efforts to improve the ability of understanding drama

E-ISSN: XXXX-XXX1 Copyright 2020

EFFORTS TO IMPROVE THE ABILITY OF UNDERSTANDING DRAMA ELEMENTS THROUGH THE APPLICATION OF COOPERATIVE

INTEGRATEDREADING AND COMPOSITION (CIRC) STUDENTS IN GRADE VIII-A SMP NEGERI 1 GUNUNGSITOLI IDANOI

IN 2018-2019

NATAL KRISTIANI GEA, S.Pd. Teacher Professional Education Program

Muhammadiyah University of North Sumatra (UMSU)

ABSTRACT

This research is supported by the lack of basic abilities of students in reading and understanding drama texts. This is because students are less able to understand the flow, background, mandate and language style contained in the drama. To overcome this, the authors applied the CIRC learning model with the aim that students were able to understand the flow, background, mandate and language style contained in the drama. This research was conducted at SMP Negeri 1 Gunungsitoli Idanoi with the research subjects of class VIII-A students in the 2018/2019 Learning Year which totaled 27 people. The research method used was classroom action research (PTK). Based on the research results obtained (1) the average student learning outcomes in the first cycle was 63.52 and in the second cycle increased by an average of 78.89. (2) completeness of student learning in the first cycle 59.26%, an increase in the second cycle to 92.59%. Therefore, it can be concluded that the CIRC learning model can improve students' ability to understand the intrinsic elements of drama, because the CIRC learning model makes students responsible for group assignments and in groups students are also able to issue ideas to understand a concept and complete assignments. Keywords : Cooperative integrated reading and composition; student abilities;

understand the intrinsic elements of drama. 1. INTRODUCTION

Learning language is essentially learning communication. Indonesian language education is one important aspect that needs to be taught to students in schools. So this subject is taught to students because it is hoped that students will be able to master, understand and be able to implement language skills such as reading, listening, writing, and speaking. Furthermore, Permendiknas No. 22 of 2009, Language has a central role in the intellectual, social, and emotional development of students and is a supporter of success in learning all fields of study.

The scope of Indonesian subjects in the Education Unit Level Curriculum includes components of language skills and literary skills which include (1) listening aspects, (2) speaking aspects, (3) reading aspects, (4) writing aspects, these four aspects constitute one unit. and closely related to the processes underlying language. The basis of the researcher

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in this study, the scope of the Indonesian language taken is the scope of reading because it is in accordance with the existing problem, namely the low reading skills in the learning process. Reading skills are the initial capital for students to explore knowledge that will be developed in formal education.

Reading is an activity in everyday life. Apart from its own interests, reading also functions for others. The way to read that is not correct will lead to different meanings, the results will sound unclear or can not be enjoyed properly by the listener. Official texts or texts read at an official occasion have a different reading style. Requires a process that requires an understanding of the meaning of words or sentences which are a unity at a glance. According to Tarigan (2005: 7), "reading is a process carried out and used by readers to obtain messages, which the writer intends to convey through the media of words / written language".

The importance of reading ability in everyone is expressed by some writers who think that "reading is the ability to see written symbols and change written symbols throughphonics), a method of teaching reading, speech, spelling based on phonetic interpretation of ordinary spelling. ) to / towardsoral reading(Tarigan, 2005: 8). On the other hand, children who have better reading skills will be more able to adjust to developments in various areas of their lives.

One factor that slows down the reading process is the steady reading speed. The time span used when reading the known part is the same as the time spent reading the unknown part. Likewise, the time span used when reading the parts that are not suitable for the purpose of reading is the same as the time spent reading the important parts, which are in accordance with the purposes and needs.

Reading activities are meaningless if they are not followed by understanding the reading content. Understanding reading content is an activity to understand information from reading material. According to Tampubolon (1987: 7) that "reading ability is the speed of reading and understanding the content as a whole". It is difficult to concentrate when reading a book because the mind is filled with beliefs that are contrary to the content of the reading. This makes the mind closed to the new information conveyed by the reading book. One solution that easy to understand the reading content is with an open mind. An open mind is a mind that is ready to accept all the information that comes into it without any resistance from one's beliefs.

