CHAPTER
I
INTRODUCTION
A. Background of the
Problem
Mastery
of English teaching materials in junior
high school include the four language skills, that are listening, speaking,
reading and writing. All were supported by other languages elements, namely: Vocabulary,
Grammar and Pronunciation. Of the four language skills above, writing is one of perceived
language ability often become
a problem for students in the process of English learning. It is very
interesting to study the ability
in writing,
because it is influenced by the mastery of
vocabulary, language structure and capabilities of students in stringing words
into a good and acceptable sentence. Grammatical
differences between English as a foreign language and Indonesian language as
main language is an issue that often arises when learning to write. Ability to
express meaning in rhetoric step in a simple short essays using a variety of
written language accurately, fluently and acceptable to interact in the
context of daily
life in the form of procedure text is one of basic competencies (KD) that must
be mastered by students Class VII Junior
High
School (SMP).
Learning
to express the meaning
in rhetoric steps in a short essay using a variety of simple
written language accurately, fluently and acceptable
to interact in the context of dailylife
in the form of text procedure has been done in the classical writer. In the
study the writers describe the subject matter contained in the following
indicators:
-
Arrange random sentences into
a coherent text form of procedure.
The
core activities of learning, students are typically given a sample of monologue in the form
of a text procedure and the students are asked to find the meaning of the text
which are then assembled into a proper sentence. The learning process as it is
commonly practiced by the writer and student learning outcomes was not
appropriate with
the expectation and
students are still get
the minimum completeness criteria (KKM). The writer obtained the data from
observations made through the reflection that students appear passive, bored
and even some students who complain are not confident in expressing ideas. They
are of course difficulties in doing the tasks assigned by the teacher. It bring assumptions that this learning methods are
not successful (failed) and tend to be ineffective.
After
observing the above description, we can see the
reflection of the failure of the outcome and the
learning process and it is a problem that must be solved immediately. In an effort
to improve the failure,
the writer try
to find methods and appropriate learning strategies as the next solution. Writers
are aware that in the era of this Education Unit Level Curriculum, teachers are
required to be creative and innovative. Teachers must be able to find a
learning technique appropriate to the class situation
and condition. The teacher is no longer a feared figure nor an writeritarian
figure, but the teacher must be a facilitator and Elaborasior that facilitate
and mobilize students to gain knowledge they need.
Here
the writers try to use the approach Contextual Teaching And Learning and
Cooperative Learning approach using a model of learning Make a Match.
The
writer conducted research with the class action entitled, " Improving
students’ ability in writing procedure text through make a match learning model
in class VII.3 SMP N 27 Padang "
B. Formulation of the Problem
Based
on the above background, the issues raised in this study is: "Whether
through the Make a Match learning
model can increase the
ability of students in compose Procedure
text in
Class VII.3 SMP N 27 Padang?"
C. Limitations of the
Problem
Problems
in the Classroom Action Research is limited on improving the quality of
learning by using learning models Make a Match is expected to improve student
learning outcomes in compose
the English text of the form of procedure.
D. Purposes of
the Research
Objectives
to be achieved in this study are as follows:
1. Improve students'
ability to compose the text procedure.
2.
Develop learning strategies and learning models that are effective, efficient
and enjoyable.
3.
Students can involve themselves actively in communication with their ideas,
opinions and feelings by writing simple.
E. Significance
of the Research
1. As input for teachers
in planning and developing learning strategies, especially through the
implementation of Make a Match in learning
process.
2.
Contribute to the education world in an effort to improve the quality of
education.
3.
Fulfill a partial
requirement to Complete Practice Teaching Program
CHAPTER
II
REVIEW OF THE RELATED LITERATURE
A. Text
Procedure
Pocedure is one of the texts genre from several genres
learned in junior high school.
Procedure text aims to provide guidance on the steps / methods / ways of doing
things (Otong Djuharie Setiawan, 2006). Text generally contains of procedure or a set of actions or steps
in making a good or doing an activity. Text procedure, known also by the term
directory.
Text
procedure generally has the structure:
a.
Goal, objective activity
b.
