THESES CONDITIONAL SENTENCE

 

CHAPTER I

INTRODUCTION

A.  Background

English as the international language has been adapted by almost all countries for compulsory subject at schools. The national education has decided that English as a foreign language taught in Indonesian schools. It learned from primary school to university. People realized that teaching English at this level becomes very important and needs much concern. As an English teacher, he or she demands to explore effective technique, method, and approaches. It can be useful to make the students master English.

One of the aims of teaching English is to enable students to listen, to speak, to read, and to write in English. We know that English grammar is the first step, because grammar is very important learning English for students to be a master English. Furthermore, grammar is a very important rule for students to learn. They have to support their four language skills (listening, speaking, reading, and writing). According to Haryono (2002:11), grammar is the rule in English language for changing the form of words and combining them into sentences.

Furthermore, Murcia (1991:281), grammar is shape halps us to make significant the fact that in dealing with the complexity of grammar threre are three dimensions of language that must be dealt with; the form or structure themselves, their semantics or meaning, and the pragmatic coditions governing their use. In addition, Richards et. al (1985:125), grammar is a description of the structure of a language and the way in which linguistics units such as words and phrase are combined to produce sentences in the language.

Moreover, Saleh (1997:30), state that the students asked to memorize list of words, rule of grammatical paradigm, and apply the rules by doing exercise in translating isolate.

Actually, there are many teaching method to make easier in teaching and learning process, such as Mind Map, Improving Contextual Guessing model, etc. here the writer was increased in teaching Conditional Sentence through Brain Based Learning (BBL) method. According to Jensen (2008), Brain Based Learning is a study process that the student active in the class.

However, some observations in this school have found that many students is still disappointing in using conditional sentence and using some tenses. So, in this research, the writer tried to teach about conditional sentence through new method. In this case the writer using Brain Based Learning to teach conditional sentence. Using this method the writer hopes, the students are expected mastering the material and they are able to answer some questions given in test. By doing this research, the writer wants to know whether it is effective teaching conditional sentence through brain based learning to the eleventh grade students of SMA Negeri Bingin Teluk in the Academic Year of 2011/2012”.

B.  The Formulation of the Problems

The problem in this study is formulated in the question below: “Is it significantly effective to teach Conditional Sentence through Brain Based Learning (BBL) Method to the Eleventh Grade Students of SMA Negeri Bingin Teluk in the Academic Year of 2011/2012?”.

C.  The Objective of the Research

The objective of this research was to find out whether or not it is significantly effective to teach conditional sentence through brain based learning to the eleventh grade students of SMA Negeri Bingin Teluk in academic year of 2011/2012.

D.  The Scope of the Research

To make clear the discussion, the writer limited the problems that consist of the students, the method, and the material. The limitation of the problem is as follows:

1.    The subject of the study was the eleventh grade students of SMA Negeri Bingin Teluk in the Academic Year of 2011/2012.

2.    The materials were conditional sentences type I, type II, and type III, in the form of positive, negative, and interrogative

3.    The method in teaching conditional sentence was brain based learning (BBL) method.

E.  The Significances of the Research

The result of the study expected to give some contributions to the students, the teacher of English and the writer himself. The significant of the study are as follows:

1.    To the students

The students can develop their knowledge of English grammar, especially mastery of conditional sentences type I, type II, and type III in positive, negative, and interrogative. In this case, the students gave treatments three times in studying conditional sentence through brain based learning method. They knew this method could be a method that is easier to mastery of English grammar in English lesson from textbook or teacher.

2.    To the English teacher

The English teacher got valuable information of the teaching conditional sentence through brain-based learning. The English teacher could read the result of this research and got a new method in teaching conditional sentence. Furthermore, the English teachers knew that there were so many methods or technique in teaching conditional sentence.

3.    To the writer

The writer himself got more knowledge and experience in doing this research. Especially about teaching conditional sentence through brain based learning. The writer knew students’ motivation when they were learning conditional sentence at class. After that, the writer solved the students’ problems in learning conditional sentence through brain-based learning.

F.   The Operational Definitions

The title of this study was “Teaching Conditional Sentence through Brain Based Learning to the Eleventh Grade Students of SMA Negeri Bingin Teluk in the Academic Year of 2011/2012”. To avoid misunderstanding in the terms used  the title, the writer presented the operational definitions.

1.    Teaching

Teaching is an activity in transferring knowledge or the data from a facilitator or mediator of learning between the teacher and students. Teaching in this case refers to teaching conditional sentences through brain-based learning to the eleventh grade students of SMA Negeri Bingin Teluk in the academic year of 2011/2012.

2.    Conditional Sentence

Conditional sentence is a sentence consists of dependent clause with if and main clause. Conditional sentence in this covers of conditional sentence type I, type II, and type III in the positive, negative, and interrogative form. Furthermore, conditional sentence type I (future possible / present real) is used to express something in the future will be happen. Conditional sentence type II (present conditional sentence / present unreal) is used to express something in the present happen which contrary to the fact. Moreover, conditional sentence type III (past conditional sentence / past unreal) is used to express something in the past perfect happen which contrary to the fact.

3.    Brain Based Learning

Brain based learning is a study process where students active by their knowledge to make an idea as the activity which can make feedback of the interactive teaching and learning process.

