EXPLORING “SCIENTIFIC APPROACH” IN ENGLISH LANGUAGE TEACHING Suharyadi English Department State University of Malang Abstract: In this year (2013), the Ministry of Education and Culture has just launched a new curriculum for elementary and high schools - Curriculum 2013. This curriculum is claimed to be different from the previous one – KTSP- in several aspects. One of the differences is that “a scientific approach” is introduced. This approach is old and new. It is old as it has been used in science. It is new because it is newly applied in English language teaching (ELT). For language teachers (English), this approach is not clear yet and probably it causes some controversies. This paper aims at exploring the notions of “scientific approach” and its possible application in English language teaching. Key Words: Scientific Approach, English Language Teaching

The term “Scientific Approach” (abbreviated SA) commenced to be popular when the Ministry of Education and Culture launched a new curriculum (Curriculum 2013) for elementary and high schools to replace the previous curriculum-KTSP in 2013. This new curriculum explicitly claims that SA is paramount to better the quality of teaching and learning. SA is believed to be able to develop students‟ affection, skills, and knowledge. SA is also considered relevant with the idea that learning is a scientific process in the classroom. Thus, how learning takes place should be scientific-based, meaning that all processes and steps of learning should reflect fixed procedures starting from observing, questioning, associating, experimenting, and networking. Teachers and students have been familiar with SA in the academic areas. Teachers and students usually use it as the basis to conduct studies, carry out experiments in the laboratories, and observe social phenomena. In other words, this approach is not new and has been used for years, particularly in the area of science, research, and social science for the sake of finding something new, developing something different, or creating something unique and beneficial for human life. When I typed key words “scientific approach” in the Google search engine, I found a lot of possible fields that may lead my interests to explore them more deeply. For example, I saw that SA has been applied in psychology, anthropology, sociology, chemistry, research, management, education, international relations, and teaching. These fields show me that SA has been very much accessible in three big domains: science, research, and social science. In contrast, when I typed the key words “Scientific approach in language teaching or in English language teaching, what appeared was that of the topics such as “teaching science to language minority students”, “effective science teaching for English language education”, “the teaching of science”, “teaching science through English”, and “linguistics and the scientific study of language teaching”. This phenomenon indicates that SA is not yet prominent in the area of language, particularly English language teaching. These facts show that SA has been popular in science, social science, and management. Probably, SA is not relevant with language teaching, particularly English language teaching, or the researchers are not interested in this area since SA is not really linked to language teaching. Why Science? Why Scientific? Before I discuss the notions of SA, I need to illuminate the words “science” and “Scientific” so that we get more comprehensive details about SA. If we are aware of the word “science”, we can ask questions such as “why science?” and “why scientific?” The words “science” and “scientific” are closed in that the latter derives from the initial word. “Science” is a noun and “scientific” is an adjective. As a noun, “science” can be a subject, a course, or a field that one learns, studies, or writes. As an adjective, “scientific” characterizes what one learns, studies, or does in relation to the phenomena. 1348

The word “science” emanates from Latin scientia, meaning “knowledge”. The knowledge here may be in the form of concepts, ideas, or formulas. It is the thing a person gets or knows from learning. Science can also be a tool or activity with which a person learns to get or find something new in systematic ways. Science is then a knowledge generating activity which is based on systematically organized bodies of accumulated knowledge obtained through objective observations (The National Academy of Sciences, 2008). Oxford Dictionary (1995) extends the definition of science as the study of the structure and behavior of the physical and natural world and society, especially through observation and experiment. Science is also defined a systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe (Feynman, 1968). “Science” is “the intellectual and practical activity encompassing the systematic study of the structure and behavior of the physical and natural world through observation and experiment” (Jay, 1997). In short, science seeks to discover uniformities and to formulate statements of uniformities and consistencies of relationship between natural phenomena. Science is to understand, explain, and predict by specifying the systematic relationships among empirical variables. The word “scientific” which derives from the word “science” means “about or related to science, or using its methods” or “based on or characterized by the methods and principles of science” (Online Longman Dictionary, 2013). In this context, “scientific” means that any work or result a person achieves must be accomplished by following the principles available in science. For example, when one generated a scientific writing, she/he must have had understood and followed the principles of writing. Furthermore, a lot of words are intentionally combined with the word “scientific” to create an academic image and reflect the principles of science such as “scientific writing”, “scientific observation”, “scientific inquiry”, “scientific research”, “scientific knowledge”, etc. Uniquely, when one‟s work is not “scientific”, it is easily rejected and questionable in terms of its design, data, analysis, and findings. Why are the words “science” and “scientific” used? Why not using other terms such as “sociology”, “biology”, “history”, “language”, and so on? I do not have any references to answer these questions. Probably, I can use my logic to address these issues. When the first person learned, she/he used systematic ways to find something new. Something new here referred to “science” and systematic ways referred to “scientific”. She/he then kept using the procedures in identifying other phenomena or objects and therefore it was called “science” and “scientific”. Probably also, “science” was the first field or thing that was found or studied a long time ago. Hence, anything that is identified systematically is always called scientific. If only the first person found a new thing in language, the terms used might be different: they could be “language” and “language-tific”. What is Scientific Approach? Now I come to the notion of SA. What is it? To answer this question, I need to use the definition of “scientific” as explained above. It is “about or related to science, or using its methods” or “based on or characterized by the methods and principles of science” (Online Longman Dictionary, 2013). When combined with the word “approach” or “method”, it will become “scientific approach” or “scientific method”. In this paper, “scientific approach” is the same as “scientific method”. In the online Longman dictionary, SA is defined as the usual process of finding out information in science, which involves testing your ideas by performing experiments and making decisions based on the results. The scientific method is a body of techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous knowledge. The Oxford English Dictionary defines the scientific method as a method or procedure that has characterized natural science since the 17th century, consisting in systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses. According to Wolfs, the description of SA can be found in “hard science textbooks” which include physics, chemistry, astronomy as well as texts in the life such as biology and social sciences such as experimental psychology. He further explains that SA can be described as consisting of four steps :( 1) observation and description of a phenomenon or a group of related phenomena. When an investigator has little prior information, the first step is description. This is the stage when qualitative methods may provide considerable information 1349