Materials, ingredients needed to make a goods / perform an activity which is
optional
c.
Steps, a series of steps.
B. Contextual Teaching
and Learning (CTL)
Contextual
Teaching and Learning (CTL) is a holistic learning process and is aimed to help students to
understand the meaning of teaching materials by linking it to the context of
their everyday lives (personal context, social and cultural), so that students
have the knowledge / dynamic and flexible skills to construct their own
understanding actively. CTL is called contextual approach because the concept
of learning that helps teachers to link between the material taught to students
real-world situations and encourage students to make connections between its
knowledge with its application in their lives as members of society. This is
similar to Mulyasa (2003) students are curious and have the potential to
satisfy his curiosity. Therefore the main task of teachers is create a fun learning
environment condition in order to arouse the curiosity of all students so that
they have interest to learn English. Mulyasa (2006) also
suggest: the importance of learning environment in a contextual learning: (1) the
effective learning starts from environment
learning centered on students. (2) learning should be
centered on how students use their new knowledge. Learning strategi is more importance than the
outcome, (3) feedback is very important for students, (4) foster a learning
community in the form of group work is important.
C.
Cooperative
Learning (CL)
Cooperative
Learning is an approach that prioritizes teaching students to work together to
understand each other and do all their learning tasks. Work in collaboration to
develop high-level thinking, communication skills are essential, increase the
interest, confidence, social awareness skills and tolerance towards individual
differences. According to Anita Lie (1:10) There are three things to consider
in cooperative learning,: Grouping, the spirit of teamwork, the classroom arrangement.
Learning
groups, have a chance to express ideas, listen to the others opinions, and
build a sense together, become very important in learning because it has a
useful element to challenge the thinking and improving self esteem. With
learning experiences the
students can construct their own knowledge.
Lundgren
describes the cooperative skills that need to be developed in a cooperative
learning as interpersonal skills in learning. Cooperative skills include three
levels, namely the basic,
intermediate and advanced level, in every level there are some skills that need
to be owned by students in order to properly implement cooperative learning.
Skills include use agreements, value the contribution, taking turns and sharing
the task, encouraging participation (basic
level), active listening, showing respect and sympathy,
ask, accept responsibility, and a summary (high level), to elaborate, check
with carefully, ask for the truth and compromise (advanced level).
Writers
agree that the cooperative approach is suitable for use in learning in the era
of this curriculum, only seven pillars of this cooperative is considered too
heavy to be implemented if all the learning in SMP Negeri 27 Padang. Therefore, the writers
designed a learning technique that simplified without compromising the essence
of cooperative itself.
In this study, the writers use a model of learning Make A Match.
D.
Learning
Model Make a Match
In
order to increase the participation and active student in the classroom,
teachers apply learning models make a match. Methods make a match or find a
partner is one alternative that can be applied to students. Application of this
method starts from the technique that
is students ask
to find the pairs of cards that is
the answer / question before the deadline, students are able to match the cards
were given points.
Learning
models make a match or find a partner developed by Lorna Curran (1994). One of
the advantages of this technique is the students find a partner while learning
about a concept or topic in a fun atmosphere. Steps of the method make a match
as follows:
1. Teachers set up some
cards that contain some of the concepts or topics that are suitable for review
sessions, one part about the card and other parts of the answer card.
2.
Each student gets a card that about
questions / answers.
3.
Each student think of an answer / question of the cards held.
4.
Each student seeking a suitable partner with the card. Card holder that contain of a sentence of procedure A will pair up with the
next sentence which is held by students in other groups that hold the sentence
procedures B and so on.
5.
Any student who can match his card before the deadline given points.
6.
If students can not match the card with his card (can not find the card or
cards about the answers) will get a penalty, which has been agreed.
7.
After one round of cards, shuffled again so that each student gets a different
card than before, and so on.
8.
Students also can join with 2
or 3 other students who hold the appropriate card.
9.
Teachers together with students make conclusions on the subject matter.
E.
Action
Plan
Action plan that can be used to
address learning in order to attract writing, students become motivated with the cooperative
learning method. With the optimization of learning English through the
Co-operative technique is
an alternative of
learning process more enjoyable and meaningful. In this case the writers use a
model of learning Make a Match.