CHAPTER II

LITERATURE REVIEW

A.  Theoretical Descriptions

1.    The Concept of Teaching

According to Hornby (1995:1225), teaching is giving somebody information about a particular subject, helping somebody to learn something, shows somebody how to do something. So, they are able to do it by themselves. In addition, Hornby (2000:205), teaching is giving knowledge or instruct (someone) in how to do something, especially in school or as part of a recognized programmed. Give instruction (a subject or skill).

According to Saleh (1997:16), teaching is a profession conducted by using a combination of art, science and skills or interactive process between the teacher and students and among students themselves. It is an arts, science helps the teacher to be in contributing to an understanding of learning language.

Moreover, Saleh (1997:34), state that, teaching is mainly a way of guiding students to obtain the amount and quality of experience which help best to develop of teaching is guiding and facilitating learning, enabling the learners to learn setting conditions for learning.

Saleh (1985:38) put forward concept of three activities.

a.    Planning

Effective teaching demands through planning every teacher has to make a plan of lesson

b.   Implementation

The implementation of a lesson plan carried out in the classroom it look the

form of presentation and practice.

c.     Evaluation

Evaluation should be based on intruction objective and evaluate to find out the degree of accomplisment of objective.

According to Page (2002:1-2), teaching is relationship between teacher and learner. The learner gets the benefit of the learning, while the teacher gets credit for the teaching. Teaching is what we are. What we learn is what we experience. Teaching is introducing, providing and mediating experiences. Teaching is helping students make sense out of their experiences and helping them to harmonize, analyze, synthesize, discuss, compare, contrast, and discover personal meaning in the experiences. Teaching is also a communication procedure. It is our responsibility to communicate history to our history students.

In addition, according to Finocchiaro (1982:3), teaching is learner centered and humanistic, that is the teacher who serve guide in learning process, but it is the students who assume some responsibility for how much takes place.

In addition, Brown (1987:7) states that teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition for learning, it means that the function of a teacher are as the facilitator, guide, motivator, and manager. As Facilitator, a teacher provides facilities such as circumtance, equipment, aids, etc that make learners possible easier to learn. As Guide, a teacher shows or help learners to learn how to do something and understand knowledge. As Motivator, a teacher should give motivation to the students so that they want to study and they will not say that english is one of terrible lesson. Finally, as Manager means that a teacher should managed the students and can handle everything that includes in teaching and learning process.

2.    The Concept of Conditional sentence

Haryono (2002:294) stated that, conditional sentence is always in the compound sentence and has two parts, main clause and subordinate clause. Conditional sentence has three kinds. They are 1) future possible conditional or conditional sentence type I (future conditional sentence), 2) present unreal conditional or conditional sentence type II (present real conditional sentence), and 3) past unreal conditional or conditional sentence type III (past conditional sentence). Furthermore, a conditional sentence is a sentence containing two clause, dependent clause beginning with “if” and a main clause or answer to the if-clause. In this research, the writer will describe all of types of conditional sentence as already stated in the limitation of the problem.

a)   Conditional Sentence Type I (Future Possible Condition)

According to Haryono (2002:294), conditional sentence type I is called future possible or future conditional sentence.  Future possible is in if-clause and present tense is in main clause. In this type of conditional sentence, present tense of the verb in the form of future tense is used in the main clause. Conditional sentence type I is used to speculate about the future consequence of the specific event. In this case, the verb in the second part of the sentence is preceded by will/shall the form of future possible condition. The formulation of conditional sentence type one consists of three kinds namely, (1) positive conditional sentence, (2) negative conditional sentence, and (3) interrogative conditional sentence. The following will be described each the formula mentioned above.

Ø  The formula of positive conditional sentence type I is:

If – clause (present tense), S + will/shall + V1 Or S + will/shall + V1 + if – clause (present tense)

Example:                                                                

1)      If I have time tomorrow, we will go to the football with you

(Means: I do not go to the football with you because I have not any time tomorrow)

2)      You will be able to practice your English if you meet with tourism.

(Means: You cannot practice your English because you do not meet with tourism.

Ø  The formula of negative conditional sentence type I is:

If – clause (present tense), S + will/shall + not+ V1 Or S + will/shall + not+ V1 + if – clause (present tense)

Example:

a)      If she has not any money, she will not buy any books.

(Means: She buys some books because she has some money)

b)      We will not have any accidents if the chauffeur does not drive fast.

(Means: We have some accidents because the chauffeur drive fast)

Ø  The formula of interrogative conditional sentence type I is:

Will/shall + S + V1 + if –clause (present tense)?

Example:

1)      Will you go to Bunaken beach together if the weather nice tomorrow?

2)      Will I give it to you if you fine the key?

Ø  Special characteristic of conditional sentence type I are;

1)      Simple future – Simple present

2)      Simple present – Simple present

Example;

-          I can help you if I am not a busy

b)   Conditional Sentence Type II (Present Unreal Condition)

According to Haryono (2002:295), conditional sentence type II is called present unreal conditional. Present unreal or present conditional sentence is in if-clause and past tense in main clause. In this type of conditional sentence, the past tense of the verb in the form of future tense is used in the main clause.  Conditional sentence type II is used to express something present happen which is contrary of the fact.

