
effortless, the result was 74.3% of them chose the video created by the
researcher. The last question in this concern was about what aspects that
increased their learning experience during the implantation of the Flipped
Classroom strategy. There were six aspects; availability and access to
online content and course materials (28.6%), evaluation and feedback
(14.3%), easy to use a Web environment (Google classroom) (22.9%), in-
class group discussion (40%), group collaboration (20%), working on the
assignments (watching videos) by their own at home (22.9%). As the data
are shown above, in-class group discussion positioned as the highest
aspect that built up their learning experience.
For the last concern, it was an open-ended question about their
perspectives about their experience learning English grammar using the
Flipped Classroom strategy. The answers were diverse among them.
However, most of them thought that the Flipped Classroom strategy was
beneficial and effective for them in learning English grammar. Some of
the reasons were because of watching the video as outside-class activity
and doing the discussion as an in-class activity. Some of them also added
by viewing the video could make them more enthusiast but one of the
obstacles about this was the availability of internet quota. Oftentimes, the
researcher found out the main reason for not being able to watch the
material videos at home was about it.
Hence, based on the post-questionnaire results, it could be
recapitulated that the Flipped Classroom strategy could assist the students
understand and master English grammar gradually. It also helped them
intensify their learning both at home and in class. Additionally, many of
them liked watching video, thus the material video was impactful for them
as well, especially the video created by the teacher after doing some
observations to find the students‘ needs in learning.
62
4. The Result of Classroom Observation Sheet
Derived from the result of the classroom observation sheet, there were
six remarkable improvements from cycle one to cycle two. The first
improvement was in terms of the teacher‘s role and time-management
during the teaching and learning process. It showed that the teacher‘s role
was totally different from a normal class where the teacher fed up the
students with some theories. The second was the learning media efficiency
since the Flipped Classroom strategy integrated technology into the
teaching and learning activity, the use of media were highly important.
The media assisted the students in many ways during the teaching-learning
process. The thirds was the teaching-learning process oriented to the
students‘ participation actively, the teacher conducted a dynamic and
active classroom such as discussion and it impacted the next improvement.
The fourth was the students‘ participation, it showed that the students‘
participation was significantly improved since they had an opportunity to
ask and discuss. It encouraged them to speak up and express their thoughts
and ideas. The fifth was evaluation given by the teacher to know the
students‘ grammar competence and understanding development, it showed
that the teacher has already given the task appropriately and paid attention
to the obstacle they found and their improvement. The sixth was about the
students‘ grammatical competence, it showed that their grammatical
competence was highly increased from cycle one to cycle two. They could
differentiate what grammatical rules have to be used according to the
context and create a sentence even a dialogue using the appropriate
grammatical rules.
5. The Result of Post- Action Test
Every method and strategy has its own uniqueness, including the
Flipped Classroom strategy. The implementation of the Flipped Classroom
strategy has been commonly used in some countries. However, in
Indonesia, it is not commonly used that can be proved by limited research
about the Flipped Classroom implementation in Indonesia and the
63
researcher also asked several teachers about the Flipped Classroom, then it
turned out that they had no idea about the strategy. Hence, this research
was focused on discovering further facts and advantages as well as how it
can foster students‘ grammatical competence if it is implemented in the
Indonesia context.
To know the comparison between pre-test and post-test 1, the
researcher firstly presented the calculation of the mean score and class
percentage of pre-test as presented below:
Mx =
Mx =
Mx = 48.43
Afterward, the researcher enumerated the percentage of students who
passed the KKM:
P =
P =
P = 2.9 %
According to the pre-test result, the mean score data was 48.43. As
a result, only 1 student who successfully surpass the KKM or 2.9% in
percentage. Subsequently, there were 34 students or 97.1% of the
students who did not surpass the Minimum Mastery Criterion. The
lowest score obtained was 30.00 which showed that the students‘
grammatical competence was very low. It could be known from the
following chart:
64
Figure 4.1. The Students’ Pre-Test and Post-Test 1 Result
5.1 The Result of Students’ Grammar Post-Test 1 (Cycle 1)
After conducting the first cycle, the post-test 1 was conducted on
Friday, February 28th
, 2020. The post-test was employed to measure
the students‘ grammatical competence enhancement. In this post-test 1,
the students were asked to answer 35 questions of multiple choice. It
was the same as the pre-test. Following table is the students‘ score lists
of post-test 1 result which would be calculated to find the mean score
and the class percentage below:
Student’s Number Score Passed
Student 1 73 ✓
Student 2 60 X
Student 3 70 ✓
Student 4 23 X
Student 5 60 X
Student 6 73 ✓
Student 7 33 X
1
9
0
2
4
6
8
10
Sco
re
The Students' Pre-Test and Post-Test 1 Result
Students' Pre-Test Result (≥ 75) Students' Post-test 1 Result (≥ 75)
65
Student 8 63 X
Student 9 77 ✓
‗Student 10 50 X
Student 11 33 X
Student 12 60 X
Student 13 63 X
Student 14 60 X
Student 15 70 ✓
Student 16 50 X
Student 17 77 ✓
Student 18 60 X
Student 19 47 X
Student 20 40 X
Student 21 67 X
Student 22 67 X
Student 23 57 X
Student 24 50 X
Student 25 60 X
Student 26 60 X
Student 27 50 X
Student 28 50 X
Student 29 73 ✓
Student 30 60 X
Student 31 63 X
Student 32 67 X
Student 33 70 ✓
66
Student 34 50 X
Student 35 70 ✓
Table 4.2 Students’ Grammar Post- Test 1 Result
To obtain the students‘ post-test 1 result, the researcher enumerated
the mean score beforehand:
Mx =
Mx =
Mx = 58.74
Afterward, the researcher enumerated the percentage of students
who passed the KKM:
P =
P =
P = 25.71 %
Derived from the data on the table provided above, the researcher
did further analysis by enumerating the result of the post-test 1. There
were 9 students or 25.71% students who were successfully passing the
Minimum Mastery Criterion –Kriteria Ketuntasan Minimal (KKM)
with the mean score of 58.74. Thus, the number of remaining students
who did not successful was 26 students or 74.2%. It was still far from
the criterion of success in Classroom Action Research. However, there
was an improvement between the pre-test and the post-test 1. It was
21.29 % which was obtained from the formula:
67
P =
P =
P = 21.29%
Figure 4.2. The Students’ Pre and Post-Test 1 Enhancement in Grammar
Mean Score Result
Regarding the calculation and the chart above, only 1 student who
passed the Criterion Minimum Score (KKM) while in the post-test 1,
there were 9 students who succeeded with an improvement in the
amount of 21.2% between pre-test and post-test 1 but it was not very
far different, with the mean score 48.43 for pre-test and 58.74 for
post-test 1.
1.2 The Result of Students’ Grammar Post-Test 2 (Cycle 2)
The post-test 2 was conducted after the meetings in cycle 2 had
been finished. It was carried out on Friday, April 13th
, 2020. The post-
test was used to determine the students‘ result improvement in post-
test 1 and post-test 2. The questions consisted of 35 multiple choices
about the grammar materials which have been learned during the
Classroom Action Research (CAR) by implementing the Flipped
48,43 58,74
0
20
40
60
80
Pre-Test Post-Test 1
Sco
re
Test
The Mean Score
Mean Score
68
Classroom strategy. The table below is the students‘ score lists in
post-test 2:
Student’s Number Score Passed
Student 1 80 ✓
Student 2 87 ✓
Student 3 80 ✓
Student 4 47 X
Student 5 53 X
Student 6 70 ✓
Student 7 50 X
Student 8 90 ✓
Student 9 77 ✓
Student 10 93 ✓
Student 11 63 X
Student 12 50 X
Student 13 73 ✓
Student 14 77 ✓
Student 15 87 ✓
Student 16 83 ✓
Student 17 77 ✓
Student 18 60 X
Student 19 83 ✓
Student 20 60 X
Student 21 77 ✓
Student 22 70 ✓
69
Student 23 53 X
Student 24 70 ✓
Student 25 70 ✓
Student 26 87 ✓
Student 27 70 ✓
Student 28 77 ✓
Student 29 80 ✓
Student 30 77 ✓
Student 31 73 ✓
Student 32 87 ✓
Student 33 77 ✓
Student 34 77 ✓
Student 35 93 ✓
Table 4.3 Students’ Grammar Post- Test 2 Result
To obtain the students‘ post-test 2 result, the researcher enumerated
the mean score beforehand:
Mx =
Mx =
Mx = 73.66
Afterward, the researcher enumerated the percentage of students
who passed the KKM:
P =
P =
70
P = 77.14 %
Based on the data on the table provided above, the researcher did
further analysis by enumerating the result of the post-test 2. There was a
significance improvement for the students who were successfully
passing the KKM. Thus, the total of the successful students was 27
students or 77.14% of students with the mean score of 73.66. Thus, the
percentage of the remaining students who did not successful was
22.86% or 8 students. The improvement could be seen by calculating
the mean score with the formula:
P =
P =
P = 52.09%
In accordance with the calculation above, the students‘ score
improvement between pre-test and post-test 2 was very significant,
with the percentage of 52.09%.
Figure 4.3. The Students’ Enhancement in Grammar Mean Score in Cycle 2
58,74
73,66
0
20
40
60
80
Post-Test 1 Post-Test 2
Sco
re
Test
The Mean Score
Mean Score
71
From the chart above, it indicated that the students conceived the
grammar more by applying the Flipped Classroom strategy in cycle 2.
They were getting it, albeit not a very high mean score, but the score
development was satisfactory enough with 25.4% enhancement.
The comparison among all of the test results are presented on the
table below:
Category Pre-Test Post-Test 1 Post-Test 2
Minimum 30 23 47
Maximum 70 77 93
Mean 48.43 58.74 73.66
Table 4.4. The Comparison Scores of Pre-Test, Post-Test 1, and Post-Test 2
Hereunder are the figures presented the students‘ percentage of
who fulfilled the Minimum Mastery Criterion:
2,9; 3%
97,1; 97%
Pre-Test
Fulfilled Students Unfulfilled Students
25,71; 26%
74,29; 74%
Post-Test 1
Fulfilled Students Unfulfilled Students
77,14; 77%
22,86; 23%
Post-Test 2
Fulfilled Students Unfulfilled Students
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Figure 4.4. The Fulfilled and Unfulfilled Students’ Percentages
Herewith, the researcher concluded the description of CAR
assessment in each cycle in the following table:
No
Test
Students’ Grammar
Score
Average
Percentage
Lowest Highest
1 Pre-test 30 70 48.43 2.9%
2 Post-test 1 23 77 58.74 25.71%
3 Post-test 2 47 93 73.66 77.14%
Table 4.5. Research Result Data
Acquired from the figures and table above, there was a significant
enhancement on the percentage of the students who surpassed the
KKM. In the pre-test, there was only 2.9% of student or 1 student who
succeeded whereas 97.1% or the 34 remains students who did not
reach the KKM. There was also an improvement on post-test 1 where
25.71% of students or 9 students who reached the KKM and the rest
26 students or 74.29% were still far below the KKM. All in all, in the
post-test 2, the number of the fulfilled students was high, in which
77.14% or 27 students passed the KKM. Meanwhile, the remaining 8
73
students or 22.86% of students did not successfully reach the KKM.
Shortly, among all of the tests acquired the improvement on each test.
However, the very high gap was from post-test 1 to post-test 2 which
successfully reached the criterion of success of Classroom Action
Research. Subsequently, the Classroom Action Research (CAR) was
finished off until Cycle 2.
74
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Due to the result obtained, Classroom Action Research has been
conducted in 2 cycles. The result indicated that the implementation of the
Flipped Classroom strategy for English grammar learning at the tenth- grade
students of SMA Negeri 4 Tangerang Selatan is able to assist and foster their
grammatical competence.
In accordance with the result of the students‘ post-questionnaire, there
were some improvements. First, the students felt more enjoyed and have more
courage to ask a question and speak up their thoughts, and discuss with their
peers that made them more active and enthusiastic in learning English
grammar. Second, with the integration of technology such as material videos,
reading sources, quizzes, and on, they were more interested and it helped them
to learn the material earlier at home before coming to the class. Third, they get
used to be independent to manage their learning before the class. Fourth, they
could comprehend and master the grammar materials easily as well as use the
grammar properly.
Besides, according to the classroom observation sheet and the teacher‘s
field notes, implementing the Flipped Classroom strategy could assist them to
be an autonomous learner since they were trained to be responsible for their
learning at home by watching the material video. Then, the students mustered
up their courage and have more confidence to speak up by some projects
given in the classroom activity. Next, the class was more dynamic and
interactive since the teacher did not only explain the theory to the students
instead of giving some projects to be discussed and done. Also, with the video
as media provided to be watched and learned at home, it made them have prior
knowledge before they came to the class. In addition, they feel easier to
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comprehend the grammar materials and produce it into some sentences with
appropriate grammar usage. At last, their motivation, attitude, and grammar
mastery were steadily increased.
In conjunction with that, the test results were revealed to support the
improvements before. In the pre-test, there was only one student or 2.9% of
the students who reached the Minimum Mastery Criterion with the mean score
was 48.43. Next, in post-test 1, it was improved to 9 students or 25.71% of
students who were successful to pass the Minimum Mastery Criterion with the
mean score was 58.74. For the last post-test, namely post-test 2, the result was
significantly increased from 9 students to 27 students or 77.14% of the
students who satisfactorily passed the Minimum Mastery Criterion with the
mean score was 73.66.
