penggunaan program microsoft exel di laboratorium

PENGGUNAAN PROGRAM MICROSOFT EXEL DI
LABORATORIUM KOMPUTER UNTUK MENINGKATKAN
KUALITAS PEMBELAJARAN BAHASA INGGRIS:
LESSON STUDY DI SDN MODEL TERPADU BOJONEGORO
Ana Fi Naimatin
Abstrak: Lesson study pada pembelajaran Bahasa Inggris sudah dilaksanakan di SDN
Model Terpadu Bojonegoro. Lesson study dilakukan dengan tahapan plan, do, dan see.
Plan dilaksanakan untuk merancang perangkat pembelajaran dengan materi Menggunakan
Perangkat Lunak Pengolah Data Microsoft Exel dengan metode praktek dan demonstrasi.
Do dilaksanakan untuk mengimplementasikan perangkat pembelajaran di kelas III A
dengan 1 guru model dan 3observer yang terdiri dari guru dan kepala sekolah. See
dilakukan untuk merefleksi pembelajaran yang dilaksanakan setelah pembelajaran. Hasil
refleksi menunjukkan bahwa metode demonstrasi dalam pembelajaran Bahasa Inggris dapat
meningkatkan aktivitas belajar siswa dan ketuntasan belajar siswa. Hasil tes menunjukkan
bahwa siswa dapat mencapai ketuntasan dengan skor 80 – 100. Lesson study memberi
manfaat bagi guru tentang pelaksanaan pembelajaran Bahasa Inggris melalui perangkat
lunak Microsoft Exel di SDN Model Terpadu Bojonegoro.
Kata kunci:
Inggris
lesson study, metode praktek dan demonstrasi, pembelajaran Bahasa
Lesson Study adalahsuatu temuan yang dilakukan oleh guru untuk memperbaiki kualitas
pembelajaran dalam rangka mengoptimalkan pemahaman peserta didik dalam menyerap materi
yang di ajarkan oleh guru. Lesson Study dimaksudkan untuk pembinaan profesi pendidik
melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan berlandaskan prinsipprinsip kolegalitas dan mutual learning untuk membangun kelompok belajar.Lesson study
bukan merupakan metode atau strategi pembelajaran tetapi kegiatan yang dapat menerapkan
berbagai metode dan strategi pembelajaran yang sesuai dengan situasi, kondisi, kemampuan
komunitas pembelajaran serta berbagai permasalahan yang dihadapi dalam kegiatan
pembelajaran. Sehingga kelebihan dan kekurangan dalam pembelajaran dapat di sempurnakan.
Istilah Lesson Study (LS) atau researh lesson adalah terjemahan bahasaInggris untuk
kata jugyokenkyu yang berasal dari bahasa Jepang.Menurut istilah, kata jugyo yang berarti
lesson atau pembelajaran, dan kenkyuu yang berarti study atau research atau pengkajian. Dengan
demikian lesson study merupakan study atau penelitian atau pengkajian terhadap
pembelajaran(http://mudifalahhidha.blogspot.com/2012/10/apa-itu-lesson-study.html
18
Oktober 2013). Lesson study merupakan proses pengembangan keprofesionalan guru yang
dilakukan oleh para guru dari Jepang dalam pengujian secara sistematis dan praktek. Untuk
mencapai sasaran dan target yang diinginkan oleh guru, guru harus (plan) menentukan rencana
pembelajaran, (do) proses belajar mengajar, pengawasan, dan (see) evaluasi.
Menurut Direktorat Pembinaan Pendidik dan Tenaga Kependidikan, Kementrian
Pendidikan Nasional menyatakan bahwa sannyaduamanfaat Lesson Study adalah, pertama,
merupakan suatu cara efektif yang dapat meningkatkan kualitas pembelajaran yang dilakukan
guru dan aktivitas belajar siswa, sertakedua, mempercepat pematangan, pendewasaan bagi guru
pemula. Menjadikan guru lebih professional dan inovatif bagi guru-guru senior
Dalam http://wyw1d.wordpress.com/2009/10/17/lesson-study/padatanggal 17 Oktober
2013 Lesson study merupakan suatu cara yang efektif dalam meningkatkan kualitas
pembelajaran yang dilakukan guru dan aktivitas belajar yang dilakukan siswa, karena :
1. Pengembangan lesson study dilakukan dan didasarkan pada hasil sharing pengetahuan
profesional yang berlandaskan pada praktek dan hasil pembelajaran yang dilaksanakan para
guru
2. Penekanan yang mendasardari lesson study adalah agar para siswa memiliki kualitas belajar
yang tinggi;
3. Tujuan pembelajaran dijadikan focus utama dalam pembelajaran di kelas;
4. Berdasarkan pengalaman nyata di kelas, lesson study mampu menjadi landasan bagi
pengembangan pembelajaran; dan
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5. lesson study menempatkan peran para guru sebagai peneliti pembelajaran.
Bahasa Inggris, dalam pembelajarannya dikenal empat kemampuan atau ketrampilan
dasar yang akan. Keempat kemampuan tersebut menurut Ladoadalah kemampuan membaca
(reading), menndengarkan (listening), berbicara (speaking), dan menulis (writing). Salah satu
tujuan umum pengajaran bahasa Inggris sebagai bahasa asing adalah siswa dapat menggunakan
bahasa Inggris dalam percakapan sehari-hari dengan benar, lancar, dan sesuai dengan
konteknya. Kemahiran berbicara merupakan salah satu jenis kemampuan berbahasa yang ingin
dicapai dalam pengajaran bahasa Inggris. Berbicara merupakan sarana utama untuk membina
saling pengertian, komunikasi timbale balik, dengan menggunakan bahasa sebagai medianya.
Materi Bahasa Inggris yang terdapat di kelas 3 beda dengan yang terdapat pada kelas 2
dan 1. Jika pada kelas 1 hanya pengenalan dasar terhadap benda dan kelas 2 pengenalan dalam
sebuah kalimat, maka kelas 3 para siswa harus dapat menyebutkan atau membuat kalimat
menggunakan kata – katanyasendiri.
Microsoft Exel adalah salah satu perangkat lunak yang terdapat pada komputer,
perangkat tersebut biasanya digunakan untuk yang bersifat nilai atau jumlah. Namun dalam hal
ini penulis berusaha mencari gagasan atau temuan dalam pembelajarannya sehingga Microsoft
Exel tidak hanya bisa digunakan dalam hitungan angka, jumlah, Matematika, atau pun
sejenisnya, tetapi penulis memanfaatkan pembelajaran di sebuah laboratorium TIK yang
terdapat di SDN Model Terpadu Bojonegoro sebagai media pembelajaran BahasaInggris.
Model pembelajaran yang dapat dikembangkan untuk mengerjar target pembelajaran
adalah pemanfaatan Microsoft Exel untuk peningkatan kualitas pembelajaran siswa SDN
Model Terpadu Bojonegoro.Microsoft Exel tersebut dikembangkan menjadi media games atau
kuis berbasis inggris yang dirancangdan di desain khusus untuk mata pelajaran Bahasa Inggris
dengan tema Describing Picture.
PELAKSANAANLESSON STUDY
1. Plan
Kegiatan plan (perencanaan) dilaksanakan di home base lesson study Kelas III A SD
Negeri Model Terpadu Bojonegoro pada tanggal 16 Oktober 2012 yang dihadiri oleh guru-guru
kelas peserta lesson study, guru mata pelajarandan Kepala SD Negeri Model Terpadu. Pada
tahap ini dilakukan penyusunan RencanaPelaksanaan Pembelajaran (RPP) yang diharapkan
mampu membelajarkan peserta didik secara efektif dan membangkitkan partisipasi aktif peserta
didik dalam pembelajaran. RPP disusun dengan Standar Kompetensi dan Kompetensi Dasar 1.
Listening, Merespons instruksi sangat sederhana berkenaandengan meminta dan memberi
informasi tentang profesidengan tindakan secara berterima dalam konteks kelas dan sekolah.2.
Speaking, Mengungkapkan instruksi dan informasi sangatsederhana dalam konteks
sekolah.Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak
tutur meminta dan memberi informasi tentang profesi.
RPP disusun bukan hanya oleh guru model, tetapi oleh beberapa guru kelas ataupun
mata pelajaran. Kegiatan yang dilakukan pada penyusunan RPP ini tidak hanya menyusun saja,
tetapi juga membahas tentang kelebihan-kelebihan dan kekurangan-kekurangan RPP yang
disusun.Kelompok guru Kelas juga membahas alternatif-alternatif yang dapat dilakukan untuk
mengurangi atau bahkan menghilangkan kekurangan-kekurangan itu sehingga menghasilkan
RPP yang diharapkan dapat diterapkan dan dilaksanakan sehingga tujuan awal yakni
membelajarkan siswa, membangkitkan partisipasi aktif siswa akan tercapai, yang pada akhirnya
siswa dapat mencapai kompetensi yang diharapkan.
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Gambar 1.
Suasana kegiatan plan di SD Negeri Model Terpadu Bojonegoro
2. Do
Tahapan do dilaksanakan oleh guru model yang ditetapkan sebelumnya dan
dilaksanakan di SDN Model Terpadu Bojonegoro, pada 16 Oktober 2012. Pembelajaran
Bahasa Inggris dilaksanakan di Ruang Lab Komputer, dihadiri oleh guru-guru kelas peserta
lesson study, Guru Mata Pelajaran dan Kepala Sekolah.
Sebelum pelaksanaan (do)guru model telah membuat catatan kelompok siswa dalam
pembelajaran bahasa Inggris untuk digunakan pada waktu (do). Guru model membagi siswa
yang berjumlah 21 menjadi 5 kelompok yang masing – masing kelompok terdiri dari 4 atau 5
siswa
Nama kelompok tersebut adalah sebagai berikut:
Kelompok 1
: Lucky, Alvan, Reina, Geo
Kelompok 2
: Erwin, Alpha, Salwa, Nanda
Kelompok 3
:Uqik, Lintang, Donez, Akbar, Anggun
Kelompok 4
: Arik, Vella, Krisna, Dista
Kelompok 5
: Melfin, Icha, Kamil, Refalin
Pada tahap pelaksanaan (do), kegiatan yang dilakukan adalah menerapkan rancangan
pembelajaran yang telah dibuat pada tahap plan. Pengamatan yang dilakukan oleh para observer
diarahkan pada aktivitas belajar siswa dengan berpedoman pada tata tertib menjadi observer dan
pedoman pengamatan yang telah disepakati pada tahap perencanaan. Observer bukan untuk
mengevaluasi penampilan guru yang sedang bertugas mengajar, tetapi mengamati siswa dalam
proses pembelajaran.
Pada waktu pelaksanaan (do), tahap pendahuluan, guru memberikan penjelasan
prosedur keselamatan di dalam lab komputer, yaitu :
1. Siswa tidak boleh meletakkan air minum diatas meja
2. Tidak boleh minum di dalam ruang Lab.
3. Tidak boleh berlari
4. Tidak boleh menginjak kabel
5. Tidak boleh bermain dengan kursi
6. Tidak boleh meninggalkan tempat duduk kecuali mendapat ijin dari guru
Adapun peraturan tambahan dalam kelas Bahasa Inggris adalah siswa harus
menggunakan Bahasa Inggris dalam pembelajaran Bahasa Inggris berlangsung.
Langkah pembelajarannya adalah sebagai berikut,
1. guru menyampaikan tujuan pembelajaran.
2. Guru memberikan warming up berupa lagu tentang profesi kepada siswa
3. Guru menerangkan sedikit tentang profesi
4. Siswa dapat berkelompok dengan kelompoknya masing-masing
5. Siswa melihat gambar yang telah tersedia pada komputer didepan mereka sambil mencoba
menerangkannya
6. Siswa menjawab soal yang terdapat pada microsoft exel sebagai tugas kelompok
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7. Guru memberikan sebuah gambar pada setiap kelompok sebagai tugas kelompok untuk
menerangkan maju kedepan tentang gambar yang didapatkannya tersebut agar bisa ditebak
oleh kelompok lain
8. Guru memberikan tugas individu melalui microsoft exel
Kegiatan inti (25 menit), point 3 dan 4 pada butir diatas, guru model menerangkan
apasajakah profesi yang ada disekitar siswa, setelah itu guru model menerangkan dan
mendemontrasikan cara menjawab soal melalui microsoft exel.
Setelah Siswa melihat Guru kemudian siswa menjawab pertanyaan di masing masing
komputer yang ada di depan siswa. Setelah siswa menguasai materi tersebut, guru memberikan
sebuah gambar pada selembar kertas agar masing – masing kelompok mempresentasikan ciri –
ciri profesi pada gambar yang di pegangnya. Pada tahapan ini guru model mengalokasikan
waktu (20 menit)
Kesimpulan yang diperoleh melalui kegiatan praktek dan demonstrasi adalah bahwa
siswa sangat senang dengan cara belajar seperti ini.
Pada kegiatan penutup, guru menerangkan atau mengulas materi tentang profesi.
Gambar 2.
Kegiatan do: pemberian motivasi dan apersepsi dan prosedur keamanan
di dalam Lab Komputer.
Gambar 3.
Suasana kegiatan do di Lab Komputer
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3. See
Setelah kegiatan do, dilanjutkan dengan kegiatan see untuk melakukan refleksi
pembelajaran. Kegiatan refleksi dipimpin oleh moderator dan dicatat oleh notulen.
Pada kegiatan ini, moderator memberi kesempatan terlebih dulu pada guru model untuk
mengungkapkan kegiatan pembelajaran yang dilakukan. Guru model memilih metode praktek
dan demonstrasi agar siswa dapat mengamati dan bisa praktek langsung terhadap tugas yang
diberikan oleh guru, guru model berharap para observer memberi komentar tentang
pembelajaran yang telah dilakukan.Kesempatan refleksi berikutnya, moderator memberikan
kesempatan kepada para observer untuk memberikan komentar atau hasil refleksi terhadap
pembelajaran yang telah dilakukan. Hasil pengamatan para observer yang didasarkan pada
pedoman tata tertib, rubrik pengamatan, dan dititik beratkan pada siswa, siapa yang mengalami
kesulitan belajar / pasif ? ,mengapa ?, bagaimana solusinya?, akan dipaparkan pada bagian
selanjutnya pada tulisan ini. Situasi lesson study ditunjukkan pada Gambar 1. Sampai Gambar 5.
Gambar 4 dan 5
Suasana diskusi yang difasilitasi guru dan diamati para observer
Gambar 6 dan 7.
Suasana kegiatan refleksi pembelajaran
HASIL DAN DISKUSI
A. Hasil Observasi
Hasil observasi berikut didasarkan pada lembar pengamatan lesson study.
1. Interaksi siswa dan siswa
Interaksi siswa dengan siswa sangat kooperatif, mereka berusaha menebak pertanyaan yang
dilontarkan oleh guru. Meskipun guru model hanya satu, guru tetap menguasai siswa yang
sangat aktif.