The formula of conditional sentence type II consist of three kinds namely, 1) the positive form of conditional sentence, 2) the negative of conditional sentence, and 3) the interrogative of conditional sentence. Furthermore, the following will be described each of the formula mentioned above.

Ø  The formula of positive conditional sentence type II is:

If – clause (past tense), S + should/would + V1 Or S + should/would + V1 + if – clause (past tense)

Example:

1)      If you came to my house, I would give you something.

(Means: I don’t give you something because you don’t come to my house)

2)      I would go home early if I did my English exercise.

(Means: I don’t go home early)

Ø  The formula of negative conditional sentence type II is:

If – clause (past tense), S + should/would + not + V1 Or S + should/would + not + V1 + if – clause (past tense)

Example:

1)      If he did not come to my party, I would not angry with you.

(Means: I angry with you)

2)      They would not pass in the test if they did not study hard.

(Means: They pass in the test)

Ø  The formula of interrogative conditional sentence type II is:

Should/would + S + V1 +if – clause (past tense)?

Example:

1)      Would you come to my party if I invited you?

2)      Would you help me to do my home work if you studied at home?

Ø  Special characteristic of formula from conditional sentence type II is the use of auxiliary verb “were” for all the subjects.

Example:

1.      If I were a rich man, I would buy Ferrari.

(Mean: I am mot rice so I don’t buy Ferrari)

2.      If they weren’t a student, I wouldn’t teach them.

(Mean: they are a student so I teach them)

3.      Would you be happy if they were here?

c)    Conditional Sentence Type III (Past Unreal Condition)

According to Haryono (2002:296), conditional sentence type III is called past unreal conditional or past conditional sentence. Past unreal conditional is in if-clause and past perfect tense is in main clause. In this type conditional sentence, the past perfect tense of the verb in the form of past future perfect tense is used in main clause. In addition, Haryono (2002:296), conditional sentence type III is used to express something past perfect happens which is contrary to the fact.

The formula of conditional sentence type III consist of three kinds namely, 1) the positive form of conditional sentence, 2) the negative form of conditional sentence, and 3) the interrogative form of conditional sentence. Furthermore, the following will be described each of the formula mentioned above.

Ø  The formula of positive conditional sentence type III is:

If – clause (past perfect tense), S + should/would + have + V3 Or S + should/would + have + V3 + if – clause (past perfect tense)

Example:

1)      If you had studied hard before, you would have passed CPNS examine.

(Means: You did not pass CPNS examine because you did not study hard before)

2)      He would have taken you in the station if you had come in Lubuklinggau.

(Means: He did not take you in the station because you did not come in Lubuklinggau).

Ø  The formula of negative conditional sentence type III is:

If – clause (past perfect tense),S + should/would + not have+ V1 Or S + should/would + not have + V1 + if –clause (past perfect tense)

Example:

1)      If you had not had ask me, I would not have  help you.

(Means: I helped you because you asked me)

2)      He would not  have pass his examinations, if He had not prepared his lesson.

(Means: He passed his examination he prepared his lesson)       

Ø  The formula of interrogative conditional sentence type III is:

Should/would +S +have+V1+if–clause (past perfect tense)?

Example:

1)      Would you have join the tour to Jakarta if you had had the time in holiday?

2)      Would you have write a letter to me if you had known my address?

3.    The Concept of Brain Based Learning

Brain-based learning has been called a combination of brain science and common sense. It can make stimulate in teaching and learning process to get students development, critical thinking, and be able to analyze of the problem systematically. So, the students are able to active in teaching and learning process.

Intellegence learn will be effect of the higher thinking, so that include;ability, natural existence, planning,solving problem, comprehending idea, using Ianguage, and can learn bymore.According to Jensen (2008:12), Brain based learning is compatible study which is design naturally to learn. In addition, Jensen (2008:51), states that preparation, actuation, elaboration, formationmemory, and functional integration. In this method that the student active to develop their knowledge that is gotten by the lesson before and than the teacher as facilitator or mediator of the lesson.

Furthermore, Adiasih (2009:4), brain based learning is a learning process where the character of students active on their ability to make an active class.

4.    Teaching Conditional Sentence by Using Brain Based Learning

Brain based learning is a method that the writer using in teaching English to the students class for increasing of students comprehend of the material taught. According to Jensen (2008:130-280), the steps are as follows;

a)        The teacher about the lesson to day and shows a media (photo, poster, etc.) to start the lesson;

b)        The students identify a media by using their mind and imagination;

c)        The teacher assists the students’ brain to make the better concept that have relation with the lesson by ask the students to think after saw the media and how to achieve it;

d)       The teacher asks the students to make a sentence based on a media and make of grammatical rules of sentence;

e)        The teacher gets the student to make a sentence about conditional sentence in the whiteboard and get another student to change into the negative or interrogative.

f)         The teacher divide the students into three groups: each group gets task to makes some sentences  about conditional sentence, for example the first group make sentence about conditional type II, and the second group conditional sentence type III, and the third group make fact of conditional sentence;

g)        All of groups change their sentences to another group, for example group one change their sentence to group two, group two change their sentence to group three, and group three change their sentence to group one;

h)        All of group change again the sentence to another group until three time;

i)          After that, all of groups get the answers from another group appropriate with their sentence;

j)          Each groups write the answers in the whiteboard;

k)        The students and the teacher discuss about the material.

