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TUGAS PLPG GELOMBANG I BAHASA INGGRIS SMP KELAS B RAYON 114 UNESA TAHUN 2011
Citation preview
PROPOSAL
CLASS ACTION RESEARCH
I. TITLE
STUDENT PERFORMANCE ENHANCING EFFORTS TO REVEALING
MONOLOGUE IN THE PROCEDURE TEXT THROUGH THE
DEMONSTRATION METHOD IN THE NINTH GRADE STUDENTS OF
SMP NEGERI 1 SUMOBITO JOMBANG.
II. FIELD OF STUDY
Models of learning English
III. INTRODUCTION
Background
English language proficiency is a must in this era of communication and
globalization. English lessons in junior high school serves as a means of
self-development of students in science, technology and art.
After completing his studies, they are expected to grow and develop into
individuals who are intelligent, skilled and personable and ready to play a
role in national development.
Teaching English in junior high school that covers all four language skills:
listening, speaking, reading and writing. All were supported by elements of
other languages, namely: Vocabulary, Grammar and Pronunciation in
accordance with the theme as a means of goal achievement.
Of the four language skills above, spoke of learning skills (Speaking) was
less able to function properly. Ability to express meaning in a simple short
monologue using a variety of spoken language accurately, fluently, and
thank to interact within the context of everyday life in text form and report
procedure is one of the Basic Competence (KD) that must be mastered by
students Class IX High School (SMP).
Learning express meaning in a simple short monologue using a variety of
spoken language accurately, fluently, and thank to interact within the
1 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
context of everyday life in text form procedure has been done in the
classical authors.
In learning the authors explain the subject matter contained in the following
indicators:
a. Identify the meaning of ideas in the form of text essei procedure
b. Doing a short monologue in the form of procedure
Students read the text monologue form of procedure and asked to translate.
Furthermore, students are asked to do a monologue using the procedure text.
Learning outcomes are found below the minimum criteria for completeness
(KKM). From the results reflect the authors obtained data during the process
of learning that students are very passive and the complains and the rise of
insecurity. They had great difficulty in doing his duties. Obviously, learning
is not very effective or in other words, learning is unsuccessful (fails).
The description above is a picture of the failure of the results and learning
process. Failure is a problem that must be addressed immediately. To
overcome the failure of learning, the writer trying to find a solution. The
author realized that in the era of The Education Unit Level Curriculum,
teachers are required to be creative and innovative. Teachers must be able to
find a teaching technique that suits the situation and condition class.
Principle PAKEM (Active, Creative, Effective and Fun) should be
implemented. The teacher is no longer a feared figure nor an authoritarian
figure, but the teacher must be a facilitator and a motor that is able to
facilitate and mobilize students to gain knowledge that they need.
Based on the author's experience while attending various training and
education, the authors hypothesize that the learning techniques (learning
theory) constructivism is appropriate when used in learning these basic
competencies. Only the authors try to combine the approach Contextual
Teaching And Learning with Cooperative Learning approach. The author
tries to use a model demonstration of learning. Therefore, the authors tried
to plan to do research with the title of class action,
2 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
"STUDENT PERFORMANCE ENHANCING EFFORTS TO
REVEALING MONOLOGUE IN THE PROCEDURE TEXT THROUGH
THE DEMONSTRATION METHOD IN THE NINTH GRADE
STUDENTS OF SMP NEGERI 1 SUMOBITO JOMBANG"
IV. FORMULATION AND PROBLEM SOLVING
Problem Formulation
Based on the background of the problem as stated before, the formulation of
the problem posed in this proposal is: "Does the Use of Learning Model
DEMONSTRATION can increase the ability of students to a short
monologue Mengungkakan Meaning in the Procedure Text In the ninth
graders of SMP Negeri 1 SUMOBITO?"
V. RESEARCH OBJECTIVES
Objectives to be achieved in this study are as follows:
1. Improve students' ability to perform a monologue form procedure.
2. Develop learning strategies and learning models that are effective,
efficient and enjoyable
3. Students can actively engage in communication activities with their
ideas, opinions and feelings in simple oral and written.
VI. BENEFITS OF RESEARCH
a. For teachers
1. Developing an effective learning model, efficient and fun to involve
students actively in the process of learning English to improve their
communicative competence
2. Helps to improve / enhance the processes of learning and teaching
3. Helping Increasing the quality of teachers' professionalism as an
educator.
4. Assist in the preparation of scientific papers is one of the requirements of
the group IVa kenanikan rank to the next level.