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2. Interaksi Siswa dengan Guru
Interaksi siswa dengan guru cukup baik. Guru selalu membimbing kesulitan siswa, dan siswa
yang mempunyai kesulitan dalam penterjemahan dari indonesia ke inggris, tidak segan-segan
untuk bertanya kepada guru model.
3. Interaksi Siswa dengan Media
Siswa sangat antusias dalam menjawab dan menerka pertanyaan – pertanyaan yang terdapat
pada Microsoft Exel.
4. Pelajaran yang bisa dipetik dari pengamatan
a. Guru mengetahui bahwaPembelajaran metode praktek melalui perangkat lunak Microsoft
Exel dapat menarik perhatian siswa dalam belajar bahasa Inggris.
b. Penggunaan perangkat lunak Microsoft Exel di laboratorium komputer membuat anak
semangat dan guru bisa mengetahui langsung nilai dari dari soal yang telah dijawab oleh
siswa
B. Hasil Post-Test
Pada Tabel 1. ditunjukkan hasil post-test siswa setelah pembelajaran dengan metode
demonstrasi pada materi menggunakan perankat lunak Microsoft Exel. Pada tabel tersebut
nampak bahwa siswa menunjukkan ketuntasan belajar.
Tabel 1. Nilai Post-test
No.
Nilai
1.
80 – 100
2.
50 – 79
3.
25 – 49
Jumlah
Jumlah Siswa
21
0
0
21
Keterangan
Baik
Sedang
Kurang
Tabel 1 diatas dapat di peroleh dalam kriteria penilaian sebagai berikut
1. Siswa faham profesi dalam bahasa Inggris
2. Siswa bisa menerangkan ciri – ciri sebuah profesi dan menggunakan bahasa Inggris didepan
kelas dengan benar
3. Siswa dapat menjawab pertanyaan yang diajukan oleh teman/kelompok lain maupun dari
guru dengan benar
Dan 25 siswa yang mengikuti pembelajaran dapat memenuhi 3 kriteria penilaian
diatas.
Contoh hasil kerja Siswa :
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C. Manfaat Lesson Study
Lesson studysangat membawa manfaat bagi penulis yang bertugas sebagai guru model
untuk mengimplementasikan materi Bahasa Inggris menggunakan perangkat lunak Microsoft
Exel di SD Negeri Model Terpadu Bojonegoro. Berikut ini adalah manfaat yang diperoleh.
1. Bagi Guru
a. Suasana saling belajar antar guru kelas yang lebih baik. Proses belajar antar guru kelas
terjadi tidak hanya pada saat penyusunan plan, tetapi juga pada saat do dan refleksi. Pada
saat penyusunan RPP, ada banyak masukan agar RPP yang dibuat menjadi RPP yang
baik. Dari kegiatan itu, terjadi saling belajar antar guru. Masing-masing guru memberikan
kontribusi berdasarkan pengetahuan dan pengalamannya demi penyempurnaan RPP. Pada
saat guru model melaksanakan pembelajaran, semua guru mengamati proses
pembelajaran, sehingga observer juga secara tidak langsung ikut “belajar” terhadap
kegiatan pembelajaran tersebut.Pada saat refleksi, banyak sekali pujian, masukan, dan
kritikan terhadap proses pembelajaran yang telah dilakukan. Semua itu akan menjadi
“pembelajaran” yang berharga bagi guru.
b. Adanya perubahan pola pengajaran guru dari pengajaran yang monoton menjadi
pengajaran yang lebih menarik. Pembelajaran pada lesson study juga dapat memotivasi
guru untuk mengubah pengajaran guru yang monoton menjadi pengajaran yang menarik.
Dalam penyusunan rancangan pembelajaran, guru berdiskusi sehingga menghasilkan
rancangan pembelajaran yang mampu membuat siswa belajar secara aktif. Rancangan
pembelajaran itu dilaksanakan sehingga semua guru tahu kelebihan dan kekurangannya
sehingga pada saat refleksi diungkapkan kelebihan dan kekurangan itu dan dibahas solusisolusi pemecahannya. Dengan begitu, pengalaman lesson studyini akan menjadi
pengalaman berharga dan akan ditindaklanjuti dengan pengaplikasiannya di sekolah
masing-masing.
c. Mengetahui pentingnya bekerja secara kolaboratif (bekerja bersama-sama) untuk
merencanakan, melaksanakan, dan mengevaluasi pembelajaran yang dilakukan.
2. Bagi Siswa
a. Menambah motivasi belajar siswa dalam mengikuti kegiatan belajar mengajar di kelas
dan meningkatnya kualitas aktivitas belajar siswa didalam kelas. Dengan menyelipkan
penggunaan pembelajaran metode praktek dan demonstrasi, semangat belajar siswa lebih
meningkat. Selain itu, aktivitas siswa dalam belajar juga meningkat.Dalam pembelajaran
ini, student centered benar-benar dapat diaplikasikan dengan baik.
b. Terjadinya saling belajar antarsiswa. Dalam pembelajaran ini, kegiatan saling belajar
antarsiswa terjadi dengan baik. Hal ini terjadi karena dalam pembelajaran ini digunakan
pembelajaran yang sangat kooperatif.
c. Membiasakan siswa untuk lebih mengembangkan ketrampilannya dalam pembelajaran
melalui media komputer baik ketika mata pelajaran Bahasa Inggris maupun yang lain
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PENUTUP
Pelaksanaan lesson study sangat bermanfaat bagi guru sebagai wahana pembelajaran
bagi guru. Dengan pelaksanaan lesson study, guru membuat kreasi dan inofasi dalam
pembelajaran sehingga dapat meningkatkan kompetensi siswa. Kegiatan lesson studyjuga dapat
memotivasi guru untuk selalu meningkatkan proses pembelajaran di kelas sehingga dapat
mengubah proses pembelajaran yang monoton menjadi proses pembelajaran yang menarik dan
memotivasi belajar siswa secara maksimal.
Kegiatan lesson study dengan menggunakan pembelajaran melalui terobosan microsoft
exel ternyata mampu meningkatkan aktivitas siswa dalam pembelajaran dan dapat memotivasi
siswa agar belajar lebih aktif. Selain itu, dapat meningkatkan kompetensi guru, khususnya pada
materi menggunakan perangkat lunak microsoft exel dalam pembelajaran Bahasa Inggris, yang
ditunjukkan oleh hasil pengamatan individu pada akhir pembelajaran (post-test).
Dikarenakan banyaknya manfaat yang diperoleh dalam kegiatan lesson study ini, maka
selayaknyalah kita benar-benar memanfaatkan pembelajaran melalui lesson study secara
maksimal sehingga dapat meningkatkan kompetensi guru. Dengan meningkatnya kompetensi
guru, akan berakibat pada meningkatnya pengelolaan proses pembelajaran. Dengan
meningkatnya pengelolaan proses pembelajaran yang lebih baik, akan meningkatkan pula
pemahaman siswa terhadap materi ajar, dengan begitu kompetensi siswa akan meningkat.
DAFTAR RUJUKAN
Lewis, C.2002. Does Lesson Study Have a Future in the United States? Nagoya Journal of
Education and Human Development. January No. 1:1-23.
Lewis, C. 2003. The Essential Elements of Lesson Study. Northwest Teacher. Spring. Vol. 4
No. 3: 6-8.
Slavin, R.E. 2008. Cooperative Learning: Teori, Riset, dan Praktik. Bandung: Nusa Media.
Suyanto, K. 2009. Metode-Metode Pembelajaran. Malang: UM. Panitia Sertifikasi Guru Rayon
15.
J.J. HasibuandanMujiono.(1993). Proses BelajarMengajar. Bandung: PT. RemajaRosdakarya.
IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT THROUGH THINK-PAIR-SHARE
AT EIGHT GRADE STUDENTS OF SMP NEGERI 5 TAHUNA
Susi Indriastuti
Jelpris
SMP Negeri 5 Tahuna
Abstrack:
This study was focused to improve students‟ achievement in writing
descriptive text through Think-Pair-Share technique. It was conducted by applying
Classroom Action Research with two cycles. The subject of this study is Grade VIII
students of SMP Negeri 5 Tahuna consisted of 22 students. The instruments for collecting
data used writing test for quantitative and observation sheet for qualitative. The mean of the
test shows the improvements of the students‟ score for orientation pretest was (6,86), the
mean in cycle I test was (11,5), and the mean in the cycle II was (17,6). Based on the data
above, it can be concluded that Think-Pair-Share is significantly improved students‟ writing
achievement especially in descriptive text.
Key Words: Writing, Descriptive,Think-Pair-Share
In teaching - learning process of English subject, students are required to master four
skills. These four language skills are necessary to be mastered by the students. Moreover,
according to Educational Unit - Curriculum (Kurikulum Tingkat Satuan Pendidikan: KTSP)
2006 of Junior High School, it is written that there are four language skills that should be
achieved by the students along with the process of education, namely; listening, speaking,
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reading and writing. One of those language skills, which is very important and must be required
in academic field is writing.
In a fact, during the writer‟s experience as an English teacher in Junior High School, the
writer found that many students faced some difficulties in learning English especially in writing.
It is caused by some problems, such as the students seldom practice to write composition even
in their native language, they are lack of vocabulary and knowledge about genre or text type,
and they spend much time to think what they should write because they have no idea how to
write it. Then, the strategy that the teachers use to teach the students in writing does not
motivate and encourage them. Even worse, many teachers got troubles to teach this skill to the
students.
Writing is the expression of language in the form of letters, symbol and words. Through
writing someone can share their knowledge, conveying idea, feeling and intention to other
people. The knowledge we have now is mostly acquired by reading any written information or
texts, either it is books, articles, papers, or etc, which are written by those who share their ideas
through writing.
Writing is an active written language skill. Through writing students may express
her/his idea freely without having to face the reader directly.Writing is creative and expressive
process. Students need to explore their ideas and compose into a good text. In order to produce
good writing, students are expected to understand aspect of writing including the text
organization, the language features, the mechanics and the use and/or the choise of words and
vocabularies.
One of the text types in writing is descriptive text. A descriptive text is a text that
describes about a person,place or object. The social function of descriptive text isto describes
the features of someone,something, or certain place . The generic structure of decriptive texts is
having identification and description.
One of the techniques in cooperative learning is Think Pair-Share. Think-Pair-Share is
designed to provide students by giving them a task and workingindividualy. Then, students sit
in pairs and discuss their ideas. After that, each pairs shares the result of their discussion with all
groups in the class.
According to Fachrurrazy and Mirjam(2013:22) cooperative learning methods(Slavin,1995)
hold the idea that students should work together to learn and are reasonable for their teammates‟
learning as well as their own. Cooperative learning claims that group work is better than
individually competition. Practice of cooperative learning in the class is conducted through
small groups.There are a lot of cooperative learning models. The following are some example
from Slavin(1995), Frazee and Rudnitski(1995) and Model-model pembelajaran Negara OECDUSA:
1. STAD(Students Teams-Achievement Division)
2. Jigsaw
3. Think Pair Share
4. Picture and Picture
5. Mind Mapping
6. Make a Match
7. Debate
In this technique, a problem is posed, students have time to think about the problem
individually, and then they work in pairs to solve the problem and share their ideas in the class.
Think-Pair-Share helps students develop conceptual understanding of a topic, improve ability to
filter information and draw conclusions, and improve the ability to consider other points of
view.
In conclusion, think-pair-share is a suitable technique for teaching descriptive text and it
can motivate the students to be more active and comfortable in developing their ideas.
Therefore, it is expected that the use of think-pair-share technique in teaching and learning
process will improve the students writing achievement.
Think-Pair-Share is the good model to build-in or giving students much more time to
think, respond and help each other and encourag individual participation and is applicable for all
grade levels and class sizes. Students think through questions using three distinct steps:
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1) Think: Students think independently about the question that has been posed, forming ideas of
their own.
2) Pair: Students are grouped in pairs to discuss their thoughts. This step allows
students to articulate their ideas and to consider those of others.
3) Share: Student pairs share their ideas with a larger group, such as the whole class.
Often, students are more comfortable presenting ideas to a group with the support of a
partner. In addition, students' ideas have become more refined through this three-step
process.
Based on the problem above the objective of this study is to find out if there is an
improvement on the students achievement in writing descriptive text through Think-Pai-Share
technique.
METHODOLOGY
This study was conducted by applying Classroom Action Research. The action research
is an observation of activity that appears consciously in teaching process that is done
systematically to collect data on everyday practice and then to analyze it in order to make some
decisions about what the future practice should be.
It was conducted in two cycles and every cycle consisted of four steps of action
research, namely plan, action, observation, and reflection.The subject of this study was the
Grade VIII of SMP Negeri 5 Tahuna. They were three classes of VIII grade students, there are
from VIII-a up to VIII-c. Each class consisted of 22-24 students. The writer chooses VIII-b
class as the sample of this action research. The reason for choosing this class because it was
found that there are some problems in students‟ writing achievement. The objective of this study
is to find out whether there is an improvement on the students‟achievement in writing
descriptive text through Think-Pair-Share.
The instruments used in collecting data in this study were quantitative and qualitative
data. Quantitative was used to describe what we would count or measure and then consider it in
objective way. The quantitative data is achieved from the students‟ test score from pretest,
posttest I toposttest II to asses the students‟ achievement in writing descriptive text.
The qualitative data was used to describe the data which is not receivable to be counted
or measured in an objective way. In this study the qualitative data was achieved from
observation sheet. Observation sheet was used to evaluate the situation and the problem found
during the teaching and learning process.
RESULT AND DISCUSSION
This study involved quantitative and qualitative data, which has been done for three
meetings. The quantitative data ws taken from writing test, and the qualitative data was taken
from observation sheet.
The data was taken from one class namely grade VIII-b of SMP Negeri 5 Tahuna which
consisted of 22 students. It was conducted in two cycles and every cycle consisted of four steps
of action research, namely planing,action, observing and reflecting. The quantitative data was
taken from the test result during conducted this research in three meetings. There were three
tests in this study, namely pretest that was done in the first meeting, post-test Iwas done in the
second meeting in cycle I, and pot-test II that is done in the thirdth meeting in the cycle II.
The score of the students in every meeting showed improvement continuously.
The mean of the student‟s score in writing achievement in descriptive text by applying ThinkPair-Share technique in pre-test was (6,86), post-test 1 (11,5), and post-test 2(17,6).
Cycle One
In cycle one, there were four steps that should be done and cycle one was done in
twomeetings. The steps in conducted this study were as follows:
a). Planning
Planning is concerned with action or arrangement of doing something. In this phase, the
writer prepared material that was related to the teaching and learning process. Planning
helped the direction of this study, so that the writer could select the most appropriate tools in
collecting and analyzing the data. The plan phase consists of some steps, as follows:
1. Preparing lesson plan consists of the steps of the action.
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2. Preparing the media, things and tools needed in teaching learning process, such as text
book, example of descriptive text, dictionary, etc.
