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CHAPTER III RESEARCH METHOD

Fragment 4.1 Students’ discussion in lesson 2

13 Kanaya : This part is not the same [pointing to part of the object in photo 6]

14 Ratu : This part faces towards different direction [pointing the real object to compare it to photo 6]

15 Kanaya : Yeah, it faces to the side. It should face this way [the right side]

Problem HLT ALT Note 1. Determining the

stand points where the photos were taken.

- Students move around the objects while comparing the view in the photo to the view they see in the camera model. Some students may do it without the camera model.

- Some students used the camera model to find the position of the camera.

They compared the view of the object in the photo to the view they saw in the camera.

- Some students did not need camera model to help them comparing the view in the photos and the view of the object they will see from the stand points

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2. Distinguishing the photos of the object from the wrong photos

- Students firstly try to find the position by moving around the objects. After they cannot find the position, they will consider that the photo is not of the object.

- Students probably will refer to one of the stand point where they can see a similar view like the wrong photo has.

Afterwards, they explain that the objects has differences in some parts like facing the opposite direction or the cube is misplaced.

- Students firstly compared the photos to the view of the object from all possible stand points. If they did not find a match then the photos are not of the object.

- Students realized the photos were not of the object since from a certain stand point, the object in the photo had different direction from the real one.

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3. Determining the position of the top view photo

- They will directly find out that the view is from the top of the object since the photo is different from the other.

- Students knew directly the photo was taken from the top of the object.

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Based on the observation, students were able to identify the position of each photo correctly by moving around the object and matching the view of the object with the photo. The camera model becomes a helpful tool for

Table 4.3 Matrix analysis for lesson 2

those who had difficulties to observe the object. Some students even began to not use the camera which means they could visualize the object.

Therefore, we claimed that students’ were able to relate the information they had in the photo with the information they saw from the real object. This was indicated by the fact that students could determine the position of the photos and identify the wrong photos of the object. In addition, Dierdrop’s matrix analysis also shows that the learning went as we have predicted in the HLT. Therefore, we conclude that the activities have supported the development of students’ spatial orientation and do not need to be improved.

d. Lesson 3

This lesson aims to develop students’ spatial visualization ability by determining and drawing the standard views of the temple from different stand points. There are two goals in this lesson. First, students are able to draw standard views of 3D objects from different stand points. Different from the first goal, the second goal insists students to draw the standard views based only on the distant representations of the object. These goals are embedded into two parts of problems in this lesson. In the first part, students draw the standard views of a temple made by the students while the second part asked students to draw the standard views of a given temple presented in its distant representation (photo). The groups were still the same as the previous lesson. Group 1 had Aura, Aydin, and Hafid while in

group 2, there are Kanaya, Ratu, and Youvriel. The lesson took around 2x35 minutes for students’ investigation and presentation.

In the first part, each group created a temple by using exactly 6 building blocks. As we have expected, group 1 tried to make a simple temple by forming a vertical line and a block. However, after the teacher challenged them to construct a unique temple, they recreated the temple into a temple in Figure 4.20. Differently, group 2 directly construct a temple showed in the Figure 4.20. At first, students have difficulties how to draw it, before the teacher demonstrated the strategy by using the camera. Group 2 determined the views by putting the camera into the position and then they looked through the camera. While seeing the object, they drew the shape by using their pencil and ruler. Similarly, group 1 also did the same. In addition, Aydin directly drew the shape without looking to the camera. However, even though the camera model was not used, the students still need to kneel down and put their eye at the same level as the object. This finding confirms that the students were difficult to determine and imagine the shape without the camera. The process of visualizing and drawing is difficult for them even the object is concrete. However, they succeed to draw all the standard views with the use of camera model.

Figure 4.20 The temples constructed by the students

Group 1 Group 2

Group 2 found a unique strategy to determine the position of the cube in their drawing. In Figure 4.21, they shaded the cube which had position one level behind the unshaded cube. This made them easier to imagine that actually there were another cube behind the unshaded cube. This action of the students were not predicted in the HLT. The following Fragment 4.2 draws how group 2 explained the use of shading in their drawing.

1 Teacher : Is this kanaya’s drawing?

2 Ratu : Yeah

3 Teacher : where is the position of this cube (the cube placed in the front side of the object) in this drawing?

4 Kanaya : there (pointing to the cube in her drawing) 5 Teacher : Oh, this one?

6 Kanaya : Yes, this cube is in the front and this cubes (cubes with shading) are behind the first cube.

7 Teacher : Oh, did you put shading there?

8 Kanaya : Yeah

9 Teacher : okay, then you have to write here (beside the drawing) to explain that the shading indicates the position of the cubes.