B.  Related Previous Studies

The writer found a thesis which was supposed relevant to this topic he was going to investigate. This thesis was written by one of English Education Study Program Student of STKIP-PGRI Lubuklinggau, Sabda Priajaya in 2010, which entitled “Teaching Conditional Sentence trough snowball throwing to the eleventh grade students of SMA PGRI 1 Lubuklinggau in the academic year of 2009/2010”.

There are some similarities and differences between the topics of related thesis. The similarity of that both of study try to find out the effectiveness way in teaching grammar of conditional sentence. The differences are first, Sabda Priajaya used snowball throwing questions technique, while the writer used brain based learning (BBL) method. Second the subject of related thesis took SMA PGRI 1 Lubuklinggau as the sample of the investigation, while the writer took in SMA Negeri Bingin Teluk as the object of research.

Based on the result Sabda Priajaya research, it was found that it was significantly effective to teach conditional sentence by using snowball throwing technique. This provide by the t-_obtained higher than t-_table (7.5 > 2.021), as the result (H_a) was accepted and (H_o) was rejected.

C.  Theoretical Framework

Below was the chart of theoretical framework:

Chart 2.1

Theoretical Framework

Observation

The State of SMA Negeri Bingin Teluk

Try Out Class Population Try Out Sample

Pre-Test

Treatment

Reliability, Validity, Descrimination Index, and Items Difficulty

Post-Test Conclusion

 

D.  Hypotheses

According to Hormby (1995:586), hypothesis is an idea or suggestion that is based on known fact and used as a basic for reasoning or further of the research. In relation to the research objective, the writer proposed two hypotheses, namely null hypotheses (H_o) and alternative hypotheses (H_a). The hypotheses are formulated as follows:

1.      The null hypothesis (H_o) was stated that it is not significantly effective to teach conditional sentences by using brain based learning to the eleventh grade students of SMA Negeri Bingin Teluk in academic year of 2011/2012 (t_obtained<t_table).

2.      The alternative hypothesis (H_a) was stated that it was significantly effective to teach conditional sentences  to the eleventh grade students of SMA Negeri Bingin Teluk in academic year of 2011/2012 (t_obtained≥ t_table).

                                                                

E.  The Criteria for Test the Hypotheses

According to Hatch and Farhdy, (1982:272), the hypotheses were tested based on empirical data, the writer used value thet-_table to test the hypotheses with the students’ number of class XI_{IPS 2} was 36.since the degree of freedom (df) is 35 (36-1) was 35 with the significant level of 0.05 or 95% for one-tailed test, the critical value in the t-table is 1.684. If t-_optained was less than 1.684 the Null Hypothesis (H_o) was accepted and consequently the Alternative Hypothesis (H_a) was rejected. On the other hand if the t-_0ptained equals or exceeds 1.684, the Null Hypothesis (H_o) was rejected and the Alternative Hypothesis (H_a) was accepted.

CHAPTER III

RESEARCH METHODOLOGY

A.  Research Design

Arikunto (2006:119), variable is research object or something that focus on research. There are two research variables in this study; they are independent variable and dependent variable. First, the independent variable is Brain Based Learning (BBL), because it can influence the student’s achievement in grammar especially conditional sentence. Second, the student’s achievement in grammar especially conditional sentence is dependent variable because it is influenced by the independent variable.

The following table shows the kind of variables which is influenced the research.

Table 3.1

Research Variables

Independent Variable Brain Based Learning

Effect

Dependent Variable Students’ Achievement In Conditional Sentence

(Source: Frankel and wallen, 1993:50)

As it is stated on the previous page that the objective of this study was to find out whether or not it is significantly effective to teach conditional sentence to the eleventh grade students of SMA Negeri Bingin Teluk in academic year of 2011/2012 by comparing their average score in the pre-test and post-test. In accordance with it, the writer used the quasi-experimental method.

According to Hatch and Farhady (1982:20), “in the one group pre-test and post-test design” a single group is measured or observed not only after being exposed to treatment of some sort but also before. Based on this method, the study is conducting through three stages, namely; (1) Pre-test, (2) Treatment, and (3) Post-test.

The table of the design was as follows;

Table 3.2

One Group Pre-Test and Post-Test Design

Groups	Pre test	Treatment	Post test
Experiment	T1	X	T2

        (Source :SubanaSudrajat, 2009:99)

The steps were taken in doing this investigation was as follows (Asmani, 2011:50);

1.        Surveying the related literature;

2.        Identifying the research problems;

3.        Formulating research hypothesis;

4.        Designing the experiments plan;

5.        Preparing instrumentation;

6.        Giving the Pre- Test to the sample;

7.        Treat the group with a certain method;

8.        Collecting the data by giving the Post-Test to the group of experimental;

9.        Analyzing the raw data

10.    Writing the research report.

B.   Population and Sample

1.    Population

According to Richards, et. al (1985:223), population is a group of elements or individuals, subject, or event conforming of specific criteria to which we intend to generalize the result of the research. In addition, Fraenkel and Wallen (1993:80), state that population is the group to which research would like to have the result of the study to be generalize; it includes all individuals with certain specifics characteristics. The populations of the research are all of the eleventh grade students of SMA Negeri Bingin Teluk in academic year of 2011/2012, which consists of three classes. The following table shows the number of population which were distributed into three classes.