To put it concisely, the researcher discovered that the Flipped Classroom
strategy could foster the students‘ grammatical competence by making them
encourage themselves to express their opinion and ask a question if they do
not get the idea, to enjoy and interest in learning grammar, and to be
autonomous learners.
B. Suggestion
After finishing the research, the researcher took several notes as a
suggestion which might be helpful and useful for further learning as stated
below:
1. For students: by implementing the Flipped Classroom strategy, it is able to
assist them in learning and comprehending English grammar easily since
the strategy involves technology into the learning which will turn out to be
more interesting. In addition, it is also able to push them to steadily learn
at home before they come to the class.
2. For the teacher: Grammar materials are considered as challenging and
boring for most students who learn language especially the English
language. Thus, to make them more attracted to learn grammar, the teacher
76
would better elaborate on the teaching and learning activity with
technology or other learning media. The Flipped Classroom strategy could
be an alternative way to solve the problem in learning grammar because it
integrates technology into learning as well as make students learn at home
as an outside-class activity before coming to the classroom.
3. For the reader: the researcher hopes that this research would be found as a
useful reference for other researchers or/and educational experts to lift up
the teaching and learning methods as well as for further research related to
this research‘s issues.
77
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APPENDICES
82
Appendix 1 Classroom Action Research Schedule
CLASSROOM ACTION RESEARCH SCHEDULE
No Date Activity Time
1 January, 31st 2020 Observation (Preliminary-
Study)
07.45 – 09.45
2 February, 17th
2020 Pre- Test 13.00 – 13.45
3 February, 19th
2020 Teacher‘s Pre-Interview 10.00 – 10. 30
4 February, 19th
2020 Student‘s Pre-Questionnaire 13.30 – 13.45
5 February, 21st 2020 1
st meeting (Cycle 1) 07.45 – 10.05
6 February, 28th
2020 2nd
meeting (Cycle 1) 07.45 – 09.30
7 February, 28th
2020 Post- Test 1 09.30 – 10.05
8 March, 6th
2020 1st meeting (Cycle 2) 07.45 – 10.05
9 March, 13th
2020 2nd
meeting (Cycle 2) 07.45 – 09.30
10 March, 13th
2020 Post- Test 2 09.30 – 10.05
11 April, 3rd
2020 Students‘ Post- Questionnaire 12.00 – 12.30
12 April, 14th
2020 Teacher‘s Post- Interview 14.00 – 14.15
83
Appendix 2a English Teacher’s Pre- Interview before CAR
Pre- Interview Guidelines for the Tenth Grade English Teacher of SMA
Negeri 4 Tangerang Selatan before Classroom Action Research (CAR)
1. Bagaimana pendapat Bapak mengenai pendidikan yang diintegrasikan
dengan teknologi?
2. Apakah sudah pernah mencoba melibatkan teknologi ke dalam Kegiatan
Belajar Mengajar (KBM)?
3. Jika sudah, apakah Bapak masih melakukannya? Dan sejak kapan
memutuskan untuk melibatkan teknologi ke dalam KBM?
4. Jika belum, apa kendala yang membuat Bapak tidak menggunakan
teknologi sebagai media di dalam KBM?
5. Metode dan media apa yang Bapak gunakan dalam pembelajaran bahasa
Inggris khususnya pembelajaran mengenai Grammar?
6. Apakah Bapak mengetahui metode Flipped Classroom?
Jika iya, apakah pernah menggunakan model ini?
7. Bagaimana pendapat Bapak mengenai Flipped Classroom?
8. Bagaimana kondisi pengetahuan dan pemahaman Bahasa Inggris siswa
terutama dalam pengetahuan dan pemahaman mengenai grammar bahasa
Inggris (tata bahasa)?
9. Apakah siswa diperbolehkan menggunakan smartphone ketika proses
belajar di kelas?
10. Bagaimana motivasi dan etika siswa-siswi dalam belajar Bahasa Inggris
terutama belajar grammar?
84
Appendix 2b The Result of the English Teacher’s Pre- Interview
The Result of the English Teacher’s Pre- Interview before Classroom Action
Research (CAR)
Interviewer : Firdausa Fadhilah
Interviewee : Ibni Afan, M. Pd
Profession : English Teacher
Day, Date : Wednesday, February 19th
2020
Time : 10.00 a.m. – 10.30 a.m.
Place : School Medical Room
(R = Researcher, T = Teacher)
R : Bagaimana pendapat Bapak mengenai pendidikan yang diintegrasikan
dengan teknologi?
T : Dalam era sekarang, suatu keniscayaan kalau ketika kita melakukan
sesuatu tanpa teknologi, termasuk juga pendidikan. Jadi, sekarang itu media
pembelajaran, semua sudah menggunakan teknologi. Jadi, itu sangat
membantu proses mentransfer suatu ilmu pengetahuan. Kita tahu posisi kita
sebagai guru, jangan bilang kita memberikan ilmu pengetahuan tetapi kita
hanya mentransfer. Sebenarnya sumber-sumber ilmu mungkin dimiliki guru
sebagian tetapi di luar sana masih banyak ilmu pengetahuan. Kalau tidak
diakses dengan sebuah teknologi, kita akan mengalami kesulitan. Jadi,
teknologi adalah sebuah alat bantu tetapi bukan berarti menggantikan peran
guru. Guru tidak akan pernah tergantikan. Media teknologi hanyalah alat
bantu untuk mempermudah guru untuk mentransfer sebuah ilmu
pengetahuan kepada anak didiknya.
85
R : Apakah sudah pernah mencoba melibatan teknologi ke dalam kegiatan
belajar mengajar?
T : Ya, pasti. Salah satunya yang sederhana adalah proyektor. Saya rasa
semua sekolah sudah mempunyai itu. Selain itu, platform Google, seperti
Google Form, Google Classroom, kita bisa memanfaatkan untuk dijadikan
media pembelajaran.
R : Jika sudah, apakah Bapak masih melakukannya? Dan sejak kapan
memutuskan untuk menggunakan teknologi ke dalam kelas?
T : Iya, saya masih melakukannya. Akan menjadi suatu kebutuhan, tanpa
teknologi, kita akan sedikit kesulitan. Saya sudah menggunakan media
teknologi, minimal kita menggunakan media Power Point, proyektor. Saya
sudah melakukannya sejak 7 tahun yang lalu, mulai dari tahun 2013.
R : Metode dan media apa yang Bapak gunakan dalam pembelajaran Bahasa
Inggris khususnya pembelajaran mengenai Grammar?
T : Ada beberapa media yang saya gunakan, seperti menggunakan media
video, animasi. Jadi, dengan teknologi, kita mengajarkan konsep, dan
konsep itu tidak bisa dimanipulasi, harus mengaarkannya dengan betul.
Dengan teknologi, kita bisa mempersiapkannya jauh-jauh hari supaya tidak
terjadi kesalahan penyampaian ilmu pengetahuan di kelas. Kemudian saya
suka menerapkan metode Inquiry, metode Discovery Learning untuk
memperdalam materi. Contohnya pembelajaran konsep Tenses misalnya
Simple Past Tense menggunakan Discovery Learning, jadi kita tidak perlu
menjelaskan konsep, rumusnya tetapi kita ajak anak-anak untuk bicara
mengenai konsepnya dalam penggunaan bahasa sehari-hari. Mereka akan
mencari, rumus apa kira-kira yang mereka gunakan ketika menceritakan
cerita di masa lampau. Atau dengan video yang kita tayangkan, mereka
merumuskan suatu konsep sendiri dengan metode Discovery Learning.
R : Apakah Bapak mengetahui metode Flipped Classroom?
86
T : Saya belum mengetahui metide Flipped Classroom.
R : Baik, kalau begitu saya jelaskan sedikit mengenai metode Flipped
Classroom. Jadi, pada dasarnya Flipped Classroom ini adalam
membalikkan kegiatan yang biasanya dilakukan di sekolah, jadi dilakukan
di rumah. Kemudian yang biasanya siswa lakukan di rumah seperti halnya
mengerjakan PR dan projek yang guru berikan, jadi dilakukan di sekolah,
termasuk kegiatan berdiskusi. Media yang digunakan para siswa di rumah
untuk belajar adalah video. Bagaimana pendapat Bapak mengenai Flipped
Classroom?
T : Kalau seperti itu, saya sebenarnya sudah pernah menggunakan metode
itu, hanya saja belum mengetahui istilah metodenya saja. Kemudian saya
juga ada aplikasi yang digarap oleh Pustekkom yaitu Rumah Belajar. Jadi,
semua guru mempunyai akun yang bisa diakses. Itu kurang lebihnya sama.
Jadi, di Rumah Belajar itu, misalnya Google kan punya Google
Classroom, kalau di Rumah Belajar ada namanya Kelas Maya. Di Kelas
Maya itu, semua bahan ajar guru ada di dalamnya. Guru juga dapat
memberi tugas para siswa untuk mempelajari suatu topik misalnya, mereka
bisa pelajari itu lewat Kelas Maya tersebut dan bisa didiskusikan
materinya pada dikeesokan harinya. Juga di sana, terdapat latihan untuk
siswa, bahan ajarnya. Tetapi untuk video, tidak semua materi ada
videonya. Menurut saya, metode Flipped Classroom bisa sangat
membantu, di mana pembelajaran anak zaman sekarang sudah
menggunakan alat gawai (gadget), tidak hanya duduk di dalam kelas,
mendengarkan penjelasan guru dan itu pun tidak seberapa dan terbatas.
Dengan adanya Flipped Classroom, para siswa bisa belajar di mana saja
dan kapan saja. Ya tentunya tatap muka dengan guru sebagai sekolah
formal masih tetap wajib. Tetapi pembelajaran khususnya Bahasa Inggris
itu tidak cukup 1-2 pertemuan, itu harus kontinyu karena bahasa itu akan
hilang ketika tidak dipakai.
87
R : Bagaimana pengetahuan dan pemahaman Bahasa Inggris siswa terutama
pengetahuan dan pemahaman mengenai grammar Bahasa Inggris
(ketatabahasaan)?
T : Mengenai grammar Bahasa Inggris, siswa lemah sekali. Ada suatu
pendapat ―Grammar itu nomor dua, yang penting bisa berbicara Bahasa
Inggris.‖ Kalau kita berbahasa tanpa grammar yang tepat, ya tidak bisa
menjadi suatu bahasa yang terstruktur. Saya tekankan kepada anak didik
saya, ketika kalian berbahasa itu sudah ber-grammar juga. Ketika kalian
tidak menggunakan grammar yang, ya itu tidak bisa disebut susunan
bahasa yang baik dan benar. Kalau susanan bahasanya tidak tepat, orang
lain yang mendengarkan tidak bisa memahami apa yang dimaksud. Jadi,
kemampuan mereka dalam grammar masih kurang karena di pembelajaran
kita juga tidak semua terangkau secara detail.
R : Apakah siswa diperbolehkan meggunakan smartphone ketika proses
pembelaaran di kelas?
T : Boleh. Menurut saya itu sebuah keharusan karena sekarang banyak hal
yang terbantu dengan alat gawai (gadget) seperti misalnya aplikasi-aplikasi
yang dapat membantu pembelajaran Bahasa Inggris juga. Contohnya,
aplikasi kamus, sekarang anak-anak merasa terbebani ketika harus
membawa kamus yang besar dan tebal seperti itu. Sekarang cukup
menggunakan smartphone mereka, minimal mereka mempunyai aplikasi
kamus Bahasa Inggris di dalamnya karena guru bukanlah kamus berjalan
yang setiap saat bisa ditanyai. Namun, ada dilemanya juga ketika siswa
diperbolehkan membawa smartphone ke sekolah yaitu ketika mereka
diberikan tugas untuk membuat teks Recount, mereka bisa mencarinya
dengan mudah di Google. Guru harus waspada dengan hal yang seperti itu.
Tetapi kalau hanya sebatas mencari referensi tambahan untuk memahami
materi itu dibolehkan.
88
R : Bagaimana motivasi dan etika siswa-siswi dalam belajar Bahasa Inggris
terutama belajar grammar?
T : Mereka mempunyai motivasi yang cukup, cenderung tinggi motivasinya.
Jadi, guru tidak langsung menjajali siswa materi langsung tetapi harus bisa
memancing mereka dan menunjukkan kepada mereka apa pentingnya
Bahasa Inggris yang dipelajari.
Ciputat, February 19th
2020
Interviewer Interviewee
Firdausa Fadhilah Ibni Afan, M. Pd
NIM. 11160140000024 NIP. 1965 0101 2007 011024
89
Appendix 3a English Teacher’s Post- Interview in the End of the Research
Post- Interview Guidelines for the Tenth Grade English Teacher of SMA
Negeri 4 Tangerang Selatan after Classroom Action Research (CAR)
1. Bagaimana pendapat Bapak mengenai metode Flipped Classroom dalam
proses pembelajaran grammar di kelas X?
2. Apakah siswa tertarik dan antusias terhadap pelajaran grammar Bahasa
Inggris selama proses penerapan strategi flipped classroom tersebut?
3. Apakah ada peningkatan dalam kemampuan pemahaman dan penerapan
grammar setelah diterapkannya Flipped Classroom sebagai metode
pembelajaran?
4. Bagaimana pendapat Bapak mengenai kekurangan dan kelebihan metode
Flipped Classroom?
5. Adakah kendala yang Bapak temukan ketika mengamati pembelajaran
grammar menggunakan metode Flipped Classroom?
6. Menurut bapak, bagaimana cara mengatasi kendala tersebut?
7. Apakah Bapak akan mencoba untuk menggunakan metode yang sama
yaitu metode Flipped Classroom dalam proses mengajar di masa yang
akan datang?