Based on the results of preliminary observations made by the researcher by carrying out the Drama reading test, the average score obtained by students was below the KKM in the Indonesian language subject. The average learning outcomes of class VIII-A students were 58.32. While the average learning outcomes of class VIII-2 students were 53.85. When compared with the KKM for the Indonesian language subject, which is 65, the average grade VIII student learning outcomes are in the poor category. Therefore, the efforts made by the teacher are to apply learning methods that can motivate students to be more active and creative in the learning process through reading and understanding the Elements of Drama.

Based on the interview with the Indonesian teacher at the school, it was said that the basic abilities of students in reading and understanding drama texts were very lacking. This is because students are less able to understand the flow, background, mandate and language style contained in the drama. In addition, the Indonesian language subject



teacher said that he had never applied thelearning model Cooperative Integrated Reading and Composition (CIRC) to reading material and understanding the Elements of Drama.

To overcome the above problems, one of the efforts that researchers can make to improve student learning outcomes in Indonesian subjects is by applying thelearning model Cooperative Integrated Reading and Composition (CIRC) which can involve students directly both individually and in groups in Learning Activities.

The Cooperative Integrated Reading and Composition (CIRC) learning model is a learning model that is very suitable for learning to write and read. Cooperative Integrated Reading and Composition (CIRC) is an integrated composition of reading and writing cooperatively in groups (Ngalimun, 2014: 173). 2. DISCUSSION

A. Definition of Reading Reading is one of the four language skills. In the Big Indonesian Dictionary, reading

is seeing and understanding the contents of what is written, either by speaking (saying) or only in the heart. Tampubolon (2011: 6) states that "reading is a way to develop reasoning power".

Reading is a process that is carried out and used by readers to get messages, which the writer wants to convey through the media of written words / language (Tarigan, 2005: 7). This opinion is also explained by Dalman (2013: 1) that reading is an activity or process of applying a number of skills in processing reading texts in order to understand the content of the reading. Therefore, reading can be said to be an activity to obtain information or messages conveyed by the author in written speech. Meanwhile, according to Harjasujana and Mulyati (in Dalman, 2013: 6) that reading is a skill development that starts with words and continues to critical reading. Meanwhile, according to Rahim (2008: 12) that "reading is a complex process. This process involves a number of physical and mental activities.

Based on the opinions of the experts above, the writer concludes that reading is a process that is carried out and used by readers to extract information from text, whether in the form of writing or from pictures or diagrams or from a combination of all of them.

B. Definition of Drama

Drama comes from the Greek language "draomao", which means "to do", or "to act." Drama is an imitation of human life that is projected on the stage. Kosasih (2011: 240) states that "Drama is a form of literary work that aims to describe life by conveying conflict and emotions through actions and dialogue." According to Sandiwara (in Kosasih, 2011: 240), "Drama is a teaching that reads in behavior and conversation".

C. Drama Building

Elements The basic elements of drama, namely feeling, desire, conflict and reconciliation, are the main elements of human experience. Drama as a literary work with a literary dimension has intrinsic elements consisting of elements of theme, plot, setting, characterization and dialogue, point of view and language style. Because the elements included in the intrinsic drama elements are quite broad in accordance with the standard content demands, five elements will be used as theoretical studies,



namely themes, plot, setting, characterization, dialogue. The intrinsic elements are the elements that build up a drama and are in the

drama itself, such as characters, dialogue, background plot and so on. The intrinsic elements of drama which include characterization, dialogue, plot, and setting according to (Kosasih, 2011: 242-244). Meanwhile, the extrinsic elements of drama According to Kemal (2013: 48-49), the

extrinsic elements of drama consist of: 1) Themes are the main ideas contained in drama. Themes relate to the premise

of the drama and also relate to the basic tone of a drama and the point of view put forward by the author.

2) Character and Character a. Characters or players in the drama "translate and at the same time animate"

a line of words in the form of a script or story. Besides functioning as supporting the storyline or the growth of the plot, the player also functions as a character statement tool.

b. Characterization is the presentation of a character's character and the creation of a character's image in a story in the form of presenting the character's character, attitude, and behavior.

