1348

EXPLORING “SCIENTIFIC APPROACH” IN ENGLISH

LANGUAGE TEACHING

Suharyadi

English Department

State University of Malang

Abstract: In this year (2013), the Ministry of Education and Culture has just launched a

new curriculum for elementary and high schools - Curriculum 2013. This curriculum is

claimed to be different from the previous one – KTSP- in several aspects. One of the

differences is that “a scientific approach” is introduced. This approach is old and new. It is

old as it has been used in science. It is new because it is newly applied in English language

teaching (ELT). For language teachers (English), this approach is not clear yet and probably

it causes some controversies. This paper aims at exploring the notions of “scientific

approach” and its possible application in English language teaching.

Key Words: Scientific Approach, English Language Teaching

The term “Scientific Approach” (abbreviated SA) commenced to be popular when the

Ministry of Education and Culture launched a new curriculum (Curriculum 2013) for

elementary and high schools to replace the previous curriculum-KTSP in 2013. This new

curriculum explicitly claims that SA is paramount to better the quality of teaching and learning.

SA is believed to be able to develop students‟ affection, skills, and knowledge. SA is also

considered relevant with the idea that learning is a scientific process in the classroom. Thus,

how learning takes place should be scientific-based, meaning that all processes and steps of

learning should reflect fixed procedures starting from observing, questioning, associating,

experimenting, and networking.

Teachers and students have been familiar with SA in the academic areas. Teachers and

students usually use it as the basis to conduct studies, carry out experiments in the laboratories,

and observe social phenomena. In other words, this approach is not new and has been used for

years, particularly in the area of science, research, and social science for the sake of finding

something new, developing something different, or creating something unique and beneficial for

human life.

When I typed key words “scientific approach” in the Google search engine, I found a lot

of possible fields that may lead my interests to explore them more deeply. For example, I saw

that SA has been applied in psychology, anthropology, sociology, chemistry, research,

management, education, international relations, and teaching. These fields show me that SA has

been very much accessible in three big domains: science, research, and social science.

In contrast, when I typed the key words “Scientific approach in language teaching or in

English language teaching, what appeared was that of the topics such as “teaching science to

language minority students”, “effective science teaching for English language education”, “the

teaching of science”, “teaching science through English”, and “linguistics and the scientific

study of language teaching”. This phenomenon indicates that SA is not yet prominent in the area

of language, particularly English language teaching.

These facts show that SA has been popular in science, social science, and management.

Probably, SA is not relevant with language teaching, particularly English language teaching, or

the researchers are not interested in this area since SA is not really linked to language teaching.

Why Science? Why Scientific?

Before I discuss the notions of SA, I need to illuminate the words “science” and

“Scientific” so that we get more comprehensive details about SA. If we are aware of the word

“science”, we can ask questions such as “why science?” and “why scientific?” The words

“science” and “scientific” are closed in that the latter derives from the initial word. “Science” is

a noun and “scientific” is an adjective. As a noun, “science” can be a subject, a course, or a field

that one learns, studies, or writes. As an adjective, “scientific” characterizes what one learns,

studies, or does in relation to the phenomena.

1349

The word “science” emanates from Latin scientia, meaning “knowledge”. The

knowledge here may be in the form of concepts, ideas, or formulas. It is the thing a person gets

or knows from learning. Science can also be a tool or activity with which a person learns to get

or find something new in systematic ways. Science is then a knowledge generating activity

which is based on systematically organized bodies of accumulated knowledge obtained through

objective observations (The National Academy of Sciences, 2008). Oxford Dictionary (1995)

extends the definition of science as the study of the structure and behavior of the physical and

natural world and society, especially through observation and experiment. Science is also

defined a systematic enterprise that builds and organizes knowledge in the form of testable

explanations and predictions about the universe (Feynman, 1968). “Science” is “the intellectual

and practical activity encompassing the systematic study of the structure and behavior of the

physical and natural world through observation and experiment” (Jay, 1997). In short, science

seeks to discover uniformities and to formulate statements of uniformities and consistencies of

relationship between natural phenomena. Science is to understand, explain, and predict by

specifying the systematic relationships among empirical variables.

The word “scientific” which derives from the word “science” means “about or related to

science, or using its methods” or “based on or characterized by the methods and principles of

science” (Online Longman Dictionary, 2013). In this context, “scientific” means that any work

or result a person achieves must be accomplished by following the principles available in

science. For example, when one generated a scientific writing, she/he must have had understood

and followed the principles of writing. Furthermore, a lot of words are intentionally combined

with the word “scientific” to create an academic image and reflect the principles of science such

as “scientific writing”, “scientific observation”, “scientific inquiry”, “scientific research”,

“scientific knowledge”, etc. Uniquely, when one‟s work is not “scientific”, it is easily rejected

and questionable in terms of its design, data, analysis, and findings.

Why are the words “science” and “scientific” used? Why not using other terms such as

“sociology”, “biology”, “history”, “language”, and so on? I do not have any references to

answer these questions. Probably, I can use my logic to address these issues. When the first

person learned, she/he used systematic ways to find something new. Something new here

referred to “science” and systematic ways referred to “scientific”. She/he then kept using the

procedures in identifying other phenomena or objects and therefore it was called “science” and

“scientific”. Probably also, “science” was the first field or thing that was found or studied a long

time ago. Hence, anything that is identified systematically is always called scientific. If only the

first person found a new thing in language, the terms used might be different: they could be

“language” and “language-tific”.

What is Scientific Approach?

Now I come to the notion of SA. What is it? To answer this question, I need to use the

definition of “scientific” as explained above. It is “about or related to science, or using its

methods” or “based on or characterized by the methods and principles of science” (Online

Longman Dictionary, 2013). When combined with the word “approach” or “method”, it will

become “scientific approach” or “scientific method”. In this paper, “scientific approach” is the

same as “scientific method”.

In the online Longman dictionary, SA is defined as the usual process of finding out

information in science, which involves testing your ideas by performing experiments and

making decisions based on the results. The scientific method is a body of techniques for

investigating phenomena, acquiring new knowledge, or correcting and integrating previous

knowledge. The Oxford English Dictionary defines the scientific method as a method or

procedure that has characterized natural science since the 17th century, consisting in systematic

observation, measurement, and experiment, and the formulation, testing, and modification

of hypotheses.

According to Wolfs, the description of SA can be found in “hard science textbooks”

which include physics, chemistry, astronomy as well as texts in the life such as biology and

social sciences such as experimental psychology. He further explains that SA can be described

as consisting of four steps :( 1) observation and description of a phenomenon or a group of

related phenomena. When an investigator has little prior information, the first step is

description. This is the stage when qualitative methods may provide considerable information

1350

about what-is, (2) formulation of a hypothesis to explain the phenomena. Based on qualitative

and/or descriptive studies, investigators begin to speculate about which variables might be

related to other variables and in what manner (directly or indirectly). In educational research,

the hypothesis is often a question about the relationship between or among variables that may

influence learning. The hypothesis may be one that merely asks whether a relationship exists

(correlational research), or the hypothesis may state a cause-and-effect relationship, (3) predict

the existence of other phenomena using the hypothesis, or predict the results of new

observations, and (4 ) conduct experimental tests of the predictions by several independent

experimenters who use proper experimental methods.

Scientific Approach in Curriculum 2013

This approach is claimed to be more effective in increasing students‟ learning outcomes

than the traditional one. This approach is also considered relevant with the idea that learning is a

scientific process in the classroom. Therefore, SA in Curriculum 2013 must be applicable in all

subjects including English. The criteria and the steps of SA in teaching and learning process are

elaborated in the following.

Criteria of Scientific Approach

There are seven criteria to determine whether a method of teaching is scientific or not.

They are (1) the teaching materials are based on facts or phenomena which can be logically or

reasonably explained. They are not based on prediction, approximation, imagination, legend, or

myth, (2) the teachers‟ explanation, students‟ responses, and teacher-student interaction are not

based on subjectivity and wrong logic, (3) the teaching materials support and inspire students to

be critical in thinking and analyzing, and accurate in identifying, understanding, and resolving

problems, and applying the materials learned, (4) the learning materials foster and inspire

students to hypothetically think when seeing diversities, similarities and links in the learning

materials, (5) the learning materials foster and inspire students to understand, apply, and

develop objectivity and rational thinking in responding to the learning materials, (6) the

materials are built on the basis on empirically valid concepts, theories, and facts, and (7) the

formulation of learning objectives is simple, clear, but attractive.

Steps of Teaching and Learning in Scientific Approach

There are three points that become the focus in teaching and learning process with SA.

They include attitudes (affective), skills (psychomotor) and knowledge (cognitive). Attitudes

refer “students know why”, skills refer to “students know how”, and knowledge refers to “what

students know”. These three points are expected to make students affective, creative innovative,

and productive. In other words, with these three points, students have soft skills and hard skills

to live properly. In order to achieve these goals,

the teachers follow the five steps in teaching and learning process. They are observing,

questioning, associating, experimenting, and networking. Each of the steps is presented in the

following.

Observing

Observing is a kind of meaningful learning. Here, students and teachers are provided

with objects, real objects, or phenomena. Students are directly involved in learning. It helps

teachers to contextualize students‟ learning in the classroom. At the same time, students can

learn based on what they see to construct their knowledge. It also facilitates students to fulfill

their need of knowing something. In this context, their curiosity will lead them to the

construction of knowledge. Contextually is also present because students can connect what they

have learned with what they are going to learn.

Questioning

The second step is questioning. It is a powerful teaching technique that has been used

for years since it was firstly introduced by Socrates. Research indicates that questioning is

second only to lecturing in popularity as a teaching method and that classroom teachers spend

anywhere from thirty-five to fifty percent of their instructional time conducting questioning

sessions. Other findings show that (1) instruction which includes posing questions during

1351

lessons is more effective in producing achievement gains than instruction carried out without

questioning students, (2) students perform better on test items previously asked as recitation

questions than on items they have not been exposed to before, (3) oral questions posed during

classroom recitations are more effective in fostering learning than are written questions, (4)

questions which focus student attention on salient elements in the lesson result in better

comprehension than questions which do not.

Questioning can be used by both teachers and students in the classroom. What are the

purposes of teachers‟ classroom questions? A variety of purposes emerge from analysis of the

literature, including (1) to develop interest and motivate students to become actively involved in

lessons, (2) to evaluate students‟ preparation and check on homework or seatwork completion,

(3) to develop critical thinking skills and inquiring attitudes, (4) to review and summarize

previous lessons, (5) to nurture insights by exposing new relationships, (6) to assess

achievement of instructional goals and objectives, and (7) to stimulate students to pursue

knowledge on their own.

Associating

The term “associating” used in Curriculum 2013 is more appropriate than “reasoning”.

“Associating is to describe teachers and students‟ active participation in the classroom. Of

course, students must be more active and are given more opportunities in learning. Associating

is the process of thinking logically and systematically over - the empirical facts that can be

observed in the form of knowledge to obtain conclusions. In the context of learning,

“associating” is focused on students‟ learning activities. That is why; “associating” is used in

Curriculum in 2013 because it adopts the ideas of associative learning theories.

The term “associating” refers to the ability to group diverse ideas and associate diverse

events as experiences. When the experiences are stored in the brain, they will interact with the

previous events or experiences. This process is called “associating”. From the perspective of

psychology, “associating” refers to the connection between conceptual or mental entities as a

result of the similarity between the mind or proximity in space and time. According to the

theory of association, the learning process will be managed effectively in if there is a direct

interaction between teachers with learners. Interaction is done through stimulus and response

(SR) .Thus, the basic principles of the learning process in this theory is an association, which is

also known as the theory of stimulus - response (SR). Here, learners' learning process occurs

slowly or gradually, not suddenly.

How can “Associating” be applied in the learning process? The followings are the

activities the teachers can do. (1) Teachers prepare the learning materials in a form that is ready

in accordance with the demands of the curriculum, (2). the main task of the teacher is to give a

brief but clear instructions with accompanying examples , either by themselves or by means of

simulation, (3) the learning materials are arranged in a tiered or hierarchical , starting from the

simple to the complex, (4) results-oriented learning activities can be measured and observed, (5)

every error must be corrected or repaired, (6) repetition and practice need to be done so that the

desired behavior can become a habit, (7) evaluation or assessment is based on the behavior of a

real or authentic, and (8) the teachers record all learners progress.

Experimenting

To get the real or authentic learning, learners have to do experiments. For example,

students should understand the concepts of science and its relation to everyday life. Learners

must have the skills to develop knowledge about the environment, and be able to use the

scientific method and scientific attitude to solve the problems they face in everyday life. The

application of experimental methods is intended to develop various learning objectives, the

attitudes, skills, and knowledge.

Networking

Networking is also called collaborative learning. Here, collaborative learning is a

personal philosophy, which is more than just learning techniques in the classrooms.

Collaboration is the essence of philosophy and lifestyle of human interaction that places and

facilitates collective efforts in order to achieve common goals. For teachers, the collaborative

learning function is more directive oriented in which the teachers are managers in the students‟

1352

learning. Here, the students are those who are active. In a collaborative situation , the learners

interact with empathy , mutual respect , and receive a deficiency or excess , respectively . This

allows the learners to face various changes and challenges to learn together .

.

Scientific Approach in English Language Teaching

SA in English teaching is new. As I mentioned in the previous section that the topic of

SA in English teaching is not found in the Goggle. Therefore, I say that it is a brave

breakthrough in the sense that applying an approach of hard science and soft science into

language pedagogy, which has different characteristics, is not easy. It is also a difficult

challenge as teachers are not supplemented with adequate examples of implementing SA in

English teaching. I can say that Indonesia is the first and the only one country which tries to

implement SA in language. In fact, I have not found any sufficient sources to be used in this

paper to advocate SA in ELT. The available sources are limited to PowerPoint slides which are

given by the Ministry of Education in the workshops and seminars.

Since SA is new, its prevalence is also controversial. Several lecturers in the English

Department where I work have different perspectives on this approach. They want to know

“why scientific approach? How can we apply this approach in ELT? “What about other methods

or approaches in ELT such as GBA, CTL, etc.? Are they scientific or not? If it is possible to

apply SA, how can it be technically implemented? Do you think we need to follow what has

been used in science? Honestly, I cannot answer these questions since there is no example yet

on how SA can be applied in English language teaching. What I can do is to discuss SA from

the theoretical perspectives. In fact, SA has been very much used in science, research, and

management, but not English language teaching.

So far, there have been various approaches, methods, and techniques identified in the

history of language teaching. They include Grammar-Translation Approach, Direct Approach,

Natural Approach, Reading Approach, Audio-lingual Approach, Cognitive Approach, Eclectic

Approach, Total Physical Response, Suggestopedia, Communicative Approach, Mimicry-

Memorization Method, Pattern Practice Method, Translation Technique, and Question-Answer

Technique. Several teaching and learning models have also been used frequently in language

teaching which include Three-Phase Technique, Direct Teaching Model, Genre-Based

Approach, Cooperative Learning Models, and Problem-Based Instruction.

The question is “will we change these existing approaches, methods, techniques, and

models with scientific approach? The answer is “of course not”. We cannot do that. English is

different from other fields. The way we learn and teach English is different from those in

science. Therefore, SA should be seen as steps that can be used in teaching and learning

process. SA is not a model of teaching in English. Within these steps, teachers can still use the

approaches or methods which are relevant or appropriate with the students‟ levels and needs.

Examples of SA Combined with Other Teaching and Learning Approaches

The followings are some efforts made in order to make SA compatible with English

language. In so doing, SA needs to be combined with other approaches, methods, or theories of

teaching and learning which have been prominent in English language teaching such as

discovery learning, collaborative learning, project-based learning, Contextual Teaching

Learning (CTL), cooperative learning, Bloom‟s Taxonomyand Krathwohl's Affective Domain

Taxonomy GBA, and so on.

1353

Bloom and Krathwohl's Affective Domain Taxonomy

Remembering

Questions of this level are the most frequently used in the first stages of English

learning, because students are at the first level of English language acquisition. Answers

to the questions can be made using yes/no or embedded answers. Flashcards, drawings,

and realia will help students give the correct answer. Remember (recognition), match,

list, sing, color, chant etc. are typical activities at this level.

Comprehending

At this level students can understand the facts. In primary we use this level of

questioning a lot. We ask students to describe, complete, illustrate or draw.

Applying

At this level students might need scaffolding and word banks to solve several problems

by using previously learned facts in a different way. We ask students to choose,

construct, explain, organize, plan, select, solve, and identify.

Analyzing

At this level students have not got enough vocabulary and language to express

responses in English. So they will need teacher scaffolding to classify, contrast,

categorize, sequence and interpret facts.

Evaluating

At this level teachers have to modify the language of the questions to be simplified, but

the task should remain the same. Some tasks at this level are giving opinions, making

judgments about stories, comparing and evaluating the work of classmates in English.

Creating

Students will need lots of support and scaffolding to answer questions at this level,

because they are asked to compile information in a different way by combining

elements in a new pattern. Synthesis is particularly difficult. Some tasks at this level are

to combine, create, design, develop, imagine, make up, predict and solve.

Five Steps of The Problem-posing Methodology

Describe the content of discussion

Define the problem

Personalize the problem

Discuss the problem

Discuss the alternatives of the problem

Sample Activity 1: Problem-posing

Sample activity 1: Problem posing

Topic: Cleanliness

Objectives:

Think creatively and critically

To find solutions to problems based on logical reasons

1354

Task: Based on the picture (a picture of unattended waste bin) given,

Why are there so many 'things' flying over the bin?

Where have you seen this scenery?

Do you feel that this picture reflects cleanliness? Why?

What is the one thing that is needed to ensure cleanliness in the places that you have mentioned?

Sample activity 1: Decision-making Topic: Anwar Ibrahim's Corruption Trial

Objectives:

Think creatively and critically

Decision making based on logical reasons

Task: You are the judge for Anwar Ibrahim's corruption trial. You have heard the evidences and

closing submissions by the prosecutors and the defense counselors. You have to give your

verdict for this trial based on the evidences and submissions provided by both parties. (Note:

Teachers need to provide the evidences. They also need to display impartiality on this issue).

But before you give your verdict, consider these procedures:

Can this trial be thrown out? Why?

Does this trial have to go on? Why?

Is he guilty? Why?

Is he innocent? Why?

What is your verdict? Why?

If found guilty, what is the sentence that you want to pass?

SA in Genre-Based Approach

Stage GBA SA

BKOF Presenting the context through pictures, audio-

visual material, realia, excursions, field-trips, guest

speakers, etc

Establishing the social purpose through discussions

or surveys

Cross cultural activities

Related research activities

Comparing the model text with other texts of the

same genre or contrasting type

Mengamati

Menanya

Mengumpulkan data

Menalar/menganalisis data

Mengomunikasikan

MOT • presentation activities using devices

• sorting, matching and labelling activities eg

sorting sets of texts, sequencing jumbled

stages, labelling stages.

• activities focusing on cohesive devices

• presentation and practice activities relating to

the grammatical features of the text

• oral-aural, pronunciation, decoding, spelling,

handwriting or typing practice as needed for the

use of the text type

Mengamati

Menanya

Mengumpulkan data

Menalar/menganalisis data

Mengomunikasikan

JCOT Teacher questioning, discussing and editing whole

class construction, then scribing onto board

Skeleton texts

Jigsaw and information gap activities

Small group construction of texts

Dictogloss

Self assessment and peer assessment activities

Mencipta

ICOT Listening tasks, e.g., comprehension activities in

response to live or recorded material, such as

performing a task, sequencing pictures, numbering,

1355

ticking or underlining material on a worksheet,

answering questions

Listening and speaking tasks, e.g., role plays,

simulated or authentic dialogs

Speaking tasks, e.g., spoken presentation to class,

community organization, or workplace

Reading tasks, e.g., comprehension activities in

response to written material such as performing a

task, sequencing pictures, numbering, ticking or

underlining material on a worksheet, answering

questions

Writing tasks which demand that students draft and

present whole texts

Conclusion

SA is old in science but new in English language teaching. Science and English are

different. The way students learn and teachers teach science and English are different. SA in

ELT is still blurred. It is not clear yet how SA can be applied in ELT. Comprehensive examples

of SA application are available. SA is not a model of teaching, but a set of fixed steps that can

be used in teaching. SA cannot replace the existing approaches and methods in ELT.

References

Kementerian Pendidikan Dan Kebudayaan Direktorat Jenderal Pendidikan Dasar Direktorat

Pembinaan Sekolah Menengah Pertama. 2013. Kurikulum 2013.

Suyanto, K.K.E. 2008. Model-model pembelajaran. Malang: PSG Rayon 15 UM.

Model-model pembelajaran negara OECD-USA. N.d. A handout for workshop on KTSP of

RSBI/RSDBI.

Pendekatan Scientific dalam Implementasi Kurikulum 2013. Accessed from http://penelitian

tindakankelas.blogspot.com/2013/07/pendekatan-scientific-dalam-implementasi-kuriku-

lum-2013.html, 5 November 2013.

IMPROVING STUDENTS' READING COMPREHENSION

THROUGH STAD MODEL BY USING FLASH CARDSIN CLASS

VII A SMPN 1 LANGKE REMBONG

Paskalis Aron

SMPN 5 Ruteng

Abstract: The purpose of this study is to find out (i)whether the use of Flash Cards in

Students Teams - Achievement Divisions (STAD) facilitates the students' memory to easily

recall the words in the context of English language learning at SMP Negeri I Langke

Rembong, and (ii) increases reading comprehension. The findings of the study indicate that

the use of flash cards in STAD increases the students' vocabulary building and their reading

comprehension.

Key Words: Flash Cards, Reading Comprehension, STAD, Vocabulary

There are so many factors that influence the students' learning motivation such as

conducive surrounding at home and school's good climate, the students' facilities at home and at

school, the teachers' approaches and methods in teaching and learning process. The good

atmosphere is shown in better school climates and better relations with schools' administrators

and the communities as well as greater parent involvement and parents with high expectations

for their children's future educational achievement (Taylor and Pearson, 2002). The use of

1356

suitable approach and method with proper media attracts the students' learning motivation.

According to Mateer (2001), the involvement of media can also be a part of active learning

strategies such as group discussions and case studies.

Many research results have shown that cooperative learning methods enhanced

understanding of many difficult concepts. Carson, Johnson and Johnson (cited in Abu, 1997)

stated that teachers have the option of structuring lessons competitively, individualistically, or

cooperatively. The decisions teachers make in structuring lessons can influence students'

interactions with others, knowledge, and attitudes. Although cooperative learning is as effective

as non-cooperative learning approach, the social competence to work with others within a group

and to develop interpersonal skills justifies for using cooperative learning strategies (Abu,

1997).

Reading, which is one of the most essential skills to develop due to some reasons

among the four language skills, is probably the most intensively studied skill by educators and

scholars in the language teaching field. Consequently, language teachers have many choices

regarding teaching methods and techniques that they can choose from teaching reading in the

Language(Bilokcuoglu, 2012). Reading comprehension seems too difficult to understand

because of the reader's different interpretations. Misinterpretation occurs when the readers do

not understand the meaning of key words in a sentence. The implication is that they cannot

answer the questions given related to the text they had read.

Teaching words come together with four major language skills: listening, speaking,

reading, and writing. It needs teacher's creative ways to move a word in a context to be

memorized in the students' thinking. This paper will discuss flash cards as one of attractive

media in doing enjoyable teaching learning activities.

Review of Literature

According to Baker and Brown; Block and Pressley; Pearson; Farstrup and Samuels;

Ruddell, Ruddell, and Singer (in Dorn and Doffos,2005), reading a complex process involving a

network of cognitive actions that work together to construct a meaning. A reader‟s

comprehension is influenced by an extent of internal factors, including perceptions, beliefs,

motivation, and problem-solving strategies. In other words, we sense what our brain tells us to

notice. If we do not have the background experience in relating to the reading event, the

message can be meaningless.

Dorn and Doffos, (2005: 6) stated that comprehension results come from the mind‟s

ability to make links and ask questions regarding the particular reading event. Reading can be

interpreted as the skillful execution of a number of processing phases such as word encoding,

lexicalaccess, assigning semantic roles, and relating the information in a given sentence to

previous sentences and previous knowledge (Just and Carpenter, 1980: 331).

There are two meanings in the terms of flash card. One is in the form of digital memory

that people call in the other name flash memory. It is an electronic non-volatile computer

storage medium that can be electrically erased and reprogrammed. Another is related to

vocabulary cards in improving words in language learning that we are discussing in this topic.