90
Appendix 3b The Result of the English Teacher’s Post- Interview
The Result of the English Teacher’s Post- Interview after Classroom Action
Research (CAR)
Interviewer : Firdausa Fadhilah
Interviewee : Ibni Afan, M. Pd
Profession : English Teacher
Day, Date : Tuesday, April 14th
2020
Time : 2.00 p.m. – 02.20 p.m.
Place : Online (Via WhatsApp Call)
(R = Researcher, T = Teacher)
R : Bagaimana pendapat Bapak mengenai metode Flipped Classroom dalam
proses pembelajaran grammar di kelas X?
T : Ya, saya pikir Flipped Classroom adalah metode yang bagus. Sehingga dapat
dikatakan bahwa strategi itu memungkinkan siswa untuk mengeksplorasi
sendiri. Kami tidak melakukan pengajaran satu arah tetapi mengajar dua arah.
Kami menyediakan beberapa video yang berkaitan dengan materi, para siswa
mengeksplorasi sendiri dengan menonton video di rumah untuk menyegarkan
kembali pengetahuan mereka. Ya, itu bagus. Itulah proses alami dari tidak
mengetahui apa- apa menjadi tahu. Jadi kami tidak memberi mereka bahan
konsep yang membuat siswa menjadi pembelajar pasif. Tetapi dengan
menerapkan strategi Flipped Classroom, itu akan membantu mereka untuk
mengetahui lebih banyak materi yang akan dipelajari. Namun, jangan lupa,
ada kesimpulan yang harus disampaikan oleh guru bersama siswa. Jadi,
langkah terakhir ada pada guru.
91
R : Apakah siswa tertarik dan antusias terhadap pelajaran grammar Bahasa
Inggris selama proses penerapan strategi Flipped Classroom tersebut?
T : Karena penerapan Flipped Classroom adalah pertama kalinya bagi siswa,
pada awalnya mereka sedikit bingung tentang apa yang akan mereka lakukan.
Jadi, mereka membutuhkan lebih banyak penjelasan tentang prosedur secara
rinci karena mereka tidak terbiasa dengan metode ini. Itu bukan kesalahan
metode tetapi karena masalah teknis.
R : Tetapi ketika para siswa memiliki kesempatan untuk berdiskusi. Apakah
Anda pikir mereka antusias atau lebih aktif?
T : Secara teoritis, itu seharusnya ya. Tetapi karena ketidaktahuan siswa di awal.
Metode ini belum pernah digunakan sebelumnya. Jika sejak awal, saya sudah
menggunakan metode ini, mereka akan lebih antusias. Jadi itu butuh proses.
Hal baru seperti Quiziz, pada awalnya, para siswa bertanya "Apa itu Quiziz?"
tetapi setelah sekali, dua kali melakukan itu. Mereka tahu pentingnya
menggunakan Quiziz, mereka menjadi tertarik seperti "Pak, Quiziz!" Dengan
demikian, strategi Flipped Classroom adalah sama, itu baru bagi mereka. Ya
kadang-kadang, guru sudah menjelaskan tetapi kemampuan mereka beragam,
bukan? Jadi, perlu penjelasan lebih detail, lalu kita implementasikan.
R : Apakah ada peningkatan dalam kemampuan pemahaman dan penerapan
grammar setelah diterapkannya Flipped Classroom sebagai metode
pembelajaran?
T : Bagi saya, saya tidak bisa melihat pemahaman mereka segera. Untuk materi
tata bahasa tertentu yang telah diajarkan dengan menerapkan strategi Flipped
Classroom, ada peningkatan. Tetapi untuk semua materi tata bahasa, saya
perlu mengetahuinya lebih lanjut karena saya belum mengamati kelas setelah
penelitian. Namun, untuk materi tata bahasa yang diajarkan menggunakan
strategi tersebut, pemahaman mereka semakin meningkat. Apapun metode
pengajarannya, semuanya baik. Itu tergantung pada siswa. Saya
92
merekomendasikan strategi untuk digunakan dalam pengajaran tata bahasa
(grammar).
R : Bagaimana pendapat Bapak mengenai kekurangan dan kelebihan metode
Flipped Classroom?
T : Nah, itu tadi sudah saya katakan. Setiap metode pengajaran membutuhkan
penjelasan di awal. Jika mereka memahaminya, mereka dapat lebih
mengoptimalkan pemahaman mereka tentang tata bahasa. Dengan melihat
contoh, video, mereka mengeksplor dan menganalisis. Dengan
mengeksplorasi sendiri, hasilnya akan lebih maksimal daripada menjelaskan
konsep secara langsung. Itu adalah metode lama. Jadi, harus menggunakan
cara lain untuk mengajarkan tata bahasa. Dengan demikian, salah satu caranya
adalah menggunakan strategi Flipped Classroom. Seperti yang saya katakan
sebelumnya, semua metode pengajaran tidak salah, itu tergantung pada situasi
dan kondisi kelasnya.
R : Apakah Bapak akan mencoba untuk menggunakan metode yang sama yaitu
metode Flipped Classroom dalam proses mengajar di masa yang akan datang?
T : Ya, saya akan menggunakan Flipped Classroom nanti karena saya selalu
menggunakan berbagai metode pengajaran. Jadi, pembelajaran harus beragam.
Kita akan melihat kelas mana yang lebih tepat untuk menerapkan Flipped
Classroom. Jadi, jawabannya adalah saya akan mencobanya.
Ciputat, April 14th
2020
Interviewer Interviewee
Firdausa Fadhilah Ibni Afan, M. Pd
NIM. 11160140000024 NIP. 1965 0101 2007 011024
93
Appendix 4a Students’ Pre- Questionnaire to Inquire Students’ Perception
and Experience toward English Grammar Learning
Students’ Pre- Questionnaire
Dear students,
This pre- questionnaire aims to inquire your perception and experience in learning
English Grammar. Please answer honestly and carefully based on your own
experience.
Thank you.
Demographic Questions:
Student‘s name :
Statements Yes No
1. Apakah kamu merasa senang ketika belajar Bahasa
Inggris terutama materi tata bahasa (grammar)?
2. Apakah kamu merasa mudah dalam memahami materi
tata bahasa Bahasa Inggris (grammar)?
3. Apakah kamu berkomunikasi dengan guru ketika
pembelajaran Bahasa Inggris?
4. Apakah kamu sering bertanya kepada guru jika
menemukan kesulitan dalam memahami materi Grammar?
5. Apakah kamu terlebih dahulu belajar di rumah mengenai
materi yang akan dibahas di kelas ?
6. Jika iya, materi berupa tulisan atau video kah yang kamu jadikan sebagai
referensi?
a. Video
b. Tulisan (Buku, website, blog, artikel, dll)
c. Lainnya
7. Apakah kamu sering bertanya kepada teman jika
menemukan kesulitan dalam memahami materi Grammar
94
Bahasa Inggris?
8. Apakah kamu berpendapat metode pengajaran yang
digunakan guru bisa membantu kamu dalam memahami
materi grammar?
9. Apakah guru sering memberikan latihan yang dapat
membantu meningkatkan pemahaman grammar?
10. Apakah kamu menemukan kesulitan ketika mengerjakan
tugas latihan grammar?
11. Apakah kamu merasa pemahaman mengenai grammar
sudah baik?
12. Apakah kamu menghadapi kesulitan ketika
menggunakan grammar yang tepat dalam menulis dan
berbicara bahasa Inggris?
13. Pembelajaran seperti apa yang kamu inginkan agar menunjang
pemahaman kamu terhadap grammar Bahasa Inggris? Jelaskan!
Appendix 4b The Result of Students’ Pre- Questionnaire
95
Students’ Perception and Experience toward English Grammar Learning
Statements Yes No
1. Apakah kamu merasa senang ketika belajar Bahasa
Inggris terutama materi tata bahasa (grammar)?
2. Apakah kamu merasa mudah dalam memahami materi
tata bahasa Bahasa Inggris (grammar)?
3. Apakah kamu berkomunikasi dengan guru ketika
pembelajaran Bahasa Inggris?
4. Apakah kamu sering bertanya kepada guru jika
menemukan kesulitan dalam memahami materi Grammar?
5. Apakah kamu terlebih dahulu belajar di rumah mengenai
materi yang akan dibahas di kelas ?
6. Jika iya, materi berupa tulisan atau video kah yang kamu jadikan sebagai
referensi?
a. Video
b. Tulisan (Buku, website, blog, artikel, dll)
c. Lainnya
8. Apakah kamu sering bertanya kepada teman jika
menemukan kesulitan dalam memahami materi Grammar
Bahasa Inggris?
8. Apakah kamu berpendapat metode pengajaran yang
digunakan guru bisa membantu kamu dalam memahami
materi grammar?
9. Apakah guru sering memberikan latihan yang dapat
membantu meningkatkan pemahaman grammar?
10. Apakah kamu menemukan kesulitan ketika mengerjakan
tugas latihan grammar?
11. Apakah kamu merasa pemahaman mengenai grammar
sudah baik?
96
12. Apakah kamu menghadapi kesulitan ketika
menggunakan grammar yang tepat dalam menulis dan
berbicara bahasa Inggris?
13. Pembelajaran seperti apa yang kamu inginkan agar menunjang
pemahaman kamu terhadap grammar Bahasa Inggris? Jelaskan!
Appendix 5a Students’ Post- Questionnaire to Inquire Students’ Perception
in Learning Grammar Using the Flipped Classroom Strategy
97
Students’ Post- Questionnaire
Dear students,
This post- questionnaire aims to inquire your perception and experience in
learning English Grammar using Flipped Classroom strategy. Please answer
honestly and carefully based on your own experience.
Thank you.
Demographic Questions:
Student‘s name :
Statements Ya Tidak
1. Dengan metode flipped classroom, saya banyak
berkomunikasi dengan siswa lainnya.
2. Selama pelajaran grammar, saya berkomunikasi dengan
guru.
3. Selama pelajaran grammar akhir-akhir ini, saya belajar
sendiri dengan giat.
4. Latihan-latihan yang saya kerjakan selama pelajaran
grammar berhubungan dengan pengaplikasian di kehidupan
nyata.
5. Keberadaan video pada pelajaran grammar membantu
para siswa untuk mengaplikasikan pengetahuan grammar
dalam tugas menulis dan berbicara.
6. Selama pelajaran grammar, saya menerapkan pengalaman
belajar di luar kelas.
7. Selama pelajaran grammar, saya mengeksplorasi strategi
saya untuk belajar.
8. Saya membutuhkan bantuan teknis untuk menonton video
di Google Classroom.
9. Keberadaan bantuan teknis dan sumber belajar yang
98
bervariasi membantu saya meningkatkan belajar..
10. Saya akan memilih untuk mengakses video lainnya
untuk belajar di rumah.
11. Saya suka dengan kegiatan rutinitas menonton video di
rumah dan melakukan aktivitas belajar di rumah.
12. Menurut kamu, dari beberapa video yang mau sudah tonton ketika
menggunakan strategi Flipped Classroom, video manakah yang
mempermudahmu untuk memahami Grammar?
a. Video dari internet (e.g: Youtube)
b. Video yang dibuat oleh gurunya sendiri
13. Manakah yang membantu kamu meningkatkan pengalaman belajarmu
selama menggunakan flipped classroom.
a. Keberadaan akses konten dan materi secara online.
b. Evaluasi, dan umpan balik.
c. Kemudahan dalam menggunakan Google classroom.
d. Kelompok diskusi di dalam kelas.
e. Kolaborasi grup.
f. Mengerjakan tugas-tugas (menonton video) sendiri di
rumah.
14. Menurut kamu, bagaimana pembelajaran menggunakan strategi Flipped
Classroom (Menonton video di Rumah, dan mendiskusikannya di kelas)?
Apakah efektif dalam meningkatkan pemahaman kamu mengenai Grammar?
Jelaskan!
Appendix 5b The Result of Students’ Post- Questionnaire
99
Students’ Perception in Learning Grammar Using the Flipped Classroom
Strategy
Statements Ya Tidak
1. Dengan metode flipped classroom, saya banyak
berkomunikasi dengan siswa lainnya.
2. Selama pelajaran grammar, saya berkomunikasi dengan
guru.
3. Selama pelajaran grammar akhir-akhir ini, saya belajar
sendiri dengan giat.
4. Latihan-latihan yang saya kerjakan selama pelajaran
grammar berhubungan dengan pengaplikasian di kehidupan
nyata.
5. Keberadaan video pada pelajaran grammar membantu
para siswa untuk mengaplikasikan pengetahuan grammar
dalam tugas menulis dan berbicara.
6. Selama pelajaran grammar, saya menerapkan pengalaman
belajar di luar kelas.
7. Selama pelajaran grammar, saya mengeksplorasi strategi
saya untuk belajar.
8. Saya membutuhkan bantuan teknis untuk menonton video
di Google Classroom.
9. Keberadaan bantuan teknis dan sumber belajar yang
bervariasi membantu saya meningkatkan belajar..
10. Saya akan memilih untuk mengakses video lainnya
untuk belajar di rumah.
11. Saya suka dengan kegiatan rutinitas menonton video di
rumah dan melakukan aktivitas belajar di rumah.