3. Gully or plot is the relationship between one event or group of events with other events.

4. The story setting (setting), the setting or the scene of the incident is often called the story setting. Settings usually include three dimensions, namely: place, space and time. Settings do not stand alone but are related to time and space. Thesetting timealso means whether the play takes place during the day, morning, evening and night. Space is an element related to the background. Space is also about place and atmosphere.

5. Mandate / author's message, mandate is a moral message that the writer wants to convey to the script reader or drama audience. The message, of course, was not conveyed directly, but through a play script. This means that the audience or the reader can deduce what moral lessons have been learned from reading or watching the play.

6. Language style in dialogue, the hallmark of a drama is that the script takes the form of a conversation or dialogue. The playwright must pay attention to the conversation the characters will say. The variety of language in the dialogue between the characters is a communicative verbal variety because drama is a portrait of reality that is raised to the stage. Dialogue must also be aesthetic, meaning that it has the beauty of language. Thus, these extrinsic elements become an inseparable part of building literary works.

Extrinsic elements give color and taste to literary works which in turn can be interpreted as meaning. Extrinsic elements that influence a work can also be used as a portrait of objective reality at the time the work was born. So, we as readers can understand the state of society and the psychological atmosphere of the author at that time.



3. RESEARCH METHOD A. Research Subjects

Subjects of this study were 27 students of class VIII-A SMP Negeri 1 Gunungsitoli Idanoi in the 2018/2019. The researcher chose this class because according to the Indonesian language subject teacher that in learning to read, especially the elements of drama, students were not enthusiastic when learning activities took place and students in the class had lower learning outcomes compared to other classes. B. Action Plan

Type of research is included in action research (action research) in the form of Classroom Action Research (PTK), which is cycled consisting of planning, action, observation and reflection. This research is directed to solve problems or improvements related to class problems. This research is focused on improving the process and improving the results of activities. Each cycle consists of four stages which refer to the Kemmis and Mc Taggar models (Depdiknas, 2005: 6), namely planning, action, observation and reflection. C. Types, Data Collection Techniques Types of data obtained in this study are qualitative and quantitative data.

1. Qualitative data, namely data obtained from student activities and teacher activities in the form of observation data and interview results.

2. Quantitative data, namely data obtained from test results given to students. Data collection techniques in this classroom action research are as follows:

a. Test Test used in this study is a written test. The writing test was arranged to determine the students' ability to teach the elements of drama. The test is given at the end of the cycle, the preparation of this test includes a grid of test questions, indicators of learning outcomes, and answer keys. The test used in this study was arranged in the form of an oral test of 3 items. To find out each test item can distinguish students who are with students who are less fortunate then the calculation is carried out with the following aspects of assessment.

Aspects of Assessment of Dramatic Elements

Source: Research Design 2017.

b. Non-Test To collect data on a non-test basis, the

following research instruments were used. 1. Observation / ObservationObservation

a. Sheet a)sheet of the learning process of teacher respondents (researchers).

No Aspect Assessed

Information Score

1 Element Intrinsic

1. Flow 15

2. Themes 10

3. Figures 30

4. Background 15

5. Dialoque 15

6. Language style

15

Total 100



This observation sheet is used as a tool to collect data about the activities of the teacher (researcher) in the learning process starting from the beginning to the end of learning.

b) Observation sheet for student activities in the learning process. This observation sheet is used to collect data about student enthusiasm / activities in the learning process in accordance with the Cooperative Integrated Reading and Composition (learning stepsCIRC).

c) Documentation. In this study, documentation was used to determine the list of names of class VIII-A students of SMP Negeri 1 Gunungsitoli Idanoi and the initial data obtained from several reading skill scores, field notes during learning that had been carried out before this research was carried out. The documentation method was also used when the research was taking place which was obtained from the data on the results of the skills of students' drama elements in Indonesian language learning during cycle I to cycle II, field notes, and photos and videos of students during the study.