This kind of card can be the same name as a vocabulary card or a sentence card. Flash card is in

this term defined as a set of cards bearing information, as words or numbers, on either or both

sides, used in the classroom drills or in a private study. Teacher writes a question on a card and

an answer overleaf. Flashcards can bear vocabulary, historical dates, formulas or any subject

matters that can be learned via a question and answer format. Flashcards are widely used as

a learning drill to aid students' memorization by way of spaced repetition.

Method

This research was done through meaningful learning integrated with Lesson Study. The

research was conducted in three stages namely Plan, Do, and See. The collaborative plan

activity produced a well-organized lesson plan. Do action allowed the model teacher to do the

activity of a learning process and at the same time the observation was done by observers. The

data of this research were collected by using observation sheet and the observer's reflection in

the activity of See. This was done by 5 observers during Do activity of Lesson study in SMP

Negeri 1 Langke Rembong on October 8, 2013. The students were divided into groups of

seven, then 5 observers divided themselves to observe group 1 until group 3,whilethe fourth

1357

observer noticed the next two groups and the last observer carefully examined group 6 and

7.The data also derived from the students' ability in answering some questions shared in the

group discussions. The observers resumed the whole process of Do activity collaboratively in

improving the students‟ competency as well as the teacher. The STAD method lured the

students' attention and changed their perception about monotonous approach and lack of media

in teaching and learning process. The procedures of cooperative STAD are as follows:

1. Opening Activity

Apperception and motivation

• Teacher greeted the students by saying "Good morning boys and girls. How are you

today? Let me introduce myself first".

• Teacher informed the purpose of learning about an announcement text.

• Teacher gave guided questions in terms of the material discussion.

2. Main Activities

• Teacher divided the students into seven groups. Every group consisted of 5 and 6

heterogonous students.

• Teacher gave stimulation by presenting the instructional material.

• Students were given some questions to check their background knowledge about the

materials.

• Teacher explained the general idea of announcement

• Students were given some clear examples of announcement.

• Students read the text on reading card spatched in the board in front of the class.

• Students were shown another example of announcement and read the text altogether by

repeating after their teacher.

• Each group was given the same text which had been written in some flash cards. They

arranged the sentences by putting the flash card in a correct order to form a good

paragraph

• Students discussed in groups to find the answers of some questions related to the new

text written on flashcards. Then they presented their working front of the class and the

teacher gives some comments on it.

• The students were given private questions to determine their personal understanding.

• Teacher gave opportunities to the students to give their comments about understandable

material.

• Teacher repeated a brief clear explanation about the material.

• Teacher gave some questions to recheck the students‟ understanding.

3. Closing Activity

Teacher gave a conclusion and home work

Findings and Discussions

It is found that there was still one group difficult to answer questions number 3 to 5 on

the student worksheet, because they lacked vocabulary building. This group did not have any

relevant or even simple dictionary to be consulted. According to BNSP (The National Board

Standard of Education), students grade seven of English class should be in the level of

functional. It means that they have already background knowledge in mind among other things

are basic levels of vocabulary. The fact is that some of students in grade seven were still at the

first level of English vocabulary. Some groups were also impressed in guessing the

answers to arrange the gap-filling text without any deep comprehension of the content of the

text. Teachers and learners need some extra preliminary creativity to support the basic

knowledge before discussing a higher level topic settled in the curriculum. In other words, it

should be well prepared the learner's readiness through the scaffolding stage. This also occurred

as the effect of unclear instruction to do the task. The condition also needed a patient guidance

to the low achievement learners. In addition, the allocation of time allotment in each stage was

needed to well organize the activities in teaching and learning process.

In dealing with students, teachers as the instructors should be polite, helpful, and fair.

They should be aware of cultural factors, the students' characteristics that can affect learning,

and should attempt to help the students overcome any disadvantages. Teachers should maintain

an internal thing touching to the students. MK (2013)divided a cause to affect the adolescent's

1358

behavior as follows: Firstly, adolescents may suddenly act out simply because their best friends

or all their classmates do it. Secondly, the hormonal factors make them act out in the adolescent

way. Next, it is the pupil's family situation. Children reflect their home situation, quite often.

They are the mirrors of their parents. By the condition of learning disturbance and loss of

interest, a teacher's extra attention is needed for every student‟s activities and make sthem

attracted to the teacher's messages or questions. Dealing with giving messages and questions,

clear and loud voice are expected in large and traditional classes.

Arranging sentences in the flash cardsevoked the students‟ motivation and desire to

discuss the answers of the task. The examples of some flash cards using in the activities are

shown in the following pictures.

To avoid misunderstanding in this research, the writer used the terms ,and manual font

size to differentiate the font size in the electricity presentation with Power Point. The font size

used in manual flash cards may vary from one to another due to its function. The font size of

manual flash cards for students is smaller than those used in the examples displayed in front of

the class. It was advised to use Times New Roman with font size 80. The eye-catching media

are highly needed for attracting students attention in learning activities especially wall display

media in front of the class. Some teaching learning activities did not run well in the way of

using font size under 300 for class room 7 m x 9 m. It was better to use Times New Roman with

font size 300.

Noticing to the assessments result of group working, the strategies of cooperative

STAD model and flash cards improved the students‟ comprehension. It was found that the tough

discussions in every group produced many correct answers. Six groups presented their correct

answers during the presentation activity. All groups succeeded in arranging the gap-filling

paragraph.

Conclusion and Suggestions

It is found that the STAD model by using flash card can be collaboratively used in

teaching and learning process. STAD promotes positive attitudes and motivates students to learn

English. It is concluded that the model teacher successfully delivers knowledge and the

messages of announcement of reading texts to the learners.

Some recommendations are shared to the readers in accordance with the findings as

follows:

1. Determining a proper method and suitable media to certain material helps the students

to involve their thinking process in a meaningful learning.

2. Using a suitable font size for wall display media

3. Informing students about the next coming materials and giving them tasks to read the

textand the difficult words.

4. Checking the students‟ competency of language features related to the material and it

can be done for preparation to the next coming material.

1. For seven grade students

2. Join the extracurricular program school

3. You are free to choose your favorite

program by filling the forms given

4. Don't miss it. Enjoy yourself !

5. OSIS Chairman

1359

References

Abu, 1997.The Effective of Cooperative Learning Methods on Achievement, Retention, and

Attitudes of Home Economics Students in North Carolina. Journal of Vocational

and Technical Education.13 (2), 1-3 Accessed from

http://scholar.lib.vt.edu/ejournals/JVTE/v13n2/Abu.html. November, 4

2013Bilokcuoglu. 2012. Significant Considerations in ESL/EFL Literacy - Theories

of Reading and Their Implications to The Teaching of Reading in ESL/EFL Classes

& The Places of Schemata Theory on Foreign Language Reading Comprehension.

Accessed from

http://www.developingteachers.com/articles_tchtraining/reading1_hasan.htm.

Monday, November, 4 2013.

Dorn and Doffos. 2005.Teaching for Deep Comprehension: A Reading Workshop

Approach.Maine: Stenhouse Publishers.

Just and Carpenter. 1980.A Theory of Reading: From Eye Fixations to Comprehension.

Carnegie: Mellon University

Mateer, C.A. 2001. An Integrative Neuropsychological Approach. Andover:Taylor and Francis

Books Ltd

MK. 2013.Teen Behavior.Accessed from http://www.teachingenglish.org.uk/blogs/ninamk/teen-

behaviour. Tuesday, November 5, 2013

Taylor, B.M., Pressley, M., & Pearson, P.D. (2002).Research-supported characteristics of

teachers and schools that promote reading achievement.In B.M. Taylor & P.D.

Pearson (Eds.), Teaching reading: Effective schools, accomplished teachers (pp. 361-

374). Mahwah, NJ: Erlbaum

PENERAPANGRAMMAR TRANSLATION METHOD

UNTUK MENINGKATKAN BAHASA INGGRIS

SISWA KELAS 4 SD PADA LESSON STUDY

DI SD NEGERI MODEL TERPADU BOJONEGORO

Fitria Antun Pangestuti

SD Negeri Terpadu Bojonegoro

Abstrak: Pembelajaran Bahasa Inggris pada saat open class lesson study di 4 Cdi SD

Negeri Model Terpadu Bojonegorodilakukan dengan Grammar-Translation Method

(GTM). Vocabulary dan grammar sangat ditekankan dalam metode ini. Reading dan

writting adalah primary skillyang siswa lakukan. Sedikit perhatian diberikan pada

speaking,listening, dan pronunciation.Sebelum openclass, kegiatan plantelah dilaksanakan

untuk merancang perangkat pembelajaran. Pada saat open class, para observerberasal dari

para guru peserta lesson study dan kepala sekolah. Hasil refleksi menunjukkan bahwa

Grammar-Translation Method (GTM)dapat meningkatkan kemampuan siswa dalam

“reading” dan “writing”. Diketahui juga bahwa ketuntasan belajar siswa cukup tinggi

setelah menggunakan Grammar-Translation Method (GTM).

Kata kunci: lesson study, Grammar-Translation Method (GTM),

kemampuan siswa

Seorang guru harus memiliki kemampuan dasar dalam merencanakan dan

melaksanakan proses belajar mengajar yang didukung dengan kemampuan menerapkan dan

menggunakan IPTEK dalam upaya mengembangkan dan meningkatkan kualitas pendidikan.

Guru dituntut untuk memiliki seperangkat pengetahuan dan keterampilan teknis mengajar selain

menguasai ilmu atau bahan yang akan diajarkan. Guru juga harus mempunyai gagasan baru

serta mau menyempurnakan praktek pembelajaran. Jika seorang guru merasa tidak puas dengan

1360

cara mengajar yang selama ini digunakan, maka ia harus mencoba strategi pembelajaran

lainnya. Dengan kata lain seorang guru diwajibkan mencari jalan keluar terbaik bagaimana

mengatasi kekurangan yang dimiliki agar kualitas pembelajaran dan hasil belajar siswa dapat

ditingkatkan.

Pada saat ini guru semakin ditantang untuk menjadi guru profesional dengan adanya

UU No. 14 Tahun 2005 tentang guru dan dosen, yang salah satunya berisi bahwa guru dituntut

menguasai 4 kompetensi dasar yaitu kompetensi pedagogik, kepribadian, sosial dan profesional.

Tantangan tersebut semakin berat bagi guru jika merujuk pada PP No. 19/2005 Pasal 19 tentang

Standar Nasional Pendidikan, bahwa proses pembelajaran pada satuan pendidikan

diselenggarakan secara interaktif, inspiratif, menyenangkan, menantang, memotivasi peserta

didik untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi prakarsa, kreativitas,

dan kemandirian sesuai bakat, minat, dan perkembangan fisik, serta psikologis peserta didik.

Tantangan tersebut harus dijawab guru dengan berusaha menunjukkan atau

membuktikan kemampuan profesionalnya untuk menerima amanah sebagai pendidik yang

tangguh. Guru ditantang untuk berpikir logis, kritis, kreatif dan reflektif dalam meningkatkan

mutu pembelajarannya dan melaksanakan hasil pemikirannya dalam pembelajaran di kelas.

Salah satu wahana untuk mengasah dan meningkatkan keprofesionalan guru adalah melalui

lesson study.

Lesson study adalah model pembinaan profesi pendidik melalui pengkajian

pembelajaran secara kolaboratif dan berkesinambungan berlandaskan prinsip-prinsip kolegalitas

dan mutual learning untuk membangun komunitas belajar. Guru secara kolaboratif, pertama-

tama menganalisis masalah pembelajaran, baik dari aspek materi ajar maupun metode

pembelajaran. Selanjutnya secara kolaboratif pula para guru mencari solusi dan merancang

pembelajaran yang berpusat pada siswa. Langkah berikutnya adalah menerapkan pembelajaran

di kelas oleh seorang guru, sementara yang lain sebagai pengamat keaktifan siswa yang

dilanjutkan dengan diskusi pasca pembelajaran untuk merefleksikannya. Jika prinsip-prinsip

lesson study ini dilakukan secara sistemik dan berkelanjutan dimungkinkan akan berdampak

pada peningkatan mutu pendidikan secara umum.

Menurut Zubaidah (2008), kegiatan lesson study dapat berperan pula dalam sharing

experience di antara guru. Seorang guru yang melaksanakan lesson study akan belajar dari

kegiatan pembelajaran yang telah dilakukannya melalui refleksi dari para observer atau

pengamat. Guru dapat memperoleh masukan tentang bagaimana cara mengatasi kelemahan

yang muncul dalam proses pembelajaran. Demikian pula, para pengamat yang terdiri dari guru

dan para undangan mendapatkan manfaat langsung dari kegiatan tersebut. Bila guru yang tampil

menunjukkan kinerja yang baik dalam membangun interaksi siswa, maka hal tersebut dapat

menjadi acuan bagi guru lainnya. Bila tampilan guru kurang dapat membangun interaksi di

dalam kelas, maka ini juga merupakan bahan pertimbangan untuk memikirkan model

pembelajaran lain yang lebih interaktif. Kegiatan ini dapat juga dijadikan wahana untuk

mengimplementasikan inovasi-inovasi pembelajaran yang semakin berkembang.

Pada umumnya dapat dijumpai bahwa pembelajaran di kelas dilakukan dalam bentuk

satu arah. Guru lebih banyak ceramah di hadapan siswa sementara siswa lebih banyak

mendengarkan. Guru beranggapan tugasnya hanya mentransfer pengetahuan yang dimiliki

dengan target tersampaikannya topik-topik yang tertulis dalam dokumen kurikulum. Pada

umumnya guru tidak memberi inspirasi kepada siswa untuk berkreasi dan tidak melatih siswa

untuk hidup mandiri. Pelajaran yang disajikan guru kurang menantang siswa untuk berpikir.

Akibatnya siswa tidak menyenangi pelajaran. Kegiatan pembelajaran di kelas juga sering

textbook oriented dan kurang dikaitkan dengan lingkungan dan situasi dimana siswa berada.

Seringkali kegiatan kelas melalui metode ceramah dan diikuti dengan latihan mengerjakan soal

atau pemberian tugas rumah. Hal ini sering membuat siswa merasa bosan dan motivasi

belajarnya juga menurun. Pada sisi yang lain, para guru seringkali menganggap bahwa mengajar

adalah pekerjaan yang telah menjadi kebiasaan dari hari ke hari, bulan ke bulan, sehingga

dengan tingkah laku guru yang seperti ini seakan guru telah membiasakan diri dengan cara dan

gaya mengajar yang sama. Dalam situasi rutinitas yang demikian maka sangat dimungkinkan,

tidak akan ada inovasi dan kreativitas untuk mengembangkan pengajaran ke arah yang lebih

baik, akibatnya hasil belajar yang dicapai oleh siswa dari tahun ke tahun relatif tidak jauh

berbeda.

1361

Guru selalu menggunakan metode pembelajaran yang kurang terorganisasi dan kurang

mengadakan variasi dalam pelaksanaan pembelajaran, akibatnya siswa kurang memperhatikan

penjelasan guru dan ramai sendiri bahkan ada yang mengantuk. Gaya mengajar guru yang

demikian kurang efektif dan bahkan menyebabkan kejenuhan. Dampak dari semua itu adalah

belum tercapainya ketuntasan belajar. Hal ini terbukti pada hasil ulangan harian untuk materi

“subject pronoun, possessive adjactive dan possessive pronoun” yang diajarkan pada tengah

semester ganjil tahun pelajaran 2013-2014. Dari 3 (tiga) kelas dengan jumlah siswa rata-rata

tiap kelas 20 anak, siswa yang mencapai tingkat ketuntasanhanya 9 anak pada tiap-tiap kelas.

Pada lesson study kali ini, siswa akan mempelajari “transitive verb dan intransitive verb”.

Sekalipun masih banyak kekurangan, kegiatan untuk meningkatkan kualitas proses

belajar mengajar terus diupayakan. Untuk mengurangi kejenuhan siswa dalam menerima materi

dan sekaligus sebagai upaya meningkatkan kegiatan belajar mengajar agar lebih aktif dan

variatif, beberapa guru mencoba menggunakan laboratorium alam. Khususnya pada materi

grammar. Namun demikian banyak sekali kendala yang sering dihadapi dalam proses

pembelajarannya, di antaranya keterbatasan alokasi waktu yang tersedia dan pemahaman siswa

yang lama dikarenaka siswa baru pertama kali mengenal grammar, karena itu guru harus dapat

menciptakan suasana kelas yang interaktif dan kondusif, yaitu kondisi kelas yang dapat

memberikan layanan terbaik bagi belajar siswa. Kelas adalah sebuah dinamika yang setiap

waktu dapat berubah. Perubahan suasana inilah yang akan mempengaruhi hasil belajar para

siswa.

Untuk mengatasi permasalahan di atas, perlu diterapkan satu model pembelajaran

yang sesuai. Model pembelajaran yang harus diterapkan hendaknya yang interaktif, kreatif,

efektif, menarik dan membuat siswa aktif. Salah satunya adalah model Grammar-Translation

Method (GTM). Metode ini diharapkan dapat membuat siswa tidak jenuh dan tidak bosan dalam

menerima materi yang dipelajari. Pada awalnya, metode ini dinamakan Classical Method karena

metode ini pertama kali digunakan dalam mengajarkan bahasa-bahasa klasik, Latin dan Greek

(Chastain 1988).

Di bawah ini merupakan deskripsi yang dikembangkan pada beberapa teknik ini:

Translation of a Literary Passage

Siswa menerjemahkan teks bacaan dari bahasa sasaran ke bahasa ibu mereka. Teks

bacaan tersebut kemudian menitikberatkan pada beberapa kelas:“vocabulary” dan

“grammartical structures” dalam teks tersebut dipelajari pada pelajaran berikutnya. Teks

tersebut boleh dikutip dari beberapa karya kesusastraan bahasa sasaran atau seorang guru boleh

menulis teks yang dirancang dengan hati-hati termasuk kaedah “grammar” dan “vocabulary”

yang khusus. Terjemahan boleh ditulis atau diucapkan atau kedua-duanya. Siswa tidak harus

menerjemahkan idiom dan yang semacamnya itu secara harfiah, akan tetapi cukup dengan satu

cara yang menunjukkan bahwa mereka mengerti artinya.

Reading Comprehension Questions

Siswa menjawab pertanyaan dalam bahasa sasaran berdasarkan pemahaman mereka

terhadap teks bacaan. Pertanyaan tersebut sering kali diurutkan sehingga pertanyaan pertama

menanyakan informasi yang terkandung dalam teks bacaan tersebut. Agar dapat menjawab

pertanyaan kedua, siswa harus membuat kesimpulan berdasarkan pemahaman mereka terhadap

teks tersebut. Artinya mereka harus menjawab pertanyaan tentang teks tersebut meskipun

jawabannya tidak terdapat dalam teks itu sendiri. Pertanyaan ketiga mengharuskan siswa

mengaitkan teks tersebut dengan pengalaman mereka sendiri.

Antonyms / Synonyms

Siswa diberi daftar kosakata dan diminta untuk menemukan antonimnya dalam teks

bacaan tersebut. Latihan yang serupa juga dapat dilakukan dengan meminta siswa menemukan

sinonimnya dari daftar kosakata tersebut. Atau siswa diminta mendefinisikan kosakata tersebut

berdasarkan pemahaman seingat mereka juga mungkin yakni meminta mereka mengerjakan

kosakata dari teks tersebut.

1362

Cognates

Siswa diajarkan mengenal kesamaan dengan belajar mengeja atau pola bunyi yang

sesuai. Siswa diminta menghafal kata-kata yang tampak sama akan tetapi memiliki arti yang

berbeda. Teknik seperti ini tentu akan bermanfaat.

Deductive Application of Rules

Kaidah “grammar” disajikan beserta contoh-contohnya, pengecualian di setiap kaidah

diberi tanda. Bila siswa memahami kaidah itu, mereka diminta menerapkannya dalam contoh

yang berbeda.

Fiil-in-the Blanks

Siswa diberikan sederatan kalimat dengan kata-kata yang hilang. Mereka mengisi

kekosongan dengan pembendaharaan kata baru atau dengan jenis grammar yang khas misalnya

“prepositions” atau “verbs” dalam tense yang berbeda.

Memorization

Siswa diberikan daftar pembendaharaan kata dari bahasa sasaran dalam bahasa ibu

mereka yang sepadan dan diminta mengingatkannya. Siswa juga diharuskan menghafal kaidah

dan pola tata bahasa seperti “verb conjugations”

Use Words in Sentences

Agar menunjukkan bahwa siswa memahami makna dan penggunaan kosa kata baru,

siswa merangkai kalimat dengan menggunakan kosa kata baru.

Composition

Guru memberikan sebuah topik kepada siswa untuk mengarang dalam bahasa sasaran.

Topik tersebut berdasarkan atas beberapa aspek membaca teks pelajaran. Terkadang sebagai

pengganti membuat karangan, siswa diminta membuat ikhtisar dari teks bacaan tersebut.

METODE

Pembelajaran ini dilakukan pada saat open class lessson study pada tanggal 19 Oktober

2013di kelas 4 C, SD Negeri Model Terpadu Bojonegoro pada semester ganjil tahun pelajaran

2013-2014 yang berjumlah20 orang.

Sebelum open class, telah dilaksanakan kegiatan plan untuk merancang perangkat

pembelajaran. Kegiatan ini dilakukan penulis satu bersama guru peserta lesson study dan kepala

sekolah. Pada saat open class, guru penulis bertindak sebagai guru model, sedangkan para guru

lain peserta lesson study bertindak sebagai observer. Fokus pengamatan adalah keaktifan siswa

dan dilihat hasil belajar siswa setelah pembelajaran.Berikut ini langkah pembelajaranGrammar

Translation method (GTM)yang dilakukan pada saatopen class.

a. Pendahuluan

Pada kegiatan pendahuluan, guru memberikan motivasi dan apersepsi pada siswa

denganmemberikan pertanyaan interaktif sehingga siswa siap untuk mempelajari materi yang

akan dibahas, kemudian guru menyampaikan tujuan pembelajaran yang ingin dicapai setelah

kegiatan pembelajaran.

b. Kegiatan inti

Pada kegiatan ini guru membagi 5 kelompok dengan cara siswa membentuk lingkaran

dan menyebutkan nomor 1 – 5. Siswa yang mendapatkan giliran nomor satu, maka ia adalah

kelompok siswa yang mendapatkan nomor satu juga. Begitu pula seterusnya. Setelah siswa

duduk sesuai kelompoknya, guru membagikan lembaran teks tiap kelompok. Tugas siswa antara

lain: (1) siswa mengamati dan mencari “transitive verb dan intransitive verb”, (2) siswa

mencari kosakata (vocabulary) yang belum diketahui, (3) siswa menerjemahkan bacaan dengan

cara diskusi tiap kelompok, (4)salah satu siswa perwakilan dari tiap kelompok membacakan

hasil terjemahan bacaan di depan kelas, (5) guru mengevaluasi hasil kerja siswa dalam

penerjemahan bacaan yang kurang tepat, dan (6) pada sesi terakhir, guru memberi “worksheet”

tentang “transitive verb dan intransitive verb”

1363

c. Penutup

Guru bersama siswa mengevaluasi tentang hasil terjemahan siswa di depan kelas.

Selanjutnya siswa diberi kesempatan bertanya apabila belum jelas. Untuk mengetahui sejauh

mana materi dipahami, guru mengadakan kuis untuk dikerjakan siswa. Sebelum mengakhiri

kegiatan guru memberikan penghargaan kepada kelompok yang yang rata-rata nilai kuisnya

tertinggi.

Sebagai review kegiatan yang dilakukan dalam open class maka diadakan refleksi.

Kegiatan ini dilakukan setelah open class selesai. Guru model diberi kesempatan untuk

menyampaikan pengalamannya selama kegiatan open class, dilanjutkan para observer secara

bergantian menyampaikan hasil observasinya terhadap keaktifan siswa selama open class.

