magic sudamanda sebagai alternatif teknik pembelajaran bahasa

THE SUMMARY OF THE PAPER
ENTITLED:
“MAGIC SUDAMANDA SEBAGAI ALTERNATIF
TEKNIK PEMBELAJARAN BAHASA INGGRIS
BERBASIS BUDAYA BAGI SISWA SD”
By :
FITRI HIDAYAH
NPM. 06420297
IKIP PGRI SEMARANG
KOTA SEMARANG
TAHUN 2010
SUMMARY
Hidayah, Fitri. 2010. Permainan Magic Sudamanda sebagai Alternatif Teknik
Pembelajaran Bahasa Inggris Berbasis Budaya Bagi Siswa SD.
Semarang: Dipresentasikan dalam Lomba Mahasiswa Berprestasi Tahun
2010.
Pendet dance, Batik, Rasa Sayange song, Reog Ponorogo, and Keris are the
examples of the cultures from Indonesia that have been claimed as the foreign
country’s cultures. This case is not a strange thing. It is because there are so many
Indonesians who do not even know about our cultures. How can we maintain our
cultures if we do not know them? In order to build up a smart country of dignified
cultures for maintaning our cultures, we need a teaching technique that can
combine both of education and culture. One of the ways that we can do is by
developing a teaching strategy which can promote our cultures to the students as
soon as we can. So that, the writer created an alternative technique for teaching
English to the Elementary School’s students named Magic Sudamanda to make the
young generation know about one of the traditional games from Indonesia.
Magic Sudamanda comes from Sudamanda as a traditional game that is combined
by magic cards; five cards which each card contains one word about the
characteristic of a thing in the classroom. If all the words in those five cards can be
arranged well, it will give a clue for deciding what thing is meant in those cards, for
example, ’thing’, ’for’, ’sitting’, ’four’, ’legs’ the answer is ’chair’. So the students
must point the chair, spell it and said, ”That is chair C-H-A-I-R”. That combination
game can be called as magic sudamanda. By using our creativity, that is creating
some shapes for sudamanda boards that are made from colorful papers that the size
depends on the students’ feet, making magic cards, and making gacuk (a small thing
that is made from a piece of plasterboard or roof-tile that is sticked by the colorful
paper which the form is one of the shapes explained, that must be taken by the
player from one of sudamanda shapes and will be thrown to the next sudamanda
shape after the player have played sudamanda), magic sudamanda can be a cheap,
easy, and culture-based alternative English teaching technique. The writer hopes
that magic sudamanda can improve the students’ motivation in learning English
(shape) and also introduce one of the traditional cultures in Indonesia as soon as
possible in order not to be claimed by the foreign countries again. Some English
concepts that can be learnt are vocabulary, pronunciation, grammar, speaking,
reading, listening, and writing. So, we can conclude that, by using one alternative
teaching technique, named magic sudamanda, the students can learn some English
concepts in one time.
The objectives that are hoped are, 1) to know wheather magic sudamanda can be a
culture-based alternative English teaching technique or not; 2) to explain the
application of magic sudamanda in the culture-based English teaching learning
proccess; 3) to identify the shortcomings turning up in magic sudamanda and to suggest
some possible solutions to overcome these shortcomings for the English teaching
learning process.
In teaching English by using magic sudamanda, teacher used Cooperative Learning
principal in order that students can find a thing that has the same characteristics in
magic cards by themselves without leaving social interraction to our environment.
Based on the result of the library research, we can be explained that, 1) magic
sudamanda can be a culture-based alternative English teaching technique because
it can teach some English concepts about vocabulary, pronunciation, grammar,
speaking, reading, listening, dan writing; 2) The application of magic sudamanda is
by using Cooperative Learning principal in the teaching learning proccess by
dividing the students into some groups which one group consists of 2-4 students.
The first student is the first player who must play sudamanda as usual, that is, stand
on one leg and jump from one shape to the other shapes according to the rules.
Before playing, that player must look at the shape and the colour of the shape that
will be trampled. Firstly, the player must play the usual sudamanda, then the player
must say the colour and the shape from sudamanda he/she’s trampled loudly by
using this pattern, I + trample + a + colous of sudamanda he/she’s trampled + shape of
sudamanda he/she’s trampled, for example, I trample a yellow rectangle (saya menginjak
sebuah persegi panjang berwarna kuning). Before arriving to the end of sudamanda
where gacuk placed, the player must bend his/her body while standing on one leg and
take gacuk and says, ”I take this”. Then he/she will jump to the out of sudamanda boards
by saying, ”I jump and finish”, then he/she will throw that gacuk to the next shape. The
second player must take magic card and give it to the teacher, the teacher will read that
word twice and the third player must write it on a piece of paper, then the fourth player
will play sudamanda, the first player will take magic card, and so on.; 3) The
shortcomings turning up in magic sudamanda are about the limitted time, the
difficulty in making many sudamanda boards, and the limitted students’ knowledge
about sudamanda and the solutions are by giving additional time to play magic
sudamanda, cut some colourful papers together in order to get many shapes in one
time, and by giving a simple explanation by practicing directly in front of the
students besides it can also introduce one of the traditional cultures in Indonesia to
those students.
The recommendations are, (1) the use of English teaching technique can be
improved by using the other traditional cultures in order to make them smart and
introduce them about the cultures from Indonesia in order not to be claimed again;
(2) all of Indonesian must know and maintain the cultures from Indonesia; (3) the
teachers should be more creative in teaching in order to make the students spirit in
learning the subject; (4) if this alternative technique can be a good teaching technique
for Elementary School’s students in learning shape and also introduce them to the
traditional culture, it must be published for all of the Elementary Schools.
Key words : magic sudamanda, alternative teaching technique, English, culture