100
12. Menurut kamu, dari beberapa video yang mau sudah tonton ketika
menggunakan strategi Flipped Classroom, video manakah yang
mempermudahmu untuk memahami Grammar?
a. Video dari internet (e.g: Youtube)
b. Video yang dibuat oleh gurunya sendiri
13. Manakah yang membantu kamu meningkatkan pengalaman belajarmu
selama menggunakan flipped classroom.
a. Keberadaan akses konten dan materi secara online.
b. Evaluasi, dan umpan balik.
c. Kemudahan dalam menggunakan Google classroom.
d. Kelompok diskusi di dalam kelas.
e. Kolaborasi grup.
f. Mengerjakan tugas-tugas (menonton video) sendiri di
rumah.
14. Menurut kamu, bagaimana pembelajaran menggunakan strategi Flipped
Classroom (Menonton video di Rumah, dan mendiskusikannya di kelas)?
Apakah efektif dalam meningkatkan pemahaman kamu mengenai Grammar?
Jelaskan!
101
Appendix 6a The Instrument and Key Answer of Pre- Test
Grammar Pre- Test
Name : Day/Date :
Class :
Choose the best answer by crossing (x) a, b, or c!
1. The tea is ______ hot, but I can drink it.
a. enough b. very c. too
2. I can‘t put my dictionary in my pocket. My dictionary is ______ big.
a. very b. too c. enough
3. An elephant is ______ big. A mouse is ____ small.
a. too, very b. too, too c. very, very
4. I‘m hungry. I want to make a sandwich, but I can‘t. There isn‘t ______.
a. enough bread b. many breads c. too breads
5. I can‘t hear the radio. It is not ______.
a. too loud b. loud enough c. very loud
6. We went to the Rocky Mountains for our vacation. The mountains are
____ beautiful.
a. too b. very c. enough
7. It was a good movie, but it was ____ .
a. very long b. long enough c. too long
8. ‗But Ms Symons, your standard are ____ (high). I have _____.‘ (time)
a. very, enough b. too, enough c. enough, enough
9. Our Company is _______ to start several new branches overseas.
a. Successful enough b. very successful c. too
successful
10. Look at the children watching the clowns. They can't sit still. They're
_____ excited _____ to stay in their chairs.
102
a. too, Ø b. Ø, enough c. Ø, very
11. Only one person volunteered to help us. We don't have ____ help ____
to finish this task.
a. very, enough b. very, Ø c. enough, Ø
12. I ____ earn enough money every month.
a. did not b. do not c. am not
13. Nisa: What __________ you do next Friday?
Ari: I (come) _______ to class.
a. will, comes
b. do, will come
c. will, will come
14. My friends (be) _________ at Fatima‘s house tomorrow.
a. will be b. are c. is
15. Sonya ________ tea every afternoon.
a. drink b. drinks c. will drink
16. Bobby and Anna often ________ television at night.
a. Watch b. watched c. will watch
17. Prabhu was good at learning languages. He ____ speak English, French,
and Japanese.
a. could b. can c. will be able
18. The music is too loud that I _____ hear what the actors are saying.
a. can‘t b. was not able c. couldn‘t
19. It wasn‘t easy but I _____ to win the match.
a. be able b. was able c. were able
20. The policeman chased the robber but he ____ to hide among the crowd.
a. could b. was able c. can
21. Rinaevi _____ solve there math problem soon.
a. have could b. is able c. will be able to
22. I can‘t swim very far now but when I was young, I _____ swim across the
channel.
a. can b. could c. am able
103
23. Perdana is not very good at sports. For example, he never _____ to play
badminton very well.
a. be able b. can c. is able
24. The painter ____ to finish the job tomorrow.
a. is able b. will be able c. can
25. We were too tired so we _________ do our assignment last night.
a. were not able to b. can‘t d. will be able to
26. a. provided b. provide c. will provide
27. a. has b. have c. had
28. a. is b. are c. were
29. a. saw b. seen c. see
30. a. got b. will got c. will get
*The questions were adopted and adapted from Betty Azzar‘s Grammar
Workbook and The Tenth Grade English book with some modifications from the
researcher.
Sunset Restaurant
Breakfast is _______(26) free of charge.
We also _____ (27) special discounts on foods and drinks at our restaurant
for all registered guests. On top of that, there‘s a fifty percent discount for
children below 12 at our restaurant. We____ (28)located close to the apple
garden and butterfly farm. You can also _____ (29) the sunset and sunrise
from your room. Children would also be entitled to free horse riding lesson
every morning.
Special offer: the guests _______ (30)additional discount 10% if they book
for minimum 5 people . Book right now!
104
The Answer Key of Pre- Test
1 B 16 A
2 B 17 A
3 C 18 A
4 A 19 B
5 B 20 B
6 B 21 C
7 C 22 B
8 B 23 A
9 A 24 B
10 A 25 A
11 C 26 A
12 B 27 B
13 C 28 B
14 B 29 C
15 A 30 C
105
Appendix 6b Students’ Remark in Pre-Test
The Students’ Result in English Grammar Pre- Test
Student’s Number Score Passed
Student 1 47 X
Student 2 50 X
Student 3 53 X
Student 4 33 X
Student 5 40 X
Student 6 53 X
Student 7 50 X
Student 8 43 X
Student 9 53 X
Student 10 53 X
Student 11 50 X
Student 12 47 X
Student 13 43 X
Student 14 33 X
Student 15 53 X
Student 16 43 X
Student 17 50 X
106
Student 18 50 X
Student 19 53 X
Student 20 60 X
Student 21 63 X
Student 22 57 X
Student 23 47 X
Student 24 43 X
Student 25 47 X
Student 26 47 X
Student 27 30 X
Student 28 37 X
Student 29 47 X
Student 30 50 X
Student 31 53 X
Student 32 57 X
Student 33 50 X
Student 34 40 X
Student 35 70 ✓
Mean 48.43
107
Appendix 7a The Instrument and Key Answer of Post- Test 1
Grammar Post- Test 1
Name : Day/Date :
Class :
Choose the best answer by crossing (x) a, b, or c!
1. I lost your dictionary. I am ______ sorry. I will buy you a new one.
b. enough b. very c. too
2. Sally brings _____ food. She can give it to her friends.
a. enough b. too c. very
3. A : Do you like your math course?
B : Yes, it is _____ difficult, but I enjoy it.
a. very b. too c. enough
4. Look at the children watching the clowns. They can't sit still. They're
_____ excited _____ to stay in their chairs.
a. too, Ø b. Ø, enough c. Ø, very
5. We go to Farm House in Bandung for our vacation. The view is ____
beautiful.
a. too b. very c. enough
6. Only one person volunteered to help us. We don't have ____ help ____
to finish this task.
a. very, enough b. very, Ø c. enough, Ø
7. Mr. and Mrs. Smith have six cars. They have _____ many cars.
a. very b. enough c. too
8. A sport car is _____ expensive, but Anita can buy one if she wants to.
a. very b. too c. enough
9. The tea is _____ hot. I can‘t drink it.
a. too b. very c. enough
108
10. We can go to the beach today. The weather is _______.
a. too warm b. warm enough c. very warm
11. Dolphins (be, not) _______ fish. They are mammals.
a. are not b. is not c. am not
12. A : What do you do every Sunday?
B : I (go) _____ on vacation.
a. goes b. going c. go
13. A: What ____ Maria do tomorrow?
B : She (go) ________ to a movie.
a. will, will going b. will, will goes c. will, will go
14. Anita and I ________ a cup of coffee every morning.
b. drinks b. drink c. will drink
15. Mike (arrive) _________ in Jakarta next week.
a. arrive b. arrives c. will arrive
16. It wasn‘t easy but Jack_____ win the last match.
a. is able b. can c. could
17. The bag is too heavy that I _____ bring it by myself.
a. can‘t b. was not able c. couldn‘t
18. My roommate ________ to speak four languages. He‘s multilingual.
b. can b. is able c. could
19. They _____ solve the English problem yesterday.
b. could b. was able c. can
20. The English teacher will ______ to be at school next week.
a. could b. be able c. can
21. I ______ finish my homework last night.
b. can‘t b. am not able c. couldn‘t
22. The students ____ to finish the task tomorrow.
b. are able b. will be able c. can
109
Hedgehogs
Hedgehogs ____ (23) easily recognized with their spines all over their body. The
spines ____ (24) just like hairs and they are made of keratin. They ____ (25) not
poisonous and ____ (26) easily be detached from the body. The immature spines
____ (27) fall off of their body during the "quilling" process and ____ (28) later
be replaced with adult spines. Some of the colors ____ (29): white, brown, black
and gray. They ____ (30) roll the body into a ball shape and let all of their spines
to point outwards as a protection from the predator like foxes, wolves, ferrets and
owls.
23. a. are b. is c. am
24. a. am b. are c. is
25. a. am b. were c. are
26. a. could b. can c. are able
27. a. does b. did c. do
28. a. will b. would c.would have
29. a. are b. am c. is
30. a. are able b. can c. could
*The questions were adopted and adapted from Betty Azzar‘s Grammar
Workbook and The Tenth Grade English book with some modifications from the
researcher.
110
The Answer Key of Post- Test 1
1 B 16 C
2 A 17 A
3 A 18 B
4 A 19 A
5 B 20 B
6 C 21 C
7 C 22 B
8 A 23 A
9 A 24 B
10 B 25 C
11 A 26 B
12 C 27 C
13 C 28 A
14 B 29 A
15 C 30 B
111
Appendix 7b Students’ Remarks in Post- Test 1
The Students’ Result in English Grammar Post- Test 1
Student’s Number Score Passed
Student 1 73 ✓
Student 2 60 X
Student 3 70 ✓
Student 4 23 X
Student 5 60 X
Student 6 73 ✓
Student 7 33 X
Student 8 63 X
Student 9 77 ✓
Student 10 50 X
Student 11 33 X
Student 12 60 X
Student 13 63 X
Student 14 60 X
Student 15 70 ✓
Student 16 50 X
112
Student 17 77 ✓
Student 18 60 X
Student 19 47 X
Student 20 40 X
Student 21 67 X
Student 22 67 X
Student 23 57 X
Student 24 50 X
Student 25 60 X
Student 26 60 X
Student 27 50 X
Student 28 50 X
Student 29 73 ✓
Student 30 60 X
Student 31 63 X
Student 32 67 X
Student 33 70 ✓
Student 34 50 X
Student 35 70 ✓
Mean 58.74
113
Appendix 8a The Instrument and Key Answer of Post- Test 2
Grammar Post- Test 2
Name : Day/Date :
Class :
Choose the best answer by crossing (x) a, b, or c!
1. Jimmy is ten. He can‘t drive a car. He is _____ young.
a. enough b. too c. very
2. We can go to the park today. The weather is ____.
a. warm enough b. too warm c. very warm
3. This food is too hot I can‘t eat it. There‘s ____ much pepper in it.
a. too b. very c. enough
4. A : How about your English quiz?
B :It is _____ difficult, but I enjoy it.
a. too b. very c. enough
5. I can‘t go skiing Saturday. I am ___ busy. I don‘t have _____ time.
a. Enough, very b. very, too c. too, enough
6. A: Do you think Anisa is smart?
B: Yes, I do. She is _____ intelligent.
a. very b. enough c. too
7. Mr. and Mrs. Smith have six cars. They have _____ many cars.
a. very b. enough c. too
8. My coffee isn‘t sweet _______ .I need done more sugar.
a. very b. too c. enough
9. A: Did you enjoy your dinner last night?
B: Yes. The food was ______ good!
a. too b. very c. enough
10. Hedgehogs ______ four-legged omnivorous mammal from the family of
Erinaceidae.
114
a. am b. is c. are
11. My mom ______ visit her friends in Japan next week because she has to
take a rest.
a. don‘t b. doesn‘t c. will not
12. A: What ____ Raya do next week?
B : She (watch) ________ a movie in the cinema.
a. will, will watching b. will, will watches c. will, will watch
13. I always ________ a book every weekend.
a. reads b. read c.will read
14. Mike (arrive) _________ in Jakarta next week.
a. will arrive b. arrives c. arrive
15. It wasn‘t easy but the students _____ pass the last English quiz well.
a. is able b. could c. can
16. My family and I ______ watch TV last night because the TV set is broken.
a. can‘t b. was not able c. couldn‘t
17. My roommate ________ to speak four languages. He‘s multilingual.
a. can b. is able c. could
18. A: _____ you be at home tomorrow night?
B: Yes, I will.
a. do b. can c. will
19. The art teacher ______ to make us enjoy the class every time she teaches
us.
a. is able b. can c. could
20. Danny does not feel well. He ______ go to school..
a. can‘t b. am not able c. couldn‘t
21. We ______ take vacation on the moon in the next century.
a. will be able to b. could c. can
22. My friend ______ finally win the English speech competition yesterday.
a. could b. can c. is able
23. A butterfly ______ have a long life.
a. didn‘t b. don‘t c. doesn‘t
115
24. Next month, I ________ my vacation and forget about everything that is
connected to my job.
a. will take b. will taking c. will takes
Dinosaur
Dinosaur ______ (25) of various groups of animals from different morphology,
taxonomy, and ecology. Generally it ______ (26) divided into avian dinosaurs
(birds form) and non-avian dinosaurs (all other dinosaurs). It _____ (27) believed
that they were first appeared in the Triassic Period (about 230 million years ago).
They _____ (28) already extinct, but we ______ (29) still _____ (30) about them
through their fossils.
25. a. consist b. consists c. consisting
26. a. are b. am c. is
27. a. is b. are c. am
28. a. is b. am c. are
29. a. can b. could c. are able
30. a. learns b. learn c. learned
*The questions were adopted and adapted from Betty Azzar‘s Grammar
Workbook and The Tenth Grade English book with some modifications from the
researcher.