HASIL DAN DISKUSI

Secara umum, data dari observasi menunjukkan bahwa siswa aktif dalam

pembelajaran bahasa Inggris di dalam kelas. Siswa memiliki motivasi kuat untuk bekerja baik

secara individu ataupun kelompok.Hal ini nampak ketika mereka melakukan tugas yang

meliputi (1) mengamati dan mencari “transitive verb dan intransitive verb”, (2) mencari

kosakata (vocabulary) yang belum diketahui, (3) menerjemahkan bacaan dengan cara diskusi

tiap kelompok, (4)salah satu siswa perwakilan dari tiap kelompok membacakan hasil terjemahan

bacaan di depan kelas, (5) guru mengevaluasi hasil kerja siswa dalam penerjemahan bacaan

yang kurang tepat, dan (6) pada sesi terakhir, guru memberi “worksheet” tentang “transitive

verb dan intransitive verb”

Secara khusus, hasil refleksi menunjukkan bahwa Grammar-Translation Method

(GTM)dapat meningkatkan kemampuan siswa dalam “reading” dan “writing”. Diketahui juga

bahwa ketuntasan belajar siswa cukup tinggi setelah menggunakan Grammar-Translation

Method (GTM). Ini membuktikan bahwa GTM, walaupun dianggap sebagai metode yang

tradisional, dapat meningkatkan kemampuan siswa dalam membaca (reading) dan menulis

(writing) dalam bahasa Inggris.

Gambar 1: Siswa menerjemahkan teks yang telah dibagi oleh guru secara berkelompok

Gambar 2: Siswa saling berinteraksi dan observer mengamati kegiatan belajar mengajar

1364

Gambar 3: Kegiatan refleksi setelah pembelajaran

DAFTAR RUJUKAN

Chastain, K. 1988. Developing Second - Language Skills: Theory to Practice. New

York:Harcourt Brace Jovanovich

Zubaidah, S. 2008. Lesson Study. Makalah Disampaikan pada Pelatihan Peningkatan

Keprofesionalan Guru melalui Lesson Study untuk Guru-Guru Yayasan Pendidikan

Cendana Pekanbaru pada Tanggal 28-29 Pebruari 2008

Foto-foto pelaksanaan pembelajaran dapat dilihat pada Gambar 1 sampai Gambar 3

THE SNOWBALL THROWING TECHNIQUEIN IMPROVING

STUDENTS’ VOCABULARY: THE THEORETICAL

PERSPECTIVES

Siti Aisyah

Guru Bahasa Inggris SMP N 27 Tanjung Jabung Timur

Abstract : One of the students‟ difficulties to express their feelings in writing and

speaking is that they have limited vocabulary. They have difficulties to remember

the meanings in their native language. In this case, they think thatEnglish is very

difficult.It happened because the teacher still was not able to make the learning

process fun.The students were not motivated to keep learning in the

classroom.Therefore, the teacher should use fun techniques to teach vocabulary.

One of the techniques is snowball throwing.

Key word: snowball throwing technique, vocabulary

Learning a language means learning its vocabulary. We use the vocabulary in

communication either in the spoken or written form. We try to send messages and share

information and ideas by using the language.Students often find difficulties in using English

because they lack vocabulary and often forget easily new vocabulary after getting the meanings

from the dictionaries.

In the speaking classess,students cannot speak Englishfluently as they lackvocabulary.

They can express only a few sentences. They cannot find the appropriate vocabulary to be used

in expressing their ideas. The same problem is also found in the writing classess. The students

cannot write paragraphs or essays easily because they have limited amount of of vocabulary.

1365

They find difficulties in choosing and using the appropriate vocabulary. Thiscan, of course,

cause problems in learning English. Hence, English teachers should always motivate their

students to keep practicing using the languaage. They should use many methods which can

make their students interestedin using the target language in classroom communication. This

paperis intended to discuss the theoretical aspects ofa snowball throwing technique in impoving

students‟ vocabulary.

The Importance Of Vocabulary Learning Vocabulary learning is the important aspect in learning a foreign language. Students

will improve much if they learn more words and expressions. A linguist David Wilkins (in

Thornbury, 2002:13) says that vocabulary learning is very important. „Without grammar very

little can be conveyed, without vocabulary nothing can be conveyed.‟ Thus, vocabularyis the

flesh of a language while grammar is the skeleton. In order to be able to use the language

productively, students must know certain amount of vocabulary, not only for communicating

orally, but also in written forms. It is in line with the concept of communicative approach in

which learners have a big chance to use the language directly in the classroom activities. This

approach is useful in improving students‟ vocabulary. Through the approach students are forced

to use the language directly in either spoken or written communication.

The questions related with the vocabulary acquisition are what kinds of words one

needs to know and how many words s/he must know. The vocabulary that should a student

know first includes the high frequency words. These are words that s/he uses most often in

communication either in the classroom activities or outside the classroom. The high frequency

words are called the general service vocabulary. Next, s/he also should know the academic or

sub technical words which are not in the general service vocabulary but occur frequently over a

range of academic texts.

Learning the vocabulary of English language presents the learner with firstly making

the correct connections when understanding the language between the form and the meaning of

words including discriminating the meanings of closely related words. Secondly, when

producing the language, the leaner uses the correct form of a word for the intended meaning.

A student of English language must know the words and word formations in order to be

able to understand the forms and meanings of words as well as to be able to use the correct

forms of words. The next discussion is about the definitions of word, word classes, and word

formations.

Definitions of Word There are some definitions of the term word. Longman dictionary of American English

states that word is a written representation of one or more sounds which can be spoken to

represent an idea, object, etc. Crowley et.al (1995:7) states that the term word is a unit of

linguistic analysis which has these characteristics: (1) isolability, which means that words can

be pronounced in isolation from other words, (2) mobility, which means that words are items

which can be moved around within a sentence to form new sentences, and (3) phonological

independence which means that words are correspondent to the minimal units of phonological

analysis.

Classes of Words The classes of words can be divided into eight different classes such as nouns,

pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and

determiners.Thornbury(2002:3) mentions that there are two crude divisions of words that are

content words (lexical words) and function words (grammatical words). Content words are

those that carry high information load such as nouns, verbs, adjectives, and adverbs. The

membership is unrestricted and still allows for the addition of new members. Meanwhile,

function words are words that mainly contribute to the grammatical sentences such as

prepositions, conjunctions, determiners, and pronouns. The membership is restricted and

definite.

1366

Formations of Words There are many ways of words formations. These develop and enrich vocabulary of a

language. In English, the common word formation processes are (1) derivation, (2)

compounding, (3) acronyms, (4) back formation, (5) blending, (6) clipping, (7) coinage, (8)

functional shift, (9) false etymology, and (10) proper names(Fromkin, 1988).The followings are

the explanationsof each process.

The first is derivation. It is the process that derives new words by using prefixes and

suffixes. Some common prefixes are anti-, dis-, in-, pre-, post-, un-, and re-. Some common

suffixes are –ation, -able, -al, -er, -ed, -ful, -ity, -ing, -ly, -ness, and –y. For instance, the word

believe (verb) can be derived into some adjectives by adding prefix and suffix like the

following: believable, unbelievable.

The second is compounding. It is the process that forms new words by putting together

two or more existing words. For instance, by combining a noun and a noun like girlfriend,

landlord, or mailman.

The third is acronyms. It is the process that forms new words by uniting the initial

sounds or letters of words pronounceable as a new separate word. For example, the word laser

from light amplification through the stimulated emission of radiation or UN from United

Nation.

The third refers to back formation: It is the process that uses analogy in a rather

backwards manner to derive new words. For instance, the word revise is derived from the word

revision.

The fourth is blending. It is the process that combines parts of two words, usually the

initial part of a word and the last part of another word. For example, the word brunch is the

blending from breakfast and lunch.

The fifth deals with clipping. It is the process that derives new words by shortening the

words so it is easy to be pronounced without paying attention to the derivational morphology of

the word. For instance, the word dorm from the word dormitory and the word lab from

laboratory.

The sixth has to do withcoinage. It is the process that derives new words by using no

morphological methods but just taking the brand of some products to name the things to refer to.

For example, the word aqua to name all bottled mineral water and the word Kodak to name any

kind of camera.

The seventh is functional shift. It is the process that derives new words by moving the

part of speech of a word and no changing of its form. For instance, the word run can be used as

a noun and also as a verb.

The eightis morphological misanalysis. It is the process that derives new words by

introducing new words taken from similar words. This can be because of actual

misunderstanding, or intentional (creative) extension of morphemes.For instance, the word

workaholic derives from alcoholic.

The ninth refers to proper names: It is the process that derives new words from names

of persons connected with them. For example, the word watt is from James Wattas the name of

the person who invented electricity.

These processes of word formations can be introduced to students in order to give them

the rules of deriving new words by which they can apply to improve their vocabulary. The

knowledge of words and words formation processes is beneficial to help the students in learning

vocabulary. First, they can learn the principles in forming words. Then, the knowledge leads

them to be productive and creative that is by applying the principles in order to „create‟ words.

As the result, they may improve their vocabulary.

Snowball Throwing Technique

This technique is not difficult to apply. The rule is very simple. The rule of teaching

with the snowball throwing method can be played like a game.The teacher gives an appreciation

(brainstorm students to the material that will be given) in the following directions: (1) the

teacher tells the function of the study process, (2) the teacher makes a group, and calls the

leaders of the groups to give them a briefing,(3) the teacher tells the rules to the leaders of the

groups, (4) the leaders go back to their groups and tell the member about explanation from the

teacher, (5) all students are given a paper sheet, (6) studentssqueeze the paperto become a ball

1367

shape or maybe folded to become a plane shape or another shape, (7) the ball or another shape is

thrown to other students in random and in the unspecified amount and timing, (8) students open

the paper sheet that is in a ball or another shape, (9) students answer the questions, and (10)

theteacher and students discuss all of the questions and the answers together.

The Snowball Throwingtechnique has several characteristics:(1) growing interest is

nurtured, (2) made or natural is the common experience that can bring all students to

understand, (3) frontage is to provide keywords, concepts, models, formulas, and strategies, (4)

demonstration is to provide an opportunity for students to demonstrate "that they know.", (5)

repeatationis to show students how to repeat the material and asserts,"I know that I did know it",

(7) celebration is a recognition for completion, participation, and the acquisition of skills and

knowledge (DePorter, Reardon, &Singer, 1999:10).

Snowball ThrowingTechnique To Improve Students’ Vocabulary

In every lesson, we have to establish new words and practice our students, making clear

the meanings and the ways in which each can be used. That is very common to teach vocabulary

through an interesting technique. There are of course many different techniques which can be

effectively used in teaching vocabulary for the elementary school students. In this paper, only

one technique of teaching vocabulary is discussed: teaching vocabulary through snowball

throwing technique.

Snowball Throwing is a learning technique used to get the answers created by

the students from the discussion with their friends (Zaini, et al, 2008:58). Snowball throwing

technique is one of vocabulary games which makes students enjoy and can decrease worry in

learning vocabulary. Snowball throwing encourages the students to be active in speaking

participation in the classroom, because this technique contains a rich communication where

students must be active. Snowball throwing technique has positive effects on the students

memory development. In addition, the purpose of this technique is appropriate in reviewing the

vocabulary for the students. In teaching learning process, snowball throwing technique can also

be a good medium in developing students‟ vocabulary.

How to Play Snowball Throwing to Improve Students’ Vocabulary

The children write a word on a piece of paper. They crumple the paper into a“snowball”

and then - Ready - Set – Go. The children start throwing the crumpled“snowballs” at each other.

The teacher says “STOP!” The children pick up the nearest“snowball” to them, open the

snowball and read the word. Each child must form sentences as described in the last exercise

above and then watch out! The “snowball”fight is on again! The game works best with a smaller

group. It is not recommended toplay this game with a large group since it will be very difficult

to stop the “snowball”fight part of the learning exercise.

Advantages and Disadvantages of Snowball Throwing Technique

The advantages of this technique include: (1) this technique can make the players or in

this case the students become more adroit and their ability about memorizing the English

vocabulary is more increased because they learn in an enjoyable way, (2) fun in learning with

snowball throwing technique brings a real word context into the classroom and enhances

students to use English in a flexible communicative way, (3) it can make students relax and fun

to study, (4) .the teaching learning process more attractive, and (5) the teacher can easilyteach

the vocabulary. The disadvantages of this technique cover: (1) the teacher should control the

situation of the classroom.This technique will make the situation more crowded because the

students will scream when the ball is running, and (2) this technique is not too effective to

measure the speaking skill because not all of the students will get the chance to speak because

of the limited time

Closing

Thesnowballthrowingis expected toimprovestudents'vocabulary in learning

English.This technique can make studentsactivelyexpresswhatever they want tosayin

speakingandwritingbecausetheyhavea lot ofvocabulary.

1368

References

Crowley, et al. 1995. The Design of Language, an Introduction to Descriptive Linguistics. New

Zealand. LongmanPaul Limited.

DePorter, Reardon, & Singer, 1999.Quantum teaching: Orchestrating Student Success. Boston:

Allyn and Bacon

Fromkin. 1988. An introduction to Language. Newmeyer, Frederick J. (ed.) 1988. Linguistics:

The Cambridge survey. Vol. 1 -. Linguistic

Thornburry, Scott.2002.How to Teach Vocabulary. England: Pearson Education Limited

Zaini, Hisyam,et al,2008. Strategi Pembelajaran Aktif.Yogyakarta:Insan Madani

PENGGUNAAN METODE TALKING-STICK

DALAM PEMBELAJARAN SPEAKING UNTUK

MENINGKATKAN KEMAMPUAN SPEAKING SISWA KELAS VII

Muhammad Joni

Guru Bahasa Inggris SMPN Satap 9 Tanjung Jabung Timur, Jambi

m.joni18@yahoo.co.id

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan penggunaan metode talking-

stick pada pembelajaran speaking guna meningkatkan kemampuan speaking siswa kelas 7

yang sebelumnya selalu diajar dengan metode ceramah dan tugas. Penelitian ini merupakan

penelitian tindakan kelas yang terdiri dari dua siklus. Setiap siklus terdiri dari empat

tahapan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian ini

adalah siswa kelas 7 yang berjumlah 19 orang. Hasil penelitian siklus pertama

menunjukkan nilai rata-rata kelas meningkat menjadi 75 dengan persentase 42%,

sedangkan pada siklus kedua nilai rata-rata siswa meningkat menjadi 80 dengan persentase

89%, dari hasil penelitian ini dapat disimpulkan bahwa penggunaan metode talking stick

dalam pembelajaran speaking dapat meningkatkan kemampuan speaking siswa.

Kata kunci : Pembelajaran speaking, talking stick, kemampuan speaking

Guru sebagai pendidik dan pengajar harus mampu menciptakan tujuan pembelajaran

yang memuaskan. Guru dituntut menguasai banyak hal yang menyangkut proses belajar

mengajar yang menarik dan menyenangkan sehingga penjelasannya dapat dipahami dengan baik

oleh siswa. Purwanto (1984) menegaskan bahwa “ Untuk mencapai suatu tujuan atau tindakan,

ada semacam titik tolak yang mendahului tindakan itu yaitu motivasi”. Semakin besar motivasi,

semakin kuatlah tindakan itu dan hasilnya akan semakin baik. Betapapun baik kemampuan

siswa dalam belajar, tetapi jika tidak didorong atau tidak digerakkan dengan benar, maka tujuan

yang diinginkan tidak akan tercapai.

Menjawab tantangan tersebut seorang guru haruslah memiliki prinsip terus belajar dan

haus akan ilmu untuk mencapai cita-cita yang diharapkan. Dalam mengajar dan mendidik

seorang guru memiliki banyak peranan. Adams dan Dicky dalam Hamalik (2008:123)

mengemukakan bahwa peran guru sesungguhnya sangat banyak, yaitu sebagai pengajar

(instructor), pembimbing (counselor), ilmuwan (scientist) dan pribadi (person).

Menurut Wright dalam Hamalik (2008), ada dua tugas yang harus dilaksanakan oleh

seorang guru dalam kegiatan pembelajaran yang efektif. Kedua tugas tersebut mencakup guru

sebagai pengelola pembelajaran (instruktur/pengajar) dan guru sebagai pengelola kelas (

manager/pengelola). Sebagai pengelola pembelajaran, guru bertugas untuk menciptakan

kegiatan pembelajaran yang memungkinkan siswa mencapai tujuan pembelajaran secara

optimal, sedangkan sebagai pengelola kelas, guru bertugas untuk menciptakan situasi kelas yang

memungkinkan terjadinya pembelajaran yang efektif. Sebagai pengajar guru bertindak sebagai

manusia sumber dalam menyajikan informasi kepada siswa, sedangkan sebagai

manajer/pengelola, guru hendaknya memiliki semangat dalam menyajikan informasi tersebut,

1369

agar siswa mau mendengarkan penjelasannya. Sebagai pengelola kelas guru harus bisa

menciptakan suasana belajar yang kreatif.

Untuk mencapai tujuan pembelajaran tidaklah mudah, seperti yang dibayangkan banyak

orang. Meskipun jumlah siswa di kelas dimana penelitian ini dilakukan hanya 19 orang, akan

tetapi faktor-faktor yang mempengaruhi siswa belajar dengan efektif cukup banyak,

diantaranya tersedianya sarana, baik di rumah maupun di sekolah, cara belajar siswa, dan cara

mengajar guru. Penggunaan metode dan pendekatan yang kurang tepat oleh guru dapat

menimbulkan ketidakefektifan siswa dalam belajar. Untuk mengatasi hal tersbut perlu adanya

usaha guru dalam meningkatkan kemampuan dan motivasi belajar siswa. Apalagi dalam proses

pembelajaran di tempat penelitian ini diadakan para siswa membutuhkan dorongan dan

perhatian yang cukup besar dari guru karena sebagian besar siswa yang telah tamat dari sekolah

dasar di desa tidak melanjutkan ke sekolah tingkat pertama. Disamping tidak mendapatkan restu

dari orang tuanya, mereka juga tidak memiliki motivasi dari diri mereka sendiri. Disinilah

pentingnya peran guru. Dari permasalahan di atas guru ditantang untuk bisa berinovasi dalam

proses pembelajaran sehingga bisa menarik minat para siswa untuk belajar secara optimal.

Penelitian ini ingin memberi solusi atas masalah yang telah dipaparkan , yaitu dengan

menggunakan metode talking-stick pada saat pembelajaran Speaking

.

METODE Metode penelitian ini adalah penelitian tindakan kelas (classroom action research) dan

pelaksanaan pembelajaran pada penelitian ini dilakukan dalam dua siklus. Setiap siklus terdiri

dari empat tahap yaitu: perencanaan, pelaksanaan, pengamatan dan refleksi. Pada tahap

perencanaan, peneliti menyiapkan rencana pembelajaran, sedangkan pada tahap pelaksanaan,

peneliti menerapkan rencana pembelajaran yang telah disusun. Pada saat mengajar, peneliti

diamati oleh teman sejawat sebagai kolaborator. Kemudian peneliti berdiskusi dengan teman

sejawat tentang hasil dari pengamatannya. Selanjutnya hasil dari diskusi tersebut dijadikan

sebagai dasar untuk penyusunan perencanaan siklus berikutnya.

Adapun langkah-langkah yang dilakukan guru dalam proses pembelajaran speaking

dengan metode talking-stick yaitu: menyiapkan sebuah tongkat; menginstruksikan kepada siswa

untuk mengucapkan kata sesuai dengan apa yang didemonstrasikan oleh guru; menjelaskan

tentang command expressions and the responses; meminta siswa mengulang beberapa contoh

dari commands serta responsesnya; dan akhirnya meminta siswa untuk melakukan command

yang mereka dengar. Setelah materi pokok dipelajari semua oleh siswa, siswa juga diberi

kesempatan untuk saling berinteraksi sesama siswa untuk membahas materi commands and

responses tersebut.

Langkah selanjutnya yang dilakukan dalam metode talking-stick adalah meminta siswa

untuk membuat sebuah lingkaran dan guru berada tepat di tengah lingkaran tersebut

memberikan stick kepada salah seorang siswa. Stick yang diberikan tadi harus diberikan lagi

kepada teman di sebelahnya dan seterusnya sambil menyanyikan sebuah lagu yang berhubungan

dengan materi pembelajaran. Pada saat lagu berhenti dinyanyikan, siswa terakhir yang

menerima/memegang stick diberi hukuman.

Siswa yang terkena hukuman diminta untuk mengambil salah satu kartu yang disiapkan

oleh guru, yang berisi kata kerja, dan harus dijadikan command, sedangkan siswa satunya lagi

diminta untuk meresponnya. Begitulah selanjutnya dilakukan secara berkelanjutan. Pada

akhirnya guru memberikan kesimpulan, evaluasi/penilaian, dan menutup pembelajaran.

HASIL DAN PEMBAHASAN

Berikut ini disajikan hasil dan pembahasan pembelajaran dengan metode Ceramah dan

Penugasan dan hasil dan pembahassan pembelajaran dengan metode Talking-Stick.

Pembelajaran dengan Metode Ceramah dan Penugasan Proses pembelajaran dengan metode Ceramah dan Penugasan diawali dengan guru

mengabsen siswa kemudian mengajak siswa memulai pembelajaran. Guru menyampaikan

tujuan pembelajaran dan guru memberi appersepsi dengan mengingat kembali materi pelajaran

sebelumnya. Pada saat main activity guru menjelaskan penggunaan command beserta

responnya, dan di tahap akhir guru memberikan catatan kepada siswa sebagai kesimpulan dari

materi. Pada saat pembelajaran berlangsung siswa tidak diberikan kesempatan mengeluarkan

1370

pendapat mereka, siswa hanya mendengarkan penjelasan dari guru, dan mereka tidak diminta

untuk menemukan sendiri contoh dari command beserta responnya, sehinggga siswa cenderung

pasif. Hal ini tergambar dari hasil tugas yang diberikan. Dari 19 siswa, hanya tiga siswa yang

nilainya mencapai ketuntasan dengan rincian nilainya, yaitu 2 orang siswa mendapat nilai 70

dan satu orang siswa mendapat nilai 75, dengan presentase ketuntasan hanya mencapai 15%,

sedangkan 17 siswa nilainya dibawah KKM (Kriteria Ketuntasan Minimal) dengan presentase

ketidaktuntasan mencapai 85%.

Pembelajaran dengan Metode Talking-Stick

Siklus 1 Hasil pengamatan pada siklus pertama menunjukkan bahwa penggunaan metode

talking-stick pada pembelajaran speaking hanya dapat diikuti 8 orang siswa (42%), sedangkan

11 siswa lainnya (65%) belum aktif, bahkan cederung bingung serta membuat kesalahan. Hal ini

disebabkan belum terbiasanya siswa tersebut mengikuti metode pembelajaran talking-stick.

Sebelum penelitian ini diadakan, pembelajaran speaking sering dilaksanakan dengan model

pemebelajaran dengan metode Ceramah dan Penugasan, sehingga siswa terbiasa hanya

mendengarkan penjelasan dari guru, sementara itu pada pembelajaran talking-stick, siswa

dituntut untuk aktif secara langsung dan menemukan sendiri ide-ide yang berkaitan dengan

materi pembelajaran. Adapun yang dimaksud dengan metode talking stick adalah suatu model

pembelajaran kelompok dengan bantuan tongkat, dan kelompok yang memegang tongkat

terlebih dahulu wajib menjawab pertanyaan dari guru setelah siswa mempelajari materi

pokoknya, selanjutnya kegiatan tersebut diulang terus-menerus sampai semua kelompok

mendapat giliran untuk menjawab pertanyaan dari guru.

Adapun langkah-langkah guru dalam metode pembelajaran talking-stick adalah sebagai

berikut:

1. Menyiapkan sebuah tongkat yang panjangnya 20 cm. 2. Menyampaikan materi pokok yang akan dipelajari, kemudian memberikan kesempatan

para kelompok untuk membaca dan mempelajari materi tersebut.

3. Meminta siswa berdiskusi membahas masalah yang terdapat di dalam wacana.

4. Meminta siswa membaca materi pelajaran dan mempelajari isinya.

5. Mempersilakan siswa untuk menutup isi bacaan. 6. Mengambil tongkat dan memberikan kepada salah satu siswa. 7. Memberikan pertanyaan kepada siswa yang memegang tongkat tersebut dan siswa tersebut

harus menjawabnya dan demikian sampai sebagian besar siswa mendapat bagian untuk

menjawab setiap pertanyaan dari guru. 8. Memberikan kesimpulan. 9. Memberikan evaluasi/penilaian. 10. Menutup pembelajaran.