Table 3.3

The Population of the Research

No	Class	Number of Students
1 2 3	XI ­IPS 1 XI IPS 2 XI ­IPA	35 36 35
Total	2	106 Students

(Source: SMA Negeri Bingin Teluk in the academic years of 2011/2012)

2.    Sample

Richards, et. al (1985:249), sample is any group of individuals which is selected to represent a population. In choosing the sample, the writer used convenience sampling. It is used in other that each unit of this sample has the same opportunity to choose.  Convenience sampling is a group of individual who (conveniently) are available for study. Certain groups of people choose for study because they are available (Fraenkel and Wallen, 1993:81). In this investigation, the English teacher took the writer on class XI_IPS2 to be the sample of this study as suggestion. It consists of 36 students. According the writer’s observation found that all of the eleventh grade in this school have problem in using conditional sentence. But, as suggestion from the English teacher the writer took class XI_ips2 as sample.

C.  Technique for Collecting the Data

The data was collected by giving the students a test. There were two kinds of test; they were pre- test and post- test. The test used to know the students ability in conditional sentence. According to Hornby (1995:1233), a test is a short examination of knowledge or ability, consisting of question that must be answer or activities that must be carried out. Moreover Richards, et. al (1985:291), state that test is any procedure for measuring ability, knowledge, or performance.

The test used in this research is multiple-choice form (25 items). First, the writer gave pre test for XI_IPS2 class sample. Next, the writer gave a treatment by applied BBL Method in teaching conditional sentence in experiment class, in this case class XI_IPS2. Finally, after gave treatment, the writer gave post-test to the sample of research to know the students’ improvement after treatment. Before the test being given to the students, the writer measured the validity and reliability of the test items as the instrumentation of collecting the data.

D.  Technique for Analyzing the Data

In analyzing the data obtained from the test, the writer did the certain steps. The writer applied three techniques; they were individual score, score range, and matched t-test.

1.    Individual Score

Individual score was applied to find out the students’ individual score and it was given by using the formula as follows: (see Hatch & Farhady, 1982:42)

IS=R/N x 100

Where:

   IS   :    Students’ Individual Score

   R    :    Total Students Number of Correct Answer

   N    :    Number of Test Items

2.    The Students’ Qualification Score

The range of predicate score, the writer used the criteria they were presented in the table below:

Table 3.4

Conversion of the Students’ Qualification Score

Score Ranges	Cualification	Value
80 – 100	Very Good	A
66 – 79	Good	B
56  - 65	Moderate	C
40 – 55	Less	D
00 – 39	Failed	E

(Source: Arikunto, 2010:245)

3.    Matched t-_test

The writer will calculate the means of score from pre-test and post-test in experimental group to see whether or not teaching conditional sentence through BBL.

Two means of pre-test and post-test are compared to see the significant difference of the students’ scores. In this study, the writer used matched t-test.

In which:

T_0btained      :    Value

₁             :    The Students’ average score in the Post-test

₂             :    The Students’ average score in the pre-test

            :    Standard error of differences

                                                            (See Hatch and Farhady, 1982:116)

To calculate the  (the standard error of differences), the writer used the following formula:

Where:

   :           Standard Error of Differences

SD  :           Standard Deviation

N     :           Number of Students

To find out the standard deviation, the writer applied the following formula:

In which:

D         :           Difference of Students’ error Score

N         :           Number of the Students in the test

E.  Accountability of the Research

1.    Validity

The validity of the test material is checked through the content validity. According to Hornby (1995:139), validity is the state of being logical or the state of being legally acceptable. In addition, Hatch and Farhady (1982:250), state that validity refers to the extent to which the results of the procedure serve for the used for which they are intended.

Than, Richard, et. al (1985:304), state that validity is (in testing) the degree to which a test measures what it is supposed to measure, or can be used successful for the purposes for which it is intended.

In order to make test materials have high degree of content validity. So, the indicators and material was presented in the test. According to Richard, et.al (1985:61), content validity is a form of validity which is based on the degree to which a test adequately and sufficiently was measured the particular skills or behavior it sets out to measure.

 To make the test items having validity, the write fixes the test items to the syllabus of the senior high school curriculum, especially for the eleventh grade students.