3 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
5. Assist in the preparation of scientific papers to be used as valuation
allowances in order to obtain certification of teachers / educators.
b. For Students
1. Improve students' ability to unravel in short monologue using a variety of
simple spoken language accurately, fluently, and thank to interact within
the context of everyday life in text form procedure
2. Increase the pleasure and motivation to learn.
3. Increase student confidence in communicating.
4. Improving communicative competence and achievement Learning
English.
5. Improve liveliness, creativity and student learning outcomes are higher.
c. For Schools
Through this learning method of DEMONSTRATION help to improve
English learning in SMP Negeri 1 SUMOBITO.
VII. THEORETICAL BASIS
a. Text Procedure
Text procedure aims to provide guidance on the steps / methods / ways of
doing things (Otong Djuharie Setiawan, 2006: 38).
Text generally contains troubleshooting procedure or series of actions or
steps in making an item or perform an activity. Procedure text is also
known by the term directory.
Text procedure generally have the structure:
1) goals, objectives activities,
2) materials, the materials needed to make a goods / perform an activity
which is optional, 3) steps, a series of steps.
4 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
b. Contextual Teaching Learning (CTL)
Each student has the ability to think different. When students see
something matters, then the manner and intensity and think every student
is different, too. These differences result from differences in interests,
capabilities, gaps, experience, learning styles, etc. (Ministry of
Education, 2002:24).
Such differences will impact on the process and outcome of a learning. A
variety of approaches, strategies and learning models have been
developed by experts in order to cover students' thinking abilities are
different. The most frequently used approach in the era of the Education
Unit Level Curriculum (SBC) is Contextual Teaching and Learning
(CTL) that was developed in the Cooperative Learning model. CTL
approach itself has 7 essential elements, namely: inquiry (inquiry),
question (questioning), kontruktivistik (contruktivism), modeling
(modeling), community learning (learning community), authentic
assessment (authentic assessment) and reflection (reflection). Experts
argue that this learning model is suitable for application in an era now
that more education leads to contextual, meaningful and fun.
Blancard (2001) developed a contextual learning strategies by:
1) emphasizes problem solving;
2) recognize the needs of teaching and learning that occurs in various
contexts such as home, community and employment;
3) teach students to monitor and direct their own learning so that students
become independent;
4) linking the teaching in the context of student life is different;
5) encourage students to learn from their peers and to learn together and
6) implement authentic assessment
The author agrees that CTL approach is suitable for use in learning in this
era of SBC, only seven pillars of the CTL is considered too heavy if the
lesson will be implemented all at SMP 1 SUMOBITO especially in class
5 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
of IX-A. Therefore, the authors designed a teaching technique that is
simpler without compromising the essence of the CTL itself.
In this study, the authors use the method of demonstration for learning
how this method will run well in helping them doing teaching activity.
c. Demonstration Method
The demonstration method is a method of teaching by acting real
instruction instructed to clarify an understanding or to show how the
students comprehend the text especially for procedure text.
To clarify these terms practically can be done by the teacher or the
students themselves.
The important aspect of using the Demonstration Method:
1. The demonstration will be the method that is not fair if the tools in
Demonstrate can not be observed carefully by the students.
For example the tool is too small or unclear explanations.
2. Demonstration to be less effective if not followed by the activities in
which students themselves can participate and pay attention to their
activities as a valuable experience.
3. Not everything can be demonstrated in the classroom because the
tools that are too large or located in other places that place far away
from the classroom.
4. It should be done in the way of performing practical activity.
VIII. RESEARCH PLAN AND PROCEDURES
A. Research Plan
1. Subjects of research subjects in this study were grade students: IX-A
SMP Negeri 1 SUMOBITO numbered 36 people.
2. Place of Research
SMP Negeri 1 SUMOBITO SUMOBITO
6 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
3. Time Research
When the study began planning to writing research reports began
JULY sd OCTOBER 2011 on the 5th semester of studies 2011/2012.
4. Old Action
The time to implement the action start of the cycle I and cycle II for
four months.
B. Research Procedure
This research is the Classroom Action Research (Classroom Action
Research) carried out by following the procedures of research based on
the principle of Kemmis and Taggart (1988) which includes planning
activities (planning), action (action), observation (observation), reflection
(reflection) or evaluation . All four of these activities take place
repeatedly in the form of cycles. The research was done by collaborating
with teachers SMP Negeri 1 SUMOBITO.
Learning process is examined through Classroom Action Research with
two cycles, with the following activities.