Siswa yang belum terbiasa dengan metode pembelajaran ini mengakibatkan proses

pembelajaran menjadi terhambat. Hanya sebagian kecil dari siswa yang bisa menyelesaikan

dengan baik. Hal ini tergambar juga pada hasil tes di siklus pertama di mana hanya sedikit yang

melebihi KKM (Kreteria Ketuntasan Menimal) yaitu nilai 70, sehingga pencapaian indikator

hasil belajar yang diharapkan belum tercapai, dan hal ini otomatis mewajibkan penelitian

dilanjutkan ke siklus berikutnya.

Siklus 2 Pada siklus ini pembelajaran dilaksanakan dengan memperbaiki dan menyempurnakan

kekurangan di siklus pertama. Kekurangan tersebut dituangkan di dalam RPP (Rencangan

Persiapan Pembelajaran) yang dijadikan panduan guru dan asessmen yang digunakan pada

siswa. Hasil pengamatan pembelajaran pada siklus kedua menunjukkan perubahan yang cukup

segnifikan pada aktivitas belajar siswa. Siswa yang awalnya pasif secara perlahan ikut secara

aktif dalam kegiatan tersebut, bahkan siswa yang semula cenderung terlihat bingung menjadi

terlihat asyik dan terlibat secara aktif dalam proses pembelajaran tersebut.

Pada Siklus 2 ini juga terjadi interaksi yang sangat baik antar pasangan bahkan dengan

guru juga teman-temannya yang lain, dan hanya tinggal dua orang siswa lagi yang belum bisa

mengikuti proses pembelajaran dengan menggunakan metode talking-stick. Siswa juga sudah

dapat menyesuaikan diri dengan baik, dan pesan yang disampaikan cukup mudah dipahami,

1371

lancar, serta grammar yang digunakan sudah cukup akurat, dan intonasi sudah benar dan

ketapatan diksinya cukup baik. Hasil tes akhir pada siklus kedua ini mencapai rata-rata nilai 80

dengan ketuntasan belajar mencapai 89%.

Hal lain yang muncul pada siswa di saat metode pembelajaran talking-stick ini

dilaksanakan, command yang digunakan oleh siswa sangat bervariasi dan melebihi yang telah

diajarkan oleh guru bahkan siswa berinovasi sendiri memunculkan command-comand baru yang

sebelumnya tidak terpikirkan oleh guru. Perolehan ini menunjukan bahwa pembelajaran

speaking dengan menggunakan talking-stick dapat meningkatkan hasil belajar dan motivasi

belajar siswa serta kemampuan speaking siswa.

KESIMPULAN Hasil penelitian menunjukkan bahwa penggunaan metode pembelajaran talking- stick

pada pembelajaran speaking dapat meningkatkan kemampuan speaking siswa. Hal ini bisa

dilihat dari ketuntasan belajar pada siklus satu yang menunjukkan nilai rata-rata 75 dengan

persentase ketuntasan 42%, sedangkan pada siklus kedua siswa mengalami kenaikan pencapaian

dengan nilai rata-rata 80 dengan persentase ketuntasan belajar 89%, sehingga kenaikannya

mencapai 47%. Ini berarti ketuntasan klasikal yang diperoleh mengalami peningkatan yang

cukup besar.

SARAN Berdasarkan hasil penelitian dalam pengajaran speaking ini, salah satu metode

pembelajaran yang bisa digunakan untuk meningkatkan kemampuan speaking siswa yaitu

pembelajaran dengan menggunakan talking stick.

DAFTAR RUJUKAN Hamalik , Oemar . 2008. Proses Belajar Mengajar. Jakarta : Bumi Aksara.

Purwanto, N . 1998. EDUCATIONESIA : Psikolog Belajar

http://Jamaluddin/k1. blogspot.com/2011/07/Model-pembelajaran-kooperatif-tipe-htm.

INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO

SMP STUDENTS

Ervina

Muarojambi

Abstract: Instructional media is one of the important aspectsin ateaching-learning

process; it can influence the success of the teaching-learning process. Therefore, using

instrucional media in a teaching-learning process is an advantage.It bridges the gapof

intraction between teachers and students so as to make an effective teaching-learning

process. This paper explores the advantages of instructional media they are: (a) Media as

students‟attracker, (b) Media as a means of mass communication, (c) Media as efficient

tools, (d) Media as a means of knowledge transfer, and (e) Media as an icebreaker.

Keywords: Instructional media, manual instructional media, electronic media,

communication

Many aspects that influence the success of a teaching-learning process in

generalincludeinstructional strategies, instructional materials, instructional media, instructional

methods, and other instructional components. However, regarding the general characteristics of

SMP students, who still need real and concrete stimulus to increase their understanding of the

concept of, among others, English, instructional media can be the most significant component in

the English class.

1372

. As Jean Piagetthe cognitivist asserts,SMP students,who are mostly at the age of 12 to14, are

still in the period of concrete operational. Being in this period, they are easier to understand a

concrete concept than an abstract one;they are not yet ready to accept something that is beyond

their understanding. Hence, there needsa delivery system that helps transfer an abstract concept

to a concrete onet and instructional media is an answer to this need. This paper explores the

advantages of using instructional media in teaching English to SMP students.Types of

Instuctional Media

Basically, there are two major types of instructional media. The first type is the manual

instructional media. The manual media are usually cheaper to produce and easier to find in real

life, such as photographs, pictures, and real objects.Photographs and pictures are usually handy

and so, teachers may find them easy to use in class. But, real objects are sometimes not really

effective and efficient; to illustrate, if the real object comes in a big size, it is difficult to bring

it into the classroom. .

The secondis the electronic media, such aspowerpoint slides, macromedia flash, and

videos. This type of instructonal media can be more effective and efficient as it does not need

much time to prepare or create the media This kind of media is easier to bring to class although

, of course, it requires one condition, i.e. the availability of electricity.

Advantages of Instructional Media

Instructional media is recommended for use in English class as it offers advantages

asMolendaand Russell(2002) assert.First, instructional mediais a students'attrackeror focus

compounder. In this case, instructional media has a function to attract students attention.

Mostly, when a teacher startsa class, students are generally busy with themselves and SMP

students are just alike; most of them donot pay attention to what the teacher says. If the teacher

is not aware of this classroom management problem and, instead, keeps talking and explaining

the materials in front of the class without trying to find any solution to solve this problem, the

result of the teaching-learning process will not be satisfactory.

Second, instructional media is a means of „mass communication‟, meaning that

instructional can be usedwith any size of class To illustrate, the powerpoint slidescan be

really a help to both a big and a small classes as it accomodates any number of students.

Third, instructional media is an efficient tool. To illustrate, an electronic media, such

as powerpointslides, can be really efficient in terms of time and place. Using this instructional

media, a teacher does not need to spend much time and energy, because s/he must not write the

materials on the board in front of the classnor even rewrite the same materials for other classes.

In short, the teacher prepares the instructional media for the materials just once and s/he can

use it repeatedly. Fourth, instrucional media is advantageous for transfer of knowledge. To

illustrate, students are not usually attracted enough to read textbooks, as theyusually have less

colorful picturesl.In addition, textbooks cannot present moving pictures. Slide pictures and

videos can be compensate the incompleteness of textbooks. To illustrate further, , slide pictures

and videos can also concretely describe an objectthat cannot be presented in a classroom due to

its big size. Similarly, these instructional media can present extinct animals into a classroom.

Last, instructional media serves as an „icebreaker‟ and therefore it is advantageouswhen, for

example, there are barriers between students that prevent class participation or when there is a

communication block.Light-hearted stories or anecdotes in the form of funny pictures or videos

can make effective instructional media to overcome such problems.

Concluding Remarks

Instructional media plays a significant role in a teaching-learning process; with the

advantages it offers, teachers can liven up an English class and so, English may not sound

„foreign‟ anymore. In turn, students will be highly motivated to study it. Yet, teachers shall be

keen on appropriateness of a certain type of media before deciding to use it in class.

REFERENCE

Heinich, R. Molenda, M. Russell, J. D. 2002. Instructional media and technology for learning,

7th edition.New Jersey: Prentice Hall, Inc.

1373

THE APPLICATION OF AJEL METHOD IN ENGLISH

CLASSES IN PASER, EAST KALIMANTAN

Khusnul Khotimah

SMPN 3 Kuaro

The Regency Of Paser, East Kalimantan

Abstract: Active, creative, joyful and effective learning (AJEL) is suitable for junior high

students‟ age. Therefore, this method has been adopted to improve students‟ English

performance. This paper explores AJEL and its implementation in English classes in Paser,

East Kalimantan.

Key words : AJEL method, improved students‟ English performance

There has recently been growing expectations for improved student performance. In

attempts to improve student performance, especially in English, English teachers haveadopted

various improvement strategies. One improvement strategy that teachers in Paser, East

Kalimantan, have recently decided upon is by implementing the AJEL method.With this

method, teachers put into efforts to make learning meaningful and it is expected that students

will, in turn, improve their English performance.

What is AJEL?

Fachrurrazyand Mirjam Anugerahwati ( 2013:42 ) state that “AJEL is a teaching model

which is active, creative, joyful and effective ( in Indonesia it is called PAKEM), which was

originally designed for kindergarten and primary school”. Similarly, Departemen Pendidikan

Nasional ( 2009 ) states that “PAKEM adalah proses pembelajaran yang dirancang untuk

mengaktifkan anak, mengembangkan kreativitas sehingga efektif namun tetap menyenangkan.

PAKEM menciptakan lingkungan belajar yang kondusif/bermakna yang mampu memberikan

siswa keterampilan, pengetahuan dan sikap untuk hidup”.

Hence, it can be concluded that AJELis a learning model which rests on learning

principles that includeactive, effective and joyful. This learning model is accordant with

curriculum 2013, that is oriented on students‟ activity (student centered learning). as Andayani

and Pratiwi( 2013:41 ) assert, “ Pandangan yang melatarbelakangi pendekatan ini yakni setiap

pengalaman belajar melalui objek-objek yang dilihat, didengar, dirasakan, dialami siswa setiap

detik, setiap hari, sepanjang tahun akan mempengaruhi perkembangan jiwanya dan membentuk

karakter dan sikapnya kelak”.

AJEL is oriented on process and purpose. The process orientation in AJEL is intended

to increase learning motivation.Next, the autonomy and responsibility are encouraged early. In

addition, togetherness and work in group are for studentsto sharpen theiremotional

development. Finally, a healthy competition is grown by respecting each other and growingthe

leadership qualities.

The purposeorientation is to make students study more critically, and creatively. To

support this orientation, learning atmosphere is created to include more variation of learning

activities. It is also meantto increase emotional ripeness.One of the most important thing is for

sstudent to be ready to face the change and participate in change process.

CHARACTERISTICS of AJEL

Fachrurrazyand Mirjam Anugerahwati state that “ model of teaching with AJEL /

PAKEM will encourage learners to be physically, socially and mentally active, to comprehend

and develop life skills. This model requires that both teacher and learners are active”.

Fachrurrazyand Mirjam Anugerahwati also list that:

a. An active teacher :

Monitors the learners‟ learning activities

Gives feedback according to the learners‟needs

Asks challenging questions which invite learners to think critically

Questions the learners‟ ideas by asking for reasons.

1374

b. While learners are active when they can :

Construct the concepts from their background knowledge

Ask about things they do not know

Suggest their own or group‟s ideas

Question new ideas

Do activities which are related to the topics they are learning

REASONS FOR CHOOSING AJEL Learning method of AJEL is agood methods because it combines the participation on

the part of the students as well as the teacher. Focusing on active, effective, creative and joyful

learning, this method help students learn more easily.

The s With active learning, students develop their higher thinking skill such as

analyzing and doing evaluation to many learning event and applyingit in daily life. A creative

learning is a learning process that asks teacher to motivate and discover students‟ creativity in

learning process. A creative learning demands teacher to be able to stimulate students‟

creativity, especially in developing their thinking skill or in doing something. Thinking

critically begins with activities such as finding and creating something new or soemthing that

has never been there before or repairing something Thinking creatively must be developed in

learning process in order to make studentshave the habitof developing their creativity. Students

can be creative if they can do something and create new activity and productwhich is the

product of thinking creatively.

The learning is effective if it can give new experiences to life, form the learners

competition and deliver them to the purpose which will be reached as optimallyas possible. All

students must be involved in the learning process in order to be more enthusiastic. By this,

learning atmosphere is truly conducive, focused on purpose and formedearners competition.

Joyful learning means that there is good relationship pattern that involves teacher and

learners in a learning process. A democratic atmosphere should be created in a class and should

not be seen as a burden whether to teacher or learners during the learning process.

THE IMPLEMENTATION of AJEL in ACTIVITIES

This section describes a teaching and learning procedure that employed AJEL, which

was a part of the TEQIP Ongoing Activity in SMP Negeri 3 Padang Parapat Tanah Grogot.

Prior to teaching, the teacher begins with planning session. In the planning session, the first

thingsthat should be done are :

a. Determine Standard of Competence and Basic Competence

b. Arrange Lesson Plan

c. Choose learning strategy

d. Determine appropriate visual aid

Standard of competence chosen was “ Understanding the meaning in simple short oral

conversation transactional and interpersonal to interact in daily life context” and the basic

competence was“ To respond the meaning in the transactional conversation (to get things done)

and simple short interpersonal (interaction) accurately, fluently and acceptable to interact in the

daily life context included speech act, asking and giving the certainty, expressing and

responding the uncertainty “.

The next step was the implementation session. In this session, the subject matter that

was given to students was “using certainty and uncertainty expression”. This learning activity

was divided into three sessions

A. Opening

B. Main activity

C. Closing

To create a joyful learning process, the teacher useed puppet hand as a visual aid.In the

opening session, teacher greeteds the students.. After greeting, the teacher asked thestudentsto

stand up and move themselves like when they were doing physical exercise.The teacher

guidesthe students in order for the students to move in good harmony. After that, the teacher

askedthe students to applause together. The idea of this activity was to activate the nerves and

stimulate students‟ enthusiasm.

1375

In ongoing activity, writer taught in another school; so, the teacherfirstly introduced

herself. In this introduction, teacher asked questions related to certainty and uncertainty

expressions. For example : ” do you know my name ?........ are you sure that my name is

Syahrini ?........ are you sure that I am like Syahrini ?...... are you sure that my name is Sarmintul

?”...........To the students‟ answer whether certain and uncertain, the teacher used to ask reason

whether ” why were you certain ? ” and why were you uncertain ?”.

The teacher then assign each studentto identify 5 kinds of fruit.It included of

strawberries, mangoes, mangoesteens, guavas and oranges. After that, the teacher stimulated

students with questions related to certain and uncertain expression.

The teacherthen chose questions which related to students‟ experience or event that

students had undergone before. With these questions students would unconsciously enter their

sub consciousness power. In turn, , they would indirectly be ready to join the learning process.

By this activity, students had ability to aplicate the subject matter in real life. After the teacher

stimulated the students by giving questions referring to certain and uncertain expression,she

gave an example of a dialogueby using a hand puppet.

In the example, the teacher used funny examples. The purpose of presenting funny

examples was for the students get more comfortable. The teacher turned on LCD about ” how to

ask someone‟s certainty,how to express certainty,and how to express uncertainty”.

In the main activity, the teacher gave examplesof certain and uncertain expressions

again. Next, the teacher asked students to identify the pattern which was suitable with certain

and uncertain expression.The students anaged to make the pattern of certain and uncertain

expression easily. In this activity, teacher wrote the pattern of certain and uncertain on the

blackboard. Then, the teacher and student tried to make sentences together and pronoune them

correctly.After the students had understood, the teacher asked the students to get together, using

the fruit that each student had as a basis for grouping.For example, if they got strawberry, they

might gather with partner who got strawberry too, etc. Each group consisted of 4 students.

There were 21 students; so, they could make 5 groups. The teacher gave

styrofoamboard which was decorated in a frame. On the board, there were 2 papers for the

students to write their work. Firstly, teacher gave instruction of how to do the task. The teacher

then assigned the students.The students seemedvery enthusiasticin doing their task. Teacher

went around to look students activity. Teacherwould guide again to the student who was still

confused. Teacher gave plus score to the student who werefaster in doing the task and collecting

the task in front of the class. By giving plus score, student felt more conscious in finishing the

task. Learning process was being faster and in joyful atmosphere because each student had

feeling to be number one in collecting the task.

The styrofoam boardput in front class was shown off to other groups. After all groups

had finished the task, the styrofoam board was exchanged to another group and be corrected

together. It could stimulate the students to answer questions together. In this activity, each

studentwas given the chance to analyze other group‟s work.The analysisfocused on the use of

“certain and uncertain” expressions and and punctuation.

The teacher was fond of praising the group which got the higher score and gave

motivation to the group which got the lower score.Next, the teacher guidedthe students to

practice the pronounciation.

In closing activity, the teacher asked the students for their opinion about the subject

matter they had just learntand used functions in a real life. Both of teacher and student made

conclusion about the subject matter they had just learnt. After that, teacher asked student to

saythe yell “ I AM SURE, I CAN BE THE BEST, YES YES YES !!!!

From teaching and learning activities, it can be known that :

1. Learning readiness

The students were ready to receive the subject matter. In the main activity, they

showed enthusiasm in following the subject matter as the teacher identified from their

seriousness in doing the task in a group. The students tended to be active during the

learning process.

2. Closing activity

Both of teacher and student madeconclusion, strengthening and consolidation related to

real life.

1376

Closing Remarks Based on the experience of the teaching and learning activity useing AJEL it

can concluded that :

1. AJEL increases the quality of English learning.

2. AJEL makesthe students feel comfortable, interested and enthusistic when given the

opportunityto extend opinion, ideas and questions.

3. Student showed the ability of doing the task by her/himself or in group and be able to

beresponsible all the tasks, individually or in group.

4. Theclass atmosphere was joyful and attractive.

5. Students are encouraged to participate in a positive competition.

6. Students‟ emotional and social maturity, self confidence, motivation and enthusiasm as

well as students‟ productivity in learning activity increase.

7. The learning activity is more effective

8. Students are being active, critical and creative.

9. There is close relationship both of teacher and students

SUGGESTION

The teacher should give motivation and praise to the students. The purpose of giving

motivation is for the students to study hard and respond the subject matter which should be

applied in real life. Hence, they are ready to face the change and able to compete in

globalization era, withEnglish being international language.

SELECTED REFERENCES

Andayani,K and Pratiwi,Y. 2013. Pembelajaran Bahasa Indonesia Kreatif dan Inovatif. Malang

: kerjasama PT. Pertamina – Universitas Negeri Malang.

Departemen Pendidikan Nasional. 2009.Pembelajaran Aktif, Kreatif, Efektif & Menyenangkan

(Pakem). Jakarta : Depdiknas

Fachrurrazy and Anugerahwati, M. 2013. Pembelajaran Bahasa Inggris Kreatif dan Inovatif.

Malang : kerjasama PT. Pertamina – Universitas Negeri Malang.

Tim Penyusun Modul FKIP UNMUL. 2008. PAIKEM. Samarinda

TEACHING ENGLISH VOCABULARY

USING FOLKTALE BOOKS

Amirudin

SMPN 1 Bunguran Timur Laut, Natuna

Abstract: One of the big problems faced by English teachers is the lack of the students‟

English vocabulary mastery. There are many ways which have been used to solve this

problem. In this article, the writer tries to offer the alternative way in teaching English:

using folktale books. The writer believes that using folktale books will improve student

mastery in English vocabulary because this technique is suitable for meaningful learning.

Key Words : Vocabulary Mastery, Folktale Books, Meaningful Learning

English is a means of oral or written communication. Indonesian national curriculum

said that the competence in English Learning for the junior high school students is to understand

and to express the information, thoughts, feelings, and to develop science, technology, and

culture using English. Thus, the function of English is a means of communication. By using

English the students can get more information. They also can use English to develop

interpersonal relation, to make information exchange, and to enjoy language esthetics in

English. Therefore, English subject has goals as follows (Standar Kompetensi Lulusan 2006):

1377

1. To develop communicative competence in English whether in oral or written

communication. This competence includes: listening skill, speaking skill, reading

skill, and wrriting skill.

2. To grow the students‟ consciousnes on the language substance and the importance of

English as one of foreign languages as the main tool in learning.

3. To grow the understanding about the interrelation between language and culture and

to broaden the students‟ cultural insight to make the students have cross-cultural

insight. Thus, they will be able to get involved in cultural diversity life.

One of the components in English teaching is vocabulary teaching. Vocabulary is a set

of words with their meaning and should be used by someone in a language. Vocabulary owned

by someone is defined as a set of the whole words which are understood by someone himself or

all of the words will be used by someone to arrange the new sentence. The individual

vocabulary richness in general, is regarded as a representation of individual intelligence and the

level of his education.

Vocabulary understanding in general is regarded as the important part of a language learning

process or in developing individual language competence. The student is often taught the new

words as a part of specific subject and many adult people consider the vocabulary mastery is

interesting and educative activity.

The vocabulary mastery is the basic element that must be mastered by someone who learns

English as a foreign language. How can someone use the language when he does not know the

language vocabulary. Moreover when he learns the foreign language, here the vocabulary

mastery is absolute for him. When a student has enough mastery in English vocabulary it will

support him to get four competences in English learning: listening skill, reading skill, speaking

skill, and writing skill.

To achieve the goal of English teaching that is able to communicate orally and in

written form, so the students is expected to have enough vocabulary mastery to be able to

communicate well in variety of contexts and themes.

Language-based learning activity basically depends on the students mastery on that

language vocabulary. The students must have access to the meaning that is used by their teacher

and the people arround them. The limitation of their vocabulary mastery will be the obstacle for

them to achieve language competency. However, the learning itself is depend on the language.

Becker (1997) gives more attention to the importance of vocabulary development. It is

the sum of the vocabulary that is mastered by the students. According to him, the weakness of

the student vocabulary mastery is the main cause of student academic failure.

A research said that the individual understanding of the text also depends on the sum of

vocabulary which is mastered by someone. In Grave opinion (1986), ideally, the beginner

student have to master between 2500 till 5.000 words to support his language learning. In fact,

the students in Indonesia, especially the student at SMPN 1 Bunguran Timur Laut, have less

than that. Moreover English is a foreign language and they have limited time to practice and

use this language in every day life. This fact makes English teacher face difficulty to bring

students to gain the basic competence as curriculum required.

Actually, there are some factors that make this happen. Among others are:

1. Method and technique used by the teacher is not proper and interesting.

2. Interesting and effective media for students‟ vocabulary learning is not available.

3. Some students are not interested in learning English because in their opinion English is

difficult.

Based on this English learning context, the writer tries to offer an alternative technique

to improve the student mastery on English vocabulary. The writer call this technique “the usage

of the folktale book.”

THE TEACHING OF ENGLISH VOCABULARY

In teaching English vocabulary, there are two popular approaches, namely : word list

approach and contextual approach. By using the word list approach the teacher gives the

students the word lists and their meaning directly. These word lists may be related to one topic

and may be not. This approach has some weaknesses and also has some strengths. Some of its

strengths are:

1378

1. It is practical

2. It is easy to be done

3. It does not need much time to apply it.

While the weaknesess of this approach are:

1. It is regarded as usual note by the students

2. It is easily forgotten by the students.

3. It is not impressive for students.

4. The students have to open the word lists too often.

The second is the contextual approach. By using this approach the teacher does the

related activity to look for the meaning of the word. This approach also has the strenghts and the

weaknesses. Its strenghts are:

1. It is applicable in varied contexts

2. It makes the students impressed and fun in the learning process

3. It is easy for the students to remember.

While the weaknesses of this approach are:

1. It needs specific technique to use it

2. It needs much media

3. It needs much time in applying it.

But, in the writers‟ opinion, apart from the strengths and the weaknesses of the two

approaches, the most fun for the children is the contextual approach. Because in this approach

all of students can be directly involved in variety of activities to look for and to find the

meaning of vocabulary under the guidance of the teacher. It does not mean that the writer

always uses this approach whenever s/he comes to the class. The writer uses the approach of

the word list when the students ask about the meaning of the word that has been uttered by the

writer as the teacher. In context of the contextual approach, the writer has used folktale books in

teaching vocabulary.

According to Endayani (2012: 34), there are 3 indicators which can be seen to know

that the student has mastered in vocabulary, namely: when the student has mastered the meaning

of the word, the spelling of the word, the pronunciation of the word, and the usage of the word.