116
The Answer Key of Post- Test 2
1 B 16 C
2 A 17 B
3 A 18 C
4 B 19 A
5 C 20 A
6 A 21 A
7 C 22 A
8 C 23 C
9 B 24 A
10 C 25 B
11 C 26 C
12 C 27 A
13 B 28 C
14 A 29 A
15 B 30 B
117
Appendix 8b Students’ remark in Post- Test 2
The Students’ Result in English Grammar Post- Test 2
Student’s Number Score Passed
Student 1 80 ✓
Student 2 87 ✓
Student 3 80 ✓
Student 4 47 X
Student 5 53 X
Student 6 70 ✓
Student 7 50 X
Student 8 90 ✓
Student 9 77 ✓
Student 10 93 ✓
Student 11 63 X
Student 12 50 X
Student 13 73 ✓
Student 14 77 ✓
Student 15 87 ✓
Student 16 83 ✓
Student 17 77 ✓
Student 18 60 X
Student 19 83 ✓
118
Student 20 60 X
Student 21 77 ✓
Student 22 70 ✓
Student 23 53 X
Student 24 70 ✓
Student 25 70 ✓
Student 26 87 ✓
Student 27 70 ✓
Student 28 77 ✓
Student 29 80 ✓
Student 30 77 ✓
Student 31 73 ✓
Student 32 87 ✓
Student 33 77 ✓
Student 34 77 ✓
Student 35 93 ✓
Mean 73.66
119
Appendix 9a Blue Print Test of Pre- Test
BLUE PRINT OF PRE- TEST
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Score
Student 1 1 1 0 0 0 1 0 1 1 1 1 0 0 1 0 0 0 1 1 0 0 1 1 1 0 0 1 0 0 0 47
Student 2 0 1 1 1 0 1 0 1 0 1 1 0 0 1 1 0 0 0 1 0 0 1 0 1 0 0 1 1 0 1 50
Student 3 0 0 1 1 0 1 1 1 1 1 1 0 0 1 1 0 0 1 1 0 0 1 0 1 0 0 1 1 0 0 53
Student 4 1 0 0 1 1 0 0 1 0 0 0 0 0 1 0 1 1 0 0 0 1 0 1 0 0 0 0 1 0 0 33
Student 5 1 1 0 0 1 1 1 1 0 1 0 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 40
Student 6 0 1 0 1 0 1 0 1 0 1 1 0 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 1 0 1 53
Student 7 0 1 1 1 0 1 0 1 1 0 0 1 0 1 0 1 0 1 1 0 0 1 1 1 0 0 1 0 0 0 50
Student 8 1 1 0 0 0 1 0 1 1 1 1 0 0 1 0 0 0 1 1 1 0 0 1 0 0 0 1 0 0 0 43
Student 9 0 1 1 1 0 1 0 1 0 1 1 0 0 1 1 0 0 1 1 0 0 1 0 1 0 0 1 1 0 1 53
Student 10 1 0 1 1 0 1 1 1 0 1 1 0 0 1 1 0 0 1 1 0 0 1 0 1 0 0 1 1 0 0 53
Student 11 1 1 0 1 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 1 1 0 1 1 0 1 0 1 1 0 50
Student 12 1 1 0 0 1 1 1 1 0 0 1 0 0 1 0 0 0 1 0 0 0 1 0 1 0 0 1 1 1 0 47
120
Student 13 0 1 1 0 0 1 0 1 1 1 0 0 1 0 0 0 0 0 0 1 1 0 1 1 0 0 1 0 1 0 43
Student 14 0 1 1 0 0 1 0 1 1 1 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 33
Student 15 0 1 1 1 1 1 0 1 0 1 1 0 1 1 0 0 0 1 0 1 1 0 1 0 1 0 1 0 0 0 53
Student 16 0 1 0 1 0 0 0 1 0 1 1 0 0 1 0 1 0 0 0 1 1 0 0 0 0 1 1 1 1 0 43
Student 17 1 0 0 1 0 1 0 1 1 1 1 0 0 1 0 0 0 1 1 1 0 0 1 0 1 0 1 1 0 0 50
Student 18 0 0 1 1 0 1 1 1 0 1 1 0 0 1 0 0 1 1 0 1 1 0 0 0 0 0 1 1 0 1 50
Student 19 1 0 1 1 0 1 1 1 0 1 1 0 0 1 1 0 0 1 1 0 0 1 0 1 0 0 1 1 0 0 53
Student 20 1 1 0 1 0 1 1 1 0 1 0 0 1 1 0 0 0 0 1 1 1 0 1 1 0 0 1 1 1 1 60
Student 21 1 1 1 1 1 1 1 1 0 1 1 0 0 1 0 1 0 1 0 0 1 0 1 1 1 0 0 0 1 1 63
Student 22 1 1 1 1 0 1 0 1 1 1 1 0 0 1 0 1 0 1 0 0 0 0 1 1 1 0 0 0 1 1 57
Student 23 0 0 0 0 1 1 1 1 0 1 0 1 0 1 0 1 0 0 0 1 0 0 1 1 0 0 0 1 1 1 47
Student 24 0 0 0 0 0 1 0 0 0 1 1 0 1 1 1 0 0 1 1 0 1 0 0 1 0 0 1 1 0 1 43
Student 25 0 1 0 1 0 1 0 1 0 1 1 0 0 1 1 0 0 1 1 0 0 0 0 1 0 0 1 1 0 1 47
Student 26 0 1 1 0 1 1 0 1 1 1 1 0 1 1 0 0 0 1 0 0 0 0 1 0 1 0 1 0 0 0 47
Student 27 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 1 0 1 1 1 0 0 30
Student 28 0 1 1 0 0 1 0 1 1 1 1 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 37
Student 29 0 1 1 0 0 1 0 1 1 1 1 0 1 1 0 0 0 1 1 1 0 0 1 0 0 0 1 0 0 0 47
121
Student 30 1 0 1 1 0 1 0 1 1 1 1 0 0 1 0 1 0 1 0 0 0 0 1 1 1 0 1 0 0 0 50
Student 31 1 0 1 1 0 1 1 1 0 1 1 0 0 1 1 0 0 1 1 0 0 1 0 1 0 0 1 1 0 0 53
Student 32 0 0 1 1 0 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 1 1 1 0 1 0 1 0 0 0 57
Student 33 1 0 0 1 0 1 0 1 1 1 1 0 0 1 0 0 0 1 1 1 0 0 1 0 1 0 1 1 0 0 50
Student 34 0 1 0 0 1 0 0 1 0 0 0 0 0 1 0 0 0 1 0 1 1 0 0 1 0 0 1 1 1 1 40
Student 35 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 0 1 0 1 0 1 1 1 0 0 0 1 1 70
Total 16 23 19 22 10 32 12 34 14 29 25 2 9 34 10 8 4 23 20 14 14 11 18 22 9 3 29 21 10 12 1695
122
Appendix 9b Blue Print of Post- Test 1
BLUE PRINT OF POST- TEST 1
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Score
Student 1 1 1 1 0 1 0 0 1 1 1 0 0 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 73
Student 2 1 1 1 1 1 0 1 0 1 0 1 0 0 0 0 0 1 0 0 1 0 0 1 1 1 1 1 1 1 1 60
Student 3 1 1 1 0 1 0 0 1 1 1 0 0 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 70
Student 4 0 0 0 1 1 0 1 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 23
Student 5 1 1 1 1 1 0 1 0 1 1 0 0 0 1 0 0 1 1 1 1 0 1 1 1 1 1 0 0 0 0 60
Student 6 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 0 1 1 0 0 1 1 1 1 1 0 1 1 1 73
Student 7 0 1 0 1 1 1 0 0 1 0 1 0 0 1 0 0 0 0 0 0 0 0 1 1 0 0 0 1 0 0 33
Student 8 1 1 1 0 0 0 0 0 1 1 0 0 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 63
Student 9 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 0 1 1 1 0 1 1 1 1 1 0 1 1 1 77
Student 10 1 0 0 1 1 0 0 0 0 0 1 0 0 0 1 0 1 0 0 1 0 0 1 1 1 1 1 1 1 1 50
Student 11 0 1 1 0 1 0 1 1 1 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 0 0 1 33
Student 12 0 0 0 0 1 0 1 1 0 1 0 0 1 0 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 60
123
Student 13 1 0 1 0 1 0 0 1 1 0 1 0 0 0 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 63
Student 14 0 1 1 0 1 0 0 1 1 0 1 0 0 0 1 0 0 0 1 1 0 1 1 1 1 1 1 1 1 1 60
Student 15 1 1 1 0 1 0 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 0 1 0 0 0 1 1 70
Student 16 0 1 0 1 1 1 1 1 0 1 0 0 0 0 0 0 1 0 0 1 1 0 1 0 1 1 0 0 1 1 50
Student 17 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 0 1 1 1 0 0 0 1 0 77
Student 18 0 1 1 0 1 0 0 1 1 0 1 0 0 0 1 0 0 0 1 1 0 1 1 1 1 1 1 1 1 1 60
Student 19 0 1 1 0 1 0 0 1 0 0 1 0 0 0 1 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 47
Student 20 1 1 1 0 1 0 1 1 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 1 0 0 0 0 1 40
Student 21 1 1 1 0 1 0 1 1 1 1 0 0 0 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 1 1 67
Student 22 1 1 1 0 0 0 0 0 1 1 0 1 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 67
Student 23 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 0 1 0 0 1 0 0 1 1 1 1 1 1 1 1 57
Student 24 1 1 0 0 1 1 1 1 0 0 0 0 0 0 1 0 1 1 1 0 0 1 1 1 1 0 0 0 1 0 50
Student 25 1 1 0 0 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 0 0 0 1 1 1 0 0 1 1 0 60
Student 26 1 1 1 0 1 0 1 1 1 1 0 0 0 0 1 1 0 1 0 1 1 1 1 0 1 0 0 0 1 1 60
Student 27 1 1 1 0 0 0 1 1 1 0 0 0 0 0 1 1 1 1 1 1 0 0 0 1 0 0 0 1 0 1 50
Student 28 1 1 1 1 1 0 0 1 1 0 0 0 0 0 1 0 1 0 1 0 0 1 0 1 1 1 1 0 0 0 50
Student 29 1 1 1 1 1 1 0 1 1 1 1 0 0 0 1 0 0 0 1 1 0 1 1 1 1 1 1 1 1 1 73
124
Student 30 1 1 1 1 1 0 1 0 1 0 1 0 0 0 0 0 1 0 0 1 0 0 1 1 1 1 1 1 1 1 60
Student 31 1 0 0 1 1 1 1 0 1 1 1 0 0 0 1 0 1 0 0 1 0 0 1 1 1 1 1 1 1 1 63
Student 32 1 1 1 1 1 1 0 0 0 1 0 0 1 0 1 0 1 0 0 0 1 1 1 1 1 1 1 1 1 1 67
Student 33 1 1 0 1 1 0 0 1 1 1 0 0 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 70
Student 34 1 1 1 1 1 0 1 1 1 1 0 0 0 0 1 0 1 0 0 1 0 1 0 1 1 0 0 0 0 0 50
Student 35 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 1 0 1 1 0 0 0 0 1 0 70
Total 27 30 25 17 32 11 21 25 28 20 17 1 3 7 26 7 24 13 21 26 12 20 31 28 30 22 18 22 27 26 2056
125
Appendix 9c Blue Print of Post- Test 2
BLUE PRINT OF POST- TEST 2
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Score
Student 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 1 1 1 80
Student 2 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 1 1 1 1 0 87
Student 3 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 1 1 1 80
Student 4 0 1 0 1 0 0 1 0 0 0 1 0 1 0 0 0 0 1 0 0 1 1 0 0 1 1 1 1 1 1 47
Student 5 1 1 0 0 0 0 0 0 1 0 1 1 1 1 0 1 1 1 1 0 0 1 0 1 1 0 0 0 1 1 53
Student 6 1 1 0 1 1 1 1 0 0 1 0 1 1 1 0 0 1 1 1 1 1 0 0 1 1 1 1 1 1 0 70
Student 7 1 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 1 0 1 1 1 0 0 1 1 1 1 1 1 0 50
Student 8 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 90
Student 9 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 1 1 1 1 1 0 0 1 0 1 1 1 1 1 77
Student 10 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 93
Student 11 1 1 0 0 0 0 1 0 1 0 0 1 1 1 0 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 63
Student 12 0 1 0 0 0 0 0 0 1 0 1 1 1 1 0 0 1 0 1 0 0 1 0 1 0 1 1 1 1 1 50
126
Student 13 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 1 0 73
Student 14 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 77
Student 15 1 1 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 87
Student 16 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 0 83
Student 17 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 1 0 1 1 1 1 1 77
Student 18 1 1 1 1 0 1 0 1 1 1 0 0 0 1 0 0 0 1 0 1 1 1 0 1 0 1 1 1 1 0 60
Student 19 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 0 1 1 1 1 1 83
Student 20 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 0 0 0 0 1 1 0 0 1 0 0 1 1 1 0 60
Student 21 1 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 1 0 1 77
Student 22 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 0 0 1 1 0 0 0 1 0 1 1 1 1 1 70
Student 23 1 1 0 1 0 1 1 1 1 1 0 0 0 1 0 0 0 0 0 1 0 0 0 1 1 1 1 1 1 0 53
Student 24 1 1 1 1 0 1 0 0 1 0 1 1 0 1 1 1 1 0 1 0 0 1 0 1 1 1 1 1 1 1 70
Student 25 1 1 0 1 1 1 1 0 0 1 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1 1 1 1 1 0 70
Student 26 1 1 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 87
Student 27 1 1 1 1 0 0 1 0 1 0 1 1 1 1 0 0 1 1 0 1 1 0 0 1 1 1 1 1 1 1 70
Student 28 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 77
Student 29 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 80
127
Student 30 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 1 1 1 77
Student 31 1 0 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 0 1 1 1 1 1 73
Student 32 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 87
Student 33 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 1 1 1 77
Student 34 1 1 1 1 0 1 0 0 1 0 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 77
Student 35 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 93
Total 33 28 27 28 22 30 20 17 31 19 23 27 29 34 15 20 26 16 28 30 22 25 11 33 21 33 34 34 33 23 2571
128
Appendix 10a Teacher’s Field note of Cycle 1 (Meeting 1)
Teacher’s Fieldnotes
Fieldnotes
Observational Fieldnotes — Using flipped classroom in teaching-learning process
Setting : X Social 1 Class
Cycle/ Meeting : Cycle 1/ Meeting 1
Observer : Firdausa Fadhilah
Role of observer : Researcher and Teacher
Day/ Date : Friday, 21st of February 2020
Time : 07.45 – 09.45
Descriptive Notes Reflective Notes (insights, hunches,
themes)
-There were only 6 students who
watched the videos at home.