CYCLE to-1
Planning Phase (Planning), includes:
1. Identify the problem
2. Analyze and formulate problems.
3. Designing a model of classical learning.
4. Discussing the application of interactive learning models.
5. Setting up the instruments (questionnaires, observation guidelines, the
final test).
6. Develop study groups of students.
7. Planning a group task.
7 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
Stage of Action (Action), includes:
1. Implement measures in the planning horizon.
2. Applying the model of classical learning.
3. Make the observation of each of the steps according to plan activities.
4. Noting the existing allocation of time with the many activities
undertaken.
5. Anticipating by performing solution when encountering many obstacles
during the action stage.
Observing stage (observation), includes:
1. Discussions with teachers SMPN 1 SUMOBITO and principals to plan
observations.
2. Make observations on the application of classical learning models that do
teachers grade IX.
3. Record every activity and changes that occur during the application of
classical learning models.
4. Discussions with teachers to discuss kelemahankelemahan or deficiencies
that teachers do and suggest improvements for the next lesson.
Phase of reflection (Reflection), includes:
1. Analyzing the findings when observing the implementation of the
observation.
2. Analyze the weaknesses and successes of teachers when applying
classical learning model and consider the next steps.
3. Reflect on the application of classical learning models.
4. Reflect on the creativity of learners in learning English.
5. Reflect on learning outcomes of students.
8 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
CYCLE-2
Planning Phase (Planning), includes:
1. Evaluating the results of reflection, discussion, and look for
improvements to be applied to subsequent learning.
2. List the problems and constraints faced while learning.
3. Designing correction based on a cycle of reflection.
Stage of Action (Action), includes:
1. Conduct problem-solving.
2. Implement corrective action by using the application of the learning
model demonstration.
Observing stage (observation), includes:
1. Make the observation of the implementation of demonstration models of
learning.
2. Noting the changes that occur.
3. Discussion addresses the problems faced when learning and provide
feedback.
Phase Reflection (Reflection), includes:
1. The demonstrations reflect the learning process.
2. Reflecting on learning outcomes of students with the application of the
learning model demonstration.
3. Analyze research findings and final results.
4. Develop recommendations.
From the stage of activity in cycle 1 and 2, the expected outcome is that
(1) learners have the ability and creativity and is always actively involved
in the process of learning English;
(2) teachers have the ability to design and implement an interactive
learning model with a special group working on the subjects of English,
and
(3) an increase in student achievement in English subjects.
9 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
Data Analysis
To further ensure accuracy of research data conducted in the video data
recording photo. The data obtained were analyzed and described according
to existing problems in the form of research reports. From the design of
interactive learning and group work of the task performed the validation by
peers and principals. For the creativity of learners in learning to use
observation and questionnaires and acquisition of learning outcomes for
students to use quantitative description.
DATA ANALYSIS
N
OGROUP
COMPREHEN
SIONSEQUENCES FINAL PRODUCT
1
2
3
4
5
6
7
8
dst.
10 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
IX. Research Schedule
The research was conducted in fifth semesters of the school year 2011/2012,
between July to October 2011 and the plan lasts for 4 months on an ongoing
basis.
List scheduled Research Activities
X. REFERENCES
Kemmis, S. and Taggart, R. 1988. The Action Research Planner. Deakin:
Deakin University.
Authority, Basuki. 2003. Classroom Action Research. Jakarta: Ministry of
Education Director General Pendasmen Dirtendik: 2003.
Arikunto, Suharsimi. 2005. Classroom Action Research. Jakarta: Directorate
General PMPTK.
Suhardjono et.al. 2005. Guidelines for Preparation of Scientific Writing in
the Field of Education and Professional Development Credit Score
Guru.Jakarta: DG Dikgu and Tentis.
Mulyana, Slamet.2007. Classroom Action Research In Teacher Professional
Development. New York: LPMP.
11 Yuni Hartono/ PLPG UNESA GELOMBANG 1/ SMPN 1 SUMOBITO JOMBANG
JULY 2011 AUGUST 2011 SEPT.2011 OCT.2011
1 Siklus 1:
Tahap Perencanaan (Planning)2 Tahap Melakukan Tindakan
(Action)3 Tahap Mengamati
( Observation )4 Tahap Refleksi (Reflection)
5 Siklus 2:
Tahap Perencanaan (Planing)6 Tahap Melakukan Tindakan
(Action)7 Tahap Mengamati
(Observation)8 Tahap Refleksi (Reflection) X9 Tahap Analisis Data dan
Deskripsi Temuan sebagai
bahan Laporan10 Menyusun Laporan CAR X
X
X
X
X
X
X
X
X
MONTHACTIVITIES OF RESEARCHNO