While Baker and Westrup (2000: 37) said that there are seven things that must be paid

attention to in teaching vocabulary:

First, when the teacher presents one new word then teacher must teach the meaning and

the pronunciation. Second, the precise meaning of of new words in specific contexts, is

very important..Third, the meaning of the new words can be taught through pictures,

mime, real objects as well as from a situation in context..Fourth, teachers need to ask

question to check that students understand the meaning..Fifth, Students need lots of

varied practice of new vocabulary. Sixth, Students need to revise new vocabulary

regularly. Seventh, Students need to record and store new vocabulary in helpful way.

Well-recorded new vocabulary can improve students‟ learning

Besides the above techniques, here we can show another techniques. First, the

teaching technique of vocabulary form. This technique can be done by three ways.

1. Visually

Teaching vocabulary visually can be done by showing the writing form of the

word, showing the movement related to the pointed word by moving our hand on

air while writing letters, or by showing the letters made of wood or plastic to be

spelled..

2. Touch

Teaching vocabulary by touch can be done by using the letters made of wood, sand

paper, and so on so that the students can feel the form of the letters which are

arranged to be a word. Besides that we also can use writing system like for blind

people (braile) or we can write a word letter per letter on the student hand.

3. Orally

Teaching vocabulary orally can be practiced as pronouncing a word or other

oral form.

Second, teaching technique of vocabulary meaning

To do this technique, there are three ways which can be referred to:

1379

1. Demonstration

This technique can be done by showing something.

2. Picture

This technique can be done by using photo, drawing something on the white board,

and illustration from news paper and magazine.

3. Explanation

This technique can be practiced by explaning synonym or antonym of the word,

defining or translating it.

Fahrurrazy and Anugerahwati suggest some points in teaching vocabulary (Fahrurrazy

and Anugerahwati, 2013: 34):

1. Train students to use dictionary

2. Find meanings of closely spelled words

3. Find synonyms or antonyms the given words

4. Teach idioms and special exspressions, in addition to single and compound words

5. Introduce prefixes and suffixes in English

6. Use collocation or word association

7. Use jumbled letters or anagram

8. Make pyramid words

9. Write a chain of words

10. Introduce word series

11. Use puzzles

12. Memorize a number of words per day / per week

13. Introduce blending, clipping, acronym, and loan words

14. Ask students to read intensively and extensively

15. Learn vocabulary in contexts

16. Use demontsration or realia to show word meaning

One of the teaching techniques in teaching of English vocabulary by contextual

approach is using story book or in this context, the folktale books. In the the references of

teaching of English vocabulary, there have been many discussions on English vocabulary

teaching using the stories. But so far the writer cannot find discussion on using folktale books in

teaching vocabulary.

Before discussing the usage of folktale books in teaching English further, it is better to

talk about what folktale is. The Dictionary of Merriam-Webster (1983: 371) says that Folktale is

“a characteristically anonymous, timeless, and placeless tale circulated orally among a people.”

Thus, folktale is the story is anonym in the context of the author, not clear in the context of the

publishing time and the time it appears in the middle of society. It circulates from mouth to

mouth. But in future development those stories have been written and compiled in printed

book.

While folktale books are printed book containing folktales. Because those books contain

folktales which are close to the students and even written in English, they are good to be used in

teaching English vocabulary.

WHY FOLKTALE?

Using Folktale books in the effort of improving the student English vocabulary mastery

is more effective than the usage of another books, like text books for natural sciences, social

sciences, and mathematics. When we as a teacher use those kinds of books, the writer believes

that the student will fall asleep soon. Because the students are not so familiar with the material

in those books. As we know, in general the students are more interested in story reading.

In teaching vocabulary, we must use Folktale books containing local story which is

close to the students‟ life context, not the story from the far country, nor the story from abroad.

For example, we know the story about Malin Kundang. It is suitable for the students

from Minang Land, the legend of Sangkuriang may be suitable for the students from Pasundan

Land, the tale of Joko Tingkir may be suitable for the student from Central Java, the story of

Calon Arang may be suitable for the student from Bali, but all of those stories are not suitable

for the students from Natuna. For Natuna students, the suitable stories for them may be the

1380

stories about Senua Island, Batu Sindu, the legend of Tok Nyong, the legend of Batu Kapal, the

legend of Pulau Sahi, and so on.

Those folktales are more interesting for Natuna students because they have recognized

those folktales from the beginning of their life. In their childhood, they had been told by their

grand fathers or grand mothers. So, those folktales have been near with them. In other words,

the students already have the background knowledge so that it is easy for them to relate the

material that they have learned to the things that they have known before.

By reading the familiar folktales in English, if they find difficult word it is easy for

them to guess the meaning, so that they do not need to open the dictionary continously. When

they must open the dictionary continously it will make them bored. And it is, of course,

disadvantageous for teaching vocabulary process.

These Folktale books are usually attache the meaning of the difficult word on the back

pages of the book, not placing directly on the page under text. This way makes the advantage in

strengthening the students capability to remember the meaning of the word. Because the time

gap and the effort distance used by the students to look for the meaning of the difficult word

influence the student capability to remember.

Of course, the results will be different when the meaning of the difficult word is placed

directly under the text. The time gap and the short distance for the students to look for the

meaning of the difficult word make student capability to remember become weak.

Related to the meaningful learning, this technique is very meaningful because this technique

always places the word in context, not in isolation. The vocabulary does not stand for it self as

in teaching vocabulary by memorizing word by word. Here vocabulary constructs the meaning.

HOW TO USE THE TECHNIQUE

The effort to improve the student English vocabulary mastery by using folktale books

can be integrated with the teaching of narrative texts. By this integration, we, as a teacher, can

get double advantages. Besides we are able to achieve the goal of the narrative text teaching, we

also can improve the student English vocabulary mastery.

Before we begin with the teaching of narrative texts, we must prepare the folktale books

containing the story that is relevant to teaching materials to be taught. The teacher can use the

folktale books published by Gramedia. In the writers‟ experience, the folktale books from

Gramedia Publisher fulfil the requirements needed in using folktale books to improve the

student English vocabulary mastery. If the teacher finds a difficulty to get the printed book, he

can create it himself using local stories.

In the class room, after finishing with his activity to introduce the narrative texts to

students, the teacher can distribute the folktale books to the students as a sample of the

narrative text. If the books are not enough for all students, the teacher can ask the students to

make groups. After distributing the folktale books to each group, the teacher asks the students to

read the book by giving enough time for them to read.

After that the teacher give some student worksheet to each group.This student

worksheet contains questions related to the text to be read. It is needed to assess the student

comprehension toward the text to be read. It is also useful for assessing students mastery on

English vocabulary in the text. Therefore, the student worksheet given by the teacher must

include questions which are able to assess student mastery on English vocabulary.

In the next step, the teacher can ask every group to deliver their report to the class by

reading their answers to the questions in the student worksheet. To give motivation to the class,

the group report can be competed.

The task to read this folktale books can also be given by the teacher as a home work.

But the students must be given student worksheet in order to be able to assess students mastery

on English vocabulary in the folktale books that they bring to their home. In the writer‟s

experience, this technique can improve the students English vocabulary mastery.

CONCLUSION

Based on the above description, it can be concluded that:

1. One of the big problems faced by the teacher in teaching English is the lack of student

English vocabulary mastery.

1381

2. In Teaching English vocabulary, there are two approaches. They are the word list

approach and the contextual approach.

3. The contextual approach is more efective in improving students English vocabulary

mastery because it is suitable for the meaningful learning.

4. One of the effective techniques in improving the student English vocabulary mastery is

the usage of folktale books because it uses the contextual approach and this approach is

suitable for the meaningful learning.

REFERENCES

Allen, Janet. 1999, Words, Words, Words Portland: Stenhouse Publishers.

Baker, Joanna and Westrup, Heather. 2000, The English Language Teacher‟s, Handbook, New

York, VSO.

Hamid, Fuad Abdul. 1987. Prosedur Belajar-Mengajar Bahasa. Jakarta: Depdikbud,.

Nation, I.S.P. 1974, Techniques for Teaching Vocabulary. English, Teaching Forum, 12,3:18-21

Tb. Endayani. 2012, Meningkatkan Penguasaan Vocabulary Melalui Metode SAVI, Tesis,

UNS.

Working with Words, http://www.wfu.edu/cunningh/fourblocks/block4.html.

PEMBELAJARAN VOCABULARY BUILDING

DENGAN METODE VOCABULARY GAME

Muhammad Munip

munif_java@yahoo.com

Abstrak: Metode vocabulary game untuk mengatasi pembelajaran vocabulary building

yang kurang menarik, ternyata memberikan pengaruh yang cukup signifikan untuk

meningkatkan kemampuan siswa dalam menguasai vocabulary.Makalah ini menyajikan

peningkatan penguasaan vocabulary siswa melalui vocabulary game.

Kata kunci: vocabulary building dan vocabulary game.

PENDAHULUAN

Dalam pembelajaran Bahasa Inggris, siswa dikatakan menguasai aspek Writingini

apabila mampu menulis dan yang ditulisnya bisa dipahami orang yang membacanya.

Salah satu ketrampilan yang diajarkan adalah aspek writingdengan materi vocabulary

buildingdengan metode yang unik dan menarik agar siswa mampu memahami dan menguji

kemampuan vocabulary mereka khususnya dalam aspek writing..

Dalam pembelajaran vocabulary building ini diterapkan metode vocabulary game.

Adapun penerapan metode ini adalah sebagai berikut :

Vocabulary Building

- Guru contoh-contoh vocabulary yang diawali huruf A – Z.

- Guru memberikan sebuah vocabulary test individu kepada siswa

- Guru membentuk kelompok untuk bermain vocabulary game

- Guru menyampaikan hasil pekerjaan siswa

- Guru memberikan penguatan

- Guru melakukan penilaian

PERENCANAAN PEMBELAJARAN (RPP)

Dalam penyusunan perencanaan pembelajaran vocabulary building dengan metode

vocabulary game dengan menekankan aspek recalling (mengingat) bukan memorizing

(menghafal). Pada kegiatan perencanaan pembelajaran juga dirancang langkah-langkah

pembelajaran yang digunakan dalam kompetensi dasar tersebut. Langkah tersebut dipilih dalam

metode pembelajaran ini adalah vocabulary game.

1382

Selain materi, media pembelajaran yang disiapkan pada perencanaan juga dirancang

instrumen penilaian. Instrumen ini disesuaikan dengan kompetensi dasar dan indikator yang

akan dicapai serta ditujukan untuk membantu guru untuk menilai secara objective dengan

indikator yang jelas.

Setelah perencanaan sudah disusun, maka guru menerapkan RPP yang terulis dalam

pembelajaran di kelas. Pelaksanaan pembelajaran dimulai dari kegiatan awal, kegiatan inti dan

kegiatan akhir. Langkah-langkah kegiatan tersebut dapat dijabarkan dibawah ini.

KEGIATAN AWAL

Pada kegiatan awal pembelajaran, guru membuka dengan ucapan salam dan bertanya

apakah siswa siap mengikuti pelajaran yang akan diberikan. Semua siswa kelas 7 siap dan

antusias mengikuti pembelajaran. Setelah keadaan kelas kondusif guru meminta ketua kelas

untuk memimpin do‟a, selesai berdo‟a kemudian guru memeriksa daftar hadir selanjutnya guru

berdiri dari tempat duduk dan memulai proses awal pembelajaran. Untuk memulai proses

pembelajaran tersebut, guru memberikan apersepsi dan motivasi kepada siswa dengan bertanya

nama salah satu murid, kemudian guru bertanya bagaimana cara mengeja huruf-huruf dari nama

siswa tersebut. Selain itu, guru juga memotivasi kepada siswa untuk menguasai kosa kata.

Setelah memberi apersepsi dan motivasi selesai disampaikan, guru melanjutkan kegiatan

pembelajaran.

KEGIATAN INTI

Pada kegiatan inti, dipilah menjadi tahapan eksplorasi, elaborasi dan konfirmasi. Pada

kegiatan eksplorasi, guru memberikan contoh-contoh vocabulary yang diawali dari huruf A – Z

dengan metode sederhana, kemudian guru memberikan vocabulary test. Pada tahap elaborasi,

guru memberikan pertanyaan-pertanyaan tentang nama siswa kemudian menanyakan contoh-

contoh vocabulary yang lain sehingga para siswa mencoba berusaha untuk menemukan kata-

kata baru. Setelah itu guru memberikan vocabulary game. Pada tahap penguasaan vocabulary

(kosa kata) siswa diberikan worksheet (lembar tugas) untuk mengerjakan beberapa test dan

game yang berhubungan dengan alphabet dan yang lainnya. Diantara test dan game yang

diberikan adalah :

1. Find vocabulary-based name (mencari kosa kata berdasarkan nama)

Dalam proses pembelajaran ini ada beberapa tahapan, diantaranya:

a. Siswa diberikan sebuah worksheet untuk dikerjakan

b. Kemudian guru menjelaskan dan memberi contoh tugas yang akan diberikan

(sesuai presentasi terlampir)

c. Dalam proses ini siswa diberi alokasi waktu selama 15 menit.

2. Find vocabulary based alphabet (mencari kosa kata berdasarkan huruf

alphabet)

Dalam proses pembelajaran ini ada beberapa tahapan, diantaranya:

a. Guru membentuk kelas menjadi 4 kelompok dengan cara memberikan kertas

origami berwarna sama kepada 8 siswa dengan diberikan secara acak,

kemudian siswa mencari teman yang mempunyai warna yang sama.

b. Guru memberikan worksheet untuk dikerjakan pada setiap kelompok

c. Kemudian guru menjelaskan dan memberi contoh tugas yang akan diberikan

(sesuai presentasi terlampir yaitu lagu-lagu yang berhubungan dengan

vocabulary)

d. Dalam proses ini siswa diberi alokasi waktu selama 15 menit.

3. Chain word (kata berantai)

a. Masih dengan kelompok yang sama, guru memberikan worksheet untuk

dikerjakan pada setiap kelompok

b. Kemudian guru menjelaskan dan memberi contoh tugas yang akan diberikan

(sesuai presentasi terlampir)

c. Dalam proses ini siswa diberi alokasi waktu selama 15 menit.

Pada tahap konfirmasi

4. Linking word (kata yang berhubungan)

a. Masih dengan kelompok yang sama, guru memberikan worksheet untuk

dikerjakan pada setiap kelompok

1383

b. Kemudian guru menjelaskan dan memberi contoh tugas yang akan diberikan

(sesuai presentasi terlampir)

c. Dalam proses ini siswa diberi alokasi waktu selama 15 menit.

Pada tahap konfirmasi

Setelah vocabulary test dan vocabulary game diberikan, maka guru memaparkan hasil

test siswa secara individu dan kelompok. Pada tahap konfirmasi, guru dan siswa kembali

bertanya jawab tentang hal-hal atau vocabulary yang belum diketahui dan kata-kata baru yang

didapat.

KEGIATAN AKHIR

Pada kegiatan akhir, siswa dibimbing oleh guru untuk menyimpulkan pelajaran yang

telah dipelajari. Akhir dari pembelajaran, guru memberikan homework.

HASIL DAN PEMBAHASAN

Dalam pembelajaran vocabulary building melalui metode vocabulary game adalah

metode pilihan yang menarik dan memberikan semangat kepada siswa untuk belajar, dengan

mengerjakan tugas-tugas yang diberikan dan dikerjakan secara bersama-sama dan bersaing

dengan teman-teman yang lain.

Dalam metode penguasaan vocabulary para siswa sangat antusias karena dengan pola

vocabulary test dan vocabulary game yang sangat menarik, dimana metode ini lebih

menekankan recalling (mengingat) daripada memorizing (menghafal) dan dengan penugasan

berkelompok tersebut para siswa akhirnya bisa saling melengkapi kelemahan dari teman-teman

sekelompoknya, kemudian dalam pembelasan ini pastinya siswa banyak sekali menemukan

kata-kata baru yang sebelumnya tidak diketahui.

PENUTUP

Pemilihan metode vocabulary game ini sangat tepat diterapkan pada materi vocabulary

building. Selain itu, media pembelajaran menarik dan unik berperan penting dalam

pembelajaran. Kreatifitas guru untuk mengajak siswa aktif dan memotivasi siswa belajar sangat

berperan penting. Penerapan metode ini dapat meningkatkan motivasi dan semangat siswa untuk

mengikuti pembelajaran.

OUT OF THE ENGLISH CLASS OF MADRASAH TSANAWIYAH

SURYA BUANA MALANG AND SMP NEGERI 4 PENAJAM

PASER UTARA: CONTRASTIVE CHARACTERISTICS OF THE

STUDENTS

Abdul Muis

Abstract: This article contrasts the differences of the characteristics between the students

of Madrasah Tsanawiyah Surya Buana Malang East Java and those of SMPN 4 Penajam

Paser Utara East Kalimantan in English class The differences include the aspects of

Punctuality, Exposure in the Classroom, Behavior toward the teacher, Attention in the

Class, Support for English Study and Learning atmosphere.

Key words: charcteristics of students, differences, English class

Teachers have always tried to understand students‟ characteristics as teaching and

learning management is not easy, because the teacher-student interaction is often complicated

by many factors which include characteristics of learners.

This article contrasts the differences of the characteristics between the students of

Madrasah Tsanawiyah Surya Buana Malang East Java and those of SMPN 4 Penajam Paser

Utara East Kalimantan in English class. .

1384

By contrasting the students‟ characteristics of the two different schools, the writer

expects to learn student characteristics that positively influence learning. In turn, the witer can

help the students of SMP Negeri 4 Penajam Paser Utara build their characters. Based on the

class observation during ToT I and Tot II of TEQIP 2013, the writer identifies six main student

characteristics in English between Students of MTs Surya Buana and those of SMP Negeri 4

Penajam Paser Utara. They are punctuality, exposure in the classroom, behaviour toward the

teacher, attention in the class, support of English study and learning atmosphere.

PUNCTUALITY

The reason why the writer put this variable in the first condition is because punctuality

is the main key for success. Indonesian people are common to turn down the importance of

being on time. This made Indonesia left behind the advance countries. , students of the MTs

Surya Buana Malang are more punctual students. When the bell rings as the code to start

teaching and learning process, they all have been in the classroom. It makes the learning process

will not be late. Before the break comes, they are still in the class. This also happens when they

enter the class after the first or the second break. They will remain come on time. Even, when

the class is about to end, they are still in the classroom. They will not go home when the class is

not yet over.

The students of the MTs Surya Buana Malang have tried to be strict with time. If the

teachers are late to enter the class, they will immediately to go to the office to call the teacher.

Compared to the students of SMP Negeri 4 Penajam Paser Utara, it is very often the

writer experiences that the students come late in the first subject of the day. Their main reason is

the probelm with transportation, i.e. absence or lateness of the angkot. The fact is most of them

are late to go to bed the night before and so, they get up late. They are also busy with thing not

dealing with their study. For example, wasting their time for texting . It also happens when the

class starts again after the first or the second break.; they come to class late. They reason that

they are late because the canteen is full so they have to stand in line for snacks. . In fact, if they

manage their time for break, they will not deal with the problem. Even, in the last lesson, they

will go home earlier when the teacher is not in the classroom due to some reason. If the teacher

are late to go to the classroom, they just wait until the teacher comes to their class. Based on all

those things, the students of the SMP Negeri 4 Penajam Paser Utara are less punctual.

EXPOSURE IN THE CLASSROOM

. The writer identifies that the class wall of MTs Surya Buana Malang were full of

pictures and or hand writing about students motivation or class rules. The richness of the wall ex

hibition make them more interested in the classroom. The feeling of self-esteem are fulfilled by

exposing the students‟ work in the classroom wall. They made it by themselves. They are not

only the printed work, but also the media that made from students‟ own hand writing. It can be

seen in the figure 1.

Figure 1. The Hand Writing Exposure of MTs Surya Buana Malang

It is very different from the students of SMP Negeri 4 Penajam Paser Utara. In their

class wall, there are only 3 classes which have herbarium as the exhibition and iIt is because

the teacher asks them to install it on the wall, not because of their own consciousness. The

students are lack of exposure. The lack of the creativity of the teacher drives to less exposure in

the classroom. If the teacher is creative, s/he will ask the students to stick the works of the

1385

students in the classroom wall instead of buying. This will make the students having more

sense of belonging because they make them by themselves. They also will be proud of because

their works are appreciated by the teacher. So they will keep them until the teacher asks to

change the their works. Figure 2 shows the picture of classroom condition of SMPN 4 Penajam

Paser Utara

Figure 2. The Classroom Condition in SMPN Penajam Paser Utara

BEHAVIOUR TOWARD THE TEACHER

The students of MTs Surya Buana are really respectful to the teacher. If they pass by the

teachers, they greet them. This also happens when they receive lesson in the class, they will be

active but still respect the teacher. They also will not disturb their friends. They remain

respectful when they answer the teacher‟s question. If they meet their teacher on the way, they

salute the teacher. They may be close with the teacher or even the headmaster but they l always

respect them. They will not do something that is impolite with the teacher.

On the contrary, some of the students of SMP Negeri 4 Penajam Paser Utara, them do

not really respect the teacher. It is very common they forget togreet when they pass the teacher.

They do the same thing when they want to enter a class to take or give something to the student

inside the class. They prefer not to do that rather than asking for permission to the teacher who

teaches the class. When they receive the lesson, they sometimes disturb their friends even when

the teacher is still in the class. Sometimes, they make joke with the teacher acting like the

teacher is their friend.

ATTENTION IN THE CLASS

The students of MTs Surya Buana Malang pay a deep attention when the teacher gives

explanation. They will not talk to their friend especially the desk-mate. The students are really

active. If the teacher asks about their condition, they will answer it clearly. This also happened

when the teacher check the attendance list. They enthusiastically answer their own or their

friends‟ presence. If the teacher give them a text, they will read it carefully. If they were given

question or assignment, they will do it seriously. When the model teacher asks them to work in

group, they are prompt to do it. They are not hesitate to ask the teacher if the the instruction is

not really clear for them. Even, in the last session of the instruction that is closing, they will ask

the teacher about what they haven‟t understood or if there is learning objectives that they

haven‟t understood. Meanwhile, the students of SMP Negeri 4 Penajam Paser Utara is less

active. They will not enthusiastically answers when the teacher asks their condition. It is very

common they study reluctantly from the opening until the closing. Most of the students are less

to give feedback for instance. Based on the writer‟s experience, this one quite often also

happened in the best class. The school in Penajam Paser Utara use the classification of the class

based on the the score from their report of book. The students of smart class is mostly passive

students. The lower achiever students in the lower class will be even worse.

SUPPORT FOR ENGLISH STUDY

The students in MTs Surya Buana have an ease to support their lesson in the English

class by joining an English course. When they have a long holiday after the final semester test,

some of them join the English village in Pare, Kediri. This kind of English course is effective

because the students have the place to feel the English environment.

1386

Another thing that supports the education in the Madrasah Tsanawiyah Surya Buana

Malang is about the Information Communication Technology application in class. Each of the

MTs Surya Buana Malang classrooms has the LCD projector. Different from MTs Surya

Buana Malang , the students in SMP Negeri 4 Penajam are limited having the facilities to

support their English learning. They are common to rely on the learning in the classroom. The

students and the parents seldom to back up the education with English course. Moreover about

the English environment. There is no place like Kampung Inggris near the Penajam Paser Utara

regency. Some of the parents and children have realized this, but the option is they can only go

to the English course held by their own teacher or go to local English course. Besides, the

facilities of the English class. SMP Negeri 4 Penajam Paser Utara is State school. It means all

the supporting facilities can be demanded to the government. If the government does not supply

the facilities or if the principle did not think the importance of the facilities such as LCD

projector, the English class will be conducted with the facilities for granted. It means that they

will use the manual media instead.

LEARNING ATMOSPHERE

The learning atmosphere in MTs Surya Buana Malang is very conducive. As we know

that in Java island, most of the students have special time for studying. The time from 6 p.m

until 7.30 p.m is allocated for the students to study for example checking the home work from

the teacher. It is special time to study. The TV is forbidden to turn on. The parents‟s duty is to

observe the student when they study. The parents will get involved in the learning process by

asking the material they have got in the classroom. Even though they can not help the students

to understand the instruction. The attention will be enough for the student that the parents

support their study. Unlike with the students of MTs Surya Buana, the students of SMP Negeri

4 Penajam Paser Utara have the different atmosphere. They don‟t have good learning

atmosphere. They don‟t have special time to study. The time at 7 until 8.30 p.m, they will use

their time to watch the TV, texting or updating status or checking social media such as

Facebook, Twitter, and any other social media. This all took place because the parents do not

get accustomed to control the students time for study at the house. They do not give any

attention to the teacher by asking the material that the students achieve in the school. In fact,

there is no success for the students if they don‟t have the balance condition of time between the

school time with the teacher and the time at the house with their parents. The time at the house

is the most affective one because most of the time is at the house. If the parents do not control

the children, they will get loss because they are responsible for the students‟ education. The

successful of the students education will make the parents happy because it is the children the

one who will take care of them in the future. The facilitator of the education should think that

this kind of cooperation between the teacher to their parents can be synchronized for the sake of

the students. Unfortunately, the learning atmosphere has not worked well in SMP Negeri 4

Penajam Paser Utara.