Learning
models make a match or find a partner developed by Lorna Curran (1994). One of
the advantages of this technique is the students find a partner while learning
about a concept or topic in a fun atmosphere. Steps of the method make a
match as follows:
1. Teachers set up some
cards that contain some of the concepts or topics that are suitable for review
sessions, one part about the card and other parts of the answer card.
2.
Each student gets a card that about
questions / answers.
3.
Each student think of an answer / question of the cards held.
4.
Each student seeking a suitable partner with the card. Card holder that contain of a sentence of procedure A will pair up with the
next sentence which is held by students in other groups that hold the sentence
procedures B and so on.
5.
Any student who can match his card before the deadline given points.
6.
If students can not match the card with his card (can not find the card or
cards about the answers) will get a penalty, which has been agreed.
7.
After one round of cards, shuffled again so that each student gets a different
card than before, and so on.
8.
Students also can join with 2
or 3 other students who hold the appropriate card.
9.
Teachers together with students make conclusions on the subject matter.
CHAPTER
III
RESEARCH
METHOD
A. Setting
Research
Classroom
action research was conducted in SMP
N 27 Padang. The
schools in Sungai Paku street Air Paku,Padang city. Subjects of this research students of class
VII.3 SMP N 27 Padang. The research is held on April 2012 or in second semester. The number of student in this class are 41
students, 19 male and 22 female students.
B. Preparation
of Research
This
class action research using contextual learning with a preparations:
a.
Making pieces of research instruments
b.
Prepare learning materials for the task of observation and discussion.
c.
Prepare a model of learning and instructional media
d.
Lesson Plan (RPP) to be
attractive and easy to understand by
students.
e.
Prepare and determine the location of learning according to learning material.
f.
Preparation of pre-test, post test and evaluation device fabrication.
g.
Process assessment sheet for
monitoring activity, autonomy, competence, fluency and accuracy.
h.
Make an observation sheet for
monitoring the activities of the learning process and to know the optimization
of learning make a match.
C.
Research
Procedures
This
Reasearch is a Class Action
Research that is carried out by
following the procedures of research based on the principle of Kemmis and
Taggart (1988) which includes planning activities ,action, observation ,
reflection or
evaluation . The fourth activity takes place repeatedly in the cycle.
Writer select learning
materials writing
procedure text with two cycle in second semester years of 20011-2012. Time allocation for the first cycle consisted
of 2x40 minutes. On this learning,
the writers performed three phase
technique which include Exploration, Elaboration,
and confirmation. These steps
are carried out also in the second cycle onwards if necessary in this study.
On the explorations step, the
teacher started learning by doing apperception and frequently asked the questions about
students' experiences in everyday life that students often use a text procedure
or steps to clarify or invite people to prepare or make something. Time spent
in the Exploration step is limited 10 minutes.
In
the elaboration step
the teacher gives examples of texts procedure through the In Focus. Students
are required to observe the procedure text steps on how to make coffee.
Students are asked to write down key points as a step to make instant coffee.
This step is restricted within
10 minutes.
The
next step is a working group or confirmation.
Students are asked to make a group.
Each group of students consisted of 5 students. In this step the teacher share
a card that contains the text of the topic sentence of a procedure to each
student. The card is dealt to each group. Each group received 1 piece of card
that will look for the sentence pair in the other groups. Students are required
to reconstruct the sentence that is spread into the correct text. Students who
are active and correct sentences in the preparation of a text will get the highest
points. In this step students are limited to 20 minutes. The steps of the method make a
match as follows:
1. Teachers set up some
cards that contain some of the concepts or topics that are suitable for review
sessions, one part about the card and other parts of the answer card.
2.
Each student gets a card that about
questions / answers.
3.
Each student think of an answer / question of the cards held.
4.
Each student seeking a suitable partner with the card. Card holder that contain of a sentence of procedure A will pair up with the
next sentence which is held by students in other groups that hold the sentence
procedures B and so on.
5.
Any student who can match his card before the deadline given points.