To get the validity of the test, the writer designs that the test specification as below:

Table 3.5

Test Specification

Objective	Material	Indicator	Total Items	Number of Test	Form of Test
The students are able to use conditional sentence type I, Type II, type III, and answering the question correctly.	Conditional sentence type I	The students can choose the right verb based on the type of conditional sentence.	6	5 7 13 17 20 24	Multiple choice
		The students canre-arrange the words into the right type of conditional sentence	3	10 18 22
	Conditional sentence type II	The students can choose theverb based on the right type of conditional sentences	5	1 8 12 14 15
		The students can choose the correctin fact based on the right type conditional sentence	2	9 23
		The students can to re-arrange the word into the  the right type of conditional sentence	1	2
	Conditional sentence type III	The students can choose theverb based on the right type of conditional sentences	4	3 4 11 16
		The students can choose the correctin fact based on the right type conditional sentence	3	6 19 21
		The students can re-arrange the word into the  the right type of conditional sentence	1	25

Besides that, the writer used Pearson Product Moment to know the empirical validity such as statistical, (Arikunto, 2006:170). The formula is as follow:

Where:

r_xy        = Coefficient correlation

X       = Score per item

Y       = Total Score

N       = Total of students number

To know the result of empirical validity, the writer used on the criterion below:

r_xy < 0,00            = Invalid

0,00 <r_xy < 0,20  = Very low validity

0,20 <r_xy < 0,40  = Low validity

0,40 <r_xy < 0,60  = Medium validity

0,60 <r_{x y} < 0,80 = Good validity

0,80 <r_xy < 1,00  = High validity

          (See Suherman and Sukjaya. 1990:147)

Based on the calculated of empirical validity (appendix B), it was known that, the items number 3,4,10, and 15 were high validity. The items number 1, 8, 9, 11, 14, 18, 19, 20, 22, 23, 24, and 25 were good validity. The items number 2, 5, 6, 7, 12, 13, 16, 17 and 21 were medium validity.

2.    Reliability

The reliability of the test material is a measure of the degree to which a test gives consistent result. A test is said to be reliable if it gives the same results when it is given on different occasion or when it used by different people. (Richards, et. al. 1985:243).

To find out the reliability of the test, the writer holds the try out test at SMA Negeri Bingin Teluk. In this case, the writer took the students from class XII_IPS2 to know the reliability of the test items, the writer used Kuder Richardson 21 (KR-21) formula:

Where:

KR21            : Kurder Richardson Reliability Coefficient

K       : Number of Test Items

M      : Mean of students’ Correct Answer

SD     :  Standard Deviation

And to find out Standart Deviation:

SD  

SD         =   Standard Deviation

∑X         =   Students’ Total Score

            N           =   Total Student Number

                                                                        (Fraenkel and Wallen, 1993:166)

Based on the result of the students’ score in the try-out (Appendix B), the writer applied  formula, but before that, the writer calculated the Mean ( ) and standard deviation ( ) first. The Mean ( ) of the students score in the try-out was presented as follows:

= 

=

= 14.62

From the calculated above, the writer got the mean ( ) = 14.62. After that, the writer calculated the standard deviation.

From the table the result of try- out, it was known n= 40, ∑X= 539,

∑(X- )²= 951.37. After the writer found the average of mean scores, the writer looked for the Standard Deviation. The result Standard Deviation is follows:

SD=

SD =

SD =

SD = 4.87

From the calculation above, it was known that the Standard Deviation (SD) was 4.87. The total number of question (k) was 25 items. The average of mean score (M) was 14.62. The calculation of reliability coefficient is as follows:

KR-21             =

=

=

= 1.04

= 1.04

= 1.04

KR-21= 0.77

Based on the calculation above, the students’ scares in the try-out of the instrument using Kuder Richardson formula or KR-21 was found that reliability of the test was 0.77. It was higher than 0.70. So the instrument could be considered as “reliable”

3.    Items Difficulty

The index of difficulty of an item simply shows how easy of difficulty the particular item proved in the test. The index of difficulty is generally expressed as the fraction (or percentage) of the students who answer the item correctly. The following is formula index difficulty;

FV         =

Where:

FV         = Index of difficulty

R            = Represents the number of correct answers

N            = Total student number

                                              (Heaton, 1989:178).

To know the result of item difficulty, the writer will use the criterion is shown below:

FV ≤ 0.00                      = Very difficult

0.00 < FV ≤ 0.30           =Difficult

0.31 < FV ≤ 0.70           =Medium

0.71 < FV < 1.00           =Easy 

FV = 1.00          =Very Easy

(See Suherman and Sukjaya. 1990:213)

Based on the calculated table of item difficulty (Appendix B), it was known that all of items on the “medium” criterion.

4.    Items Discrimination Index

The discrimination index of an item indicates the extent to which the item discriminates between the testes, separating the more able testes from the less able. The following is formula of index discrimination, (Heaton, 1989:180).

D  =

Where:

D  = Discrimination index

U  = Upper group

L   = Lower group

To know the result of item discrimination index, the writer will use on the criterion is shown below:

 ≤ 0.00                  = Failed

0.01< D ≤ 0.20     = Bad

0.21 < D ≤ 0.40    = Moderate

0.41< D ≤ 0.70     = Good

0.71 < D ≤ 1.00    = Excellent

(See Suherman and Sukjaya. 1990:202)

Based on the calculated items discrimination index (Appendix B), it was known that the item on the “excellent” criterion was 18. The items on the “good” criterion were 2, 3, 4, 7, 9, 10, 13, 14, 15, 16, 19, and 20. The items on the “moderate” criterion were 6, 8, 17, 21, 22, 23, 24, and 25. The items on the “bad” criterion were 1 and 5.  So, the average of the test items were used in the try out was 0.39 or “moderate”.