about what-is, (2) formulation of a hypothesis to explain the phenomena. Based on qualitative and/or descriptive studies, investigators begin to speculate about which variables might be related to other variables and in what manner (directly or indirectly). In educational research, the hypothesis is often a question about the relationship between or among variables that may influence learning. The hypothesis may be one that merely asks whether a relationship exists (correlational research), or the hypothesis may state a cause-and-effect relationship, (3) predict the existence of other phenomena using the hypothesis, or predict the results of new observations, and (4 ) conduct experimental tests of the predictions by several independent experimenters who use proper experimental methods. Scientific Approach in Curriculum 2013 This approach is claimed to be more effective in increasing students‟ learning outcomes than the traditional one. This approach is also considered relevant with the idea that learning is a scientific process in the classroom. Therefore, SA in Curriculum 2013 must be applicable in all subjects including English. The criteria and the steps of SA in teaching and learning process are elaborated in the following. Criteria of Scientific Approach There are seven criteria to determine whether a method of teaching is scientific or not. They are (1) the teaching materials are based on facts or phenomena which can be logically or reasonably explained. They are not based on prediction, approximation, imagination, legend, or myth, (2) the teachers‟ explanation, students‟ responses, and teacher-student interaction are not based on subjectivity and wrong logic, (3) the teaching materials support and inspire students to be critical in thinking and analyzing, and accurate in identifying, understanding, and resolving problems, and applying the materials learned, (4) the learning materials foster and inspire students to hypothetically think when seeing diversities, similarities and links in the learning materials, (5) the learning materials foster and inspire students to understand, apply, and develop objectivity and rational thinking in responding to the learning materials, (6) the materials are built on the basis on empirically valid concepts, theories, and facts, and (7) the formulation of learning objectives is simple, clear, but attractive. Steps of Teaching and Learning in Scientific Approach There are three points that become the focus in teaching and learning process with SA. They include attitudes (affective), skills (psychomotor) and knowledge (cognitive). Attitudes refer “students know why”, skills refer to “students know how”, and knowledge refers to “what students know”. These three points are expected to make students affective, creative innovative, and productive. In other words, with these three points, students have soft skills and hard skills to live properly. In order to achieve these goals, the teachers follow the five steps in teaching and learning process. They are observing, questioning, associating, experimenting, and networking. Each of the steps is presented in the following. Observing Observing is a kind of meaningful learning. Here, students and teachers are provided with objects, real objects, or phenomena. Students are directly involved in learning. It helps teachers to contextualize students‟ learning in the classroom. At the same time, students can learn based on what they see to construct their knowledge. It also facilitates students to fulfill their need of knowing something. In this context, their curiosity will lead them to the construction of knowledge. Contextually is also present because students can connect what they have learned with what they are going to learn. Questioning The second step is questioning. It is a powerful teaching technique that has been used for years since it was firstly introduced by Socrates. Research indicates that questioning is second only to lecturing in popularity as a teaching method and that classroom teachers spend anywhere from thirty-five to fifty percent of their instructional time conducting questioning sessions. Other findings show that (1) instruction which includes posing questions during 1350