6.
If students can not match the card with his card (can not find the card or
cards about the answers) will get a penalty, which has been agreed.
7.
After one round of cards, shuffled again so that each student gets a different
card than before, and so on.
8.
Students also can join with 2
or 3 other students who hold the appropriate card.
9.
Teachers together with students make conclusions on the subject matter.
At
confirmation, students are given paper which is a copy of a booklet containing
a random sentence (jumbled sentences) to be compiled into the correct procedure
text. This step is limited to 15 minutes.
D.
Cycle
Research
In
this research writers
use two cycles as basic
of class action research.
CYCLE 1
Planning stage ,includes:
1. Analyzing the
syllabus / Education Unit Level Curriculum
2.
Compose lesson plan with the CTL method
with learning models make a match.
3.
Designing a model of classical learning.
4.
Discuss the application of interactive learning models.
5.
Setting up the instruments (questionnaires, observation guides, the final
test).
6.
Arrange study groups of learners.
7.
Planning a group task.
Stage
of Action ,includes:
1. Implementing the
steps in the planning
2.
Applying the model of classical learning.
3.
Make the observation of each of steps according to activities plan.
4.
Set time allocation with many activities
carried out.
5.
Anticipating the obstacles with
a solution when
the action stage.
Observing
stage , includes:
1. Observe the application of the
classical learning model that teachers do in
class
VII
3.
Record every activity and changes that occur when the application of classical
learning models.
4.
Discussions with teachers to discuss the
weaknesses
or deficiencies that teachers do and suggest improvements for the next study.
Reflection stage,includes:
1. Analyzing the
findings when observation.
2.
Analyze the weaknessess
and strengthen of applying the
classical learning model and consider next steps.
3.
Reflect on the application of classical learning models.
4.
Reflect on the creativity of learners in learning English.
5.
Reflect on students learning outcomes.
CYCLE 2
Planning
stage,includes:
1. Evaluate the results
of reflection, discussion, and seek improvements to be implemented in the next
study.
2.
Assess the problems and constraints faced while learning.
3.
Devise improvements based on reflection of
a
cycle I.
Stage
of Action ,includes:
1. Conduct analysis of
problem solving.
2.
Corrective action by
using the application of learning models Make a Match.
Observing
stage ,includes:
1. Make observations on
the application of learning models Make a Match.
2.
Noting the changes.
3.
Discuss the
problems encountered when learning and provide feedback.
Phase
Reflection ,includes:
1. Reflecting on
learning make a match
2.
Reflect the learning outcomes of students with the application of learning
models make a match.
3.
Analyze the findings and outcomes research.
4.
make recommendations.
From
the activity stage
at cycle 1 and 2, the expected outcome is that (1) the students have the
ability and creativity and are always actively involved in the process of
learning English, (2) the teacher has the ability to design and implement an
interactive learning model with a special working group on English subjects, and
(3) an increase in student achievement in English subjects.
E. Analysis and
Reflection
The
analysis used in this study is quantitative descriptive analysis of the process
and learning outcomes. The analysis is also done from the observation. The
analysis is based on the cycle gradually. Analysis of the results in cycle 1 is
reflected to cycle 2. Reflection is carried out in accordance with the planning
done. Research with contextual learning methods, the researchers hope students
will become more motivating
in learning process. Follow-up in this study
is that students can become more active and contextual
learning will be conducted continually
by the teacher.
CHAPTER
IV
RESULTS
AND DISCUSSION
A.
Action
Report
Cycle
1
a.
Action
Implementation
of action in a cycle I is the result of a
meeting with the 2x40
minute
time allocation. Implementation of the action in this cycle include planning,
implementation actions (Exploration, elaboration and confirmation), observation
and reflection of action.
On
this learning, the writers performed a three-step learning techniques which
include exploration, elaboration
and confirmation. These steps are carried out also on second sikllus and so on
if necessary in this study.