-Only one student took note of what is
important from the videos.
-Most of the students were lack of
understanding on grammar. They still
do not understand the most common
Tenses; Simple Present Tense and
Future Tense. Even they were still
confused to differentiate singular and
plural nouns.
-Not only lacking of grammatical
understanding, but also lacking of
vocabularies mastering.
-They are actively asking and sharing
their thoughts.
-Be clearer in explaining the
instructions.
-Be more firm.
-Remind more the students to watch the
video given because one of the
problems was most of them did not
watch the videos.
-Share the videos with no-internet
needed because there were some
students complained that they did not
have enough internet quota to watch the
videos.
-Choose one of the students in each
group to be a person in charge to share
129
-A smartphone is allowed during the
learning. However, some of them are
still using their smartphone for
unnecessary things to do in classroom,
such as games, social media. They did
it in silence.
-They were a lot of students asking
and it was a little bit noisy in a good
way. Fortunately, the teacher could
handle the situation.
-The class was more live by having
discussion and additional game in
learning.
-The teacher needed more struggle to
use visual media like projector
because it did not work properly. So,
the teacher had to borrow from
another class. As a result, it took time.
the video from the teacher and make
sure that all members of the group could
access the videos and watch them.
130
Appendix 10b Teacher’s Field note of Cycle 1 (Meeting 2)
Teacher’s Fieldnotes
Fieldnotes
Observational Fieldnotes — Using flipped classroom in teaching-learning process
Setting : X Social 1 Class
Cycle/ Meeting : Cycle 1/ Meeting 2
Observer : Firdausa Fadhilah
Role of observer : Researcher and Teacher
Day/ Date : Friday, 28th
of February 2020
Time : 07.45 – 09.15
Descriptive Notes Reflective Notes (insights, hunches,
themes)
-The number of the students who
warched the videos at home are
increase and the students who took
note from the videos are.
-Today‘s meeting, the teacher used
TPS (Think, Pair, Share) to create a
dialogue between two people (desk-
mate) using the grammar materials
which are currently being learned and
discussed. All students are more
enthusiast and their team works are
excellent.
-A lot of students said that watching
the videos at home assist them to have
some knowledge before coming to the
class and assist them to understand the
grammar materials.
-The videos which have been shared by
the teacher did not fully cover the
students‘ need. To cover their needs, the
teacher have to make videos by herself
relating to the materials to optimize the
grammar understanding through the
videos.
-The videos seemed too long for them
to watch so the teacher have to try to
make her own materials videos shorter,
clearer, more creative and more
interesting.
131
- They used internet like online
dictionary to find the English words
they did not know. But some students
still frequently asked the teacher the
words that they did not know yet.
- Some students were still confused to
use proper grammar in creating the
dialogue but the teacher (as a
facilitator) was ready to help them
while they were having a discussion.
- The teacher strolled around to see the
discussion was going on.
-Both of the students and the teacher
communicated a lot.
- They seemed enjoy creating the
dialogue even after they finished it,
they lined up to practice their dialogue
in front of the other students.
132
Appendix 11a Teacher’s Field note of Cycle 2 (Meeting 1)
Teacher’s Fieldnotes
Fieldnotes
Observational Fieldnotes — Using flipped classroom in teaching-learning process
Setting : X Social 1 Class
Cycle/ Meeting : Cycle 2/ Meeting 1
Observer : Firdausa Fadhilah
Role of observer : Researcher and Teacher
Day/ Date : Friday, 6th
of March 2020
Time : 07.45 – 09.45
Descriptive Notes Reflective Notes (insights, hunches,
themes)
-Most of the students viewed the
grammar material videos outside-class
time.
-The videos given as outside-class
activity were shorter, clearer, and
fulfill the students‘ needs.
-By choosing some students to lead
their own group, it made more
effective during the discussion and
project work in-class time.
-The students who were still confused
could ask their directly to their peers
who were chosen as a leader in a
group.
-The questions they asked showed that
-Because the self-created videos gave
some good impacts on the students‘
understanding and interesting in
grammar, the teacher decided to create
the other videos of English grammar
materials again.
- For the next meeting, the teacher
would try to form pair works project
instead to see how it would work on
them.
133
their understanding were rapidly
increased rather than the two previous
meetings.
-Their enthusiasts were incredible
which made the class more dynamic
and active. Having fun while learning
was one of the best ways to learn
grammar.
-When they did the project in a group,
they could synergize each other. So,
everyone in the group contributed and
it made the teamwork ran very
smooth.
Appendix 11b Teacher’s Field note of Cycle 2 (Meeting 2)
134
Teacher’s Fieldnotes
Fieldnotes
Observational Fieldnotes — Using flipped classroom in teaching-learning process
Setting : X Social 1 Class
Cycle/ Meeting : Cycle 2/ Meeting 2
Observer : Firdausa Fadhilah
Role of observer : Researcher and Teacher
Day/ Date : Friday, 13th
of March 2020
Time : 07.45 – 09.15
Descriptive Notes Reflective Notes (insights, hunches,
themes)
-Today‘s class performance reached
its best among the other meetings
before.
-The students worked in pair to create
a dialogue using the grammar that they
have learned in CAR.
-They did not really find the
difficulties in doing the project.
-Each pair showed a good teamwork
and did their best.
-When the teacher asked some pairs to
demonstrate the dialogue they have
created in front of the class, they
wanted to perform it and lined up to
demonstrate their work.
-Time management should be more
organized.
- Making the group more various could
influence on how they did and perform
in a group as well as it made more
interesting.
-Self-created videos really impacted the
students‘ grammatical competence to be
better.
135
136
Appendix 12a Lesson Plan for Cycle 1 (Meeting 1)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan : SMAN 4 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris (Peminatan)
Kelas/Semester : X/Genap Materi Pokok : Factual Report Text
Sub Materi : Present Tense & Present Future Tense
Alokasi Waktu : 1 x pertemuan = 3 JP @35 menit
1. Tujuan Pembelajaran
- Siswa mampu mengembangkan rasa ingin tahu dan tanggung jawab.
- Siswa mampu membedakan fungsi sosial, struktur umum, dan unsur
kebahasaan dari teks report.
- Siswa ikut terlibat aktif dalam kegiatan pembelajaran yang melibatkan
pemahaman dan pembuatan teks report.
- Siswa mampu memahami ide pokok dan informasi spesifik dari teks
report.
2. Kompetensi Dasar
3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks khusus dalam bentuk iklan dengan memberi dan meminta informasi
terkait kegiatan (event), sesuai dengan konteks penggunaannya
4.8.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks report lisan dan tulis, terkait teknologi
yang tercakup dalam mata pelajaran lain di Kelas X.
4.8.2 Menyusun teks report lisan dan tulis, terkait teknologi yang tercakup
dalam mata pelajaran lain di Kelas X, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks.
3. Langkah-langkah Kegiatan Pembelajaran
3.1 Alat dan Bahan
Alat : Laptop, proyektor, Google Classroom. Bahan : Buku teks, video (Youtube), Internet, worksheet, contoh teks
report.
3.2 Metode Pembelajaran :
- Model Pembelajaran : Flipped Classroom Strategy
- Pendekatan : Scientific Learning Approach
3.3 Siswa berlatih praktik /mengerjakan project berdiskusi, menganalisis,
membuat dan menjawab pertanyaan dari teks report.
137
3.4 Menyimpulkan dan Penilaian Pembelajaran
- Kesimpulan Pembelajaran
Siswa dapat menyimpulkan topik pembelajaran mengenai report teks
dengan bahasa mereka sendiri untuk memastikan bahwa mereka
benar-benar paham mengenai topik tersebut.
- Penilaian
Rasa ingin tahu : Melalui pengamatan pada proses pembelajaran
Tanggung Jawab: Melalui pengamatan pada proses dan hasil dari
pembelajaran
Pengetahuan dan Keterampilan:
Melalui diskusi, tanya jawab, dan tugas atau projek yang diberikan
guru pada proses pembelajaran dan penugasan.
PROSES PEMBELAJARAN
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan (Apersepsi)
15 menit
1. Guru memberi salam dan menyapa siswa, serta berdo‘a
bersama.
2. Guru memeriksa kehadiran siswa.
3. Guru menstimulasi siswa dengan pertanyaan terkait
pembelajaran yang akan dibahas.
4. Guru mengumpulkan respon siswa dan menyimpulkan
jawabannya, serta menyampaikan tujuan dari materi
pembelajaran.
Inti
75 Menit
(Siswa sudah diberikan materi berupa video yang harus
ditonton dan mencatat hal yang penting di rumah)
1. Guru bertanya dan mengecek catatan sebagai bukti
menonton video yang sudah diberikan di Google
Classroom.
2. Guru membagi siswa ke dalam beberapa kelompok
yang terdiri dari 4-5 siswa).
3. Guru dengan siswa mengulas sedikit video terkait
dengan materi.
4. Guru memberikan worksheet berupa teks report yang
harus didiskusikan bersama-sama terkait fungsi sosial,
struktur umur, dan unsur kebahasaannya.
138
5. Siswa berdiskusi dengan kelompoknya untuk
menganalisis contoh teks report dilihat dari fungsi
sosial, struktur umum, dan unsur kebahasaannya dan
menjawab beberapa pertanyaan yang tertera.
6. Siswa mendalami unsur kebahasaan teks report
khususnya Simple Present Tense dan Present Future
Tense.
7. Masing-masing siswa membuat 2 kalimat Present Tense
dan Present Future Tense.
8. Setelah selesai, siswa bersama-sama dengan guru
menyimpulkan hal-hal yang berkaitan dengan teks
report.
Penutup
15 menit
1. Setelah selesai, siswa bersama-sama dengan guru
menyimpulkan hal-hal yang berkaitan dengan teks
report.
2. Guru memberi motivasi terkait pembelajaran hari ini,
berdoa, dan mengucapkan salam.
Senin, 17 Februari 2020
Mengetahui
Guru Bahasa Inggris SMA Negeri 4 Peneliti
Tangerang Selatan
Ibni Afan, M. Pd. Firdausa Fadhilah
NIP.1965 0101 2007 011024 NIM. 11160140000024
139
Lampiran I: Rubrik Penilaian
Rubrik Penilaian Sikap – Observasi pada Kegiatan Diskusi
No Nama Siswa Kerja sama Rasa ingin tahu Santun Komunikatif Ket
1
2
...
Kriteria penilaian:
4 = sangat baik
3 = baik
2 = cukup
1 = kurang
Nilai perolehan =
x 10
Rubrik Penilaian Pengetahuan Siswa
Nama
Peserta
Didik
Pernyataan
Jumlah Pengungkapan
gagasan yang
orisinil
Kebenaran
konsep
Ketepatan
penggunaan
istilah
YA TIDAK YA TIDAK YA TIDAK YA TIDAK
...
...
...
...
Kriteria Penilaian:
Skala 0-100 Predikat Spesifikasi
80 – 100 A Sangat baik
70 – 79 B Baik
60 – 69 C Cukup Baik
50 – 59 D Kurang Baik
140
Rubrik Penilaian Keterampilan (Individu)
No. Nama Siswa Konsep Jawaban Kreativitas Waktu Hasil
1
2
3
4
5
Konsep : Kesesuaian dengan konsep dan prinsip bidang studi (Struktur
Umum dan Unsur Kebahasaan)
Jawaban : Ketepatan menjawab pertanyaan
Kreativitas : Kreativitas
Waktu : Ketepatan waktu pengumpulan tugas
Hasil : Kerapihan hasil
Rubrik Penilaian Keterampilan (Tugas Kelompok)
No. Kriteria Kelompok
9 8 7 6 5 4 3 2 1
1 Kesesuaian dengan konsep dan prinsip
bidang studi
2 Ketepatan menjawab pertanyaan
3 Kreativitas
4 Ketepatan waktu pengumpulan tugas
5 Kerapihan hasil
Jumlah skor
Keterangan:
4 = sangat baik
3 = baik
2 = cukup baik
1 = kurang baik
Nilai perolehan =
x 10
141
Appendix 12b Lesson Plan for Cycle 1 (Meeting 2)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan : SMAN 4 Tangerang Selatan
Mata Pelajaran/Tema : Bahasa Inggris (Peminatan)
Kelas/Semester : IV/Ganjil : X/Genap
Materi Pokok : Too and Enough & Ability (Can, Could, Be Able)
Alokasi Waktu : 1 x pertemuan = 3 JP @35 menit
1. Tujuan Pembelajaran
- Siswa mampu mengembangkan rasa ingin tahu dan tanggung jawab.