Based on table accountability of the research (Appendix B) test items on “high validity” were 3, 4, 10, and 15, test items on “good validity” were 1, 8, 9, 11, 14, 18, 19, 20, 22, 23, 24 and 25, test items on “medium validity” were 2, 5, 6, 7, 12, 13, 16, and 17 then, all of items on “medium criterion”. In addition, test items on” excellent criterion” was 18, test items on “good criterion” were 2, 3, 4, 7, 9, 10, 11, 13, 14, 15, 16, 19, and 20, test items on “moderate criterion” were 6, 8, 17, 21, 22, 23, 24, and 25, test items on “bad criterion” were 1, 5, and 12.

Based on explanation above test items on “bad criterion” were 1, 5 and 12 it should be changed.

CHAPTER IV

FINDING AND DISCUSSION

A.  Finding

1.    The Result of the Research

In this part, the writer presents the result of pre-test and post-test, normality and homogeneity, and matched t-test calculation. The result of pre-test and post-test was present on the chart below:

Chart 4.1

The Result of Pre-Test and Post-Test

a) The Students’ Score in the Pre-test

The pre-test was given before the treatment. It consisted 25 items in the form of Multiple Choice in the Conditional sentence and they were done in 45 minutes. The number of the students who took in the pre-test was 36 students. After the scores had been tabulated, based on the students qualification the writer found that the students who have  “good” criteria were 5 students, who have “moderate” were 10 students, who have “less” criteria were 16 students, and who have “failed” criteria were 5 students. The average of the students’ score in the pre-test was 50.

Score range of the students’ score in the pre-test (appendix C) is showed in the chart below:

Chart 4.2

The Students’ Categories in the Pre-Test

            The chart above shows that there were 5 students or 14% who was in  “good” category, 10 students or 228% who was in “moderate” category, 16 students or 44% who was in “less” category, and 5 students or 14 % who was in “failed” category.

b) The students’ score in the post-test

The post-test was given after the treatment. The number of the students who were given post-test was 36 students. It was same with the pre-test, the writer gave 25 items of test in Multiple Choice form and they were given 45 minutes to answer the questions. After the scores had been tabulated, based on the student qualification the writer found that the students who have Very good criteria were 10 student,  good criteria were 9 students, who have moderate criteria were 9students, who have less criteria were 7 students, and who have failed criteria was 1 student. The average of the students’ score in the post-test was 67.

Score range of the students’ score in the post-test (appendix C) is showed in the chart below:

Chart 4.3

The Students’ Categories in the Post-Test

The chart above shows that were 10 student or 28% who was in the “very good” category, 9 students or 25% who were in the “ good” category, 9 students or 25% who were in the “moderate” category, 7 students or 19% who were in the “less” category, and 1 students or 3% who was in the “failed” category.

2.    Normality and Homogeneity Testing

a)   Normality testing

According to Thode (2002:479) Normality testing is used to determine whether a data set is well-modeled by a normal distribution or not, or to compute how likely an underlying random variable is to be normally distributed.

1)   In the Pre-test

Based on the data (appendix C) the table of The List Frequency of Observation and Expectation of The Students’ Scores in The Pre-Test, the writer find out that χ² _obtained = 7.1638 with degree of freedom (df) = 7(8-1). Since level is 95% (0.05), and the χ² _table = 14.07. The data was normality, because χ² _obtained < χ² _table.

2)   In the Post-test

Based on the data (appendix C) the table of The List Frequency of Observation and Expectation of The Students’ Scores in The Pre-Test, the writer find out that χ² _obtained = 15.019 with degree of freedom (df) = 8(9-1). Since level is 95% (0.05), and the χ² _table = 15.5. The data was normality, because χ² _obtained < χ² _table

b)   Homogeneity testing

According to James (2009:11) homogeneity means describing a material or system that has the same properties at every point of the space; in other words, uniform without irregularities. He adds it also describes a substance or an object whose properties do not vary with position. For example, an object of uniform density is sometimes described as homogeneous.

Beside calculated the normality testing, the writer also calculated the homogeneity testing. For calculating the homogeneity, the writer used the following formula.

F =

Where:

F          = Homogeneity
        = The Highest Variance

        = The Lowest Variance

Based on the data of the variance of homogeneity testing (appendix C), the writer found that the variance in the pre-test (X₂) was 160.4 and variance in the post-test (X₁) was 246.5. The calculating of homogeneity was shown as follow.

F =

F =

F = 1.53

From that, the degree of freedom (df) was N_a-1=36-1=35 and N_o-1=36-1=35. The degree of freedom (df) N_a and N_o = 35, with the significance level of 5%, so F_table = 1.69. From the calculating, F_obtained = 1.53 and F_table = 1.69, the data distribution was homogeny, because F_obtained< F_table

3.    The Result of Matched t- test Calculation

Based on the students score obtained both in the pre-test and those in the post-test, the writer calculated the matched t-test to find out the whether or not it was effective to use BBL Method in teaching Conditional Sentence to the eleventh grade students at SMA Negeri Bingin Teluk in the academic year of 2011/2012.

The matched t-test calculation gave 5.72 as the result. Meanwhile the t-critical value of 5% significance level was 1.684. Moreover, t-obtained exceeded the critical value was (1.684).