In
the exploration step, the teacher started learning by doing apperception and
frequently asked questions by students about students' experiences in everyday
life that students often use a text procedure or steps to clarify or invite
people to prepare or make something. Time spent in the Exploration step is
limited 10 minutes
In
the next step (elaboration), the teacher gives an example of procedure text through
the media In Focus. Students are required to observe the procedure text steps
on how to make coffee. Students are asked to write down key points as a step to
make instant coffee. This move is restricted within 10 minutes.
The
next step is a working group or elaboration. Students are asked make a group. Each group of
students consisted of 5 students. In this step the teacher share a card that
contains the text of the topic sentence of a procedure to each student. The
card is dealt to each group. Each group received 1 piece of card that will look
for the sentence pair in the other groups. Students are required to reconstruct
the sentence that is spread into the correct text. Students who are active and
correct sentences in the preparation of a text to get the highest points. In
this step students are limited to 20 minutes.
On
confirmation, students
was given a working paper is a copy of a booklet containing a random sentence
(jumbled sentences) to be compiled into the correct procedure text. This step
is limited to 15 minutes.
b.
Observations
At
the core activities of the teacher to explain the structure of text preparation
procedure by using the media in focus then the teacher asked the students to
form groups and students are given a card that contains a random sentence.
Students are asked to find a couple sentences in the other groups.
Based
on the assessment process of seen that as many as 18 students (43%) students
follow the learning process through active learning models make a match. The number
of students who pasif
is greater that as many as 23 students
(56%).
1.
Arrange
random sentence into a text acceptable procedure
From
the data obtained that no one students earning an "Excellent" and
"very good" one (1) students (0.02%) scored "good", as many
as four (4) students (0.10% ) scored "fair", twenty-eight (28)
students (0.68%) scored "poor" and as many as eight (8) students
(0.20%) obtained a value of "very poor".
c.
The
results of the Reflection Cycle-1
The
definition of reflection is to remember and reflect on re an action exactly as
it has been recorded in the observation.
From
the observations can be found as many as 18 people (43%) of students who
actively follow the lessons in line with expectations. While the majority of
students, as many as 23 students (56%) were still visible in the learning
process using the passive learning model make a match. Values obtained by the
students were not shown significant results, even in identifying indicators of
generic structure and language feature was not a single student who obtained an
A (excellent). The majority of students, or as many as 25 students got an E
(poor), one student
get a B (Very Good), a student receives a grade C (Good), nine students
received a D (fair). On the relevance of indicators compiled into a text
sentence structure of individual students are still not generating the expected
value. In fact none of the students that scored 'excellent' and 'very good'.
The majority of students, or as many as 28 students got an E (poor).
Referring
to the data and the results reflect the implementation cycle to one of the
above can be concluded that learning to write up a sentence into the text form
of the procedures performed in the first cycle can be said fail and have not
been successful in improving students' skills in setting up random sentences
into coherent text form of procedure . This is a problem and finding a solution
should be sought immediately in an effort to improve the quality of learning
quality.
B.
Action
Report Cycle 2
a. Action
Different from cycle I, in this cycle researchers use
video in the stage of elaboration. Researchers present a video about the procedure how to use
the ATM machine. This is done as an effort to clarify the matter so it is
expected that students can easily capture the material displayed. In addition,
the researchers also made a card to carry out the study make a match that
contains as many as 10 random sentences of text divided into five parts, each
part distribute to all students,
amounting to 41 people.
In
the exploration step, the teacher started learning by doing greeting and check students attendance.
Teachers do the questions and
answers about the matter to be discussed according to themes. Explanation of
the syllabus and learning indicators are described in this stage. This is done
so that students have limitation and
objective in learning process. Exploration stage is restricted within
10 minutes. At this stage there are some students who can answer some questions
posed by the teacher. This makes teachers feel comforted and motivated, the
teacher can find out how much students have the basic ability of matter to be
discussed in this meeting.
In
elaboration step teachers use video media in transferring learning materials.
Before the movie is playing, the teacher gives some notes on the blackboard in
the form of keywords and what to do when students see the film. Furthermore
students are given the opportunity to watch and see the film contains
procedures for using ATM machines as well as the steps up procedure text.