3. Preparing the research instruments, and observation format to observe the teaching and
learning process.
4. Preparing the tests for evaluation.
b) Action
In the cycle one conducted to two meetings. At the first meeting, the writer gave
pretest.The writer askedthe students to write about their pet.
Second meeting, the writer explained about descriptive text . The writer told the
students the goal of the study. The writer explained about definition, generic structures, and the
language features of descriptive text in the classroomand gave an example of descriptive text
and asked the students to identify the generic structure and the language features. Here, the
writer taught by using Think-Pair-Share technique. The writer posed a question/topic to the
students and the writer gave the students time to thinkabout the topic individually, and then the
writer asked them to work in pairs to solve the problem and last they share their ideas with the
class.
In the end of this meeting the writer asked them to write a descriptive text individually
(posttest I) the title was “My Dog”. It was meant to evaluate the result of students work.
c) Observation
Observation was done in the classroom while the teaching and learning process took
place. It was intended to record the behavior, attitude, performance, and all activities during the
action. In the process of the observation the writerwas helped by other English teachers (TM),
as the collaborators.
Actually, there were still some problems faced by the writer dealing with the teaching
learning process through Think-Pair-Share.The students were still confused with the instruction,
some of the students were not interseted in the material so they just chated with their friends and
the teacher did not explain clearly about the stepsin writing descriptive text.
d) Reflection
Reflection was the evaluation or the feedback process form of the action. In this phase,
the data taken from observation during teaching-learning process concerning with the result. All
the weakness and the strength written on observation sheet, and the tests conducted were used to
improve the weakness and keep the strength for the next cycle.
From post-test Ishowed an improvent not maximal, it can seen from the result of the
the mean score of post-test I( 11,0) and the mean score of pretest(6,86). In thepretest show that
19 students got not enough and the post-testI showed 9 students got not enough,the progression
was 52,63% .The writer will stop the research when the students got not enough progrres 85%
in writing test.
Based on the result of observastion and posttest 1 in cycle one, the writer still used
Think-Pairs-Share technique in teaching writing descriptive textfor cycle two.
Cycle two
In this cycle the weakness or the problem that found in cycle one was solved in order to
get the improvement in the process and in the result. The writer used Think-Pairs-Share
technique and use picture as a media in teaching writing decriptive text.This cycle also
consisted of planning, action, observation, and reflection.
The second cycle was arranged as follows:
a) Planning
1. Preparing the lesson plan.
2. Preparing the teaching media that are needed for the teaching and learning
process(picture)
3. Preparing the observation sheet that is used to know the students responses and class
condition as a whole and also to see if there are any improvements.
4. Giving motivation to the students to write well.
5. Giving responsibilities to all groups to lead the discussion well and do the task.
6. Giving more chance to in-active students to give their opinions or suggestions.
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7. Asking all the members to participate in the group presentation.
b) Action
In the third meeting, the teacher explained detailed about the generic stucture of
descriptive text and the patern of present tense. The writer gave a picture of cat that the students
already know about the animals.Then, the writer asked the students to sit in group and asked
them to identify about the cat‟s features, food, habitat andbehaviorby applying Think-PairShare technique. Then, they present it in front of the class. In the end of this meeting, the writer
gave them post-testII in which make decriptive text the title “ I have a cat” and that was the last
test to know their improvement score.
c) Observation
The observation was still done in this cycle. The activities of the students were observed
and they showed that most of their writing was much better then in the cycle one. The students
more active in finishing their writing and they were look more enthusiasts in learning.
d) Reflection
Having evaluated the students descriptive writing, the writer found that the students.
score showed the improvement. Based on the observation and the result of their writing, the
writer concluded that the students descriptive writing improved with Think-Pair-Share
technique. The students score in the second cycle had increased than in the first cycle.
The implementation of teaching writing descriptive text use Think-Pairs-Share
improves the students‟ writing achievment significantly. It can be concluded by analyzing the
result of both pre-test and post-test. The comparison between the mean score of pre-test, posttest I and post-test II, it can be seen in the table 1. It can be said that there is improvement of
students‟ writing achievment . Because the mean score in post-test I (11,5) is higher than the
mean score in pre-test(6,86), there is a significant different between pre-test and post-test I.
Therefore, in comparison between the mean of post-test I and post-test II, (17,6) is higher than
(11,5) there was a significant different between post-test I and post-test II. The students did not
get enough score in the pretest was 19 students and in the post test II the students but there was
progress 89,47% from the pretest 1, so the research was stopped.
Table 1. The result of the test
Pre-test
Post-test 1
Post-test 2
Total Score
151
253
390
Mean Score
151: 22 = 6,86
253: 22 = 11,5
377: 22 = 17,6
Table 2. The progression writing test
Cycle
Test
Students who got not enough
Pre-test
19
1
Post-test 1
9
2
Post-test 2
2
The progression writing test in cycle one
19  9
X 100
19
10
Progression (%) =
X 100
19
Progression (%) =
Progression (%) = 52,63%
The progression in cycle 2
Progression (%) =
19  2
X 100
19
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Progression
52,63%
89,47%
Progression (%) =
17
X 100
19
Progression (%) = 89,47 %
Table 3.Criteria of Assessment of the Writing Test
Criteria
Exelent
Good
Enough
Grammar
Organization
Vocabulary
Content
Total
5
5
5
5
20
4
4
4
4
16
3
3
3
3
12
Not
Enough
2
2
2
2
8
Poor
1
1
1
1
1
Table 4.The stutents result in writing test
No
Grammar
Pre
Organization
1
2 Pre
Vocabulary
1
2 Pre
Content
1
2 Pre
Total
1
2 Pre
1
2
1
2
3
4
2
3
4
1
3
5
1
3
5
6
12
18
2
2
3
5
2
3
5
2
3
4
2
3
5
8
12
19
3
1
2
5
1
2
5
2
3
4
2
3
4
6
10
18
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
2
2
2
3
1
2
3
1
1
1
1
3
1
1
1
1
1
1
1
3
3
3
4
1
3
3
2
3
3
3
4
3
2
2
3
2
2
2
4
5
4
5
2
4
5
3
5
5
5
5
5
4
5
5
4
5
5
1
2
2
3
1
2
3
1
3
2
2
3
2
4
1
1
1
1
1
3
3
3
4
1
4
4
2
4
4
3
3
3
2
2
3
2
2
2
4
4
4
5
2
5
5
2
5
5
4
5
5
4
4
4
4
5
5
1
2
2
3
1
2
3
1
1
2
2
3
2
2
1
2
1
2
1
2
3
3
4
2
4
4
2
3
3
3
4
3
3
3
3
2
4
3
4
4
4
5
3
5
5
2
5
4
4
5
5
5
4
4
4
4
4
2
2
1
3
1
1
3
1
2
2
2
3
3
1
1
1
1
1
1
3
3
3
5
2
3
4
2
3
3
3
4
3
2
2
3
3
2
2
5
5
5
5
3
4
4
2
4
5
5
5
5
5
5
5
5
5
5
Mean
6
11
17
8
12
18
7
12
17
12
17
20
4
6
10
7
14
18
12
15
19
4
8
9
7
13
19
7
13
19
7
12
18
12
15
20
8
12
20
8
9
18
4
9
18
5
12
18
4
9
17
5
10
19
4
9
19
151 253 390
6,86 11,5 17,6
CONCLUSIONS AND SUGGESTIONS
After analyzing the data, it was found that there was an improvement in the students
writing achievement from the mean of pre-test to post-test II. It can be seen from the students
score were increased in each cycle. The mean of the students score in orientation pre-test was
6,86, cycle I post-test was 11,5, and cycle II posttest was 17,6. It is also proved by the
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observation sheet results which indicate improvement in the teaching and learning process from
cycle one to cycle two.
Based on the result of the data, the conclusion is that the use of Think-Pair-Share
technique significantly improved students achievement in writing descriptive text in SMP
Negeri 5 Tahuna. The finding of this study showed that the Think-Pair-Share technique
improved the students achievement in writing decriptive text.
The finding of this study showed that the Think-Pair-Share technique improved the
students achievement in writing descriptive text. There are some suggestions offered to
improve a better skill in education. The suggestions are:
1. It is important for the teacher to apply an appropriate technique in teaching writing such as,
Think-Pair-Share technique in order to improve the students‟ achievement in writing
especially in descriptive text.
2. It is also suggested to the readers who are interested in writing descriptive text through
Think-Pair-Share technique, because it will bring you into a good understanding in writing.
REFERENCES
M.A.Fachrurrazy and Anugerahwati,Mirjam.2013.Pembelajaran Bahasa Inggris Kreatif dan
Inovtif.Malang:Universitas Negeri Malang
Irawati,Eny and Andreani,Sri.2013.Pendalaman Materi Bahasa Inggris.Malang.Universitas
Negeri Malang
Dasna,I wayan.2013.Penelitian Tindakan Kelas.Malang. Universitas Negeri Malang
Http://en.wikipedia.org/wiki/Writing accessed on 12nd October 2013
Http://www.readwritethink.org/professional-development/strategy-guides/using-think
pair-share-30626.htm accessed on 12nd October 2013
DEVELOPING ROLE-PLAY CARDS AS THE MEDIA FOR
ASSESSING
SPEAKING SKILL OF SEVENTH GRADE STUDENTS
Bila Nastiti Tasaufi
Moh. Adnan Latief
English Department, Faculty of Letters, State University of Malang, Jl. Semarang 6
Malang, 65141, Indonesia
[email protected]
[email protected]
Abstract: In assessing speaking of the EFL students, various techniques are needed.
One of the ways is performing a role-play. In addition, assessment designers need to
create not only the tasks but also the instruction to be given to the examinee. However, a
few media can support speaking activity at school. Therefore, the development of the roleplay cards as the media for assessing speaking skill is needed.
Keywords: development, role-play cards, speaking skill
The five most widely spoken mother tongues in the world today are Mandarin, English,
Spanish, Hindi, and Arabic (McKay, 2002). One of those languages, English, is considered as a
language of wider communication. McKay (2002) stated that there are more than three hundred
million English speakers in the world. Therefore, we can conclude that English is the popular
language so that studying this language becomes significant in most countries.
In Indonesia, English is the first foreign language which is taught to the students as a
compulsory subject. Harmer (2007) stated that students of EFL (English as a Foreign Language)
need to learn English so that they can use it when travelling or communicating with other
people who also speak English. Specifically, in the context of schools, the purpose of teaching
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English is to provide the students with fundamental of English skills for communication:
listening, speaking, reading, and writing.
Speaking is the skill that the students use most in the real life situation. Speaking skill is
an important part of the curriculum in language teaching, and this makes them an important
object of assessment as well (Louma, 2004). This means that the teachers should determine
what should be mastered by the students based on the level of education and choose the best
design and materials for speaking activities given to the students. The teachers should
acknowledge the students‟ progress of speaking in teaching and learning activity.
Assessment in this study means ongoing process to diagnose the students‟ problem of
speaking skill in the learning activity. Teachers mix up this activity as testing. Brown (2004)
stated that tests are prepared administrative procedures to be used when learners have mastered
all their faculties to offer peak performance, knowing that their responses are being measured
and evaluated. The purpose of this study is to develop media to give the opportunities for
learners to perform, take risks, and process feedback from the teacher. The assessment using the
media developed has an important role to provide information about the students‟ learning
progress.
Based on the function of an assessment, there are two types of assessment. They are
formative and summative assessment (Brown, 2004). The focus of this study is the formative
assessment cards to help the students to grow their competencies and skill in speaking. For this
kind of assessment, teachers usually conduct several techniques to assess the students‟ progress
in speaking; performing a mini drama, giving a speech, presenting a story, performing a role
play, and so forth. One of the techniques which will be the focus of this study is performing a
role play.
Performing a role play is a valuable method for learning. It encourages the students‟
thought and creativity. According to Tompkins (1998), it lets the students develop and practice
new language and behavioral skills in a relatively non threatening setting and can create the
motivation and involvement necessary for learning to occur. Hattings (2001) also stated that
role play would seem to be the ideal activity in which students could use their English
creatively. In addition, the students will gain their social skills through acting out a story, as
they take on different roles. Alan (1987) affirmed that role play can also practice and internalize
students‟ life skills. This means, the students learn and practice how to communicate with
others, how to socialize, how to manage problems, and so on. Therefore, role play activity helps
the students stimulate a conversation situation which gives opportunity to practice and develop
their communication skill.
Assessment designers need to create the tasks and the instructions to be given to the
examinees, the task materials such as pictures or role-play cards, and the instructions to
interlocutors that will be used. Role play cards may be used to provide cues for the participants
(Louma, 2004). However, a few media can support the students to practice speaking.
Considering the importance of media for doing the role play, the researcher develops a set of
role-play cards to be used for the seventh grade students. The seventh grades were chosen
because they had received sufficient exposure toward English especially speaking.
The seventh graders are at the age of 12 to 13. Harmer (2007) stated that at the age of
12 to 17, students have a great capacity for learning, enormous potential for creative thought
and a passionate commitment to things which interest them. They are different from young
children who still need guidance for the material they learn. Young children will take
information from whatever is going on around them (Harmer, 2007). In contrast, the secondary
students are ready to understand and accept the need for learning of a more intellectual type.
Based on the Standard of Content in Indonesia, the teaching of English in Junior High
School is targeted for the students to reach functional level: language as a vehicle to
communicate in everyday life (Depdiknas, 2006). In this study, the researcher focuses on the
three language functions in basic competence of the seventh grade students in second semester:
asking for and giving services, things, and facts. Those materials cover socializing (greeting),
expressing and asking about attitudes (permission), giving and asking the factual information
(asking).
In the product developed, the researcher attempts to make simple role play cards for the
students since the level of seventh graders is still beginner. The role play are constructed like
conversation; the students take turn to speak, yet, the students are also expected to do “little act”
516
such as make gestures, eye contacts, and expressions. These conditions give the students
chances to feel the real situation. Furthermore, the cards for role play provide opportunities for
the students to explore their creativity through the topic given. According to Thornbury (2005),
the role-play should not require sophisticated performance skills or a lot of imagination;
situations grounded in everyday reality are best. Thus, the situations given in the role-play cards
are from their everyday life. As an impact, the students will not feel reluctant when they should
do the speaking activity in the learning process.
The development of the role-play cards is based on the syllabus of English for seventh
grade students. Three language functions are focused in this study; (1) asking for and giving
services, (2) asking for and giving things, and (3) asking for and giving facts. Those basic
competences are taught in the second semester. There are thirty pairs of cards, ten of which are
for asking for and giving services, ten of which are for asking for and giving things, and ten of
which are for asking for and giving facts. The reason to produce thirty pairs of cards is due to
the number of students in the class. By having thirty pairs of cards, the teacher has an alternative
to shuffle the cards. Thus, the students cannot predict what they will obtain. Each card has twoside functions: the front side consists of picture which indicates the topic and setting;
meanwhile, the back side contains the situation as guidance to perform.