CONCLUSIONS AND SUGGESTIONS

The writer concludes that the six conditions in English study of the students of MTs

Surya Buana Malang above can be applied to his students of SMPN 4 Penajam Paser Utara, it

can make the education in SMP Negeri 4 Penajam Paser Utara step forward o, it develop to

catch its shortcomings to those of MTs Surya Buana Malang. By making this article, the writer

expect this article can be useful for the student to improve the way they study. For the teacher,

the writer hopes this article will give big contribution in teaching the students and also for the

next researcher to find more related aspects that is substantial to improve the teaching learning

process.

REFERENCES

www.dictionary.com, accessed on November 5, 2013

www.wikipedia.com, accessed on November 5, 2013

Cambridge Advance Learners Dictionary 3 (CALD3), offline dictionary

1387

APPLYING MIND MAPPING STRATEGY IN TEACHING

WRITING DESCRIPTIVE TEXTS

Hamidah Ulfah

SMP Negeri 5 Tanah GrogotKab.PaserKaltim

Ulfahamida2013@gmail.com

Abstract: Writing is one of the four language skills which is very important to learn.

Writing is not easy. Among other the skills, writing is the most difficult skill to learn,

because it needs hard thinking in producing words, sentences,and paragraphs at the same

time.The difficulty lies not only in generating and organizing ideas, but also in translating

these ideas into a readable text.” The preliminary observations show that the eighth grade

students of SMP Negeri 5 Tanah GrogotPaserfind difficulties in writing descriptive texts.

They have limitedvocabulary and minimum grammar. They do not like English either.

Therefore, the writer tries to use a mind mapping method to solve the problems. This

method is quite interesting as it uses pictures which can be created by the students.The

students can also color and decorate as they want and show ideas in writing.The result of

the observation shows that the students look eager to attend the lesson when mind mapping

method is used in learning writing a descriptive text. When they did the tasks in group, they

could complete and submit their tasks in time. The results of tasks show that they can do

better after using mind mapping.

Keywords: Writing, Mind Mapping, Descriptive text.

English Language subject has different characteristics with other subjects. This

difference lies in the language function as communication tools. In addition to indispensable

mastery of vocabulary and grammar, it also requires skills in applying it in the communication

activities, either written or oral (Mone, 2003: 2). In the study of competence of writing, the end

purpose is to produce a text either functional or monologues based on the genre of texts; the

student is expected to be able to understand the characteristics of a text, and can express it with

vocabulary and grammar.

Writing is one of the four language skills which is very important to learn. Writing is

not easy. Among the skills, writing is the most difficult skill to learn, because it needs hard

thinking in producing words, sentences,and paragraphs at the same time. As Jack C. Richard

and Willy A. Renandya (1986:1) said, “writing is the most difficult skill for second language

learners to master. The difficulty lies not only in generating and organizing ideas, but also in

translating these ideas into a readable text.”

In the second years of junior high school, the basic competence that should be achieved

in the writing English subject is that the students have an ability to develop and produce a

writtensimple functional text in the descriptive text, recount text, and narrative text. (BSNP,

2007).

A descriptive text is one of the texts which is difficult enough to learn by the students.

A descriptive text is a text that describes the features of someone, something, or a certain place.

A descriptive text consists of introduction and description. Introduction is the part of paragraph

that introduces the character, and description is the part of paragraph that describes the

character. The students can use simple present tense and adjective clause in writing a descriptive

text. In writing the descriptive text, students often find some difficulties. The students usually

feel difficult to organize their ideas. Furthermore, many students make some mistakesand face

difficulties to build and develop their imagination.

The English teachers of SMP Negeri 5 Tanah Grogot inPaser regency state that most

of the students complain that they do not understand how to start writing English and feel

uneasy to try it. For illustration, the students feel confused when the teacher asks them to write

some sentence in English. In addition, they say that learning English is a confusing activity. For

them, English is different from Indonesian. The students also say that they frequently get bored

when learning English, especially writing. Some of the teachers state that it is caused by the

teaching method which is applied by them. They are unable to create an interesting classroom

1388

situation. The teacher tells that the teaching learning process occurs in the classroom, the

students often seem unwilling to learn.

Based on the writer‟s experience when she taught in her school, the process of teaching

– learning in the classroom was still passive. The students did not understand clearly about a

descriptive text, how to identify the descriptive text, and how to describe persons, places, and

things in English writing. Besides that, the teacher usedone technique in teaching descriptive

text which made the students feelbored and difficult to understand the material when learning.

Therefore, the teacher needed to be more creative in teaching, including selecting the technique.

In teaching learning process of a decriptive text the teacher was still dominant so that the

students did not have chance to express their ideas to make a descriptive text. Besides that the

teacher seldom gave students the vocabulary and explained the phrase which focus on a

descriptive text so that the students had difficulties in organizing their vocabulary to be a good

paragraph.

The teacher‟s strategy in teaching a descriptive text was not detailed so that students

had difficulties in understanding a descriptive text more detail and there was no key words

which must be understood by students, because the teacher only focused more on evaluating the

descriptive texts than making students understand about the descriptive texts.

Based on the statement above, teachers must be able to organize learning – teaching

activities. They have to master the material, method, technique or strategy to make the students

understand and apply descriptive writing matters in practice. A good technique can help the

students in comprehending and mastering the lesson. One of the teaching failures is caused by

an unsuitable method or technique in teaching – learning process, the writer would like to

propose an alternative technique, that is the one which is commonly known under the term „‟

Mind Mapping‟‟. Mind maps came into vogue in the 1970′s with Tony Buzan as their unofficial

spokesman. He hosted the popular BBC show “Use Your Head!” and extolled the benefits of

mind maps for academic, business, and personal use. Buzan argued that traditional outline

methods donot jive with the way people actually learn–by scanning entire pages in a non-linear

fashion. He figured that mind maps were the best option, as they combined the logical and the

abstract in an eye-catching way. Mind maps are an incredible tool for many scenarios, but

especially for creative writing.

Moreover, the mind mapping technique can motivate the students to write and to

stimulate their ideas. Beside that, this technique will help the students to organize their thinking

before they develop in a paragraph.

MIND MAPPING STRATEGY Mind mapping is a registered trademark of the Buzan organization (1993). The

writer uses the term on this web site solely for informational purposes and to spread the word

about the tremendous value of mind mapping. Tony Buzan is credited as being the founder of

the mind mapping discipline. Mind Maps use letters and numbers and they also use color and

image, which means that they engage the left and the right sides of the brain. This is why you

can increase your thinking power synergistically when you use Mind Maps. Each side of the

brain simultaneously feeds off and strengthens the other in a manner which provides limitless

creative potential.

Mind-mapping is a fairly simple technique which will appeal particularly to visual

learners. Some students may already have encountered Mind-mapping before in the guise of

“spider diagrams” or “concept mapping”. Before introducing a class to Mind mapping, I have

found it useful if they have previously been introduced to brainstorming and are also familiar

with working together co-operatively in small groups.

Mind mapping is a strategy for helping students order and structure their thinking

through mentally mapping words or/and concepts. A mind map is as a way of helping students

makes notes that used only key words and images. They are much quicker to make, and

because of their visual quality much easier to remember and review. The difference between

concept maps and mind maps is that a mind map has only one main concept, while a concept

map may have several. (blog.thinkbuzan.com/imindmap/mind-map-for-st..)

1389

The goal of this strategy is to help the students quickly relate a central word or concept.

The mind forms associations almost instantaneously and 'mapping' allows you to write your

ideas quicker, using only words or phrases. To make a mind map, start in the center of the page

with the main idea, and work outward in all directions, producing a growing and organized

structure composed of key words and key images. The key features are organization, keywords,

association, clustering, visual memory - print the key words, use color, symbols, icons, 3D-

effects,arrows and outlining groups of words, outstandingness - every Mind Map needs a unique

centre, and conscious involvement

Mind Maps help organize information. This can allow students to develop a strategy for

note-taking, creative writing, report writing, studying the easy way, studying as a group,

meetings, and think tanks and can alleviate writer's block.

The Example Of Mind Mapping

The Process of Mind Mapping Strategy

Start with a huge piece of paper and turn it sideways (into “landscape” orientation).

This provides most space for writing (which tends to go from left-to-right rather than top-to-

bottom) and also corresponds best with the way that our eyes view the world. Try to write

most of your words in a generally horizontal direction.

Starting with the central idea or theme, write this in the centre of the paper in capital

letters (or other distinctive lettering) and illustrate it, using colour. Draw “branches” for each

of your main sub-themes, using different colors for each branch, and write the word along the

branch, adding a suitable illustration. It may be helpful to “brainstorm” sub-themes and

associated ideas before committing them to the map.

Work on each of these branches systematically or jump about all over the place – but

try to organize each new idea so that it connects with previous ideas. If ideas recur in different

Profession or

Job

orJob

Personality

Family

Physical

appearance

A Singer

Children

ger

A Singer

A Singer

Pointed nose

Long hair

Beautiful face

Husband

A Singer

White skin

Good wife

ger

A Singer

A Singer

Tall

ger

A Singer

A Singer

Humble

Playing

football

Sunday

3 pm

In “Garuda” field

1390

parts of the map, that‟s OK. If you get a mental block just draw in a blank line to remind

yourself to come back to the relevant section. You may want to re-work your original Mind

map (or use the post-it note technique) so that you get it “just right”.

(http://www.brainboxx.co.uk/)

THE PROCEDURES OF LEARNING PROCESS

In the second years of junior high school, the basic competence that should be achieved

in the writing English subject is that the students have the ability to develop and produce a

written simple functional text in the descriptive text, recount text, and narrative text. In this

case, the writer focuses on producing a written simple functional text in the descriptive text

using a mind mapping.

After Standard of competence and basic competence is determined, the next step is

developing the indicators. The indicators are finding the various information of the text,

identifying the linguistics features of text and writing a simple descriptive text. The learning

objectives of this teaching activity are at the end of the lesson, the students are able to find the

topic and others information of the text, find nouns, adjectives, phrases, verbs and write a

simple descriptive text.

This learning process is also explained inthe learning procedures and the strategy that

is used in teaching a descriptive text. The strategy is using mind mapping. The teacher also

uses some media such as flash cards, pictures or photo related to the topic to support and make

it easier for students to understand the topic.

Besides the material, media that are prepared, the writing assessment is also designed,

as well as rubric and indicators assessment that will be achieved. It is expected to help the

teacher to make objective assessment related to the indicators. After organizing the planning of

teaching learning, the teacher practices the lesson plan that starts from opening, main and

closing activity. The following learning activities are:

OPENING ACTIVITY

At the beginning of the session, the teacher opens by greeting, giving warming up by

asking the students‟: are you ready to study now? The teacher focuses the students‟ attention

and also arouses their motivation by giving illustrations about the advantage of learning the

materials to take an active part in the learning process. After making the nice situation, the

teacher continues to the main activity.

MAIN ACTIVITY

Main activity refers to the process of learning towards the achievement of basic

competence. They consist of steps that are arranged systematically. The activities are to be

done systematically through the process of exploration, elaboration, and confirmation.

In exploration, teacher does the following activities such as asking the students some

brainstorming questions related to the material. The teacher shows some pictures or photo about

famous people and asks the students to identify who she/he is. The teacher puts one of person

photo on the centre of whiteboard and then gives the questions related to the picture or photo.

The teacher makes some branches and asks the students to write the answers that are related to

the picture. After that teacher asks the students to identify the kind of words such as nouns,

adjectives, phrases and etc. The teacher explains how to make good sentences by using those

words to help in making paragraph and also about descriptive text.

In elaboration, the teacher does the following activities such as giving instruction to

make a group of four students. The teacher gives one photo to each group and asks them to

make mind map based on the picture as the main centre of branches with different color. The

students describe by writing the name of famous person, his/ her profession or job, hobby,

physical appearance, personality and etc. The teacher then assigns them to make a simple

paragraph based on the picture in groups.

In confirmation, the teacher does the following activities such as giving feedback to the

students by giving enforcement to those who finish their assignment, and asking them to put

their work on the wall. After that, the teacher asks the students to give any comments to other

groups‟ work.

1391

CLOSING ACTIVITY

Closing activity is the last activity in a session. In this learning activity the teacher gives

reflection and conclusion. The teacher checks the results of students‟ learning. The teacher asks

some questions what they have learnt and difficulties in learning process. After that the teacher

gives a follow up activity such as homework to make a simple paragraph by describing their

family (father, mother, brother or sister) using their family‟s photo individually.

FINDINGS AND DISCUSSIONS

In learning process of teaching Adescriptive text by using mind mapping, in the

beginning of activity the students felt enthusiastic when the teacher gave some questions about

their hobbies. Some students answered swimming, travelling, fishing and others. One of the

students said that she liked writing a diary and the teacher gave motivation that from the hobby

can be earn money for example the author of Harry Potter, JK Rowling. The students should

develop their hobby: writing. writing was AN important skill that must be mastered by the

students. After the teacher gave motivation and apperception, the students were shown some

pictures and asked them to identify the picture. Some students answered the teacher‟s questions

related to the picture actively.

In the main activity of learning process when the teacher explained by using mind

mapping, put one picture on the whiteboard that was given clues by making some branches with

different color, some students came forward to write down the keywords. Some students follow

the activity enthusiastically. From this activity, there was interaction between the teacher and

the students‟ by using picture media. After that the teacher explained how to make some

sentences using some keywords and simple present tense. The students paid attention and

listened to the teacher‟ explanation enthusiastically. There was also interaction between other

students when they made a group to make a simple paragraph to describe a famous person. They

discussed to make mind mapping based on the picture before they arranged into good sentences

to make a simple paragraph.

At the end of main activity, their works were put on the wall and other groups gave the

comments to their writing product. After that the teacher gave confirmation by checking the

grammar, words choice, and organizing of their paragraph. Based on the teacher‟s observation

of their works, there werefew mistakes about grammar, words choice and organizing of their

work compared when they wrote before using the mind mapping strategy.

The closing activity is when the teacher made a reflection. The students were asked

about what they have learnt; almost 75% can answer about linguistic features of descriptive text

and how to start of making a paragraph of describing people using mind mapping.

It can be concluded that mind mapping can improve students‟ ability in writing a simple

paragraph of descriptive texts. Using media is also important to support and make the students

easier to understand the material. Beside that, the using of strategy must be suitable with the

material that will be taught by the teacher. The interaction between teacher and students,

students with other students, the students with media have essential roles in learning process.

CONCLUSION

Using the mind mapping strategy is appropriate to assist the students in improving their

ability especially in writing a paragraph of descriptive texts. It uses some keywords to introduce

their brainstorming and also familiar with working together co-operatively in small groups.

Beside that the media are also important in teaching learning. The teacher‟s creativity to support

the students to be active learners and give motivation is essential too. Applying the mind

mapping technique and using appropriate media can improve the students‟ ability in writing

descriptive texts.

REFERENCE

Buzan, Tony, Buzan, Barry. 1993. The Mind Map Book. United States: Penguin Group.

BSNP. 2006. Silabusdan RPP Mata PelajaranBahasaInggris. Jakarta: Depdiknas.

(blog.thinkbuzan.com/imindmap/mind-map-for-st..)diaksespada 4 November 2013

(http://www.brainboxx.co.uk/)diaksespada 4 November 2013

Hernowo.2007. “Brain-Based Writing”, diakses pada 4 November 2013.

(www.smartdraw.com/.../strategic-planning-proces... 2013

1392

THE COMPARISON ON TEACHING AND LEARNING

ACTIVITIES BEFORE AND AFTER JOINING TEQIP

Fransiskus Jemani

SMPN 3 Komodo

Abstract: Lesson study has been practiced in the activity of TEQIP. Even though the

activities of a teacher have been going on for years, the level of satisfactory of a teacher is

still low and the skill of students is still low too. It needs a good strategy or model to get

good result. The purpose of this writing is to compare the teachers‟ activities and the

students‟ response before and after joining the TEQIP.

Keywords: Comparison, model, TEQIP

Comparison means to see the similarities and the differences between two model

activities. Teaching is an activity in transferring the information or knowledge. Learning is a

process of receiving and recording information or knowledge. TEQIP is a program which aims

to increase a quality of teacher in teaching and learning, and to make the students enjoy in

learning. And the most important thing is the students understand well and are interested in the

subject they learn. So far, the Government has tried hard to increase the quality of teachers

through workshop or training. Now lesson study model is being used to increase the quality of

teachers. Lesson study is a systematic process used by teacher to know the effectiveness of

teaching in order to improve or to increase the result of teaching. It means that the teachers work

together to develop lesson plan and its instruments, observation, reflection and review. Lesson

study is not a method in teaching, but it is a training to increase the teachers‟ professionalism

through collaborative and collegiality in learning community. TEQIP for SMP started in 2013.

One of the TEQIP programs is ongoing where the model teacher is the trainee. In an open class,

the model teacher uses cooperative learning where the students are grouped in doing exercises

or task and the result is very positive.

There are 3 steps of lesson study activities.

The first is Planning. Before TEQIP

In this step, the teacher has an important role in preparing the lesson such as

determining the Competence Standard, Basic Competence, Lesson Plan, the strategy of teaching

and, preparing or choosing media. Those are prepared by the teacher himself individually.

After TEQIP

In this step, the model teacher does not prepare the lesson plan alone such as

determining the Competence Standard, Basic Competence, Lesson Plan, the strategy of teaching

and preparing or choosing media but there are some other people who may join him.

According to TEQIP model it is possible the other teachers work together in preparing the

lesson plan. Then, they will be the observers, when it is in doing activity. The team may discuss

the material of teaching and determine the media of teaching. Even they can try out among the

team. The team makes sure that the materials and the other component of lesson plan are good.

The purpose of planning is to obtain a good lesson plan which enables the students to study

effectively and take part actively in learning. So the aspects which should be paid more attention

to are, the organizing of materials, pedagogic aspects, and the use of media.

The second step is Doing

Before TEQIP

So far, before entering the classroom to teach, a teacher has to prepare the lesson plan

him/herself. A teacher has authority and responsible to prepare the lesson plan. There is no

observer in the classroom. Sometimes the teacher himself does not know the weaknesses of the

Lesson Plan. There are no other people in the classroom, except the teacher and the students.

Before the teacher explains the material or the topics, he greets the students, checks the

1393

attendance list and asks the students preparation to join the class. And then manages the class

until it ends.

AfterTEQIP

First of all in the learning process, a model teacher greets the students, asking the

students‟ condition, checking the students‟ attendance and asking some questions as

apperception. In the main activities, a model teacher asks some questions dealing with the topic

they are going to learn. And then explains the topic and group the students if they have to work

in group. In closing activities, a model teacher asks the students problem in learning the topic.

The teacher and students conclude the material they have learned, and give the students some

test as homework.

In this step, besides the model teacher, the other teachers act as observers. They observe

the students‟ activities during the teaching and learning process, started from the beginning until

the end of the class. Observers may not disturb the students. They just record and collect the

information during the class.

In teaching and learning process, the similarities between activities before and after

joining TEQIP are that the teacher greets the students, checks the students‟ attendance and asks

about the students‟ condition. It is introductory activities. In main activities, the teacher tells the

students about the material they are going to learn, and present the material. According to

Lesson Study model the teacher leads the students to the real life facts or activities, the facts or

the situation around them, while giving some questions as apperception. After that the teacher

tells the students about the topic of material they are going to learn. Before TEQIP program the

components in the classroom are teacher and students, but after TEQIP program, the

components in the classroom are, model teacher, students and observers. The job of the

observers are to observe and record the students‟ activities. Then, before TEQIP Program, the

teacher lets the students sit in pairs, listen to the teacher explaining the materials, and asking the

students do the exercises taken from the book. The teacher is not necessary to make media of

teaching. When the teaching hour finishes, the teacher asks the students to do exercise as

homework. There is no reflection. It goes week to week. The students‟ skills are not changed,

and they think that English is a very difficult subject to learn.

The Third is Seeing or Reflecting Before TEQIP

There is not any reflection. After the class hour finishes, the teacher leaves the students

in the classroom and the teacher teaches another class or come back to the office.

After TEQIP

Reflection is very important for a model teacher and also for the observers. Reflection

means to find the superiority and the lack of teaching and learning process. The model teacher

gets the first chance to tell his experience. In this case he evaluates his performance. After the

model teacher tells his activities during the class, the observers tell or report their notes about

students‟ activities during the class. This is important to know whether the students took part

actively during the class and a model teacher can know the real situation, since opening class,

main activities, and closing activities.

Based on the observers‟ report, the model teacher knows whether the goals are

achieved or not, the method or media used. By using lesson study, the teacher can develop

creativity, be innovative, and enjoyable.

Conclusions and suggestions

Conclusion

After comparing the superiority and the lack of teaching and learning process before

and after joining the TEQIP, some points can be concluded as follows:

1394

Bofore TEQIP After TEQIP

Model teacher composes the lesson plan

Model teacher composes lesson plan alone

Model teacher do the activities of teaching

alone

There is no reflection of teaching process

Model teacher composes lesson plan

Model teacher composes lesson plan with

other teachers

The model teacher enters the classroom

together with the other teachers as

observers.

After teaching, there is a reflection

activities to evaluate the teaching and

learning process especially about the

students activities during the class.

The lesson study activities is more enjoyable in teaching and learning process, rather

than the former teaching and learning activities.The students are more active because they can

share their ideas in their group work. The usage of lesson study can increase the students‟

interest in English. The model teacher can increase his confidence.

Suggestions

The teachers have to try to use the steps/activities of lesson study and should be familiar

to work together with the other teachers. The usage of media is very important to help students

understand the topic they are going to learn.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING

SKILLSTHROUGH MIND MAPPING AT

SMPN 1 MELONGUANE TALAUD

Naiman Setiani Taalendo

Smpn 1 Melonguane

Abstract: One of English skills that has to be learned by students is speaking. Although it

maybe difficult to learn, students have to do it. Without it, learning English will not be

completed. Therefore, students‟ speaking ability has to be improved. To improve it, the

researcher as the teacher applies mind mapping in teaching speaking. One of the materials

that has to be taught is a report text.This research is to improve students‟ achievement in

speaking skills through mind mapping at SMPN 1 melonguane.This research is classroom

action researchthat is conducted in two cycles. Collecting data is done by the writer as the

teacherthrough a rubric of speaking.Pronunciation, content, and accuracy are the criteria of

evaluating students‟ achievement in speaking. The data are analyzed usingKriteria

Ketuntasan Minimal. So, the achievement of students can be seen if their score is equal to

or higher than Kriteria Ketuntasan Minimal

Key words: speaking, mind mapping, report texts

Language is devided into two forms. They are written and spoken. We can

communicate through those ways. The written can be stated through symbols and spoken can be

through sounds. This form is also used in English as one of subjects that has to be taught at

schools.

One of the English skills taught to students is speaking. It is stated by Jones, R (in

Hafitsa 2010) that speaking is a form of communication, so it is important that what you say

conveyed in the most effective way. Therefore, the students have to learn how to communicate

1395

well through a spoken way so that there will not be a misunderstanding between the speakers

and the listeners. They have to tell ideas through sounds by using the right rules because the

rules make the sounds have meanings.

One of the English materials that has to be taught in junior high schools is a report text.

It is a text which presents information about something in general as the result of systematic

observation and analysis.As stated by Priyana, J. ( 2008 : 70 ) that information reports

are used to present information about something.Theygenerally describe an entire class of

things, whether natural or made such as mammals, the planets, rocks, plants, computers,

countries of the region,transport, and so on.

In learning report texts, especially about endangered mammal, the students are lack of

interests in learning the topic. It makes the results of their learning not achieve the minimal

achievement criteria. So, it means that the objectives of learning are not achieved and are

needed to be revised.