D. Data Analysis Techniques 1. Quantitative Data Analysis Quantitative Data in the form of cognitive learning outcomes, were analyzed using descriptive analysis techniques by determining the mean or mean. The quantitative data presentation is presented in the form of percentages and numbers.

a. Value of Each Student Student learning outcomes obtained from learning outcomes tests in the form of essay tests are processed using the formula:

NSS =SPWB/S

SMBSY x weight

Information: NSS = the value of each question SPWB / S = acquisition score of learning citizens / students of SMBSY = maximum score of the items concerned. The calculation of the student's final score is done by adding up the acquisition value of students for each item (NA = NSS). As an indicator of performance, the KKM KD (Minimum Completion Criteria-Basic Competence) which was established at SMP Negeri 1 Gunungsitoli Idanoi for the 2018/2019 academic year was used, as follows: KKM KD 7. 1 = 65; those whose scores ≥ KKM KD are declared complete learning, while students whose grades are <KKM KD are declared to have not finished learning. Furthermore, determined the percentage of students who complete learning with the formula:

Percentage of completeness

students ofnumber Total

learning complete whostudents ofNumber x100%

Percentage of incompleteness = 100% - percentage of completeness. Average learning outcomes

a. To determine the overall improvement in learning outcomes, first the arithmetic



mean of student learning outcomes is determined. The average count of student learning outcomes is determined by the formula:

X =∑ X

n

Information: X= Average arithmetic variable X ΣX= Number of variables X N = Amount of data Average junior high school student learning outcomes, classified by criteria, as following: 86 – 100 = Best 65 – 85 = Good 65 – 74 = Enough 0 – 64 = Less 0 – 54 = Very Less The calculation results were consulted with the students' learning completeness criteria which were grouped into two categories complete and incomplete, with the criteria as following.

a. 2. Qualitative Data Analysis Qualitative Data is in the form of information about the types of student problems, why students experience these problems, and collaboratively determined solutions. Based on the type of data generated, the data analysis used is qualitative data analysis. The data processing used is as follows. a. Observation Sheet Processing / Observations

1. respondents Gazette teacher observation learning process (research) Based on the categories and scores given by Arifin (2017: 160-161) in

student observation sheets in learning activities, the data from these observation sheets are processed using a Likert scale. The score is in accordance with the categories, namely: SB = Very Good score of 4; B = Good score of 3; C = Enough score 2; K = Less score 1. Scoring the Likert category scale, answers are given weight or equated with quantitative scores of 4, 3, 2, 1 for four positive statement choices. Furthermore, the observation sheet data on the learning process of teacher respondents for each item are averaged using the formula:

Average observations for each item = The sum of each item′s score

Number of assessment indicators.

and described in percent using percent:

Percentage of observations per item = Jumlah skor setiap item

Jumlah skor idealx 100%

Total ideal score = highest score Xnumber of respondents Criteria for Success Level of Teachers

Achievement

Objectives Learning

Score / Value

Qualification

Rate Learning Success



Source: Jihad & Haris (2012:131) 2. Student observation sheets in learning activities

Based on categories and scores given by Arifin (2017: 160-161) in student observation sheets in learning activities,

then the data from the observation sheets are processed using a Likert scale. The scores are based on categories, namely: SB = Very Good score of 4; B = Good score of 3; C = Enough score 2; K = Less score 1. Scoring a Likert category scale, answers are given weight or equated with quantitative values 4, 3, 2, 1 for the four positive statement choices. Furthermore, the data from the student observation sheets in the learning activities for each item were averaged using the formula:

4. RESEARCH AND DISCUSSION

a. Learning Outcomes The learning outcomes obtained by class VIII-A students of SMP Negeri 1

Gunungsitoli Idanoi on the material of Understanding Intrinsic Elements of Drama through the application of thelearning model Cooperative Integrated Reading and Compositionessay in the form oftest results. In the essay test carried out in the first cycle, the average test score obtained was 63.52 with class completeness of 59.26%. Meanwhile, new learning is said to be successful if the percentage of completeness obtained reaches at least KKM 65. This result is due to lack of motivation and guidance in learning, so students still have difficulty understanding the existing subject matter. So, the increase in student activity and ability is still not satisfactory. Thus, it is necessary to continue in cycle II so that student learning outcomes can be expected to improve.