- Siswa mampu mengaplikasikan fungsi sosial, struktur umum, dan unsur
kebahasaan dari Too and Enough & Ability dan ekspresi untuk
menyatakan kecukupan dan ketidakcukupan , kemampuan dan
ketidakmampuan sesuai dengan konteks penggunaan.
- Siswa mampu menyusun teks lisan dan tulisan sederhana untuk
menyatakan kecukupan dan ketidakcukupan, kemampuan dan
ketidakmampuan dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang baik dan benar sesuai dengan konteks.
- Siswa mampu menganalisa ide pokok dan informasi spesifik dari teks
advertisement.
2. Kompetensi Dasar
3.6 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi
dan meminta informasi terkait kecukupan untuk dapat/tidak dapat
melakukan/menjadi sesuatu, sesuai dengan konteks penggunaannya
(Perhatikan unsur kebahasaan too to , enough to).
4.6 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi terkait kecukupan untuk
dapat/tidak dapat melakukan/menjadi sesuatu, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai
konteks.
3. Langkah-langkah Kegiatan Pembelajaran
1.1 Alat dan Bahan
- Alat : Laptop, proyektor,
- Bahan: Buku teks, video (Youtube), Internet, motion graphic,
worksheet.
1.2 Metode Pembelajaran :
- Model Pembelajaran : Flipped Classroom Strategy
- Pendekatan : Scientific Learning Approach
1.3 Siswa berlatih praktik /mengerjakan tugas berdiskusi, menganalisis,
membuat kalimat menggunakan Too, Very, Enough, Can, Could, Be
Able To.
142
1.4 Untuk mengetahui pemahaman dan mengasah cara berpikir kritis
siswa, siswa diminta untuk menganalisa dan membuat kalimat
menggunakan Too, Very, Enough, Can, Could, Be Able To.
1.5 Menyimpulkan dan Penilaian Pembelajaran
- Kesimpulan Pembelajaran
Siswa dapat menyimpulkan topik pembelajaran dengan bahasa
mereka sendiri untuk memastikan bahwa mereka benar-benar paham
mengenai topik tersebut.
- Penilaian
Rasa ingin tahu:
Melalui pengamatan pada proses pembelajaran
Tanggung Jawab:
Melalui pengamatan pada proses dan hasil dari pembelajaran
Pengetahuan danKeterampilan:
Melalui diskusi, tanya jawab, dan tugas atau projek yang diberikan
guru pada proses pembelajaran dan penugasan.
PROSES PEMBELAJARAN
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan (Apersepsi)
15 menit
1. Guru memberi salam dan menyapa siswa, serta berdo‘a
bersama.
2. Guru memeriksa kehadiran siswa.
3. Guru menstimulasi siswa dengan pertanyaan terkait
pembelajaran yang akan dibahas.
4. Guru mengumpulkan respon siswa dan menyimpulkan
jawabannya, serta menyampaikan tujuan dari materi
pembelajaran.
Inti
75 menit
(Siswa sudah diberikan materi berupa video yang harus
ditonton dan mencatat hal yang penting di rumah
1. Guru bertanya dan memeriksa catatan sebagai bukti
menonton video yang sudah diberikan di Google
Classroom.
2. Guru dengan siswa mengulas sedikit video terkait
dengan materi.
3. Guru memberikan kesempatan kepada siswa untuk
bertanya terkait materi yang sudah dipelajari melalui
video dan motion graphic.
4. Guru meminta siswa untuk berpasangan dengan teman
143
sebangkunya.
5. Guru memberi tugas untuk membuat kalimat yang
menggunakan too, very, enough serta can, could, be
able to.
6. Selama proses pembuatan kalimat, guru memantau
aktivitas mereka dengan cara berkeliling.
7. Guru mengevaluasi dan siswa memperhatikan
ketepatan penggunaan too, very, enough serta can,
could, be able to dan cara pelafalannya yang baik dan
benar.
Penutup
15 Menit
1. Setelah selesai, siswa bersama-sama dengan guru
menyimpulkan hal-hal yang belum jelas dan
meluruskan pemahaman dalam penggunaan too, very,
enough dan can, could, be able to.
2. Guru memberi motivasi terkait pembelajaran hari ini,
berdoa, dan mengucapkan salam.
Senin, 17 Februari 2020
Mengetahui
Guru Bahasa Inggris SMA Negeri 4 Peneliti
Tangerang Selatan
Ibni Afan, M. Pd. Firdausa Fadhilah
NIP.1965 0101 2007 011024 NIM. 11160140000024
144
Lampiran I: Rubrik Penilaian
Rubrik Penilaian Sikap – Observasi pada Kegiatan Diskusi
No Nama Siswa Kerja sama Rasa ingin tahu Santun Komunikatif Ket
1
2
...
Kriteria penilaian:
4 = sangat baik
3 = baik
2 = cukup
1 = kurang
Nilai perolehan =
x 10
Rubrik Penilaian Pengetahuan Siswa
Nama
Peserta
Didik
Pernyataan
Jumlah Pengungkapan
gagasan yang
Orisinil
Kebenaran
konsep
Ketepatan
penggunaan
istilah
YA TIDAK YA TIDAK YA TIDAK YA TIDAK
...
...
...
...
Kriteria Penilaian:
Skala 0-100 Predikat Spesifikasi
80 – 100 A Sangat baik
70 – 79 B Baik
60 – 69 C Cukup Baik
50 – 59 D Kurang Baik
145
Rubrik Penilaian Keterampilan (Individu)
No. Nama Siswa Konsep Jawaban Kreativitas Waktu Hasil
1
2
3
4
5
Konsep : Kesesuaian dengan konsep dan prinsip bidang studi (Struktur
Umum dan Unsur Kebahasaan)
Jawaban : Ketepatan menjawab pertanyaan
Kreativitas : Kreativitas
Waktu : Ketepatan waktu pengumpulan tugas
Hasil : Kerapihan hasil
Rubrik Penilaian Keterampilan (Tugas Kelompok)
No. Kriteria Kelompok
9 8 7 6 5 4 3 2 1
1 Kesesuaian dengan konsep dan prinsip
bidang studi
2 Ketepatan menjawab pertanyaan
3 Kreativitas
4 Ketepatan waktu pengumpulan tugas
5 Kerapihan hasil
Jumlah skor
Keterangan:
4 = sangat baik
3 = baik
2 = cukup baik
1 = kurang baik
Nilai perolehan =
x 10
146
Appendix 13a Lesson Plan for Cycle 2 (Meeting 1)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan : SMAN 4 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris (Peminatan)
Kelas/Semester : IV/Ganjil : X/Genap Materi Pokok : Factual Report Text
Sub Materi : Present Tense & Present Future Tense
Alokasi Waktu : 1 x pertemuan = 3 JP @35 menit
1. Tujuan Pembelajaran
- Siswa mampu mengembangkan rasa ingin tahu dan tanggung jawab.
- Siswa mampu membedakan fungsi sosial, struktur umum, dan unsur
kebahasaan dari teks report.
- Siswa ikut terlibat aktif dalam kegiatan pembelajaran yang melibatkan
pemahaman dan pembuatan teks report.
- Siswa mampu memahami ide pokok dan informasi spesifik dari teks
report.
2. Kompetensi Dasar
3.9 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks khusus dalam bentuk iklan dengan memberi dan meminta informasi
terkait kegiatan (event), sesuai dengan konteks penggunaannya
4.8.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks report lisan dan tulis, terkait teknologi
yang tercakup dalam mata pelajaran lain di Kelas X.
4.8.2 Menyusun teks report lisan dan tulis, terkait teknologi yang tercakup
dalam mata pelajaran lain di Kelas X, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks
3. Langkah-langkah Kegiatan
3.1 Alat dan Bahan
- Alat : Laptop, proyektor, Google Classroom.
- Bahan : Buku teks, video, Internet, worksheet, contoh teks report.
3.2 Metode Pembelajaran
- Model Pembelajaran : Flipped Classroom Model
- Pendekatan : Scientific Learning Approach
3.3 Siswa berlatih praktik /mengerjakan project berdiskusi, menganalisis,
membuat dan menjawab pertanyaan dari teks report.
3.4 Menyimpulkan dan Penilaian Pembelajaran
- Kesimpulan Pembelajaran
147
Siswa dapat menyimpulkan topik pembelajaran mengenai report teks
dengan bahasa mereka sendiri untuk memastikan bahwa mereka
benar-benar paham mengenai topik tersebut.
- Penilaian
Rasa ingin tahu : Melalui pengamatan pada proses pembelajaran
Tanggung Jawab : Melalui pengamatan pada proses dan
hasil dari pembelajaran
Pengetahuan dan
Keterampilan : Melalui diskusi, tanya jawab, dan tugas atau
projek yang diberikan guru pada proses
pembelajaran dan penugasan.
PROSES PEMBELAJARAN
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan (Apersepsi)
15 menit
1. Guru memberi salam dan menyapa siswa, serta berdo‘a
bersama.
2. Guru memeriksa kehadiran siswa.
3. Guru menstimulasi siswa dengan pertanyaan terkait
pembelajaran yang akan dibahas.
4. Guru mengumpulkan respon siswa dan menyimpulkan
jawabannya, serta menyampaikan tujuan dari materi
pembelajaran.
Inti
75 menit
(Siswa sudah diberikan materi berupa video yang harus
ditonton dan mencatat hal yang penting di rumah)
1. Guru bertanya dan mengecek catatan sebagai bukti
menonton video yang sudah diberikan di Google
Classroom.
2. Guru menanyakan kendala yang dihadapi siswa pada
saat pembelajaran siklus 1.
3. Guru membagi siswa ke dalam beberapa kelompok
yang terdiri dari 4-5 siswa).
4. Guru dengan siswa mengulas sedikit video terkait
dengan materi.
5. Guru memberikan worksheet berupa teks report yang
harus didiskusikan bersama-sama terkait fungsi sosial,
struktur umur, dan unsur kebahasaannya.
6. Siswa berdiskusi dengan kelompoknya untuk
menganalisis contoh teks report dilihat dari fungsi
sosial, struktur umum, dan unsur kebahasaannya dan
148
menjawab beberapa pertanyaan yang tertera.
7. Siswa mendalami unsur kebahasaan teks report
khususnya Simple Present Tense dan Present Future
Tense.
8. Siswa membuat teks report dengan menggunakan
unsur kebahasaan Present Tense dan Present Future
Tense yang baik dan benar.
9. Guru dan siswa bersama-sama membahasa worksheet
yang membahas Present Tense dan Present Future
Tense dan siswa menyampaikan alasan mengapa
mereka memilih jawaban tersebut sesuai dengan kaidah
Present Tense dan Present Future Tense.
10. Setelah selesai, siswa bersama-sama dengan guru
menyimpulkan hal-hal yang berkaitan dengan teks
report.
Penutup
15 menit
Game: siswa diminta untuk menjawab pertanyaan
menggunakan teknik snow ball. Siswa yang terakhir kali
memegang bola tersebut harus menjawab pertanyaan yang
terdapat pada bola kertas tersebut. Pertanyaannya
mengenai unsur kebahasaan teks report khususnya Present
Tense dan Present Future Tense.
1. Setelah selesai, siswa bersama-sama dengan guru
menyimpulkan hal-hal yang berkaitan dengan teks
report.
2. Guru memberi motivasi terkait pembelajaran hari ini,
berdoa, dan mengucapkan salam.
Senin, 24 Februari 2020
Mengetahui
Guru Bahasa Inggris SMA Negeri 4 Peneliti
Tangerang Selatan
Ibni Afan, M. Pd. Firdausa Fadhilah
NIP.1965 0101 2007 011024 NIM. 11160140000024
149
Lampiran I: Rubrik Penilaian
Rubrik Penilaian Sikap – Observasi pada Kegiatan Diskusi
No Nama Siswa Kerja sama Rasa ingin tahu Santun Komunikatif Ket
1
2
...
Kriteria penilaian:
4 = sangat baik
3 = baik
2 = cukup
1 = kurang
Nilai perolehan =
x 10
Rubrik Penilaian Pengetahuan Siswa
Nama
Peserta
Didik
Pernyataan
Jumlah Pengungkapan
gagasan yang
Orisinil
Kebenaran
konsep
Ketepatan
penggunaan
istilah
YA TIDAK YA TIDAK YA TIDAK YA TIDAK
...
...
...
...
Kriteria Penilaian:
Skala 0-100 Predikat Spesifikasi
80 – 100 A Sangat baik
70 – 79 B Baik
60 – 69 C Cukup Baik
50 – 59 D Kurang Baik
150
Rubrik Penilaian Keterampilan (Individu)
No. Nama Siswa Konsep Jawaban Kreativitas Waktu Hasil
1
2
3
4
5
Konsep : Kesesuaian dengan konsep dan prinsip bidang studi (Struktur
Umum dan Unsur Kebahasaan)
Jawaban : Ketepatan menjawab pertanyaan
Kreativitas : Kreativitas
Waktu : Ketepatan waktu pengumpulan tugas
Hasil : Kerapihan hasil
Rubrik Penilaian Keterampilan (Tugas Kelompok)
No. Kriteria Kelompok
9 8 7 6 5 4 3 2 1
1 Kesesuaian dengan konsep dan prinsip
bidang studi
2 Ketepatan menjawab pertanyaan
3 Kreativitas
4 Ketepatan waktu pengumpulan tugas
5 Kerapihan hasil
Jumlah skor
Keterangan:
4 = sangat baik
3 = baik
2 = cukup baik
1 = kurang baik
Nilai perolehan =
x 10
151
Appendix 13b Lesson Plan for Cycle 2 (Meeting 2)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan : SMAN 4 Tangerang Selatan
Mata Pelajaran/Tema : Bahasa Inggris (Peminatan)
Kelas/Semester : IV/Ganjil : X/Genap Materi Pokok : Too and Enough & Ability (Can, Could, Be Able
to)
Alokasi Waktu : 1 x pertemuan = 3 JP @35 menit
1. Tujuan Pembelajaran
- Siswa mampu mengembangkan rasa ingin tahu dan tanggung jawab.