According to the observations during learning, many factors influencethe learning of

report texts. Some of them are (1) they are not used to telling report texts in English orally in

order, (2) they are not familiar with the topics, (3) lack of understanding on the aspects in the

report texts, and (4) lack of teacher‟s guidance in understanding the text to be presented orally.

Based on the facts, the writer uses a mind mapping technique in learning report texts to

improve students‟ ability in speaking. Through this learning, students are expected to inform

orally what they know from what theylearn. They are also expected to be creative to make

learning more interesting for them. Hofland( 2007:5) states:

“I believe that we don‟t make the best use of our brains. At school pupils

mainly use the left halves of their brains. The left half is used for rational

and logical thinking whereas the right half is used for creative thinking. If we would use

both halves together, we would make up to five to ten times better use of our brains.

That is why I think we should stimulate pupils to use the right half as well as the left

half. Mind-mapping is a technique that

stimulates both parts of the brains.”

It can be concluded that the optimal use of the two parts of brain together can make learning

more creative and interesting.

Students will feel free to learn the given materials. If they feel free in learning, they will

be motivated . It is supported by Hofland ( 2007: 5):

“I think that creativity enhances motivation. Subjects that involve a creative aspect - e.g.

drawing, drama, music and art- are all time favourites. Most pupils like these subjects

because they involve a certain level of freedom. They are free to use their minds in

different ways and to create things or make things up that relate to their own feelings

and experiences. Mind-mapping allows pupils to make a connection between the subject

material and their own feelings and experiences.”

So, the creativity aspects of mind mapping can motivate students in learning.

METHOD This researh is classroom action research which is conducted to students grade nine of

SMPN 1 Melonguane in Talaud.All steps are done by the researcher. The problems are

experienced by the researcher and it is designed by followingthe classroom action research

procedures. According to Aqib in Basiroh (2013:63) “ In action research, there is a sequence of

steps in a spiral form . Every step has planning, acting, observing, and reflecting.”.Based on the

objective of research, it will describe and interprete data, facts, the conditions and analyze the

learning process by applying a mind mapping techniquein learning. It is conducted through 2

cycles. The first cycle is done through steps: planning, acting, observing, and refelecting . In

planning, the researcher arranges some research instruments which will be used on the applying

of mind mapping technique in learning report texts. They are syllables, lesson plans, and

questions for evaluating the first cycle.

In conducting acting step, the researcher shows some pictures of endangered animal

and asks simple questions. Then, they are asked to sit in small groups (consisting of 4 students)

and given one report text and one animal picture on a piece of paper as their worksheet for

every group . They are asked to work together in drawing the animal and fill the blanks in the

map of the worksheet. Afterthat , they have to anwer the questions based on the text in groups.

1396

Finally, the answers are presented in front of the classroom as the spoken report individually.

The aspects of speaking have to be evaluated to achieve the minimal criteria . They are

pronunciation, content, and accuracy. These aspects support each other in learning and teaching

speaking.

In conducting observations, the researcher teaches and observes the learning process.

The observations are focused onapplying mind mapping steps. It starts from observing students

in doing mind mapping and how they express ideas through drawing based on the text given.

The researcher teachesaccording to the procedures designed in the lesson plan.

The reflecting step is done for evaluating the learning processwhether it is successful or

not according to the plan. The result of mastering the materials such as students‟ results (test‟

grade) through the speaking rubric can be explained whether it is successful or not. So,

theobservations and theevaluation of the first cycle are taken as the reflection for the second

cycle.

The second cycle is revising of the first cycle. What is needed to be revised will be done

in this cycle. The steps are such as planning, acting, observing, and reflecting are done too in

this cycle. The revised lesson plan is needed to manage well in doing teaching and learning .

After that, the observation is done to get the data and reflection to know that there is an

improvement in students‟ speaking ability.

FINDINGS AND DISCUSSIONS

This research is conducted in two cycles. In the first cycle,the researcher applies lesson

plan consisting of acting of mind mapping. The plan is to conduct students- centered learning.

The action is to apply mind mapping technique to improve students‟ achievement in speaking

about report texts.

The result of the observation and evaluation in the beginning shows that students are

lack of self involvement in learning and lack of enthusiasm. Besides, they are not motivated

because they just wait for what teacher said without active responses on the learning

process.After conducting mind mapping or revising the first cycle, students look enthusiasm

and motivated to follow the learning process. The result of the first cycle shows that there are 6

students getting score under 75 (criteria of minimal score). It happens because they are not used

to learning with mind mapping . They are used to learning with a conventional method that is

teacher-centered . The following is the percentage of students‟ accomplishment and

unaccomplishment .

Based on the result of cycle I, it is informed that there is a spirit and motivation from

students to improve their speaking ability through mind mapping. They are encouraged to

participate in learning report texts . They feel happy because they can draw their imagination

into a picture in completing the frame of mind mapping. So, they look relax and still focus to do

their given task.

32%

68%

The Percentage of Students' Accomplishment Result in Cycle I

unaccomplishment accomplishment

1397

In the diagram, we can see that there are still some students whohave not achieved the

standard score. It is caused by the fact that they are confused with the questions about the

reproduction of the reported animal. They are still confused to differentiate between when they

give birth and how long they are in the gestational period. Therefore, it needed to be revised in

the cycle II.

In cycle II, there are some aspects prepared by the researcher such as developing

concepts about report texts, interesting pictures related to the reported endangered animals ,

asking them to bring tools for drawing, students‟ worksheets that consist of questions covering

all informations that have to be reported, and observation sheet and rubric of speaking. The

action step is the application of mind mapping as the following action of cycle I. In the

observation and evaluation steps, it is found that students are already enthusiastic and having

high motivation to improve their speaking‟s ability . They feel free and confident in reporting

the information got from the texts orally.

The results of analysis of cycle II show that there is an improvement in students‟

achievement of speaking report text at nine grade students of SMPN 1 Melonguane. It is proved

that all students‟ scores achieved are higher than KKM. It means that all of them reach the

accomplishment score and they are not confused anymore with the questions related to the

reproduction of the reported animals. The revision done by the researcher in cycle II improves

students‟ achievement deeply and their comprehensions of the materials increase.

The improvement of students‟ achievement in speaking happens because of the

revision in cycle I and the reinforcement done by the researcher in cycle II. The result of the

cycle II shows that the percentage of the accomplishment becomes 100 %.The following is the

diagram about students‟ accomplishment in this part of this material.

Actually, the beginning condition of nine grade of SMPN 1 Melonguane in learning

report textsis that they are not active and having low learning results. It is caused of many

factors. Some of them are that the teacher has not applied the suitable methods in teaching and

learning process, sothe learning becomes the teacher centered , lack of involvementof students

in learning process,anduninteresting learning designs. All of them influence the result of

learning. Therefore,learning many methods is a must, not only to know ,but also to practice

them because practice makes better, especially in mastering teaching methods and developing

them. The students‟ achievements are detemined by the activities done by the teacher and the

students.

Teaching and learning process is not released from both teacher‟s activities and

students‟ activities. Teacher‟s creativities are to make students become more creative and

inovative in learning something. As stated by de Bono, E in Hofland, C ( 2007 : 5) “Creativity

is a great motivator because it makes people interested in what they are doing. Creativity gives

hopex that there can be a worthwhile idea. Creativity gives the possibility of some sort of

achievement to everyone. Creativity makes life more fun and more interesting.”So, the students

0%

100%

The Percentage of Students' Accomplishment Result in Cycle II

unaccomplishment accomplishment

1398

can construct their knowledge step by step by doing something freely but still achieving the

learning objectives.

Certainly ,the effective learning process can improve students‟ ability in comprehending

the learning materials . As stated by Institute of Education at university of London( 2002:4)

“effective learning is all of these at their best plus the monitoring and review of whether

approaches or strategies are proving effective for particular goals and context.” The word

“these” in the sentence “effective learning is all of these. . .” is an activity of construction,

handled with others, and driven bythe learner‟s agency. In this case, the achievement of

students‟ speaking ability in learning report texts through mind mapping is improved. Through

this action, students are more confident in reportingsomething orally.

To make students work together, the researcher asks them to sit in small groups to do

their worksheets. Working with others can develop ideas and encourage them to help each other.

They can share ideas to do their task better. It is stated by Kelly and Stafford (1993:18) “Small

groups can be an effective learning situation in which students learn both through instruction

from their teachers and from interaction with each other. The group also provides opportunities

for individuals to speak in front of others and to receive feedback from teachers and peers.”.

CONCLUSIONS AND SUGGESTIONS

The application of mind mapping can improve students‟achievement in speaking skills

of nine grade students at SMPN 1 Melonguane. The improvement of students‟ achievement in

the first cycle is 68 %. In the first cycle , there are six students who cannot achieve KKM. It

means that their score is below 75 as the score of KKM. In the second cycle, with the revision

and reinforcement of materials in cycle 1 and 2, the percentage of students‟ accomplishment

become 100 %.

Based on the findings, it is suggested that the teachers use mind mapping in teaching

speaking to improve their achievement. Besides, students are expected to be creative in drawing

to support their imagination.

REFERENCES

Hafisah,N.M.2010. Improving the English Speaking Skill of the Students by Using “paikem”

Approach with Use in Focus Media. Accessed from http://universityofibnkhaldunbogor-

indonesia.blogspot.com/2011/02/improving-english-speaking-skill-of.html November

4th 2013

Hofland,C.2007.Mind-Mapping in the EFL Classroom.Accessed from http://hbo-

kennisbank.uvt.nl/cgi/fontys/show.cgi?fid=4166 November 4th 2013

Institute of Education University of London.2002.Effective Learning.Accessed from

http://eprints.ioe.ac.uk/2819/1/Watkins2002Effective.pdf November 4th 2013

Kelly,M and Stafford,K .1993.Managing Small Group Disscussion. Accessed from

http://teaching.polyu.edu.hk/datafiles/R19.pdf November 4th 2013

Priyana,J. dkk.2008.Scaffolding : English For Junior High School IX.Jakarta: Pusat Perbukuan

Departemen Pendidikan Nasional.

USING REPETITION DRILLS TO IMPROVE THE SEVENTH

GRADERS’ ENGLISH PRONUNCIATION AT SMP NEGERI 4

BEO, TALAUD

Selmyaty

Filadelfialt2@yahoo.com

Abstract: Pronunciation is the act or manner of pronouncing words. In teaching speaking,

the teacher always finds the students pronouncing the words incorrectly. This study aimed

to improve the pronunciation skill of 20 students of SMPN I Beo, Talaud by using

1399

Repetition drills. This paper is intended to report the writer‟s experience of using repetition

drill to improve the seventh graders at SMP Negeri 4 Beo, Talaud.

Keywords: Repetition Drill, pronunciation, speaking

Learning for some students is still deemed to be a boring activity, because it consumes

much time, attention and thought. Learning activity is deemed as a burden not as a necessary

activity for their future. There are three factors that cause students not eager to follow the

teaching-learning activities: 1. lacking the ability to formulate their own ideas, 2 . not having the

courage to express their opinions, 3. not being accustomed to competing with other students

(Soli Abimanyu, 1995: 8-9). But the issue cannot be charged to the student; the most

responsible person in teaching and learning activities both in the classroom and outside the

classroom is the teacher. Therefore a teacher must have a good understanding of the learners

and the main objectives of the assignment. The meaning of this course include readiness, ability,

disability and background of the students.

In relation to English language learning, the teacher should really pay attention to

students to honing their skill in learning the English language (listening, reading,speaking and

writing). Based on the above issues, the teachers need to pay great attention to the student‟s

activity during the learning activities including providing opportunities for students to convey

reflections in the form of questions, opinions, suggestions, objections or answer.

The results of observations on the subjects of English language of seventh graders‟

SMP Negeri 4 Beo Talaud Islands in North Sulawesi Province, showed that the ability to speak

English skills is still very poor. Students get difficulty in pronouncing words in the English

language correctly. Students do not dare to speak in the classroom with the teacher or with

friends in school because they do not know how to pronounce it correctly, then learning English

in SMP Negeri Beo 4 is dominated by the use of nativelanguage. The teacher is forced to use

Indonesian or local language while teaching, to make the students better understand the lessons

being taught.

Drill and practice

Drilling is a technique that has been used in foreign language classrooms for many

years. It was a key feature of audio lingual approaches to language teaching which placed

emphasis on repeating structural patterns through oral practice (Drilling 2 Teaching English,

BBC, 2004).When learners are getting used to the sounds of English it may be easier for them

not to see the language written down before they practice saying it, so get them to listen the

model and then repeat. The steps to use drilling are a s follows:

Make sure you give clear, natural sounding and consistent models.

Use hand movements to indicate intonation, use your fist to beat the stress, and join or

separate fingers to show word boundaries and where linking occurs in phrases. This

kind of gesturing is particularly useful for visual learners since it helps them visualize

the language they are practicing.

Back chaining helps learners to pay more attention to correct pronunciation and

intonation and is also effective to grab students‟ attention. For example, when you are

modeling a phrase, start at the end, getting the learners to repeat.

Whisper drills (to quieten down a rowdy class)

Shouting drills (for enlivening them up) these ideas work particularly well with young

learners. Or you can liven drills up by saying things in different ways. For example,

sound very happy, very sad, very bored, very excited with a facial expression to match as

you model the language and get the learners to do the same. Putting expression into it

and exaggerating the intonation helps make the language more memorable.

Drilling is not a new or a fashionable classroom technique, but, when it is used appropriately in

the classroom, it can be very valuable for our learners. The following are some principles in

using repetition drills.

Only drill language that will benefit from being drilled (for example if it causes

pronunciation problems or if it is a useful chunk of language to be memorized)

Don't drill too much and keep drilling stages lively.

1400

Respond to your learners' needs - drill if you, or they, think it will help them pronounce

or memorize words or language chunks.

Vary the way in which you do drills to help make the language more memorable.

Drilling is a form of pattern practice which involves the repetition by learners of teacher

models of restricted amounts of oral language input. It is a basic teaching technique of the

methods developed around the Second World War in the United States (Army Method, Oral

Approach) which eventually developed into the Audio-Lingual Method associated with Charles

Fries and Robert Lado. There are several models of drills ( Larsen-Freeman, 1986):

In a repetition drill, students simply repeat the teacher's words, for example lines of a

dialogue.

A substitution drill requires learners to change a word in an utterance, using a cue given

by the teacher.

In transformation drills, learners systematically change a given structure, for example

converting a question into a statement.

A drill may also be simplified to avoid errors by back-chaining - presenting the end of

an utterance first, then gradually adding earlier parts.

It may also be varied in the chain drill, which offers a departure from the teacher model

by requiring individual learners to ask and answer each other in a conversation chain

around the class.

To overcome the obstacles that occur in the learning, the teacher uses Drill Repetition

technique to help students pronounce words in the English language with good pronunciation.

This technique is expected to improve students' ability to pronounce English words correctly.

Method

This research is done in SMP Negeri 4 Beo. There are 20 students in this school, 11

girls and 9 boys with the ability to speak in English is still deficient. This research‟s plan is

implemented by the stages planning, doing (implementation), observing and reflecting.

Figure 1. The diagram of research

The activities in the planning stages include: preparing teaching materials and lesson

planning, determining strategies or teaching methods, selecting media and how to evaluate and

determine the stage of implementation. On the do stage the researcher chose repetition drill

technique. Repetition Drill is a simple technique done by the students of grade 7 as beginners in

learning language. The technique was implemented in two cycles. On the see step (observation),

the observers made a note for the superiority and drawbacks of the learning activity. The last

step is reflection. In this step the superority and drawbacks in the learning activity were

discussed. The shortage found was useful to reflect for the next activity.

Research results

Lack of ability of the students in pronouncing English words is seen in the results of the

oral test on the skills of speaking, when the students were told to pronounce words in English,

many still made mistakes in pronunciation. The scoring rubric that has been prepared on

average did not achieve the results that satisfy. Out of 20 students, only 3 people were able to

pronounce it correctly and the rest still made incorrect pronunciation.

For the problems that were mentioned, the teacher must act to improve the learning

activity that is to find a method, the media or the exact model of learning and effective and

innovative ways to improve students' lack of ability to pronunce words in English. Repetition

Drill is the old method adopted by generations of teachers to train English speaking. Repetition

Drill technique can improve the ability to say English words for 7thgrade students of SMP

Plan

Do

See

Reflection

1401

Negeri 4 Beo. However, the results of the first cycle were unsatisfactory; only 3 students could

pronounce English words correctly.

In cycle two, the teacher specifically guided students in pronouncing English words.

From the second test results better results were obtained because the teacher became a model in

the sample directly imitated by the students. Students tried to say the English words like what

the teacher said. Results obtained after the learning cycle two showed increased ability from

only 3 students who could pronounce the words well into 18 students who could pronounce

English words properly.

Conclusion

Based on learning outcomes it can be concluded that the use of repetition drill technique

can enhance speaking ability of English words students of SMP Negeri 4 Beo.So with this

conclusion it is recommended that the teacher choose the appropriate technique to help the

students improve pronunciation ability to speak English correctly.

References

Abimanyu, Soli. 1995.

Anugerahwati, Mirjam. And Fachurrazy. 2012.Pembelajaran Bahasa Inggris Kreatif dan

Inovatif. Malang: UniversitasNegeri Malang.

Larsen-Freeman, Diane. 1986. Techniques and Principles in Language Teaching. Oxford:

Oxford University Press.

TEACHING PROCEDURE TEXT TO STUDENTS OF SMPN 3 PPU

BY USING NUMBERED HEADS TOGETHER

Sri Ambarwati

SMP Negeri 3 Penajam Paser Utara

sriambarwati_inul@yahoo.co.id

Abstract: This paper is aimed to describe the teaching of reading comprehension of

Procedure texts by using the Cooperative Learning model of Numbered Heads Together.

The technique implemented on Grade 9 Students of SMPN 3 PPU have good result: the

students were very enthusiastic to give attention from the opening. The score average is

80%. We can conclude that NHT model can help the students‟ have high motivation and

achievement.

Key words: Cooperative learning, Reading , Procedure Text, Numbered Heads Together

English as an international language is spoken in most international events and is used

as the medium of information flow on science, technology and culture. As we understand,

learning a foreign language is more difficult than learning a national language or learning a

mother tongue. It is because the foreign language has completely different aspects and systems,

which should be understood by the students or the learners, such as pronunciation, spelling, and

the cultural background of the language. Besides that we also remember that there are some

important factors in foreign language learning, which will mostly influence students, or learners

in mastering the language.

There are four skills in language term, namely reading, speaking, listening, and writing.

Each skill has special characteristics whether it is in teaching strategies or in the way to study

them. From the four skills of language above, the writer is eager to choose reading

comprehension because the researcher regards that reading is as the primary skill which is

taught to the students in school. Reading skill is always given the main emphasis. As it is stated

in the Kurikulum Tingkat Satuan Pendidikan (KTSP) curriculum of English for SMP, the main

1402

goal of teaching English is to make students able to read. It means that the main goal of English

teaching and learning for Indonesian students is to comprehend, that is to fully understand

written or printed information.

Reading is a receptive language process. It is a psycholinguistic process in that it starts

with a linguistics surface representation encoded by a writer and ends with meaning which the

reader constructs. Zints in Wiryodijoyo (1989 : 11) states that “membaca pemahaman adalah

kemampuan menerjemahkan kata-kata penulis sehingga menimbulkan pikiran-pikiran atau ide-

ide yang berguna bagi pembaca, seperti yang terkandung dalam bacaan” . Because reading is a

psycholinguistic process, it may be an active and passive reading. However, reading process is

an attempt to drill or explore the textual passage in reading text. An active reading condition

depends on the way in teaching it to the students. Many reading methods have been used in

classrooms alternately. The results show that some are successful with a particular group of

students but some are not. Actually, what should be taken into consideration now is the way the

knowledge is presented. As we know, teacher–centered approaches taking place in traditional

classrooms do not produce active recipients and result in fossilized language learning. It is not

effective enough to promote language acquisition. During the past decade, a new approach

called “Cooperative Learning” seemed to attract a lot of attention and became popular. This

conceptual approach is based on a theoretical framework that provides general principles on

how to structure cooperative learning activities in a teacher‟s specific subject area, curriculum,

students, and setting. Teachers can use this approach to stimulate students to acquire the

knowledge as well as create interpersonal and team skills.

By reading, the students can enlarge or enrich their knowledge and experience because most

of information they need is served in written form. Traditionally, classes always consist of good

students and weak students. The weak students sit in isolation as they lose confidence in their

ability to learn English. Working in groups, therefore, is believed to help solve this problem.

Key terms

In this paper several key terms are used, whose meanings are as follows:

1. Cooperative learning (CL) is the concepts and techniques for helping students learn together.

2. Reading Comprehension is reading to get information in the text.

3. Numbered Heads Together is one of cooperative learning models used in this study, where

students in a group are given specific numbers for the teacher to call on them to answer

questions.

Definitions of Cooperative Learning

Cooperative learning is a generic term for various small group interactive instructional

procedures. Students work together on academic tasks in small groups to help themselves and

their teammates learn together.

Cooperative learning is one strategy for group instruction which is under the learner-centered

approach. Many educators give the definitions of cooperative learning:

“Cooperative learning is an instructional program in which students work in small groups

to help one another master academic content.” ( Slavin, 1995).

“Cooperative learning involves students working together in pairs or groups, and they share

information .They are a team whose players must work together in order to achieve goals

successfully.” (Brown, 1994).

In addition, Kessler (1992) proposes the definition of cooperative learning particularly

in language learning context:

“Cooperative learning is a within-class grouping of students usually of differing levels of

second language proficiency, who learn to work together on specific tasks or projects in

such a way that all students in the group benefit from the interactive experience.”

According to Johnson (2005), cooperation is not assigning a job to a group of students

where one student does all the work and the others put their names on the paper. It is not having

students sit side by side at the same table to talk with each other as they do their individual

assignments as well. It is not having students do a task individually with instructions that the

ones who finish first are to help the slower students. On the contrary, cooperative learning is a

teaching strategy in which small teams, each with students of different levels of ability, use a

variety of learning activities to improve their understanding of a subject. Each member of a

1403

team is responsible not only for learning what is being taught but also for helping teammates

learn, thus creating an atmosphere of achievement. Students work through the assignment until

all group members successfully understand and complete it.

Cooperative learning (CL) can be defined as "concepts and techniques for helping

students learn together”.

Elements of Cooperative Learning

Cooperative efforts are expected to be more productive under certain conditions. The

followings are the five basic elements of cooperative learning. ( Lie, A. 2003)

a. Positive Interdependence

The first requirement for an effectively structured cooperative learning environment is

that students believe they “sink or swim” together (Johnson, Johnson & Stanne, 2000) That is,

cooperation occurs only when students perceive that the success of one depends on the success

of the others. Whatever task students are given to perform, each group member must feel that

his or her contribution is necessary for the group‟s success. Students have to learn to work

together in order to accomplish tasks. This is why learning task must be designed in a way that

makes them believe, “they sink or swim together.” Through the assigned material, students learn

to achieve the goal.

Therefore, a number of ways of structuring positive interdependence are carried out such as

reward, resources, or task responsibilities to supplement goal interdependence. Each group

member has a unique contribution to make to the joint effort because of his or her resources or

role or task responsibilities.

b. Face-to-Face Interaction

The second element of cooperative learning requires face-to-face interaction among

students within which they promote each other‟s learning and success. Johnson (2005) suggests

that it is necessary to maximize the opportunities for them to help, support, encourage, and

praise each other. Such interaction helps to promote the following:

-orally explaining how to solve problems

- teaching one‟s knowledge to other

-checking for understanding

-discussing concepts being learned

-connecting present with past learning

c. Individual and Group Accountability

The third element leads to the belief “What students can do together today, they can do

alone tomorrow.” The purpose of cooperative learning groups is to make each member a

stronger individual. Individual accountability exists when the performance of each individual

student is assessed, and the results are given back to the groups. Therefore, the group knows

who needs more assistance, support, and encouragement in completing the job. Johnson &

Johnson (1991) suggest some common ways to structure individual accountability. These

include giving an individual test to each student, randomly selecting one student to represent the

entire group, or having students teach what they have learned to someone else.

d. Interpersonal & Small – Group Skills Students must be taught the social skills and be motivated to use them. Social skills

which are needed for both teamwork and task work include leadership, decision–making, trust–

building, communication, and conflict–management skills. (Johnson, Johnson, & Holubec,

1993).

e. Group Processing

Group members should think about how well they have cooperated as a team and how

to enhance their future cooperation. Some of the keys to successful processing are allowing

sufficient time for it to take place, emphasizing positive feedback, maintaining student

involvement in processing etc. To be cooperative, group members must promote each other‟s

learning and success face-to-face, hold each other personally and individually accountable to do

1404

a fair share of the work, use the interpersonal and small group skills needed for cooperative

efforts to be successful, and process as a group how effectively members are working together.