In the second cycle, the average score was 78.89 with a grade completeness of 92.59%. Based on the results obtained, there is significant progress in the student's ability to understand the intrinsic elements of drama. Based on the description above, it can be concluded that thelearning model Cooperative Integrated Reading and Composition can improve students' abilities in Understanding Intrinsic Elements of Drama. The average score of students in cycle I was 63.52 and in cycle II it was seen that it had increased and passed the completeness value with an average value of 78.89 in Understanding Intrinsic Elements of Drama through the application of thelearning model Cooperative Integrated Reading and Composition.

Based on the results of research conducted by Kemal (2013) regarding the Improvement of the Ability to Analyze the Intrinsic Elements of Drama Texts withType Cooperative Learning Think-Pair-Share. Based on the analysis of the results of the research, the ability to analyze the intrinsic elements of drama text of class VIII-A students of SMP Negeri 1 Gunungsitoli Idanoi in the 2018/2019 learning year shows an increase from cycle I and cycle II. From the test data, it can be seen that the increase in the value of analyzing intrinsic elements of drama text with cooperative learning type think-pair-share from cycle I

85 - 100% 4 Very good

(SB) Successful

75 - 84% 3 Successful(

B) Successful

65 - 74% 2 Good Successful

45 - 64 % 1 Enough(K) Not

Successful

0 - 44% 0 Very

Poor(SK) Not Successful



to cycle II is 12.54 or 19.86% from the average in cycle I of 63.15 to 75.59 . Thus, it can be concluded that the student's ability to analyze the intrinsic elements of drama text with thetype of cooperative learning is think-pair-share getting better. Increased ability to analyze intrinsic elements of drama text for VIII grade students of SMP Negeri 1 Gunungsitoli Idanoi in the 2018/2019 academic year is also followed by changes in student learning behavior that are getting better. The results of non-test data analysis showed an increase in learning behavior. The behavioral changes shown by the students were that students were more active and enthusiastic in learning, without any pressure, and were more motivated to continue to practice analyzing the intrinsic elements of drama texts well and gave a positive response to the think pair-share learning applied by researchers in learning to analyze intrinsic elements. drama text.

b. Student Learning Activities

In theModel learning Cooperative Integrated Reading and Composition in the first cycle student learning activities have not shown good results. This is evidenced by the fact that there are still many students joking and even not carrying out their duties to study the material and conveyed to other friends that only a few students looked serious in following the learning process. Learning activities are still dominated by bright students. This condition occurs because thelearning model Cooperative Integrated Reading and Composition is new to students, so they are less interested in participating in learning. Finally, students do not understand their respective duties and responsibilities.

During the implementation in cycle II, student learning activities have increased. This can be seen when they do their job, each student already knows and carries out well. When students are assigned to convey the material they have learned, they take turns explaining to other friends about Understanding the Intrinsic Elements of Drama well. The percentage of observation results in the first cycle was 60.05% while in the second cycle it was 82.14%, it seems that the percentage has increased from cycle I to cycle II by 22.09%.

Based on the results of this study, it is supported by the results of research conducted by Hakim (2014) regarding increasing reading comprehension skills through the use of themethod Cooperative Integrated Reading and Composition (CIRC) for VIII grade students of SMP Negeri Gunungsitoli Idanoi Kalasan in the 2018/2019 Learning Year. The results showed that the use of themethod Cooperative Integrated Reading and Composition (CIRC)can improve the learning process and the reading comprehension ability of VIII grade students of SMP Negeri 1 Gunungsitoli Idanoi. This is indicated by an increase in the number of students who achieve the Minimum Completion Criteria (KKM) and an increase in the average test score. The number of students who reached the KKM in pre-action was 40%, the first cycle was 57.14%, and the end of the second cycle was 77.14%, while the average pre-action test score was 62.43, the first cycle was 68.23, and the end of the second cycle 73.43. The improvement of the learning process can be seen from the activeness of students when working together in groups, they are enthusiastic when communicating the answers they find to other group friends and providing responses to the answers that have been presented by other groups.