Students are asked to note the steps the procedure text and information that is
implied from the films they see and observe. In this step, the students seemed
enthusiastic and focused on the film being played. They were busy with her
friends discuss what they see and they make some notes. At this step limited
time 10 minutes.
The
next step is a working group or elaboration. Students are required to join the
group. Each group consisted of 5 and 6 students. The number of student groups
as much as 8 groups of 41 students. Before handing out a card that contains
random sentences, the teacher gives directions and rules of the game make a
match in which students have to find pairs of cards that contains the sentence
procedure in each group. Group that can finish the game quickly and correctly
gets the highest points. Teacher's explanations are limited 5 minutes, then the
teacher began distributing cards containing sentences of text topics procedure
to each student. The card is distributed to the students as much as 41 cards.
In this step students are limited to 20 minutes.
At
confirmation, students are given paper which is a copy of a booklet containing
a random sentence (jumbled sentences) to be compiled into the correct procedure
text. This move is restricted within 20 minutes.
b.
Observations
In
the observation phase, researchers conducted an assessment process in a way
around to each group and observe the students' learning activities. Assessment
process is focused on the assessment indicators include the students' attention
to the matter, the cooperation of students in the group and students participation in doing
their jobs.
Based
on data obtained in cycle 2 there
are some yield improvement in the learning
process than the implementation of the action in cycle 1, even as many as 29 students
active in the learning process and students are passive as many as 12 people
Students’ achievement increase
is made possible by the fun of learning situations and not rigid. Students are
happy and enjoy the video as a
media and focus to follow the learning
process. Through learning models make a match students were not given the
opportunity to do other things outside of work groups with restrictions on
time, so learning to work effectively.
1.
Arrange
random sentence into a text acceptable procedure
From
the data obtained that none of the students who got an A 'excellent' and B
'very good'. A total of 3 students (0.07%) got a C-'good', 17 students (0.41%)
gets the value of D 'fair', 20 students (0.49%) gets the value of E 'poor' and
1 student (0 , 02%) got an F 'very poor'.
c.
The
results of Reflection
Final
data results from data processing and analysis showed a significant increase
that 29 of the 41 students (70.73%) were active in the learning process. The
value of the evaluation test results of students wrote only one of his students
(0.22%) are still not reaching KKM (minimal completeness criteria). These
results can be concluded that learning to use the model make a match can solve
the problem of students in formulating coherent sentences randomly into text
form of procedure can make
students actively in the learning process.
Thus
the results of the implementation act
of cycle 2
has experienced a significant increase, although researchers do not feel
satisfied with the results that have been found. The increase in student
learning outcomes can be seen in the table below.
Table 1. The
Learning Process Improvement
Student Activity
|
Cycle 1
|
Cycle 2
|
Percentage of students in the
learning activity
|
43%
|
70.73%
|
Table 2.
Improved Student Test Results
Student Activity
|
Cycle 1
|
Cycle 2
|
Percentage of Students Achieving
Value KKM (65)
|
0.22%
|
0.46%
|
Students who
exceed the percentage of KKM (> 70)
|
0.27%
|
0.71%
|
The average
value writing test results
|
62.72
|
70.12
|
Based
on the discussion above explanation can be concluded that the purpose of
research has been carried out to experience success. In other words,
implimentasi action learning through learning models make a match can enhance
students' skills in written text form procedure and increasing the activity of
students in the learning process.
CHAPTER
V
CONCLUSIONS
AND SUGGESTIONS
A.
Conclusion
Based
on the results of data analysis and discussion it can be concluded as follows:
1. The ability of students
in classes that were subjected to the type of learning make a match increase.
2.
Students feel fun
about learning method make a match.
B. suggestion
Based
on these conclusions, the writers suggest a few things as follows:
1. With the presence of
significant effects of application of the Make a Match in learning to develop
students' skills in the procedure text text, then the type of active learning
with Make a Match can be used as an alternative for teachers in an effort to increase
the activity, motivate,
creativity and abilities of students in English lessons.
2.
This study was limited to identifying the linguistic
characteristics
of procedure text only,
and is expected to have more research about the other linguistic
characteristics texts as well as other subjects.
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