These five essential components must be present for small group learning to be truly

cooperative. There needs to be an accepted common goal on which the group will be rewarded

for their efforts (Johnson & Johnson, 1991).

Numbered Heads Together

Cooperative learning can be structured in many different models. As Olsen & Kagan

(1992) state, all cooperative learning models share the idea that students work together to learn

and are responsible for their teammates‟ learning as well as their own.

The general ones are Student Teams-Achievement Divisions (STAD), Teams-Games-

Tournaments (TGT), and Jigsaw II. Moreover, some are designed for use in particular subjects

at particular grade levels such as Integrated Reading and Composition (CIRC) for reading and

writing instruction and Team Accelerated Instruction (TAI) for mathematics.

The model used in this research is based on Numbered Heads Together, which is a

cooperative learning strategy that holds each student accountable for learning the material.

Students are placed in groups and each person is given a number (from one to the maximum

number in each group). The teacher poses a question and students "put their heads together" to

figure out the answer. The teacher calls a specific number to respond as spokesperson for the

group. By having students work together in a group, this strategy ensures that each member

knows the answer to problems or questions asked by the teacher. Because no one knows which

number will be called, all team members must be prepared.

This cooperative learning strategy promotes discussion and both individual and group

accountability. This strategy is beneficial for reviewing and integrating subject matter. Students

with special needs often benefit when this strategy is used. After direct instruction of the

material, the group supports each member and provides opportunities for practice, rehearsal, and

discussion of content material. Group learning methods encourage students to take greater

responsibility for their own learning and to learn from one another, as well as from the

instructor (Terenzini & Pascarella, 1994). There are some steps to do Numbered Head Together:

1) divide the students into groups of four and give each one a number from one to four, 2) pose

a question or a problem to the class, 3) have students gather to think about the question and to

make sure everyone in their group understands and can give an answer, 4) ask the question and

call out a number randomly, 5) the students with that number raise their hands, and when called

on, the student answers for his or her team.

Teaching reading comprehension As stated by Hornby the term” teaching” “ means “to cause somebody to know or be

able to do something “. Teaching a child to read a story book, for instance, means causing the

child to be able to read the story book (Hornby, 1986: 886). Reading is an active and interactive

activity to reproduce the word mentally and vocally and tries to understand the content of

reading text. It is important to bear in mind that reading is not an invariant skill, that there are

different types of reading skills, which correspond to the many different purposes we have for

reading (Zins, 1989:33). In classroom, in student‟s reading activities, the writer is sure that they

have many purposes, among others are to graduate from their school and to provide themselves

with the knowledge to continue their studies whatever their purposes are. In order to achieve the

goal, the comprehension ability in reading is needed. According to Olson and Diller (1982:42),

reading comprehension is a term used to identify those skills needed to understand and apply

information contained in a written material.

Reading competence is essential to personal enrichment and the development of

intelligent citizenship. By reading, the students can enlarge or enrich their knowledge and

experience because most of information they need is served in written form. The curriculum of

English for SMP states that the teaching of English should cover the four language skills;

(listening, speaking, reading and writing). Reading skill is always given the main emphasis. As

it is stated in the 2006 curriculum of English for SMP, the main goal of teaching English is to

make students able to read. It means that the main goal of English teaching and learning for

Indonesian students is to comprehend, that is to fully understand written or printed information.

If we say that a certain student is good at comprehension we mean that the student can read

1405

accurately so as to get the maximum information from the text with the minimum

misunderstanding (Swan,1992: 1).

The teacher can use some methods of teaching reading so that the students can enjoy

and be stimulated in learning EFL reading comprehension.

Lesson plan

The design of lesson plan is oriented to the reading skill. Standard competence of

reading is (5) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk

procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari

The Basic Competence for this reading skill is (5.2) Merespons makna yang terdapat

dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima untuk

berinteraksi dalam konteks kehidupan sehari-hari

The Indicators for these activities are :

Finding out the meaning of new words in the text

Identifying the detailed information in the text

Identifying the generic structure in the text

Identifying the language feature in the text

Learning objectives:

At the end of lesson, after the students read the text, they are able to:

1. Identify the meaning of new words correctly

2. Identify the detailed information of the text correctly

3. Identify the generic structure of the text correctly

4. Identify the language features of the text correctly

The material is the procedure text content of title, material, tool and step how to make

or cook food. This procedure text is very simple that can be done of the students in their daily

lives. The teacher can download the material from the internet, take from magazine, cut from

newspaper or just take in the text book (BSE). The teacher must be creative in using pictures or

media that attract the students‟ to understanding of the lesson. After preparing the material the

teacher should make the students‟ evaluation and scoring. The evaluation design is in the form

of written test.

After the lesson plan is done, the teacher practices the teaching learning activity according to

the planned steps.

Learning activities

Opening

Teacher starts the lesson with greeting, teacher checks the attendance list ask the absent

students‟ reason to their close friend, then teacher delivers the learning objectives that will be

taught and teachers gives apperception to the students with pictures of food (pecel, pukis, bakso,

martabak, etc) for about ten minutes.

Main activity.

Teacher needs forty minutes to give the main activity because this consists of three

parts.

Exploration

In exploration students are divided into groups which consists of five students, each of

the students is labeled or tagged with number on their pocket provided by the teacher, then each

of the students group are given procedure text (work sheet). Each group is asked to list the

difficult word and students who gets number one for each team are asked to find out the

meaning of difficult words

Elaboration

To elaborate teacher helps the students‟ to answer the question of each group and walks

around the groups. As the facilitator the teacher only gives guidance how to answer the

students‟ problems; each of the student groups is given questions about the content of the text

1406

depend to their number. For example student number 1 answer question number 1, number 2

also does the question number 2, etc.

Confirmation

After the students answer the questions given, teacher gives reward to the group who can

answer correctly. Then teacher gives feedback to the students about procedure, after that teacher

elaborates what becomes the students‟ difficulty and she concludes about text procedure, such

as the generic structure and time sequence used in procedure text.

Closing

Closing activity only takes ten minutes. The teacher reflects the result of students‟ work

they have done and gives homework to find another text related to the procedure text from

magazine, newspaper, tabloid, download from internet, etc.

Result and discussion

The result of this activity is the students were very enthusiastic to give attention from

the opening. They tried hard to find the answer together in their group, because the answer

would be compared with other groups. When their answered correctly the said hooray because

the teacher gave a star in their answer.

The students could share with their friends whether their answer was correct or not.

Teacher can give the guidance to make students find out the answer easily. From the students‟

answer, it showed that most of their answers were correct. The score average was 80%. So this

teaching learning activity was a success. The KKM in this grade is 70, and the students

exceeded it.

The class consisted of 6 groups, each group had 5 members, the number of students in

this class was 29. Four groups could answer all the questions correctly. One group had two

mistakes and one group had only one mistake.

This activity as the new experience for the students because the teacher never used this method

before. Giving label, make a group and divide the question for the same number and discuss

together.

Suggestion

From the result we know that the most creative teacher will produce the best students.

We must make our classroom with variety of teaching learning models and make them always

get new experience in daily lesson.

References

Arsyad, A. 2009. Media Pembelajaran. Jakarta: Raja Grafindo Persada.

Lie,A. 2003. Cooperative Learning. Jakarta: PT Gramedia Widiasaran Indonesia.

Johnson D., Johnson R., and Holubec, E. 1993. Advanced Cooperative Learning. Edin, MN.:

Interaction Book Company.

Slavin, R.E. 1991. Cooperative Learning. New Jersey: Prentice-Hall.

IMPROVING THE STUDENTS'ABILITY IN SPEAKING

WITH A ROLE PLAY

Srya Martha

Srya_edam@yahoo.com

Abstract : This article is a report of the result of an action research intended to improve the

students‟ English sepaking performance. The writershares the effectiveness of role play

method in the teaching-learning process with the topic of “expression of asking and giving

opinion”. The datais taken by the teacher in two cyclus through rubric. It is consist of some

criterias, they are Pronunciation, Fluency, Quality of communication and Amount of

1407

communication and the result shows that it is method effective for the students to improve

their speaking ability.

Keywords :Speaking, Role playing, Asking and Giving Opinion.

Speaking is considered as one of difficult skills, but the studentsmust try to speak or

communicate in English. It is very important to be practiced by the students who are learning

English as a foreign language. That is why, it is necessary for the teachers to find out the

appropriate technique to help students in developing their speaking ability.

According to the writer‟s observation in teaching speaking at SMP N 2 Manganitu,

especially when teaching the “expressions of Asking and Giving opinions”,it was found that the

students had difficultiesincommunicatingtheir ideas. In order to overcome this problem,

therefore, the writerapplied a Role Play techniqueto make the students speak up .

Johnstone&Percival( 1976:49 ) staterole playing is a technique used in the learning

process to provide participation and involvement in the learning process. In a training

environment, role playing allows the learner to receive objective feedback about one's

performance. Role playing techniques can be used to diagnose interactive skills, to provide

models and practice, and to motivate individuals to pay more attention to their interpersonal

impact. One of its primary benefits is that it allows the learner to experience a real life situation

in a protected environment. The writer used it to make the students try to speak in English.

The Advantages of Using Role Play

The advantages of using role play in learning speaking depends on how the positive

attitudes of teachers help to further the students' speaking skills.Role play technique hasbeen

enthusiastically accepted by the students as it challenges their creativity and ability to think

critically, which enables them to speak more logically and confidently in the classroom. The

students' performance will be observed by the teacher while doing the role play in front of the

class. It also helps students to overcome inhibition when it comes to speaking in front of others..

METHOD

This research was conducted in SMP N 2Manganituwhen the writertaught about

“asking and giving opinions” by using Role Play. With this role play, the studentslearned how

to act and how to communicate with each other in the different situations through the dialogs.

In teaching and learning process, the writergave some dialogues and the students

learned with their friends how to demonstrate the dialoguesand discussed about the

pronunciation. But, when they practiced the dilogues, some of them did not enjoy and feel

interested. The writer felt that she should do the second cycle.In the first cycle, the writerfelt

that some of the students could notdo practices seriously. So, she taught themhow to act and

how to communicate the expressionswhen applying the role playing technique, with correct

pronunciation. She gave more explanation about the topic and the situation in the dialogues. So,

they started to understand their characteristics in the role play.Finally, they could give a good

performance.

The data were collected based on the two cycles. In the first cycle, the writer assessed

the students‟ performance with a a scoring rubric that included the criteria, such as

Pronunciation, Fluency, Accuracy, and Quality of communication.

RESULT AND DISSCUSSION

FIRST CYCLE

In teaching and learning process, the writer gave some dialogues and the students

learned with their friends how to demonstrate themand discussed about the pronunciation. But

in a fact, they did not feel interested because the topic and situation in the dialogues did not

interest them . So, the result was not satisfactory because eight studentsonly gotKKM and the

other were below KKM as can the following table shows

1408

Table1. Students’ Speaking Performance in Cycle 1

No Name of Students Fluency Pronunciation Accuracy Quality

of communication

Score Statement

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

FebriantiLaumbure

April Husein

Yusuf Sarageti

Dian Mapia

RiniKaengke

JoliverNgantung

ReineSaselah

Christy Paramulia

RismaDalekes

Oktavianti

YuliaHoromaeng

LeisonLahose

AldiBimbanaung

IvanaSolang

IrenneManiku

20

10

10

10

10

20

10

10

10

20

10

10

10

20

10

20

20

20

20

20

20

10

10

20

20

20

10

20

20

10

20

10

20

20

20

20

20

10

20

10

20

20

20

10

20

20

10

20

20

10

10

10

20

20

20

10

20

20

20

10

80

50

70

70

60

70

50

60

70

70

60

60

70

70

50

K

BK

K

K

BK

BK

K

BK

K

K

BK

BK

K

K

BK

K = achieved KKM ( Tuntas ) BK = Below KKM ( Tidak tuntas )

SECOND CYCLE

The first cycle turned out to fail; so‟ there needed the second cycle.She started from

taught themhow to act,how to communicate and how to pronunce, correctly. So that, when they

applied the role playing technique.Then, she is given more explanation about the topic and the

situation. Finally, they started to understand theircharacteristic in the dialogue and they shown a

good performance. It was very different fromthe first cyle, because the result in the second cycle

all of the students got the good score, passing the KKM, as shown in the following table.

Table2. Students’ Speaking Performance in Cycle 2 No Name of Students Fluency Pronunciation Accuracy Quality

of communication

Score Statement

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

FebriantiLaumbure

April Husein

Yusuf Sarageti

Dian Mapia

RiniKaengke

JoliverNgantung

ReineSaselah

Christy Paramulia

RismaDalekes

Oktavianti

YuliaHoromaeng

LeisonLahose

AldiBimbanaung

IvanaSolang

IrenneManiku

10

10

20

20

20

10

20

20

20

10

20

20

20

20

20

10

30

20

20

20

10

20

20

20

30

20

20

20

20

20

20

20

20

30

20

30

20

20

20

20

20

10

20

30

20

20

10

20

10

20

20

20

20

20

30

20

30

30

10

20

70

70

80

80

80

70

80

80

80

90

80

80

90

80

80

K

K

K

K

K

K

K

K

K

K

K

K

K

K

K

K = achieved KKM ( Tuntas )

The result of this observation shown based on the following fact that the student's ability

in speaking through this technique is increased. It means that, we can used this techniquein

teaching speaking.

CONCLUSION AND SUGGESTION

Conclusion

By using role play technique in learning expression of asking and giving opinion,

especially improve the student's ability in speaking is effectiveness because the result of this

observation shown that the student's score in the second cycle is higher than their score, first. It

1409

means that role play can be used to overcome the student's problem in teaching speaking to

learn Asking and giving opinion.

Suggestions :

- English teachers of Junior High School are suggested to apply Role Play in their

teaching and learning process. I order to make students interested in speaking.

- English teachers are suggested to choose suitable technique and method in teaching

English especially in developing speaking ability of the students, like as Role Play.

- English teachers of Junior High School are suggested to prepare their good lesson plan.

BIBLIOGRAPHY

Depdiknas. 2004. Kurikulum 2004. StandarKompetensiPelajaranBahasaInggris SMP

danMadrasahTsanawiyah.Jakarta : DEPDIKNAS

Lado, R. 1961. Language Testing. The constructural and use of Foreign Test.

London:Longman Group Ltd.

Johnstone, A.H & Percival, F . 1976. Attention breaks in lectures .Education in Chemistry,

accessed from http:/www.newlink.com/-donclark/hrd/history/roleplay13, 49.04 Nov 2013

THE EFFECTIVENESS OF CLASSROOM MANAGEMENT IN

ENHANCING STUDENTS’ PARTICIPATIONS IN THE

TEACHING LEARNING PROCESS AT SMPN 2 MELIAU

SANGGAU

Suryanti

SMP N 3 Sanggau, Kalimantan Barat

yantiahmadi@gmail.com

Abstract: This aim of this writing is to investigate the effectiveness of classroom

management in enhancing students‟ achievement in teaching learning process in SMP N 2

MELIAU SANGGAU at the lesson study activity at on going 2. The data from

observationsshow thatthe effectiveness of classroom management should include (1) the

teacher has to be able to master the material which has been delivered to the students, (2)the

teacher uses attractive media in the classroom, (3) the teacher uses the appropriate strategy,

and (4) the teacher rises up her/his voice.

Keywords: effectiveness, classroom management, achievement

Teachers are the central parts in EFL classroom anda classroom management is the

main concern of the teachers.Being a good teacher affects the atmosphere in the learning

process. A classroom management is like a cycle process that includes planning,

implementation, assesment, and final evaluation(Tal, 2010cited in Rahimi and Asadollah). This

cycle is carried out into the class that is neededby the students.

Harmer (2007) believes that if EFL teachers want to manage their classroom

effectively, they have to be able to handle the organization of the classroom space, organization

of the classroom time, and whether the students are working on their own groups. Moreover, the

teachers should consider how they appear to the students, and how they use their voice to attract

the students‟ attention.

Based on the writer‟s experiences inconducting ongoing 2 in teaching learning process

in SMPN 2 Meliau Sanggau,it is found that the teacher did the following things. Firstly, the

teachermastered the material to be delivered to the students.Secondly, the method orstrategy

1410

which was used by the teacher was not appropriate and compatible with the material.Thirdly,the

teacher used attractive media that were suitable with the classroom atmosphere. Fourtly,when

the teacher delivered the material,her voice rose up to attract the students‟ attention.

This article is to report the writer‟s experiences in finding out the effectiveness of

classroom management in enhancing the students‟ participation in learning English at SMP N 2

Meliau Kab. Sanggau.

Review of Literature

Classroom management is perceived as a cyclical process that includes advanced

planning, implementation, assesment during the implementation, and final evaluation that takes

into account factors related to children and their environment, intended to bring about progress

in the activities carried out for the learning and emotional well-being of the children in the class

(Tall, 2010 cited in Rahimi and Asadollah)).

Thus, the classroom management needed the advanved planning, and therefore before

coming to the class, a teacher has well organized about the class including the preparation of the

material. Beside the teacher has to master and prepare the material well, the choice of strategy is

very important.

Teaching method or strategy is appropriately chosen in line with the subject and the

student needs. Different methods are used in accordance with the learning needs of the students

and the size of the group (Kayikci, 2009), therefore the choice of strategy in line with the

material and the condition of the students is important to make the teaching process run well and

the students study easily.

The teacher‟s main job in the classroom management is to facilitate learning. What a

teacher should do is to make something difficult or uninteresting easier to digest in the class.

Sometimes, it is difficult for students to get the ideaswhich are delivered by a teacher.In order to

represent the teacher‟s ideas a medium is then needed. According to Heinch et al., (1982)in

Rahmajanti et al., (2013), the term “media” refers to anything that carries information between a

source and a receiver.Such things as film, television, radio, audio recordings, projected visuals,

computer, printed materials and the like are called media of communication. They are classified

as instructional media when they are used to carry messages for instructional purposes. When

the writer did on going 2 in teaching learning process, the writer used an audio recording and

computer.Gerlach and Ely (1992) cited in Rahmajanti et al (2013)exclaim that instructional

media refer to anything employed to function as media for the implementation of particular

teaching methods/strategies in order to accomplish instructional goals/objectives. So, it is clear

that using media can easily reach the instructional objectives.

Besides instructional media for the effectiveness of classroom management, the

teacher‟s voice is very helpful to attract the students‟ attention.The learners are easy to lose

their consentrations if the teacher‟s voice isnot clear enough. Hormer (2007) states that the

teacher should consider how she/he appears to the students, and how she/he uses his/her voice to

attract the students‟ attention. As a teacher has to be able to manage his/her voice to get the

students‟ attention or if the teacher‟s voice didnot support the class atmosphere, the students

would lose the information which is delivered by the teacher and it makes the students busy

with their friends or do something annoying.

Method

The data were collected in SMPN 2 Meliau Sanggau.There were 24 students in that

school and the writerwas a teacher‟s model. The material was about listening skill (Expression

of certainty and uncertainty) The data werecollected when the writer became a teacher‟s model

at on going 2. The data werecollected through observations by 5 observers. The observers were

English teachers, two teachers were from SMPN 2 Meliau Sanggau and the three teachers from

SMPN 1 Meliau and SMPN 3 Meliau.

The data were analized after the observers observed the class. It means that the data got

from the observers after the end of the class were discussed in the reflection.When the teacher

taught in the class the observers made some notes about the teaching process. From the data,the

writer found some information in the teaching-learning process in accordance with the

classroom management.

1411

Findings and Discussions

To motivate the students in teaching learning process, the teacher prepared well the

media such asthe pictures, CD audio, and students‟ worksheet.The activities in teaching are in

the following.

A. Pre activity

- The teachers showed the students the pictures. The fisrt picture is about the

wheather. The teacher asked the students: Are you sure? Is it going to rain?

The students‟ answered : yes, I‟m sure

The second picture is about a birthday party:

The teacher asked the students: Are you sure you that you are going to go to the

birthday party?

The students‟ answered: yes I‟m sure. And another student answered: no, I‟m not

sure.

The teacher wrote the students‟ answer on the white board

B. Main Activity

- After that the teacher elaborated the aim of the study.

- Teacher explained the material to the students. Teacher gavethe example how to

express certainty and uncertainty.

- Teacher asked the students to answer the questions orally related to the expressions

certainty and uncertainty.

C. Post activity

- After the teacher believed that the students understoodthe material, the teacher

explained the next step, namely to listen to the dialog based on the CD.

- The last was that teacher checked the students‟ answers.

As mentioned above, after the teacher taught in the class, and 5 observers made some

notes. A teacher and observers did the reflection, and the results of the observations are as

follows.

According to the observers, in the reflection activity, In pre –activity when the teacher

showed the picture, the students were motivated and they automatically answered the teachers‟

questions.It means that when the teacher used the media the students motivated, The media

could help them to catch the teacher‟s instruction.

Picture 1 : Pre activity – The teacher’s model showed the students the picture

When the teacher explored the material,some students looked uptight. It would be better

that the teacher used the game or sang a song. Still in the whilst activity, the teacher played the

CD and asked the students to complete the dialogues immediately based on what they had

heard. In this activity, the observer said that the students were interested because they heard the

dialogues in the audio.

Picture 2 The students were listening the dialogue through CD computer

1412

Based on the findings,firstly, the teacher has to give many examples about the

expressions of certainty and uncertainty.It is believed that through many examples and drillings

the students will get better understanding and the class atmosphere will be more

attractive.Secondly,to avoid the monotenous teaching-lerning process, the teacher has to use

many strategies. When the writer taught the class, the learners seemed to be so serious.

The data showthatin order to make the students enjoy, the teacher should add other

strategies, such as a game and a song.The students will get bored if the strategy is not

challenging enough. Thirdly, the use of media can assist the students to comprehend the

material. The last is that there were 24 students in the class when the teacher expalained the

material.The teacher‟s voice has to reach all students in the class.If the voice and the instruction

are not clear,the students do not only catch the ideas, but also disrupt his/her friends.

Conclusions and Suggestions

The effectiveness of classroom management in enhancing students‟ participation at on

going 2 at SMPN 2 MELIAU SANGGAU can be concluded as follows:

a. The material has to prepared well in enhancing students‟participation in the

classroom management.If the material is not prepared well, it can be out of the

context and the instructional objectives cannot be reached succesfully.

b. The appropriate method or strategy has to maintained well. The strategy or method

that will be applied in the class has to merit to the material and students‟ behavior.

The appropriate strategy will make the classroom effective, the students will motivate

to learn.

c. The exertion of mediaassists the students, the function of media is to represent the

material. When the students are difficult to understand the material which is

delivered by his/her teacher,the function of media is needed. So the media represent

the material.

Raise up the voice.As a teacher speaks in the class as the main activity, he/she has to

maintain her/his voice, so that the students can hear clearly what the teacher wants

his/her students to do.

Based on the conclusions, several suggestions are needed: (1) The effectiveness of

classroom management in enhancing the students‟ participation in teaching-learning process

mustbe kept, (2)the teacher has to be able to master the material, (3) the teacher should use the

appropriate strategy, (4) the teacher should use the interesting media, and (5) the most important

thing is the teacher has to raise up the voice, so that the information which is delivered will be

successfully transferred.

References

Fachrurrazy, Anugerahwatywati,M 2013. Pembelajaran Bahasa Inggris Kreatif dan Inovatif.

Penerbit Universitas Negeri malang.

Kayikci K. 2009. The Effect of Classroom Management Skills of Elementary School Teachers

on Undesirable Discipline Behaviour of Sstudents. www. Science Direct Journal.

Rachmawaty, Sri. Dkk (2013). Media Pembelajaran Inggris. Penerbit Universitas Negeri

Malang.

Rahimi M. And Abdollah. F (2011). EFL Teachers’ Classroom Management Orientations:

Investigating the Role ofIndividual Differences and Contextual Variables. Accessed

from www. Science Direct Journal, November 12, 2013