Learners often complain that they cannot think of anything to say in speaking activity
(Ur, 1991). In addition, Dabson (1983) stated that it is also difficult to convince students that
role-playing in the language classes is beneficial and entertaining because the students are afraid
to try. Therefore, the role-play cards developed by the researcher are designed to make the
students allow some rehearsal time. The students can map out what they are going to say.
According to Underhill (1987), if learners are unfamiliar with role play, the procedure and
purpose should be explained well beforehand as well as the written instructions. Therefore, in
order to support the role-play cards, the researcher provides a booklet which covers the learning
objective, the specification of role-play cards, how to use the role-play cards in the classroom
situation, and sample dialogues as the guideline for the students, and the scoring rubric for
speaking
The result of the study is beneficial for the English teachers of seventh graders and
other researchers. For the English teachers, this study is intended to help the teacher make the
assessment activity become effortless. The teacher can also utilize this media for teaching
speaking. For other researchers, the result of the study can be used as a reference for further
research on speaking activity as well as on the media for speaking skill.
RESEARCH METHOD
This research and development adapted the ADDIE model which consists of five steps,
which are: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation.
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Analysis
Design
Development
Preliminary study (need analysis)
Material mapping and making drafts of pictures
Product development: digitalizing, coloring pictures,
and printing the cards.
Implementation
Expert Validation
Revision
Try Out 1
Revision
Theoretical
validation
Empirical
validation
Try Out 2
Evaluation
Upgrading the
Product
Final Product
Figure 2.1 ADDIE Model
FINDINGS, DISCUSSION, AND SUGGESTIONS
The final product of this study is a set of role-play cards which can be used by teachers
to ask the students to perform speaking. The size of the card is 15.5cm X 7.5cm. This set
contains thirty pairs of cards about asking for and giving services, things, and facts (10 pairs of
cards of asking for and giving services; 10 pairs of cards of asking for and giving things; 10
pairs of cards of asking for and giving facts) which are included in the basic competence of
speaking in the second semester of seventh grade students. Each card consists of two sides;
front side and back side. In the front side there are 2 pictures about the topic and setting of the
role-play. Those two pictures are used as guides for role-play performance. In addition, in the
back side, there is the situation of what the student should perform. The situation consists of
three sentences as clues for the students. To help teachers who want to use these role-play cards,
the researcher also provides a booklet in the set of the role-play cards. The booklet contains the
learning objective, the specification of the product, how to use the role-play cards, sample
dialogues, and scoring rubric for speaking. The booklet and role-play cards are packed by a box.
It aims to make the product more long-lasting.
The role-play cards which have been developed are non-multimedia product. It is
chosen because based on the result of the analysis (needs analysis), a few LCD (Liquid Crystal
Display) can support the multimedia product in the school. In addition, the teacher can conduct
the role-play activity outside the class due to the practicality to bring the cards.
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These role play cards have several positive points. The cards are fun, attractive, and
have good pictures. The situation given helps the students to practice speaking English. In
addition, it broadens the students‟ vocabulary from the dictions enlisted in it. Next, they can
learn the materials in an effective way because in the dialogue, instead of only focusing on
asking for and giving services, things, and facts, they also learn how to greet one another,
express gratitude, and say goodbye. It makes the students confident to speak English. It helps
the students to have fun activity because they can act based on the situation given.
Subsequently, they will have motivation to learn English because they enjoy the activity.
In the try-out, both the teacher and the students also gave positive impressions toward
the role-play cards. The activity using role-play cards is helpful for the students especially to
practice their speaking. The result of the questionnaire shows that more than fifty percent of the
students stated that. In addition, they were also enthusiastic in the role-play because they can act
based on their own roles. Then, the teacher can assess the students‟ performance using scoring
rubric provided. The teacher stated that the activity helps her to know her students‟ ability in
speaking so that when the students are wrong, she can help correct it. In line with that Russell &
Shepherd (2010) argue that widespread evidence suggests that educators and students
experience satisfaction with assessment-as-learning through role play and games.
The difference of this product with the other products is the specification. Each card
contains two parts, the front and back part; the focus is in the front side. The pictures make it
different from other products. Harmer (2007) has a model of role-cards which only have the
front side for giving the situation for the students. Based on that type, the researcher tries to
develop a new kind of role-play cards by giving illustration of the situation. The questionnaire
given to the students shows that pictures provided in the card are very attractive for them. It is
beneficial for the teacher because the student will get attracted by the cards so that the teaching
and learning process will be enjoyable.
Several suggestions are given for English teachers and future researchers. For the
English teachers, it is expected that the role-play cards will be useful as a media for assessing
speaking. They can use it when the students learn about asking and giving services, things, and
facts. The teacher can modify the activity with any teaching method. In addition, the teacher can
also schedule several meetings to discuss the results of the follow up activities of the role-play.
The future researchers who would like to conduct research on similar topic are suggested to
develop media for speaking material targeted to students of Junior High School of different
grades or different programs with more various activities. It is suggested that the future
researchers modify the role-play cards to be more attractive and long-lasting.
English teachers must introduce about the specification and how to use the product to
students because the students do not know how to use it without any guidance. The students
need some time to adapt with the activity given. In addition, the teachers should explain about
the diction used in the cards or the teacher can give some time for the students to look up the
meaning from the dictionary.
REFERENCES
Alan, M. 1987. Resource Books for Teachers: Role Play. Oxford: Oxford University Press
Brown, H. 2004. Language Asessment: Principles and Classroom Practices. New York:
Pearson Education, Inc.
Dabson, J. 1983. Effective Techniques for English Conversation Groups. Washington DC:
United States Information Agency.
Depdiknas. 2006. Standar Isi: Untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Badan
Standar Nasional Pendidikan.
Harmer, J. 2007. How to Teach English. England: Pearson Education Limited.
Hattings. 2001. Material and Method in ELT: Applied Language Studies. Cambridge: Basil
Blackwell Publisher.
Louma, S. 2004. Assessing Speaking. Cambridge: Cambridge University Press.
Lucantoni, P. 2002. Teaching and Assessing Skills in English as a Second Language. New
York: Cambridge University Press.
McKay, S. 2002. Teaching English as an International Language. Oxford: Oxford University
Press.
Russell, C. and Shepherd, J. 2010. Online Role-Play Environments for Higher Education.
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British Journal of Educational Technology 41(6): 992–1002.
Thornbury, S. 2005. How to Teach Speaking. New York: Longman.
Tompkins, Patricia. 1998. Role Playing/Simulation. The Internet TESL Journal, Vol. IV, No. 8,
August 1998. (Online), (http://iteslj.org/), accessed on December 9th 2012.
Ur, P. 1991. A Course in Language Teaching. Cambridge: Cambridge University Press.
Underhill, N. 1987. Testing Spoken Language: A Handbook of Testing Techniques. Cambridge:
Cambridge University Press.
UPAYA MENINGKATKAN PRESTASI BELAJAR
BAHASA INGGRIS MELALUI PEMBELAJARAN KOOPERATIF
DENGAN MEDIA PICTURE PADA SISWA
SMPN 4 LANGKE REMBONG
Emirensiana Serly Lehot
SMP Negeri 4 Langke Rembong, Kec. Langke Rembong, Kab. Manggarai - NTT
Abstract: Berawal dari proses belajar mengajar Bahasa Inggris yang penulis alami sendiri
di sekolah, terlihat bahwa minat belajar siswa terhadap materi pelajaran Bahasa Inggris
sangat minim, ditambah lagi dengan kecilnya angka ketuntasan dalam penguasaan materi
pelajaran. Hal ini memunculkan keinginan penulis untuk melakukan riset sederhana dengan
melaksanakan sendiri beberapa perubahan dalam cara penyajian materi pelajaran, dengan
harapan adanya perubahan minat belajar siswa terhadap mata pelajaran Bahasa Inggris ke
arah yang lebih baik. Perubahan cara pembelajaran itu dilakukan dengan perbaikan pada
penggunaan media pengajaran yaitu “media picture”. Untuk pembuktian apakah minat
belajar siswa mengalami peningkatan maka penulis melakukan wawancara dengan siswa.
Sementara, untuk melihat tingkat keberhasilan dan penguasaan materi pelajaran Bahasa
Inggris penulis juga malakukan Penelitian Tindakan Kelas (PTK) secara sederhana. PTK
ini dilakukan dalam 3 siklus. Hasil penelitian akan di bandingkan dari tiap siklusnya
dengan indikator keberhasilan siswa yaitu dengan Kriteria Ketuntasan Minimal (KKM).
Kesimpulan yang dapat diambil adalah bahwa mata pelajaran Bahasa Inggris bila dikemas
dengan menggunakan media pengajaran yang menarik, dalam hal ini “media picture”
ternyata dapat meningkatkan minat belajar dan penguasaan materi bagi siswa. Hal ini
terbukti dari Kriteria Ketuntasan Minimal yang dinilai lebih baik oleh penulis.
Keywords: Media Picture, Learning Process.
Sistem pendidikan di Indonesia ternyata telah mengalami banyak perubahan.
Perubahan-perubahan itu terjadi karena berbagai usaha pembaharuan dalam bidang pendidikan.
Pengaruh perubahan itu, dunia pendidikan mengalami kemajuan yang kiat pesat. Banyak model
dan pendekatan yang cukup mutakir dalam proses pembelajaran sehingga memberi warna baru
bagi semangat belajar bagi peserta didik. Pendidikan ternyata merupakan garda terdepan dalam
menelurkan generasi bangsa yang competitif dan inovatif sebagaimana tergambar dalam tujuan
pendidikan UNESCO yang menekankan arah pendidikan sebagai learning to know, learning to
do, learning to be, and learning to live together. Demikian juga dengan pengertian pendidikan
menurut UU Sisdiknas RI sebagaimana diuraikan Abel (2004) dalam IS/IT Strategic Planning
of Tarakanita Education. Ditegaskan “The Law of National Education System (LNES) stipulate
education as a planned effort to establish a learning environment and processes as that the
learners may actively build up their own potencial to gain the religious and spiritual level,
consciousness, personality, intelegence, behaviour and creativity to themselves, to other
citizens, and for the nation”.
Secara lebih terurai, Don Berg, pendiri Attitutor Services, mendefinisikan pendidikan
sebagai “a process of cognitive cartography, mapping your experiences and finding a variety
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reliable routes to optimal state when you find yourself in non-optimal state” (sebuah proses
kartografi yang memetakan pengalaman-pengalaman dan menemukan berbagai arah untuk
bergerak dari kondisi belum optimal menjadi optimal). Berg menekankan bahwa pendidikan
harus ditempatkan sebagai proses mandiri memetakan pengalaman, baik pengalaman nyata
dalam hidup, maupun pengalaman yang dirancang dalam kegiatan belajar, dan menemukan
jalan kepada keadan mental yang optimal. Dengan demikian, sejatinya, pendidikan adalah
sekaligus penekanan pada proses (mengakses, mengolah, memahami) dan menjadi terdidik
(mampu menciptakan yang baru dari yang ada, mampu memutuskan, mampu memperluas dan
memperdalam, serta mampu mengantar negative state of mind ke arah positive state of mind).
“It is true that the educated person needs information, but educated person are not dependent
on the information they have stored in their heads, because they have the ability to find
information, create knowledge, and develop skills when necessary”.
Dari uraian di atas, jelas tergambar bahwa kerja sama antara peserta didik dengan guru
merupakan hal yang sangat signifikan. Peserta didik bukan saja mengharap sepenuhnya kepada
penjelasan guru tetapi mereka harus mampu menciptakan yang hal baru dari yang ada, mampu
memutuskan, mampu memperluas dan memperdalam, serta mampu mengantar negative state of
mind ke arah positive state of mind dengan mengakses dan mengolah materi ajar agar lebih
mudah dipahami.
Dari hasil wawancara dan pengamatan penulis selama ini bahwa penggunaan media
picture dalam pembelajaran dinilai efektif karena mampu membawa peserta didik ke arah yang
lebih konkret, menjadikan mata pelajaran Bahasa Inggris berwarna, dan menarik. Contohnya,
(Geraf atau Jerapa) peserta didik tidak pernah melihat binatang ini secara langsung tetapi
dengan melihat gambar, mereka bisa mengenalnya.
Penggunaan media gambar memang memberi banyak keuntungan. Guru bisa meminta
siswa menggambarkan ciri fisik suatu benda dalam gambar dengan menggunakan kalimat
sendiri, menjelaskan warna, atau habitat, menjelaskan posisi, dan sebagainya. Penggunaan
media ini memang sungguh bermanfaat dalam mengarahkan peserta didik ke suatu benda yang
lebih konkret.
Untuk lebih fokus dengan tujuan utama tulisan dan riset sederhana ini maka ditetapkan
judul penelitian ini “UPAYA MENINGKATKAN PRESTASI BELAJAR BAHASA INGGRIS
MELALUI PEMBELAJARAN KOOPERATIF DENGAN MEDIA PICTURE PADA SISWA
SMPN 4 LANGKE REMBONG” dengan beberapa pertanyaan penelitian yang ingin di jawab
yaitu:
a. Apa penyebab kurangnya minat siswa dalam pelajaran Bahasa Inggris?
b. Apakah penggunaan media picture dapat membantu meningkatkan minat siswa dalam
belajar Bahasa Inggris?
c. Apakah pemanfaatan media picture mampu meningkatkan hasil belajar siswa sesuai KKM
yang sudah ditentukan?
Jawaban yang lugas dari hasil penelitian ini diharapkan mampu memberikan
peluang penyelesaian masalah pada kurangnya ketertarikan siswa dalam mempelajari
mata pelajaran Bahasa Inggris, serta melihat apakah dengan penggunaan media
pembelajaran dengan media picture dapat meningkatkan hasil belajar siswa.
Pada hakikatnya, terdapat dua penelitian yang ingin di sajikan dalam tulisan ini,
pertama bagaimana memperkenalkan dan memaksimalkan media picture dalam pelajaran
Bahasa Inggris sehingga ketertarikan siswa dalam mempelajari Bahasa Inggris makin
meningkat. Kedua, berusaha melihat hasil dari penerapan itu dengan menggunakan Penelitian
Tindakan Kelas secara sederhana.
Dalam penelitian ini terdapat evaluasi prestasi belajar siswa pada pembelajaran Bahasa
Inggris yang diajar dengan menggunakan media picture. Penelitian melibatkan 39 orang siswa
SMP Negeri 4 Langke Rembong Kelas VII A pada semester II tahun pelajaran 2012/2013.
Pemilihan kelas VII A sebagai sampel penelitian dikarenakan adanya penilaian guru-guru mata
pelajaran lain bahwa kelas ini memiliki keunggulan atau kelebihan dari kelas regular lainnya,
dimana mereka adalah hasil seleksi ketat pihak sekolah. Pengumpulan data untuk melihat
ketertarikan siswa terhadap mata pelajaran Bahasa Inggris yang penulis lakukan adalah dengan
tekhnik observasi yaitu pengumpulan data dengan pengamatan, wawancara, dokumentasi.