0%

10%

20%

30%

40%

7,41%

37,04%

18,52%

0%

37,04%

Percentage of Students' Ability Level in Understanding Intrinsic Elements of Cycle II Drama

a. Teacher Performance In cycle I, the teacher has not been able to optimally implement learning about

Understanding the Intrinsic Elements of Drama through the application of the Model Learning Cooperative Integrated Reading and Composition of class VIII-A students of SMP Negeri 1 Gunungsitoli Idanoi The teacher has not been able to reach all students in observing their activities. The teacher is still dominant in observing certain students and has not been able to overcome students who make noise in the classroom. This can be seen from the results of observations made by partner teachers on the lesson plans made by researchers in the implementation of classroom learning.

In cycle II, there was an increase in teacher performance. This can be seen from the increase in teacher attention to the activities of all students, the teacher has been able to reach all students in observing and guiding them, the teacher has been able to cope with students who play alone when learning takes place. The results of observations on teacher performance in the first cycle were 72.92% while the second cycle was 92.71%. This proves that the teacher's performance has increased significantly from cycle I to cycle II of 19.79%, and has met the indicators of success that have been determined with very good criteria.

d. Implications of Research Results

learning model Cooperative Integrated Reading and Composition has been applied by researchers in carrying out the learning process Understanding Intrinsic Elements of Drama for class VIII-A students of SMP Negeri 1 Gunungsitoli Idanoi, seeing the results of cycle I and cycle II, thelearning model CIRC has implications for improvement activities and student learning outcomes and teacher performance. Thislearning model CIRC is very effective for increasing student learning activity. Learning material to understand the intrinsic elements of drama is done using worksheets. The use of student worksheets and other learning resources has proven to be very helpful in the direction of student work. The steps specified in the LKS are a form of assistance for students to outline the steps in an outline and provide freedom to express their ideas. Thus, students form their own knowledge together and actively



with the help of LKS. Thelearning model is CIRCable to improve teacher performance, the use of this

model, makes teachers more mature in compiling learning tools, teachers are more innovative and creative in arranging learning steps according to the stages of theModel CIRC, able to improve teacher understanding, both conceptually and practically. The success achieved in this study does not rule out that thelearning model CIRC can also be applied in other learning while still paying attention to the characteristics of the material.

5. CONCLUSIONS AND SUGGESTIONS

A. Conclusion Based on the data exposure, the research findings and discussion that have

been described on the previous page can be concluded: The learning process of the material Understanding the Intrinsic Elements of Drama in class VIII-A SMP 1 Gunungsitoli Idanoi Academic Year 2018/2019 improved when The researcher applies theLearning Method Cooperative Integrated Reading and Composition (CIRC), because the CIRC learning model makes students responsible for group assignments and in groups students are also able to come up with ideas to understand a concept and complete assignments. B. Suggestions

From the above conclusions, it can be suggested that one of the methods that can be used by a teacher in improving student learning outcomes, in reading skills, especially in learning to understand the elements of drama is theLearning Method Cooperative Integrated Reading and Composition (CIRC).

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Principles: Techniques and Procedures. Bandung: PT. Rosdakarya youth. Jihad, Asep & Haris, Abdul. 2012. Learning Evaluation. Yoyakarta: Multi Presindo. Depdiknas, 2005, Effective Learning,

Depdiknas Jakarta. Kosasih, HE 2011. Grammar and Literature. Bandung: CV. Yrama Widya. Rahim, Farida. 2008. Teaching Reading in Elementary Schools. Jakarta: Earth Literacy. Judge, Abdullah. 2014. Improved reading comprehension skills through themethod

Cooperative Integrated Reading and Composition (CIRC)for fifth grade students of SD Negeri Temanggal Kalasan, 2013/2014 academic year (Thesis), (http://scriptions.online.um.ac.id). Thing. 1-151.

Kemal, Isthifa. 2013. Improved Ability to Analyze the Intrinsic Elements of Dramatic Text with Cooperative LearningThink-Pair-Share Type, stkipgetsempena, (Online), Vol. 1, No. 1, (http://jurnal.untad.ac.id) Hal. 45-55.


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