Based on the result of Matched t-test calculation (appendix C), it was found the number of subject (N) is 36 students, the sum of difference (∑D) is 612, and the squared sum the difference (∑D²) is 21520, the process of calculation Matched t-test is as follows. Firstly, the writer calculated the SD (standard deviation). The calculation was as follows:

SD =

SD=

SD =

SD =

SD =

SD=

SD = 17.82

After getting the standard deviation (SD), the writer used it to find out the standard error of difference ( ). The calculation was as follow:

=

=

=

= 2.97

After finding out the standard deviation (SD) and standard error of difference ( ), then the writer calculated the t-_obtained. The calculation was as follow.

t_obt=

t-_obt=

t-_obt=

t-_obt= 5.72

The matched t-test calculation showed that t- obtained was 5.72 and the critical value at significance level of 0.05 with 35 (36-1) degree of freedom (df) was 1.684. It means that t-obtained was much higher than critical value. Consequently, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. The writer concluded that it was effective to use Brain Based Learning (BBL) in teaching Conditional Sentences.

B.  Discussion

Based on the finding above, the writer interpreted the finding after doing experiment in teaching conditional sentence through BBL method. The pre-test and post-test above was shown that there were different between the students’ before and after treatment. It shown on the average score, before treatment the average score was 50 and after treatment increased become 67. So, through BBL method could increase the students’ achievement in teaching conditional sentence.

Beside, the student’ categories in grammar about conditional sentences. In the pre-test the writer found that the students who have  “good” criteria were 5 students, who have “moderate” were 10 students, who have “less” criteria were 16 students, and who have “failed” criteria were 5 students. The average of the students’ score in the pre-test was 50. In addition, in thr post-test the writer found that the students who have Very good criteria were 10 student,  good criteria were 9 students, who have moderate criteria were 9 students, who have less criteria were 7 students, and who have failed criteria was 1 student . The average of the students’ score in the post-test was 67. Anderson and Block (1975) states mastery learning is building on a set idea or an action individual of learning that can help the students to learn consistently. An idea or an action are the result of learning process that systematic, it helped the students to face the problem in learning and needed the enough time for the students to reach the criteria that are building on clearly mastery criteria. The successful in learning are determining how far the students are effort to reach the successful. Brown and Saks (1980) states there are two dimensions of students effort in learning that could not to separate each other to reach the successfully in learning, namely: 1) the total of time that used students in learning activity, 2) the involvement of students’ intensity in learning activity

The t-obtained was 5.72 that was higher than 1.684 as its critical value. It means that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In other words, the treatment that has been done was significantly effective. The reason was the students’ score in answering the test about conditional sentence through BBL method increased. So, it is significantly effective teaching conditional sentence through BBL method to the Eleventh grade students of SMA Negeri Bingin teluk in academic year 2011/2012. From this result we have been known that to be a successful teaches conditional sentences, students should be active in their group so that they could share each other and add their knowledge. Trinandita (1984) stated that the thing that is the most basically in teaching and learning process is the students being active. The students being active in learning process will get the high interaction between teacher and students or students it selves.

F. Mulyasa (2002:32) states learning can be successful if all of the students or parts of students mixed up each other in active manner in learning process. In addition, Wina Sanjaya (2005: 47) states that learning is the relevance between studying and learning. The activities that have done the students for learning process will be influence the student memory on the lessons that have been given by the teacher. And according to Vernon Magnesen (2004:85), the memory that we get from reading as big as 20%, listening is 30%, looking at is 40%, speaking is 50%, doing is 60% and the composite of all is 90%.  The activity in learning process is not only student study active but the teacher also should organize the situation that can make student active in learning process.

C.  Limitation of the Research

In this research, the writer found that there are some weakness in teaching conditional sentences through brain based learning to the Eleventh grade students of SMA Negeri Bingin Teluk. There are as follows:

1. The classroom is very noisy, so some of students were not able to concentrate in their lesson.
2. Some of students made other activities; they did not attention about the material.

3.      The time was limited, so it was not effective.

4. It was difficult to the research to handle if there some students who were lazy to understand about the materials.
5. The method less effective because the students very naughtly and noise.

CHAPTER V

CONCLUSION AND SUGGESTIONS

A.  Conclusion

Based on the findings, this study concludes that it was significantly effective to teach conditional sentence through BBL method to the Eleventh grade students of SMA Negeri Bingin Teluk. It could be seen from the result of matched t-test calculation. It was 5.72 and exceeded 1.684 as coefficient of t-table with 95% significantly level for one tailed test. The effectiveness of BBL method can also be seen from the result of the post-test. The result of post-test was higher than pre-test. The average score in the pre-test was 50 and the post-test was 67. From the average, we can also be seen the effectiveness of BBL method. The students’ ability increase from “moderate” category to “good” category.

B.  Suggestions

1.    To the Teacher of English

Based on the result of this research, it was clear that BBL method was effective to use in teaching conditional sentence. So, the teacher of English was suggested to apply this method in teaching conditional sentence.

2.    To the Students

In teaching conditional sentence activities, the students must be serious, and give close attention when the teacher is explaining the materials, and they must be more active during the teaching and learning process. Besides that, the students must be study hard at home.

3.    To Others Researchers

BBL method is one of the ways that can be applied in teaching conditional sentence. The writer suggested the others researchers to do a research on the topic of the effectiveness of the different technique besides BBL method in conditional sentence.

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