Selanjutnya dilakukan tes essay untuk mengetahui hasil belajar siswa. Dan dilanjutkan dengan
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pengolahan data, agar bisa didapatkan kesimpulan-kesimpulan yang diharapkan mampu
menjawab keingintahuan penulis terhadap permasalahan ini.
Tulisan dan penelitian sederhana ini diharapkan dapat pula membuka cakrawala berfikir
guru-guru Bahasa Inggris dalam usaha meningkatkan kemampuan anak didik dalam penguasaan
materi pelajaran dengan menggunakan media picture sehingga nilai pelajaran Bahasa Inggris
meningkat dan peserta didik mampu mengaplikasinya dalam kehidupan setiap hari.
METODE
Untuk pengkajian pembelajaran Bahasa Inggris agar lebih dipahami maka kita perlu
melihat beberapa teori dan konsep diantaranya: konsep belajar, media pembelajaran, hasil
pembelajaran, dan minat.
Belajar adalah suatu proses perubahan tingkah laku atau kecakapan manusia berkat
adanya interaksi antara individu dengan individu dan individu dengan lingkungannya sehingga
mereka lebih mampu berinteraksi dengan lingkungannya.
Dari pengertian tersebut ada kata “change” maksudnya bahwa seseorang yang telah
mengalami proses belajar akan memahalami perubahan tingkah laku baik dalam kebiasaan
(habit), kecakapan-kecakapan (skills) atau dalam tiga aspek yaitu pengetahuan (kognitif), sikap
(affektif), dan keterampilan (psikomotor).
Dalam membantu memperlancar serta mempermudah terciptanya proses belajar
mengajar yang optimal maka diperlukan media yang menarik. Brown (1973) mengungkapkan
bahwa media pembelajaran yang digunakan dalam kegiatan pembelajaran dapat mempengaruhi
efektivitas pembelajaran. Pada mulanya, media pembelajaran hanya berfungsi sebagai alat bantu
guru untuk mengajar yang digunakan adalah alat bantu visual. Namun hal itu mulai mengalami
perubahan dan perkembangan. Sekitar pertengahan abad ke-20an usaha pemanfaatan visual
dilengkapi dengan digunakannya alat audio, sehingga lahir alat bantu audio-visual. Sejalan
dengan perkembangan ilmu pengetahuan dan teknologi (IPTEK), khususnya dalam bidang
pendidikan, saat ini penggunaan alat bantu atau media pembelajaran menjadi semakin luas dan
interaktif, seperti adanya komputer dan internet.
Media memiliki beberapa fungsi, diantaranya:
1. Media pembelajaran dapat mengatasi keterbatasan pengalaman yang dimiliki oleh para
peserta didik. Pengalaman tiap peserta didik berbeda-beda, tergantung dari faktor-faktor
yang menentukan kekayaan pengalaman anak, seperti ketersediaan buku, kesempatan
melancong, dan sebagainya. Media pembelajaran dapat mengatasi perbedaan tersebut. Jika
peserta didik tidak mungkin dibawa ke obyek langsung yang dipelajari, maka obyeknya yang
dibawa ke peserta didik. Obyek dimaksud bisa dalam bentuk nyata, miniatur, model, maupun
bentuk gambar – gambar yang dapat disajikan secara audio visual dan audial.
2. Media pembelajaran dapat melampaui batasan ruang kelas. Banyak hal yang tidak mungkin
dialami secara langsung di dalam kelas oleh para peserta didik tentang suatu obyek, yang
disebabkan, karena : (a) obyek terlalu besar; (b) obyek terlalu kecil; (c) obyek yang bergerak
terlalu lambat; (d) obyek yang bergerak terlalu cepat; (e) obyek yang terlalu kompleks; (f)
obyek yang bunyinya terlalu halus; (g) obyek mengandung bahaya dan resiko tinggi. Melalui
penggunaan media yang tepat, maka semua obyek itu dapat disajikan kepada peserta didik.
3. Media pembelajaran memungkinkan adanya interaksi langsung antara peserta didik dengan
lingkungannya.
4. Media menghasilkan keseragaman pengamatan.
5. Media dapat menanamkan konsep dasar yang benar, konkrit, dan realistis.
6. Media membangkitkan keinginan dan minat baru.
7. Media membangkitkan motivasi dan merangsang anak untuk belajar.
8. Media memberikan pengalaman yang integral/menyeluruh dari yang konkrit sampai dengan
abstrak
Terdapat berbagai jenis media belajar, diantaranya:
1. Media Visual : grafik, diagram, chart, bagan, poster, kartun, komik
2. Media Audial : radio, tape recorder, laboratorium bahasa, dan sejenisnya
3. Projected still media : slide; over head projektor (OHP), in focus dan sejenisnya
4. Projected motion media : film, televisi, video, in focus (VCD, DVD, VTR), komputer dan
sejenisnya
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Kehadiran media elektronik seperti komputer, ditambah in focus untuk penayangan,
sebagai media belajar merangsang guru untuk lebih bisa memanfaatkanya sebagai sarana
penunjang yang menarik. Multimedia sebagai alternatif pembelajaran dinilai akan
mempengaruhi seluruh komponen pendidikan untuk lebih bijak, lebih maju dan lebih baik.
Yang jelas kehadiran sarana multimedia cukup memberi warna pada proses pendidikan di kelas.
Bahkan menurut pandangan siswa, mata pelajaran Bahasa Inggris biasanya dinilai
membosankan (bored), sulit dipahami, bukan bahasa yang dibicarakan setiap hari di
masyarakat. Guru hendaknya berpandangan, media gambar yang disajikan baik dalam bentuk
poster, kartun, komik atau tayang menggunakan multimedia sebagai alternatif untuk
menanggulangi masalah tersebut bahkan menjadikannya sebagai sarana pokok dalam
pembelajaran. Eksistensi dan kehadiran konkret benda sangat diperlukan. Meski demikian siswa
sangat memerlukan arahan dan bimbingan guru. Sehebat apapun alat peraga yang paling
canggih, peran guru tetap yang akan menentukan. Pada bagian awal, yang ingin dilihat adalah
bagaimana dengan perubahan minat belajar siswa untuk mata pelajaran Bahasa Inggris, yang
sebelumnya masih dinilai kurang menarik, maka kini kita harapkan dapat lebih menarik.
Minat ialah suatu pemusatan perhatian yang tidak disengaja yang terlahir dengan penuh
kemauannya dan yang tergantung dari bakat dan lingkungan (Sujanto Agus : 1981). Dalam
belajar diperlukan suatu pemusatan perhatian agar apa yang dipelajari dapat dipahami; Sehingga
siswa dapat melakukan sesuatu yang sebelumnya tidak dapat dilakukan. Terjadilah suatu
perubahan kelakuan.
Untuk melihat hasil yang dicapai dari penggunaan media picture dalam pelajaran
Bahasa Inggris, maka peneliti juga malakukan Penelitian Tindakan Kelas (PTK) atau Classroom
action research (CAR), walaupun dengan tahapan dan pelaksanaan yang sederhana, sehingga
terlihat apakah dengan pemanfaatan media picture dalam pelajaran Bahasa Inggris di SMP
Negeri 4 Langke Rembng dapat meningkatkan hasil belajar siswa.
Penelitian tindakan kelas adalah action research yang dilaksanakan oleh guru di dalam
kelas. Penelitian Tindakan pada hakikatnya merupakan rangkaian “riset-tindakan-riset-tindakanriset-tindakan…”, yang dilakukan secara siklus, dalam rangka memecahkan masalah, sampai
masalah itu terpecahkan. Ada beberapa jenis Penelitian Tindakan, dua di antaranya adalah
individual action research dan collaborative action research (CAR).
Adapun siklus PTK sederhana yang dilakukan dalam penelitian ini dilakuakan dalam
dua siklus dengan beberapa langkah sebagai berikut: perencanaan, penerapan, observasi dan
evaluasi, serta refleksi yang diterapkan di kedua siklus penelitian.
MENGKAJI EKSISTENSI MATA PELAJARAN BAHASA INGGRIS
1. Melihat Minat Belajar Siswa Dalam Mempelajari Mata Pelajaran Bahasa Inggris
Menurut Kurikulum Satuan Tingkat Pendidikan (KTSP), mata pelajaran Bahasa Inggris
adalah satu mata pelajaran yang dinilai signifikan. Dalam aturan yang dijelaskan
Departemen Pendidikan Nasional yaitu Permendiknas nomor 22 tahun 2006, mata pelajaran
Bahasa Inggris di sekolah menengah pertama dinilai krusial dalam mempersiapkan generasi
bangsa yang kompetitif, kreatif dan inovatif. Selain itu, (KTSP) 2013 pun menambah jam
pelajaran Bahasa Inggris yang semula direncanakan 2 jam pelajaran menjadi 3 jam pelajaran.
Disamping itu, pelajaran Bahasa Inggris adalah salah satu mata pelajaran pokok dalam Ujian
Nasional (UN). Sehingga hal ini tentu ujian besar baik bagi guru maupun bagi peserta didik
sebab keberhasilan peserta didik adalah juga keberhasilan guru, demikian juga dengan
kegagalan peserta didik adalah juga kegagalan guru. Guru dan peserta didik ibarat dua sisi
koin yang tidak dapat dipisahkan. Oleh sebab itu, guru dalam hal ini bekerja keras untuk
memberi dorongan bagi peserta didik untuk mampu menciptakan yang hal baru dari yang
ada, mampu memutuskan, mampu memperluas dan memperdalam, serta mampu mengantar
negative state of mind ke arah positive state of mind dengan mengakses dan mengolah materi
ajar agar lebih mudah dipahami, tanpa bergantung sepenuhnya dengan guru. Tentu guru
tidak hanya mengejar ketuntasan peserta didik dalam mengusai materi pelajaran tetapi
bagaimana siswa mengaplikasikan ilmu yang didapat disekolah dalam praktek hidupnya
setiap hari.
Penggunaan media picture merupakan salah satu hal yang mendukung keberhasilan
siswa dalam menguasai materi pelajaran. Sejauh ini masih banyak guru yang mengandalkan
media-media pembelajaran yang sederhana, walau sebenarnya dunia pendidikan telah
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mengalami berbagai kemajuan dan perkembangan yang diperuntukkan bagi kemajuan
pendidikan itu sendiri. Berbagai jenis media pembelajaran berkembang, baik yang manual
maupun yang berbasis tekhnologi informasi dan komunikasi. Misalnya, penggunaan
komputer, pemanfaatan jaringan internet, pemutaran film untuk beberapa materi pelajaran,
dan salah satunya adalah dengan pemamfaatan media picture dalam penyajian materi
pelajaran.
Dari penjelasan diatas, jelas bahwa mata pelajaran Bahasa Inggris perlu mendapat
sentuhan berbagai model atau media pembelajaran sehingga mata pelajaran ini menjadi
menarik untuk di pelajari dan lebih mudah dipahami. Demi pencapaian hal yang semacam
itu maka memang sangat diperlukan semangat dan keinginan guru untuk mau mencari,
mamanfaatkan media picture baik yang diakses melalui internet, komputer, atau surat kabar
sehingga pelajaran Bahasa Inggris lebih menyenangkan dengan tampilan media
pembelajaran yang unik, menarik, baik warna, teks, bentuk dan ilustrasinya.
Temuan penelitian sederhana yang penulis dapatkan adalah dengan menggunakan
media picture, tampak perubahan minat dan semangat siswa meningkat. Sebagai contoh,
ketika di tampilkan gambar seekor gajah, semua murid terdiam sejenak kemudian bergegas
membuka kamus. Sontak saja menjawab “elephant”. Dengan contoh ini penulis
berkesimpulan bahwa penggunaan media picture memudahkan siswa berinteraksi dan
mudah mencari tahu terjemahan gambar yang mereka lihat.
Siswa menyampaikan bahwa dengan menggunakan media picture, belajar Bahasa
Inggris menjadi lebih menyenangkan, karena kami bisa memahami materi tanpa harus
membaca buku tetapi hanya melihat gambar. Perubahan minat dan ketertarikan ini dapat
dipengaruhi oleh beberapa kebiasaan dan hal yang umum dilakukan guru mata pelajaran
Bahasa Inggris yaitu: materi pelajaran Bahasa Inggris biasanya hanya mengandalkan buku
panduan atau buku pokok, catatan kosa kata, atau bahan tertulis dari guru. Dengan materi
yang kaku dan tidak interaktif itu pada dasarnya dapat menyebabkan kejenuhan siswa dalam
usahanya mempelajari materi pelajaran Bahasa Inggris. Namun dengan penggunaan media
picture, pelajaran Bahasa Inggris pastinya akan membuat pembelajaran yang lebih unik,
menarik, baik warna, teks, gambar, foto, bentuk dan ilustrasi, bisa tampilan menyenangkan.
2. Penggunaan Media Picture dalam Pembelajaran Bahasa Inggris dan Hasil Belajar Siswa.
Untuk melihat apakah penggunaan media picture ikut mempengaruhi tingkat
pemahaman dan penguasaan materi pelajaran Bahasa Inggris yang pada siswa maka penulis
melakukan langkah-langkah penelitian tindakan kelas sederhana:
A. Siklus Pertama ( siklus 1).
1) Perencana :
a. Menyusun, mempersiapakan penyajian materi dengan media picture.
b. Menyusun RPP dan satuan pelajaran.
c. Menyiapkan bahan, alat dan media pembelajaran, dalam hal ini penulis
menggunakan gambar yang diakses melalui internet, mengguntingnya dari Koran
bekas, dan kumpulan gambar media hasil workshop TEQIP 2013 di Rima Hotel.
d. Menyiapkan lembar observasi dan alat evaluasi.
2) Tindakan :
a. Melaksanakan metode ceramah kemudian disertai gambar dalam penyajian materi
pelajaran.
b. Penekanan pada kegiatan awal, inti dan akhir.
3) Observasi dan evaluasi :
a. Selama guru mengajar dilakukan observasi untuk melihat keaktifan siswa oleh
teman sejawat.
b. Dialakukan evaluasi hasil belajar Bahasa Inggris dengan pemberian tes essay
kepada siswa.
4) Refleksi:
a. Hasil obserfasi dan evaluasi di analisis untuk melihat kekurangan dan
kelemahannya.
b. Mencari modifikasi baru bagi perbaikan metode yang digunakan dalam penyajian
materi pelajaran Bahasa Inggris yang akan dilakukan pada siklus II (namun dalam
hal ini penulis menugaskan siswa mencari gambar di internet atau koran kemudian
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gambar itu diperlihatkan didepan kelas sambil siswa lain member arti dalam
bahasa Inggris).