- Siswa mampu mengaplikasikan fungsi sosial, struktur umum, dan unsur
kebahasaan dari Too and Enough & Ability dan ekspresi untuk
menyatakan kecukupan dan ketidakcukupan , kemampuan dan
ketidakmampuan sesuai dengan konteks penggunaan.
- Siswa mampu menyusun teks lisan dan tulisan sederhana untuk
menyatakan kecukupan dan ketidakcukupan, kemampuan dan
ketidakmampuan dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang baik dan benar sesuai dengan konteks.
- Siswa mampu menganalisa ide pokok dan informasi spesifik dari teks
advertisement.
2. Kompetensi Dasar
3.7 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi
dan meminta informasi terkait kecukupan untuk dapat/tidak dapat
melakukan/menjadi sesuatu, sesuai dengan konteks penggunaannya
(Perhatikan unsur kebahasaan too to , enough to).
4.7 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi terkait kecukupan untuk
dapat/tidak dapat melakukan/menjadi sesuatu, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai
konteks.
3. Langkah-langkah Pembelajaran
3.1 Alat dan Bahan
- Alat : Laptop, proyektor, - Bahan : Buku teks, video (Youtube), Internet, motion graphic,
worksheet.
3.2 Metode Pembelajaran - Model Pembelajaran : Flipped Classroom Model
- Pendekatan : Scientific Learning Approach
3.3 Siswa berlatih praktik /mengerjakan tugas berdiskusi, menganalisis,
membuat kalimat menggunakan Too, Very, Enough, Can, Could, Be Able
152
To.
3.4 Untuk mengetahui pemahaman dan mengasah cara berpikir kritis siswa,
siswa diminta untuk menganalisa dan membuat kalimat menggunakan
Too, Very, Enough, Can, Could, Be Able To.
3.5 Menyimpulkan dan Penilaian Pembelajaran - Kesimpulan Pembelajaran
Siswa dapat menyimpulkan topik pembelajaran dengan bahasa mereka
sendiri untuk memastikan bahwa mereka benar-benar paham mengenai
topik tersebut.
- Penilaian Rasa ingin tahu:
Melalui pengamatan pada proses pembelajaran
Tanggung Jawab:
Melalui pengamatan pada proses dan hasil dari pembelajaran
Pengetahuan dan Keterampilan:
Melalui diskusi, tanya jawab, dan tugas atau projek yang diberikan guru pada
proses pembelajaran dan penugasan.
PROSES PEMBELAJARAN
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan (Apersepsi)
15 menit
1. Guru memberi salam dan menyapa siswa, serta berdo‘a
bersama.
2. Guru memeriksa kehadiran siswa.
3. Guru menstimulasi siswa dengan pertanyaan terkait
pembelajaran yang akan dibahas.
4. Guru mengumpulkan respon siswa dan menyimpulkan
jawabannya, serta menyampaikan tujuan dari materi
pembelajaran.
Inti
75 menit
(Siswa sudah diberikan materi berupa video yang harus
ditonton dan mencatat hal yang penting di rumah
1. Guru bertanya dan memeriksa catatan sebagai bukti
menonton video yang sudah diberikan di Google
Classroom.
2. Guru dengan siswa mengulas sedikit video terkait dengan
materi.
3. Guru memberikan kesempatan kepada siswa untuk
bertanya terkait materi yang sudah dipelajari melalui video
dan motion graphic.
4. Guru meminta siswa untuk berpasangan dengan teman
153
sebangkunya melakukan Think, Pair, Share.
5. Guru memberi tugas untuk membuat dialog yang
menggunakan too, very, enough serta can, could, be able
to.
- Step 1: Think >> setiap siswa diminta untuk menentukan
tempat berlangsungnya percakapan tersebut.
- Step 2: Pair >> siswa diminta untuk berpasangan
mendiskusikan dam membuat dialog.
- Step 3: Share >> Siswa diminta untuk membacakan dialog
yang telah mereka buat di depan kelas.
6. Selama proses pembuatan dialog, guru memantau aktivitas
mereka dengan cara berkeliling.
7. Siswa diminta untuk membacakan dialog yang telah
mereka buat di depan kelas.
8. Siswa bersama-sama memperhatikan ketepatan
penggunaan too, very, enough serta can, could, be able to
dan cara pelafalannya yang baik dan benar.
Penutup
15 menit
1. Setelah selesai, siswa bersama-sama dengan guru
menyimpulkan hal-hal yang berkaitan materi too, very,
enough dan can, could, be able to.
2. Guru memberi motivasi terkait pembelajaran hari ini,
berdoa, dan mengucapkan salam.
Senin, 24 Februari 2020
Mengetahui
Guru Bahasa Inggris SMA Negeri 4 Peneliti
Tangerang Selatan
Ibni Afan, M. Pd. Firdausa Fadhilah
NIP.1965 0101 2007 011024 NIM. 11160140000024
154
Lampiran I: Rubrik Penilaian
Rubrik Penilaian Sikap – Observasi pada Kegiatan Diskusi
No Nama Siswa Kerja sama Rasa ingin tahu Santun Komunikatif Ket
1
2
...
Kriteria penilaian:
4 = sangat baik
3 = baik
2 = cukup
1 = kurang
Nilai perolehan =
x 10
Rubrik Penilaian Pengetahuan Siswa
Nama
Peserta
Didik
Pernyataan
Jumlah Pengungkapan
gagasan yang
Orisinil
Kebenaran
konsep
Ketepatan
penggunaan
istilah
YA TIDAK YA TIDAK YA TIDAK YA TIDAK
...
...
...
...
Kriteria Penilaian:
Skala 0-100 Predikat Spesifikasi
80 – 100 A Sangat baik
70 – 79 B Baik
60 – 69 C Cukup Baik
50 – 59 D Kurang Baik
155
Rubrik Penilaian Keterampilan (Individu)
No. Nama Siswa Konsep Jawaban Kreativitas Waktu Hasil
1
2
3
4
5
Konsep : Kesesuaian dengan konsep dan prinsip bidang studi (Struktur
Umum dan Unsur Kebahasaan)
Jawaban : Ketepatan menjawab pertanyaan
Kreativitas : Kreativitas
Waktu : Ketepatan waktu pengumpulan tugas
Hasil : Kerapihan hasil
Rubrik Penilaian Keterampilan (Tugas Kelompok)
No. Kriteria Kelompok
9 8 7 6 5 4 3 2 1
1 Kesesuaian dengan konsep dan prinsip
bidang studi
2 Ketepatan menjawab pertanyaan
3 Kreativitas
4 Ketepatan waktu pengumpulan tugas
5 Kerapihan hasil
Jumlah skor
Keterangan:
4 = sangat baik
3 = baik
2 = cukup baik
1 = kurang baik
Nilai perolehan =
x 10
156
Appendix 14a Observation Sheet Cycle 1
Classroom Observation Sheet of Cycle 1
Class : X IPS 1
Cycle/Meeting : Cycle 1/ Meeting 1
Day/Date : Friday, February 21st
2020
Please give a check list (✓) based on your observation.
No The Particular Activities Observed
in Teaching and Learning
Grade
Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
1 The role of teacher in teaching and
learning process
The teacher manages the class,
learning situation and students‘
readiness to involve in learning
process.
The teacher leads apperception
and linked the material with the
other relevant knowledge.
✓
✓
2 The efficiency of using learning media
The teacher uses learning
media effectively, efficiently
and in line with the theory
competence.
The learning media helped the
students during learning
process.
✓
✓
3 The teaching-learning process oriented
to the students‘ participation actively.
157
The teacher gives the students
opportunity to ask and discuss.
The teacher gives the students
chance to speak up, express
their thought and idea.
✓
✓
4 The students‘ participation and
contribution actively during the
teaching-learning process
The students discuss actively
with the teacher and among the
students relating to the material
of the lesson.
The students express and speak
up their idea relating to the
lesson material.
✓
✓
5 The evaluation to the development of
students‘ competence and
understanding
The teacher gives the students
task relating to the learning
material.
The teacher pay attention to the
obstacle and students‘
improvement.
✓
✓
Observer
English Teacher of SMA N 4 Tangerang Selatan
Ibni Afan, M. Pd
NIP. 1965 0101 2007 011024
Classroom Observation Sheet of Cycle 1
158
Class : X IPS 1
Cycle/Meeting : Cycle 1/ Meeting 2
Day/Date : Friday, February 21st
2020
Please give a check list (✓) based on your observation.
No The Particular Activities Observed
in Teaching and Learning
Grade
Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
1 The role of teacher in teaching and
learning process
The teacher manages the class,
learning situation and students‘
readiness to involve in learning
process.
The teacher leads apperception
and linked the material with the
other relevant knowledge.
✓
✓
2 The efficiency of using learning media
The teacher uses learning
media effectively, efficiently
and in line with the theory
competence.
The learning media helped the
students during learning
process.
✓
✓
3 The teaching-learning process oriented
to the students‘ participation actively.
The teacher gives the students
opportunity to ask and discuss.
The teacher gives the students
chance to speak up, express
their thought and idea.
✓
✓
159
4 The students‘ participation and
contribution actively during the
teaching-learning process
The students discuss actively
with the teacher and among the
students relating to the material
of the lesson.
The students express and speak
up their idea relating to the
lesson material.
✓
✓
5 The evaluation to the development of
students‘ competence and
understanding
The teacher gives the students
task relating to the learning
material.
The teacher pay attention to the
obstacle and students‘
improvement.
✓
✓
Observer
English Teacher of SMA N 4 Tangerang Selatan
Ibni Afan, M. Pd
NIP. 1965 0101 2007 011024
Appendix 14b Observation Sheet Cycle 2
Classroom Observation Sheet of Cycle 2
Class : X IPS 1
Cycle/Meeting : Cycle 2/ Meeting 1
160
Day/Date : Friday, March 6th
2020
Please give a check list (✓) based on your observation.
No The Particular Activities Observed
in Teaching and Learning
Grade
Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
1 The role of teacher in teaching and
learning process
The teacher manages the class,
learning situation and students‘
readiness to involve in learning
process.
The teacher leads apperception
and linked the material with the
other relevant knowledge.
✓
✓
2 The efficiency of using learning media
The teacher uses learning
media effectively, efficiently
and in line with the theory
competence.
The learning media helped the
students during learning
process.
✓
✓
3 The teaching-learning process oriented
to the students‘ participation actively.
The teacher gives the students
opportunity to ask and discuss.
The teacher gives the students
chance to speak up, express
their thought and idea.
✓
✓
4 The students‘ participation and
contribution actively during the
161
teaching-learning process
The students discuss actively
with the teacher and among the
students relating to the material
of the lesson.
The students express and speak
up their idea relating to the
lesson material.
✓
✓
5 The evaluation to the development of
students‘ competence and
understanding
The teacher gives the students
task relating to the learning
material.
The teacher pay attention to the
obstacle and students‘
improvement.
✓
✓
Observer
English Teacher of SMA N 4 Tangerang Selatan
Ibni Afan, M. Pd
NIP. 1965 0101 2007 011024
Classroom Observation Sheet of Cycle 2
Class : X IPS 1
Cycle/Meeting : Cycle 2/ Meeting 2
Day/Date : Friday, March 6th
2020
Please give a check list (✓) based on your observation.
No The Particular Activities Observed Grade
162
in Teaching and Learning Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
1 The role of teacher in teaching and
learning process
The teacher manages the class,
learning situation and students‘
readiness to involve in learning
process.
The teacher leads apperception
and linked the material with the
other relevant knowledge.
✓
✓
2 The efficiency of using learning media
The teacher uses learning
media effectively, efficiently
and in line with the theory
competence.
The learning media helped the
students during learning
process.
✓
✓
3 The teaching-learning process oriented
to the students‘ participation actively.
The teacher gives the students
opportunity to ask and discuss.
The teacher gives the students
chance to speak up, express
their thought and idea.
✓
✓
4 The students‘ participation and
contribution actively during the
163
teaching-learning process
The students discuss actively
with the teacher and among the
students relating to the material
of the lesson.
The students express and speak
up their idea relating to the
lesson material.
✓
✓
5 The evaluation to the development of
students‘ competence and
understanding
The teacher gives the students
task relating to the learning
material.
The teacher pay attention to the
obstacle and students‘
improvement.
✓
✓
Observer
English Teacher of SMA N 4 Tangerang Selatan
Ibni Afan, M. Pd
NIP. 1965 0101 2007 011024
Appendix 15a Documentation of Observation in Preliminary Study
164
Appendix 15b Documentation of CAR Implementasion
165
166
167
Appendix 16 Sudents’ Grammar Project during Classroom Action Research
(CAR)
168
169
170
171
172
Appendix 17 Reference of Examination Paper
173
174
175
176
177
178
179
Appendix 18a Skripsi Guidance Letter
180
Appendix 18b Skripsi Guidance Letter
181
Appendix 19 Letter of Research License
182
Appendix 20 Letter of Research Evidence