B. Siklus Kedua ( ke-2)
1) Perencana :
a. Menyusun, mempersiapakan penyajian materi dengan metode ceramah dengan
menggunakan media picture.
b. Menyusun RPP dan satuan pelajaran.
c. Menyiapkan bahan, alat dan media pembelajaran, dalam hal ini penulis meminta
siswa mempertanggungjawabkan hasil pencarian gambar di depan kelas sambil
menugaskan siswa lain mencari arti gambar itu di kamus.
d. Menyiapkan lembar observasi dan alat evaluasi.
2) Tindakan :
a. Melaksanakan metode ceramah dalam menyampaikan materi pelajaran yang tersaji
dengan media media picture.
b. Penekanan pada kegiatan awal, inti dan akhir.
3) Observasi dan evaluasi :
a. Selama guru mengajar dilakukan observasi untuk melihat keaktifan siswa, yang
dilakukan oleh teman sejawat.
b. Dilakukan evaluasi hasil belajar Bahasa Inggris dengan pemberian tes essay kepada
siswa.
4) Refleksi:
a. Hasil obserfasi dan evaluasi di analisis untuk melihat kekurangan dan
kelemahannya.
b. Mencari modifikasi baru bagi perbaikan metode yang digunakan dalam penyajian
materi pelajaran Bahasa Inggris yang akan dilakukan pada siklus II (namun dalam
hal ini penulis mengumpulkan hasil observasi dari teman sejawat).
Dari pelaksanaan dua siklus pembelajaran Bahasa Inggris yang dilakukan maka
dilanjutkan pada pengolahan data dengan mencari rata-rata nilai yang diperoleh siswa kelas VII.
Rumus sederhana yang digunakan untuk melihat nilai rata-rata siswa adalah:
“Indikator keberhasilan yang penulis tetapkan adalah keberhasilan pencapaian kelas pada nilai
Kriteria Ketuntasan Minimal (KKM) yang telah disepakati yaitu penguasaan minimal mencakup
68 % materi pelajaran.
Setelah dilakukan dua siklus untuk melihat hasil dari proses pembelajaran ternyata
peningkatan rata-rata nilai hasil belajar disana masih belum mencukupi atau mencapai target
KKM, maka diputuskan melanjutkan dengan siklus 3.
Siklus tiga secara umum pelaksanaan tahapan-tahapan yang dilakukan sama dengan
siklus satu dan dua, tapi dalam tahap tindakan terdapat perubahan yang paling menonjol yaitu
menugaskan siswa mencari sebanyak mungkin media gambar kemudian mereka harus menulis
arti bahasa Inggris dari gambar yang mereka cari. Mereka dapat membuka dan mengulang lagi
materi yang ingin mereka ulang kembali.
Hasil, evaluasi dari pelaksanaan Penelitian Tindakan Kelas (PTK) yang dilakukan dalam
tiga siklus itu adalah:
 Hasil dari siklus satu yaitu:
Rata-rata pencapaian nilai siswa setelah diberikan materi pembelajaran Bahasa Inggris
dengan metode ceramah, masih jauh dari KKM yang diharapkan. Pencapaian nilai rata-rata
siswa baru 64,05 sedangkan KKM yang diharapkan adalah 70. Jadi masih perlu banyak
perbaikan dan perubahan demi penigkatan hasil balajar siswa.
Jika kita menghiting dari jumlah siswa yang telah mencapai ketuntasan maka pada
siklus satu ini penulis melihat secara objektif bahwa nilai siswa yang diharapkan mencapai
ketuntasan masih sangat jauh dari yang diharapkan. Baru 6 orang yang memperoleh nilai
lebih atau sama dengan KKM. Atau kalau dihitung dari persentasenya baru 15,3% yang
mencapai ketuntasan.
 Hasil Dari Siklus Dua yaitu:
525
Setelah dilakukan siklus ke dua terdapat peningkatan rata-rata hasil belajar siswa dari
siklus pertama. Rata-rata nilai siswa yang pada siklus pertama 64,05 menjadi 68,04. Jadi
terjadi peningkatan hasil belajar siswa sebesar 1,17%. Sedangkan untuk jumlah siswa yang
mencapai ketuntasan makin meningkat, dari siklus pertama yang baru 6 orang, pada siklus ke
dua ini menjadi 14 orang, yaitu 35,9% dari jumlah siswa kelas VII. Walaupun terdapat
peningkatan, hasil ini belumlah dinilai maksimal, sehingga dilakukan teknik pembelajaran
sesuai dengan siklus ke tiga.
 Hasil Dari Siklus Tiga yaitu:
Pada siklus ini terdapat perubahan yang cukup penting yaitu, menugaskan siswa
mancari gambar dan mempresentasikannya di depan kelas dan menerapkan picture game
yaitu “bongkar pasang” gambar (scrambled picture). Permainan ini terkesan seru ketika para
siswa menebak bagian-bagian gambar yang dipasang. Permainan ini member inspirasi baru
bagi model pembelajaran saya, khususnya tentang body parts.
Pada siklus ketiga ini perubahan yang terjadi cukup besar dimana pencapaian
penguasaan siswa telah mencapai KKM yang diharapkan. Ada pula yang melebihi KKM dan
ini member kebanggan tersendiri buat penulis. Rata-rata nilai siswa 74.04, yang artinya
mengalami peningkatan lagi dari siklus ke dua sebanyak 1,17%. Dari hasil siklus ketiga ini
baru lah terlihat bahwa rata-rata nilai siswa telah sesuai dengan KKM yang diharapkan
bahkan dapat melebihi.
Pada siklus ke tiga ini jumlah siswa yang telah mencapai ketuntasan meningkat lagi dari
siklus ke II menjadi 35 orang yaitu 89,7% dari jumlah siswa. Walaupun tak dapat dipungkiri
masih ada beberapa siswa yang belum mencapai nilai ketuntasan yang dalam hal ini di kelas
VII-A sebagai kelas penelitian masih terdapat 4 orang atau 10,2% yang belum mencapai
KKM.
Peningkatan pencapaian nilai siswa dari siklus pertama sampai ke siklus ke tiga adalah :
18,89 %. Dari hasil ini penulis melihat bahwa dengan penggunaan media belajar media
picture telah membantu siswa dalam pencapaian penguasaan materi pelajaran mereka.
Sehingga dalam hal ini penulis menilai bahwa penggunaan media pembalajaran dengan
media picture ini dapat terus dilaksanakan dan di kembangkan, demi peningkatan
kemampuan siswa dalam menguasai materi pelajaran.
Untuk lebih mudahnya melihat perubahan dan kejuan dari pelaksanaan tiga siklus
penelitian tindakan kelas yang dilakukan, kita dapat melihatnya dari tabel berikut.
Analisis Perbandingan Siklus PTK
100%
80%
Persentase
60%
40%
Jumlah Siswa Keseluruhan
20%
Siswa mencapai KKM
0%
Siklus 1 siklus 2 SiklusBelum
3
Tuntas
Jika kita lihat dari jumlah siswa yang telah mencapai ketuntasan maka dapat dilihat
bahwa dari proses pelaksanaan pembelajaran dengan memanfaatkan media picture dapat
membantu peningkatan hasil belajar dan ketuntasan siswa dalam pencapaian materi pelajaran
Bahasa Inggris.
526
KESIMPULAN
Dari penelitian sederhana ini penulis dapat menarik beberapa kesimpulan,
diantaranya :
a. Mata pelajaran Bahasa Inggris sunggung penting untuk dipelajari secara optimal dan bukan
pelajaran membosankan (bored), sulit dipahami.
b. Penggunaan media picture pada pelajaran Bahasa Inggris dapat meningkatkan minat dan
ketertarikan siswa dalam belajar. Hal ini terbukti dari antusiasme siswa dalam proses
pembelajaran.
c. Media picture dalam mata pelajaran Bahasa Inggris mampu mendekatkan peserta didik pada
obyek yang digambarkan bisa dalam bentuk nyata.
d. Media picture meningkatnya persentase ketuntasan siswa dalam materi pelajaran ini.
DAFTAR PUSTAKA
Abel, Aloysius. “IS/IT Strategic Planning of Tarakanita Education for 2010-2011. Graduate
program of computer science faculty, Bina Nusantara University”. Jakarta, 2010
Budiono, “Kurikulum Berbasis Kompetensi” Media MNPK, No.3-4, TH XXIII, AgustusSeptember, 2002.
Rambat, Sasongko. “Aplikasi Penelitian Tindakan Kelas” Thesis Manajemen Pendidikan
Pascasarjana. Bengkulu, 2009
Santoso,. “Konsep dasar Penelitin Tindakan Kelas”,FKIP UNIB. Forum Diskusi UPI .
Bengkulu, 2009
Sumarjo Heri, FIC, “Menyikapi Hadirnya Kurikulum Berbasis Kompetensi”, dalam, Media
MNPK, No.3-4, TH XXIII, Agustus-September, 2002.
Peraturan Pemerintah Republic Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional
Pendidikan.
UU No. 20 Tahun 2003 tentang Standar Nasional Pendidikan.
Akhmad Sudrajat, “Media Pembelajaran”, http://akhmadsudrajat.wordpress.com
“Jam Mata Pelajaran Perlu Ditambah”, http://www.antara-sumbar.com
“Mengupas Tuntas Penelitian Tindakan Kelas “„http://labschool-unj.sch.id/”
“Penelitian Tindakan Kelas yang Efektif”, http://www.radarsemarang.com
“Teori Pembelajaran”, http://www.lingkaranilmu.co.cc
TEACHING READING DESCRIPTIVE TEXT TO IMPROVE
STUDENTS’ READING SKILL BY MEDIA PICTURE
Ruliana Dewi
Abstract:
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. To reach the goal it can be done by using media pictures. Pictures can
give contribution to students‟ interest and motivation, sense of language in context,
and stimulate students‟ ideas.
Keyword:
Reading, descriptive text, media picture
INTRODUCTION
There are four skills in language term, namely reading, speaking, listening, and writing.
Each skill has special characteristic whether it is in teaching strategies or in the way to study
them. Reading skill is always given the main emphasis. As it is stated in the 2002 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.
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
527
reader constructs. 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. The
approaches which are used in teaching reading influence the students‟ interest in doing that. The
teacher should choose the appropriate approach in order to get the good students‟ achievement
in reading comprehension.
In teaching learning reading process , using media is very important. Media are
instrument used to convey or to transmit messages of study materials. In other words, media are
instructional material for students that can stimulate them for learning.
Picture is one of media that can be used to help students to understand about material,
because a picture is a general language which is able to be understood and can be enjoyed
everywhere. Wright (1989) adds that pictures give contribution to students‟ interest and
motivation, sense of language in context, and stimulate students‟ ideas.
DISCUSSION
Teaching Reading
Before Reading,
Poor Readers...
�Start reading without thinking
Strategic Readers...
�Build up their own background
about the
knowledge
process of reading or the topic.
about reading and the topic
�Do not know why they are
�Set purposes for reading.
reading but
�Determine methods for reading,
merely view the task as "ground to
according
cover."
to their purposes.
During Reading,
Strategic Readers...
Poor Readers...
�Give their complete attention to the
�Do not eliminate distractions
reading task
from
�Check their own understanding
reading
constantly
�Do not know whether they
�Monitor their reading comprehension
understand
and
�Do not recognize when
do it so often that it becomes automatic
comprehension has broken down
�Stop to use a fix-up strategy when
�Seldom use fix-up strategies to
they do
improve comprehension
not understand
�Use semantic, syntactic, and
After Reading,
Strategic Readers...
�Decide if they have achieved their
goals
for reading
�Evaluate their understanding of what
was
read
�Summarize the major ideas
�Seek additional information from
outside
sources
�Distinguish between relevant and
Poor Readers...
�Do not know what they have read
�Do not follow reading with
comprehension self-check
�Rely exclusively on the author's
words
�Do not go beyond a surface
examination of the text.
�Apply no conscious strategies to
help
them remember
528
irrelevant ideas
�Paraphrase the text what they have
learned.
�Reflect on and personalize the text
�Critically examine the text
�Integrate new understandings and
prior
knowledge.
�Use study strategies to retain new
knowledge.
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. 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. Reading skill is
always given the main emphasis. As it is stated in the 2002 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.
The teacher can use some methods of teaching reading so that the students can enjoy
and be stimulated in learning EFL reading comprehension. For teaching reading, we have to
know about the rules that used in teaching reading especially to improve student‟s reading skill
in the descriptive text. Reading is an interactive process that goes on between the reader and the
text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that
encode meaning. The reader uses knowledge, skills, and strategies to determine what that
meaning is.
Eddie C. Kennedy states: “Reading is the ability of an individual to recognize a visual
form associate the form with a sound or meaning acquired in the past, and the basic of past
experience, understand and interpret its meaning”. (1997:05).
It is a receptive skill, like listening, this means reading involves responding the text,
rather than producing it. A good reader is able to sift and sort through text and pull out the
essential or key ideas while the struggling reader tends to pay attention to everything in the text.
It has to be understood by the students if they would like to read the text.
In teaching practices, we should have clear cut dividing line between good readers
against the poor ones. This is very essential to have realization that actually the ultimate goal of
our teaching process is to move students forward into better condition of their reading ability
baseline.
In developing reading materials, it is helpful to consider the following general
guidelines. The reading text should: 1) Encourage appropriate use of both top–down and
bottom–up strategies.2) Offer opportunities for developing speed/fluency as well as
deliberateness/accuracy. 3) Include different text types, rhetorical genres, and topics. 4)
Incorporate different types of reading task with different purposes (reading to learn, reading to
do, reading to evaluate, and reading for enjoyment).5) Offer sufficient interaction with a topic
or text to develop content and related vocabulary knowledge. 6) Encourage students to examine
their own reading strategies and try out different strategies for dealing with different types of
text or for reading for different purposes. 7) Introduce students to different types of
direction encountered in texts and tests.8) Assist in identifying and building culturally variable
information needed for text interpretation, while treating positively the students‟ primary
language and culture.
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DESCRIPTIVE TEXT
Descriptive text is a text which says what a person or a thing is like. Its purpose is to
describe and reveal a particular person, place, or thing. A descriptive text is a text which lists
the characteristics of something. description is used in all forms of reading to create a vivid
impression of a person, place, object or event. Descriptive reading or text is usually also used to
help reader develop an aspect of their work, e.g. to create a particular mood, atmosphere or
describe a place so that the reader can create vivid pictures of characters, places, objects etc. To
complete our intention to, here are the characteristics based on descriptive writing or text.
The Generic Structure of descriptive text are identification (identifying the phenomenon
to be described) and description (describing the phenomenon in parts, qualities, or/and
characteristics). And then the language feature of descriptive text are using attributive and
identifying process, using adjective and classifiers in nominal group and using simple present
tense. While in language function, descriptive reading Aims to show rather than tell the reader
what something/someone is like.
Media Picture
Gagne (1979) defines that instructional media are various components in learners‟
environment which the media will allow students to understand better the content of what being
taught. Media can also help to shape the learning process as well as interest in the language
program and thus provide motivational impulse.
Scanlan (2004) states that instructional media encompasses all the materials and
physical means an instructor and teacher might use to implement instruction and facilitate
learners' achievement of instructional objectives. The use of instructional media in the teachinglearning processes is meant to give the different types of educational experiences -- from handson apprenticeships to roleplaying, from demonstrations to reading printed text. Scanlan (2004)
is of the opinion that, in general, a teacher should use the instructional media as it can facilitate
learning or increasing the students‟understanding of his/her material. Of course, communicating
to facilitate learning can be a challenging process, and it often requires creative efforts to
achieve a variety of implicit instructional goals.
Instructional media can be used to support one or more of the following teachinglearning activities:1)Gain attention. A picture on the screen, a question on the board, or music
playing as students enter the room all serve to get the student‟s attention. 2)Recall prerequisites.
Use media to help students recall what they learned in the last class, so that new material can be
attached to and built upon it. 3)Present objectives to the learners. Hand out or project the day‟s
learning objectives. 4)Present new content. Not only can media help make new content more
memorable, media can also help deliver new content (a text, movie, or video). 5)Support
learning through examples and visual elaboration. One of the biggest advantages of media is to
bring the world into the classroom when it is not possible to take the student into the world.
6)Elicit student response. Present information to students and pose questions to them, getting
them involved in answering the questions. 7)Provide feedback. Media can be used to provide
feedback relating to a test or class exercise. 8)Enhance retention and transfer. Pictures enhance
retention.Instructional media help students visualize a lesson and transfer abstract concepts into
concrete, easier to remember objects.
A picture is a general language which is able to be understood and can be enjoyed
everywhere. Picture provides for most people critical contacts with the real world. Jean L.
Mckenchnie defines in Webster dictionary that “Picture is
an image, or likeness of an object,
person, or scene produce on a flat surface, especially by painting, drawing or photograpy.
Meanwhile according to Andrew Wright, “Picture is not just an aspect of method but
thought its representation of place, object, and people, it is essential part of the overall
experience. Through pictures, learner can see people, place and things from areas for outside
their own picture can also represent image from ancient time or portray the picture.
Wright (1989) adds that pictures give contribution to students‟ interest and motivation,
sense of language in context, and stimulate students‟ ideas. there are five practical criteria of
pictures to be applied in the classroom, (1) easy to prepare, (2) easy to organize, (3) interesting,
(4) meaningful and authentic, and (5) sufficient amount of the language in order to justify its
conclusion in the language lesson.
530
THE PLANNING OF USING PICTURES
1. Selecting contextual pictures that relates to the reding text
2. Showing the pictures to the students
3. Giving pictures that can help students to think and describe about the pictures
THE USING OF READING TEXT
1. Planning for the reading task
2. Selecting real-life reading task
3. Asking students to read the text
4. Monitoring students‟ comprehension about the text
5. Evaluating students‟ comprehension
6. Checking students‟ answering
CONCLUSION
English teachers should realize that the ultimate goal of the English Language Teaching
at junior high schools in Indonesia is to develop the learners‟functional level of literacy in
English language. This means that students should be able to communicative orally as well as in
written mode of the language. To achieve these goals, teacher should be well-prepared in
teaching so that the students would be deeply engaged in learning. Furthermore, teacher should
design such a good teaching strategy that he/she create meaningful, alive, and enjoyable class
activities. To make this happen in the classroom, teacher needs be creative and innovative in
preparing instructional media so that the media would function optimally in boosting the
students‟ learning.
The success of teaching reading is determined by the appropriate methods, technique, or
media that teacher appplied. Reading involves many complex skills that have to come together
in order for the reader to be successful. By giving pictures help students to know more about the
text and also can help students to engage to the text.
BIBLIOGRAPHY
Http://www.scribd.com/doc/8161002/SMP-Bahasa-Inggris-2002
Gagne,R.M dan Briggs, L.J. 1979. Principles of Instructional Design. Holt and Winston. New
York.
Hornby, 1995. Oxpord learnet Dictionary . University Press.
Kennedy, E. C. (1997). Method in Teaching Development Reading. F. E. Peacock Pub. Inc.
Ministry of National Education. 2010. Teaching Reading.
Scanlan, Craigh. L. Instructional Media: Selection and Use. Available
Http://www.uab.edu/instructional media/cdm/media.htm
Scanlan, L. Craig. 2000. Instructional Media: Selection and Use downloaded
from http://www.umdnj.edu/idsweb/idst5330/instructional_media.htm on 16 March,
2010
Willis,J. and Wright, K,E. 2005. A general Set of Procedure for Constructivist Instructional
Design: The New R2D2.
531
THE EFFECTIVENESS OF SNOWBALL THROWING METHOD
IN IMPROVING STUDENTS’ VOCABULARY
Siti Aisyah
Guru bahasa inggris SMP N 27 Tanjung Jabung Timur
Abstract: One of the factors that students‟ difficulties to express their feeling in writing
and speaking is because they have limited in vocabulary. It‟ very difficult for them to
remember the meaning in native language. In this case the students think that study english
language is very difficult. it‟s happened because the teacher still not able to make learning
process fun, so the students are not motivated to keep learning in the classroom. Cause of
that the teacher should use fun techniques to teach vocabulary. One of the technique is
snowball throwing method.
Kata kunci: Snowball throwing method, vocabulary
Learning a language means learning its vocabularies. We use the vocabularies in
communication either in spoken form or written form. We try to send messages, share
information and ideas by using the language. Students often find difficulties in using a English
language because they lack of vocabularies and they often forget easily new vocabularies after
they get the meaning from dictionaries. Sometimes in speaking classess, students can not speak
fluently because they lack of vocabularies. They say only a few sentences because they can not
find the appropriate vocabularies to be used in expressing their ideas. The same problem is also
found in writing classess. That students can not write essays easily because they lack of
vocabularies. They find difficulties in choosing and using the appropriate vocabularies.these can
cause problems in learning English language. However, English teachers should always
motivate their students to keep practicing using the languaage. They should use many methods
which can interest their students in using the target language in classroom communication.
Cause of that reason, this writing is hopefully can give suggestions to impove students‟
vocabularies through snowball throwing method.
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. As 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, vocabularies are 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 vocabularies, not only for communicating
orally, but also written. It is in line with the concept of communicative approach in which
learners have a big chance to use the language directly in classroom activities. This approach is
useful in improving students‟ vocabularies. Through the approach students are forced to use the
language directly in either spoken or written communication.
The questions relate with vocabularies acquisition are what kinds of words one needs to
know and how many words he must know. The vocabularies that should a student know first are
the high frequency words. These are words that he uses most often in communication either in
classroom activities or outside classroom. The high frequency words are called the general
service vocabulary. Next, he also should know the academic or sub technical words which are
not in 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, using the correct form of a word for the meaning intended.
A student of English language must know about the words and word formation in order
to be able to understand the form and meaning of words as well as to be able to use the correct
form of word. The next discussion is about the definition of word, word classes, and word
formation.
532
Definition of Word
There are some definitions of the term word. Longman dictionary of American English
stated that word is written representation of one or more sounds which can be spoken to
represent an idea, object, etc. Crowley et.al (1995:7) stated that the term word is a unit of
linguistic analysis which has these characteristics: (1) isolability, means that words can be
pronounced in isolation from other words, (2) mobility, means that words are item which can be
moved around within a sentence to form new sentences, and (3) phonological independence
which means that words are correspond to the minimal units of phonological analysis.
Class of Word
The classes of word can be divided into eight different classes such as nouns, pronouns,
verbs, adjectives, adverbs, prepositions, conjunctions, and determiners. Thornbury (2002:3)
mentioned that there are two crude division of word that is 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 allow for
the addition of new members. Meanwhile function words are words that mainly contribute to
the grammatical sentence such as prepositions, conjunctions, determiners, and pronouns. The
membership is restricted and definite.
Formation of Word
There are many ways of words formation. These develop and enrich vocabularies 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). Below is the
definition of each process.
1. 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, from the word
believe (verb) can be derived into some adjectives by adding prefix and suffix like follow:
believable, unbelievable.
2. Compounding: It is the process that forms new words by putting together two or more
existing words. For instance by combining noun and noun like girlfriend, landlord, or
mailman.
3. Acronyms: It is the process that forms new words by uniting the initial sounds or letters of
words then 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.
4. 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.
5. 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.
6. 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.
7. Coinage: It is the process that derives new words by using no morphological methods but
just take the brand of some products to name the things refer. For example the word aqua to
name all bottled mineral water and the word Kodak to name any kind of camera.
8. 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 noun and also as
verb.
9. 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.
10. Proper Names: It is the process that derives new words from names of persons connected
with them. For example the word watt from James Watt the name of the person who
invented electricity.
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These processes of words formation can be introduced to students in order to give them
the rule of deriving new words which they can apply and to improve their vocabularies. The
knowledge of words and words formation processes is beneficial to help the students in learning
vocabularies. 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 vocabularies.
Snowball Throwing method
This technique is not difficult to apply. The role is very simple to the subject under
study when we play this method. The role of teaching snowball throwing method can play like a
game. It can be explained as below:
The teacher give an appreciation (brainstorm students to the material that will be given),
1. The teacher tell the function of the study process,
2. The teacher make a group, and call the leaders of the groups to give them a briefing,
3. The teacher tell the rules to the leaders of the groups,
4. The leaders back to their groups and tell the member about explanation from the teacher,
5. All students are given a paper sheet,
6. Students squeezing the paper become a ball shape or maybe be folded become a plane shape
or another shapes,
7. The ball or another shapes is thrown to other students in random and in the unspecified of
the amount and timing
8. Students open the paper sheet that in a ball or another shapes,
9. Students answer the question,
10. The teacher and students discuss all of the questions and the answers together.
Snowball Throwing learning model has a design study, known as the grafts are:
1. Growing interest is nurtured
2. Made or natural is common experience that can bring all students to understand
3.
4.
5.
6.
Frontage is provide keywords, concepts, models, formulas, strategies
Demonstrate is provide an opportunity for students to demonstrate "that they know."
Repeat is show students ways to repeat the material and asserts,"I know that I did know it",
Celebrate is recognition for completion, participation, and the acquisition of skills and
knowledge. (Bobbi DePorter, Mark Reardon, Sarah Singer-Nourie, 1999:10)
Snowball throwing To Improve Students’ Vocabulary
In every lesson, we have to establish new words and practice our students, making
clear the meanings and the way in which each can be used. That is very common to teach
vocabulary as a present study through an interesting technique. There are of course many
different techniques which can be effectively used in teaching vocabulary used in teaching
elementary school students. In this study, only one technique of teaching vocabulary is
discussed: teaching vocabulary through snowball throwing technique.
Snowball Throwing is a learning model used to get the answer which created by
the students from discussion with their friends (Zaini, et al, 2008:58). snowball throwing
technique is one of vocabulary games which make 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 method contains a rich communication where
students must be active. Snowball throwing techniques haves positive effect 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 also can
be a good media 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
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exercise above and then watch out! The “snowball” fight is on again! The game works best with
a smaller group. It is not recommended to play 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 Method
Advantages of this technique :
1. This technique can make the players or in this case the students 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 real word context in to the
classroom and enhances students to use English in flexible communicative way.
3. It can make students relax and fun to study.
4. The teaching learning process more attractive
5. The teacher more easy to teach about the vocabulary
Disadvantages of this technique :
1. The teacher should control the situation of classroom, this technique will make situation
more crowded because the student will scream when the ball running
2. This technique not too effective measure speaking skill because not all the student will get
the chance to speak because limit of the time
CLOSING
learning method using the snowball throwing is expected to improve students'
vocabulary, so that students can actively express whatever they want to say in speaking and
writing because they have a lot of vocabulary.
REFERENCES
Crowley, Terry, Lynch, John, Siegel, Jeff, and Piau, Julie. 1995. The Design of
Language, an Introduction to Descriptive Linguistics. New Zealand. Longman Paul Limited.
Thornburry, Scott. How to Teach Vocabulary. England Pearson Education Limite
Zaini, Hisyam,et all,2008. Strategi pembelajaran aktif.Yogyakarta:Insan Madani
EXPERIENCE IN REAL TEACHING ACTIVITY AT M Ts. SURYA
BUANA MALANG
Sri widarti
SMP N 3 Tanah GrogotPaser Regency
Abstract: This article is to tell the experience in real teaching activity at Madrasah
Tsanawiyah Surya Buana Malang East Java. Five factors observed are student factor which
includes students‟ motivation and students‟ participation, teacher factor included pedagogic
competence and professional competence ,classroom management included students‟
grouping and students- teacher interaction, teaching media included ITC media and flash
card and assessment.
Keywords: Lesson study, motivation, media, classroom management
Lesson study is a model for teacher‟s developing professionalism which involves
colloquies in an open class . It improves the awareness of the teacher to observed teaching and
learning process which has the purpose for finding the appropriate technique in improving
learning process. Teachers can observe the factors which influence the quality of learning
process done by model teacher. Then they make reflection after finishing the teaching and
learning process. On refection teachers will explore the effectiveness and the weakness of
teaching techniques used and find the solution for solving the problems. Later they can
implement the suitable technique on their classroom .In grade seven C MTs Surya Buana there
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are 26 students . The students input varies from the high capacity to the lower one. Five factors
I observed in real teaching activity at MTs Surya Buana, Malang are student factor, teacher
factor, classroom management, teaching media and assessment.
The first is student factor .Students play an important role in learning activity .They
determine the success of learning process. Mts Surya Buana‟s students mostly have high
motivation in learning. When the teacher entered the classroom they were ready to have lesson.
I saw it by their response to the teacher‟s questions in opening activity. They rose their hand in
turn to answer the questions confidently. It is the good starting point for the active learning.
Besides that, students interaction was good . They discussed the passage given with their
friends interactively. When the teacher asked them to share the answer they did it well. It
showsthat thecooperative learning can be done well. They also have high participation. Their
participation included asking difficult words, having discussion, answering the questions and
presenting the result of their group discussion.
Teacher factor is the next item observed . One of the requirement for a good teacher is
pedagogic competence. It includes how to prepare lesson plan, instructional material, teaching
media and also teaching technique used in the classroom. I found that model teacher has a good
pedagogic competence. She had a lesson plan for learning activity .Instructional material about
descriptive text was designed in a form of power point presentation. It helped to attract the
students‟ attention and to give a model of descriptive text before the students constructed by
themselves. Teaching method used was cooperative learning. She asked the student to make
groups of four . The teacher gave picture on a flash card to be described which later is
developed into a descriptive paragraph . She also used flash card and power point presentation
as teaching media. We know that media is important in teaching and learning process. In fact
she gave a model of descriptive text, language features used and rhetoric step of writing
descriptive text.
The teacher explained that descriptive text uses present tense , adjectives and nouns.
She guided the students by giving questions as clues being described. I think it is a good wayto
help the students to organize the idea.
Classroom management is also observed. The teacher used cooperative learning in
implementing the instructional materials. The group consisted of four member were formed to
discuss topic being described. When the students had discussion the teacher walked around to
give assistance whether they had a problem or not. Also when there was an inactive student she
encouraged them to be active .She also reminded the students who made a lot of noise. I think it
is a good classroom management. About teacher-students interaction I observed, I found that
there was no barrier among them though they hadn‟t known before. The students was brave
enough to ask question and also answer the question. It means that the teacher can manage the
classroom well.
The fourth is teaching media. Instructional media is an important part in teaching
learning process. In order to scaffold learning, teacher needs to make something abstract into
something concrete through media. Media also helps the teacher explain the topic consistently
from one class to another. In this real teaching the teacher used flash card to give pictures to the
students to be described. Each group got one flash card with fruit picture on one side and the
other side was the questions as clues. By answering the questions hoped that the students were
able to describes the fruit picture. Then they made sentences to describe the fruits which later
were arranged into paragraph. Besides flash card the teacher used ITC media. In this teaching
teacher used MS Power Point to present the instructional material. She gave the descriptive text
model and the language features including grammar and tenses used in descriptive. It made the
students easier to identify the rhetoric steps in descriptive . The students seemed interested in
the material presented in slides especially for the visual type learner. Power point really helped
them to understand the lesson. Besides power point made the lesson interested. I think it is a
good using teaching media.
The last is assessment. Assessment is also an important part in teaching and learning
process. Assessment is used to judge whether the learning objectives have been achieved or not.
Then the teacher can decide the follow-up program, such as giving remedial program or
reinforcement program. Assessment can be done firstly, having quiz or observing students‟
performance, attitude and product during the teaching and learning process. In this real teaching
the teacher did not give quiz to the student but she asked the students to collect the result of
536
their writing. Then she gave feedback to the result of the students‟ writing. After that she asked
them to improve their writing based on the feedback. It means that the teacher just used the final
product of students‟ writing. It seemed that she did not assess the students‟ learning process
because she did not bring any kind of observation sheet. But she had a good closure by having
reflex ion with the students. She asked some questions about what had they learnt during the
lesson and what did they fell weather they enjoyed or not.
By lesson study in an open class the teacher can observe five factors determined the
success of learning activity namely, student factor, teacher factor, classroom management,
teaching media and assessment. The teacher must pay attention to those five factors .How to
motivate the student in the beginning of the class. Before the teacher tells the topic she can give
ice-breaker to make to students feel relax and are ready to learn. Besides she can ask the
questions to relate to the students background knowledge with the topic being discussed.In
addition the teacher can use various method such as CTL, Cooperative Learning, or AJEL.
Classroom management, various media and assessment are another thing should be considered
in performing teaching and learning process. By having open class we can share with the other
teacher the problems faced in the classroom and discuss the alternative solution for those
problems. If we regularly conduct lesson study hopefully we can improve the quality of our
education which ends in the improvement of students‟ achievement.
REFERENCES
Fachrurrazy,dkk. 2013. Pembelajaran Bahasa Inggris Kreatif dan Inovatif. Malang: Penerbit
Universitas Negeri Malang.
Ibrohim, 2013.Panduan Pelaksanaan Lesson Study.Malang:Penerbit Universitas Negeri Malang.
Rachmajanti,Sri, 2013. Media Pembelajaran Bahasa Inggris. Malang: Penerbit Universitas
Malang.
Sulistyo,Gunadi,dkk.2013. Asesmen Pembelajaran bahasaInggris.Malang: penerbit Universitas
Malang.
THE APPLICATION of AJEL METHOD in ENGLISH LEARNING
at CLASS IX/C of SMPN 3 PADANG PANGRAPAT TANAH
GROGOT
Khusnul Khotimah
SMPN 3 Kuaro
Abstract: Form of school education program centered on students‟ learning activity. Learning process
has a close realtionship with an educator role. An educator must master the way to organize process or
means of learning process itself. Active, creative, joyful and effective learning ( AJEL ) is suitable to
junior high students‟ age. By using AJEL method in teaching and learning activity, it is hope, carried
meaningful change. Certainty and uncertainty expressions are common expression that usually is used in
daily life. In learning process, students tend to be active, feel more interested, enjoyable, discover their
own creativity and want to know more about something new. The student is expected be able to apply
subject matter in a real life, so they will be ready to face the change and able to compete in globalization
era.
Key words : AJEL method, certainty and uncertainty expression, students‟ responses
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THE PREFACE
Human‟s learning skill is a fundamental poundation. By having the skill, human had
improved and open minded to enrich him/herself and got higher culture in their own life. Each
people gets many improvements in each of life aspects.
According to realization of study role at students development, modern society builds
some institution which especially regulates study experiences so it can support students‟
development and not to blocked it. This institution is called “ school “. School holds an
education program as in teaching curriculum.
In this case, form of school education program centered on students‟ learning activity.
Learning process has a close relationship with an educator role. An educator must master the
way to organize process or means of learning process itself.
An educator‟s principal duty is accompanied students in her/his learning whether in
guiding students in learning process or in passing through many phases of learning process. The
aim of learning process is to create the student‟s development. This development can be seen at
science, understanding, skill and attitude. The development is a result of learning activity which
is saved in mind.
Nowadays, in learning process is needed a condition that support and motivate a good
learning activity so learning process itself can reach the expected aim. In school, it has
developed joyful and attractive learning pattern. By using this learning pattern, it is hope that
students become more interested, enjoyed, able to discover their own creativity and they want to
know more about something new. The purpose of this learning pattern is to make student be
able to active by him/herself. The most important thing by using this learning pattern is able to
bring up to a meaningful change condition.
It can be said meaningful learning if there is a close relationship between science and
skill ( lesson point ) which students had got in learning process. The wider and deeper educator
science about joyful and attractive learning it can get bigger successfully expectation in learning
process.
DEFINITION OF AJEL
Fachrurrazy and 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
originally was designed for kindergarten and Primary school”. And Departemen Pendidikan
Nasional ( 2009 ) states that “PAKEM adalah proses pembelajaran yang dirancang agar
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”.
From those definition, it can be concluded that AJEL is a learning model which rest on
principle such as active, effective and joyful. This learning model is suitable with curriculum
2013 that has as a base on competition which oriented on students‟ activity (student centered
learning). Background of opinion in AJEL is suitable with Kusubakti Andayani and Yuni
Pratiwi ( 2013 : 41 ) statement that “ 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 oriented on process and purpose. Process orientation in AJEL is to increase
learning motivation. The autonomy and responsible are created early. Togetherness and work in
group is to sharpen the emotional. A healthy competition is grown by respected to each other
and also to grow the leadership qualities. Purpose orientation is to make students study more
again, critically, and creatively. Learning atmosphere is being more variaton. It is also to
increase emotional ripeness. One of the most important thing is student feels ready to face the
change and participate in change process.
CHARACTERISTICS of AJEL
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Fachrurrazy and 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”. Fachrurrazy
and Mirjam Anugerahwati also state that :
a. An active teachers :
 Monitors the learners‟ learning activities
 Gives feedback according to needs
 Asks challenging questions which invite learners to think critically
 Questions the learners‟ ideas by asking for reasons.
b. While learners are active when they can :
 Construct the concepts from their background knowledge
 Ask about things they do not know
 Suggest own or group‟s ideas
 Question new ideas
 Do activities which are related to the topics they are learning
REASON of CHOICING AJEL
Learning method of AJEL is one of good method because there are unifications of
students‟ soul, teacher‟s soul and mastery of class so that the material is given by teacher easy
to enter in students‟ mind. Learning method of AJEL is focused on active, effective, creative
and joyful learning.
An active learning leads student to develop their higher thinking skill such as analyzing,
doing evaluation to many learning event and applying it 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 creative is begun
by thinking critically such as finding and creating something new that nothing before or
repairing something Thinking creative must be developed in learning process in order to make
student has habitually in developing their creativity. Students are being creative if they can do
something and create new activity and product which is gotten from product of thinking
creative.
The learning is effective if it can give new experiences, form the learners competition
and deliver them to the purpose which will be reached as optimize as possible. Whole students
must be involved in learning process in order to be more enthusiastic. By this, learning
atmosphere is truly conducive, focused on purpose and formed of learners competition. Joyful
learning means that there is good relationship pattern included teacher and learners in learning
process. A democratic atmosphere should be created in a class and no burden whether to teacher
or learners in learning process.
THE IMPLEMENTATION of ACTIVITIES
This teaching and learning activities are written as experiences in ongoing activity of
teaching English at SMPN 3 Padang Pangrapat Tanah Grogot.
Before teaching, teacher brings about planning session. In the planning session, the first
thing 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
Standart of competence which writer choose is “ Understanding the meaning in simple
short oral conversation transactional and interpersonal to interact in daily life context “. And the
basic competence is “ 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 “.
539
The writer choose AJEL in teaching and learning process. According to the writer AJEL
is a suitable teaching because the principal thing that must be done is discovering, stimulating,
and make learners lost their sub consciousness power in the subject matter. If students had lost
their sub consciuosness power in the subject matter, it will be easy to teacher in reaching the
purpose of learning process. Tim Penyusun Modul FKIP UNMUL (2008 : 11) states that “
Bawalah mereka dari dunia mereka ke dunia kita, kemudian hantarkan mereka dari dunia kita ke
dunia mereka kembali. Sehingga siswa benar-benar bukan hanya sekedar mengenali nilai
(LOGOS ), tetapi harus mampu melakukan internalisasi penghayatan nilai-nilai tersebut (ETOS)
dan yang terpenting adalah sampai kepada anak mampu mengaktualisasikan mengamalkan
nilai-nilai tersebut (PATOS)”. Ongoing activity was held on September 18 th, 2013 at SMPN 3
Padang Pangrapat Tanah Grogot.
The next activity is implementation session. In this session, the subject matter will be
given to students are about using of certainty and uncertainty expression. This learning activity
is divided by 3 session :
A. Opening
B. Main activity
C. Closing
To support joyful learning process, writer used puppet hand visual aid. In opening
session, teacher said greeting to students. When students‟ answered intonation sapless, teacher
said greeting again by using higher intonation, so that it made student answer by using higher
intonation too. After greeting, teacher asked student to stand up to move their body. Teacher
guided student in order to their body could move in good harmony. After that, teacher asked
students to applause together. It was to activate the nerves and stimulate students‟ enthusiasm.
In ongoing activity, writer taught in other school so firstly teacher introduced herself. In
this introduction, teacher entered 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 asked attendance. When the writer taught at SMPN 3 Padang Pangrapat,
there were 3 students not come to school because they followed PASKIBRAKA activity. Whole
students in class IX/C are 24 person. As 3 students were absence so totally students in a class
was 21 students.
Teacher gave identification sign to each students which formed of 5 kind of fruits. It
included of strawberries, mangoes, mangoesteens, guavas and oranges. After that, the teacher
stimulated students with questions related to certain and uncertain expression.
Teacher chose questions which related to students‟ experience or event that students had
undergone before. By this, unconsciously, students will enter to their sub consciousness power,
so indirectly, they would be ready to join the learning process. By this activity, students had
ability to aplicate the subject matter in real life. After teacher stimulated students by giving
questions refer to certain and uncertain expression, teacher gave an example of dialogue by
using puppet hand.
In example, teacher was used to make funny examples. The advantage of funny
example is students would 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 main activity, teacher gave example of certain and uncertain expression again. And
teacher asked students to make pattern which was suitable with certain and uncertain
expression. Student could make pattern of certain and uncertain expression easily. In this
activity, teacher wrote pattern of certain and uncertain on the blackboard. Teacher and student
tried to make sentences together and tried to pronoune it in correct words. After student had
understood, teacher asked student to gather in similar fruit. For example, if they got strawberry,
they might gather with partner who got strawberry too, etc. Each group consisted of 4 students.
Totality student in class IX/C was 21 person, so it could be made 5 groups. Teacher
gave stereofom board which had given decoration in a frame. On board, there were 2 papers to
write the students work. Firstly, teacher gave instruction of how to do the task. Teacher gave
task to the students. Students seen very enthusiasm in doing their task. Teacher went around to
look students activity. Teacher would guide again to the student who was still confused.
540
Teacher gave plus score to the student who were faster 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.
Stereofom board had put in front class to be showed off to others group. After all group
had finished the task, stereofom board had exchanged to other group and be corrected together.
It could stimulate students to answer questions together. In this activity, each student had given
the chance to analyze other group work. The analyzing had seen from certain and uncertain
expressing form and punctuation.
Teacher was fond of praising to the group which got higher score and gave motivation
to group which got lower score. Teacher guided student to practice the pronounciation.
In closing activity, teacher asked to student about subject matter had just learnt and used
functions in a real life. Both of teacher and student made ending conclusion about subject
matter had just learnt. After that, teacher asked student to said yell yell “ I AM SURE, I CAN
BE THE BEST, YES YES YES !!!!
RESULTS
From teaching and learning activities, it can be known that :
1. Learning readiness
Students were seen so ready to receive the subject matter. In main activity, students
were seen enthusiasm in following subject matter. It can be looked at their seriousness
in doing task in a group. Student tend to be active in learning process.
2. Student who was less in concentration.
Student, Andi Arif looked not healthy
3. Reason of student who was less in concentration
Andi Arif was sick
4. Teacher‟s effort to student who was less in concentration
Student had asked to take a rest in UKS and take medicine
5. Closing activity
Both of teacher and student made conclusion, strengthening and consolidation related to
real life.
CONCLUSION
The teaching and learning activity used AJEL at class IX/C SMPN 3 Padang Pangrapat
Tanah Grogot, can be taken the conclusion that :
1. By using AJEL, it can increase quality of English learning.
2. By using AJEL, made student feel comfortable, interested and given the opportunity to
extend opinion, ideas and questions.
3. Student had the ability in doing the task by her/himself or in group and be able to
responsible all task individually or in group.
4. Teacher gives jokes which related to subject matter and praised in teaching and learning
activity
5. The main priority is creating class atmosphere being joyful and attractive.
6. In teaching and learning activity should be raised good and positive competition. It
makes student want to be the best, so unconsciously, there will have increased at
English students‟ score
7. Application of AJEL impacts to positive influences, such as :
- Increasing students‟ self confidence, motivation and enthusiasm in learning activity.
- Increasing emotional and social maturity.
- Increasing students‟ productivity.
- Student‟s participation in doing the task is good
- The learning activity is more effective
- Students are being active, critically and creative.
- Full of attention in each of learning process.
- There is close relationship both of teacher and students
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SUGGESTION
Teacher should give spirit, motivation and praised to the students. Purpose of giving
motivation is student will be always study hard and respond the subject matter which applied in
real life, so they will be ready to face the change and able to compete in globalization era which
English is 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
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