lessons is more effective in producing achievement gains than instruction carried out without questioning students, (2) students perform better on test items previously asked as recitation questions than on items they have not been exposed to before, (3) oral questions posed during classroom recitations are more effective in fostering learning than are written questions, (4) questions which focus student attention on salient elements in the lesson result in better comprehension than questions which do not. Questioning can be used by both teachers and students in the classroom. What are the purposes of teachers‟ classroom questions? A variety of purposes emerge from analysis of the literature, including (1) to develop interest and motivate students to become actively involved in lessons, (2) to evaluate students‟ preparation and check on homework or seatwork completion, (3) to develop critical thinking skills and inquiring attitudes, (4) to review and summarize previous lessons, (5) to nurture insights by exposing new relationships, (6) to assess achievement of instructional goals and objectives, and (7) to stimulate students to pursue knowledge on their own. Associating The term “associating” used in Curriculum 2013 is more appropriate than “reasoning”. “Associating is to describe teachers and students‟ active participation in the classroom. Of course, students must be more active and are given more opportunities in learning. Associating is the process of thinking logically and systematically over - the empirical facts that can be observed in the form of knowledge to obtain conclusions. In the context of learning, “associating” is focused on students‟ learning activities. That is why; “associating” is used in Curriculum in 2013 because it adopts the ideas of associative learning theories. The term “associating” refers to the ability to group diverse ideas and associate diverse events as experiences. When the experiences are stored in the brain, they will interact with the previous events or experiences. This process is called “associating”. From the perspective of psychology, “associating” refers to the connection between conceptual or mental entities as a result of the similarity between the mind or proximity in space and time. According to the theory of association, the learning process will be managed effectively in if there is a direct interaction between teachers with learners. Interaction is done through stimulus and response (SR) .Thus, the basic principles of the learning process in this theory is an association, which is also known as the theory of stimulus - response (SR). Here, learners' learning process occurs slowly or gradually, not suddenly. How can “Associating” be applied in the learning process? The followings are the activities the teachers can do. (1) Teachers prepare the learning materials in a form that is ready in accordance with the demands of the curriculum, (2). the main task of the teacher is to give a brief but clear instructions with accompanying examples , either by themselves or by means of simulation, (3) the learning materials are arranged in a tiered or hierarchical , starting from the simple to the complex, (4) results-oriented learning activities can be measured and observed, (5) every error must be corrected or repaired, (6) repetition and practice need to be done so that the desired behavior can become a habit, (7) evaluation or assessment is based on the behavior of a real or authentic, and (8) the teachers record all learners progress. Experimenting To get the real or authentic learning, learners have to do experiments. For example, students should understand the concepts of science and its relation to everyday life. Learners must have the skills to develop knowledge about the environment, and be able to use the scientific method and scientific attitude to solve the problems they face in everyday life. The application of experimental methods is intended to develop various learning objectives, the attitudes, skills, and knowledge. Networking Networking is also called collaborative learning. Here, collaborative learning is a personal philosophy, which is more than just learning techniques in the classrooms. Collaboration is the essence of philosophy and lifestyle of human interaction that places and facilitates collective efforts in order to achieve common goals. For teachers, the collaborative learning function is more directive oriented in which the teachers are managers in the students‟ 1351

learning. Here, the students are those who are active. In a collaborative situation , the learners interact with empathy , mutual respect , and receive a deficiency or excess , respectively . This allows the learners to face various changes and challenges to learn together . . Scientific Approach in English Language Teaching SA in English teaching is new. As I mentioned in the previous section that the topic of SA in English teaching is not found in the Goggle. Therefore, I say that it is a brave breakthrough in the sense that applying an approach of hard science and soft science into language pedagogy, which has different characteristics, is not easy. It is also a difficult challenge as teachers are not supplemented with adequate examples of implementing SA in English teaching. I can say that Indonesia is the first and the only one country which tries to implement SA in language. In fact, I have not found any sufficient sources to be used in this paper to advocate SA in ELT. The available sources are limited to PowerPoint slides which are given by the Ministry of Education in the workshops and seminars. Since SA is new, its prevalence is also controversial. Several lecturers in the English Department where I work have different perspectives on this approach. They want to know “why scientific approach? How can we apply this approach in ELT? “What about other methods or approaches in ELT such as GBA, CTL, etc.? Are they scientific or not? If it is possible to apply SA, how can it be technically implemented? Do you think we need to follow what has been used in science? Honestly, I cannot answer these questions since there is no example yet on how SA can be applied in English language teaching. What I can do is to discuss SA from the theoretical perspectives. In fact, SA has been very much used in science, research, and management, but not English language teaching. So far, there have been various approaches, methods, and techniques identified in the history of language teaching. They include Grammar-Translation Approach, Direct Approach, Natural Approach, Reading Approach, Audio-lingual Approach, Cognitive Approach, Eclectic Approach, Total Physical Response, Suggestopedia, Communicative Approach, MimicryMemorization Method, Pattern Practice Method, Translation Technique, and Question-Answer Technique. Several teaching and learning models have also been used frequently in language teaching which include Three-Phase Technique, Direct Teaching Model, Genre-Based Approach, Cooperative Learning Models, and Problem-Based Instruction. The question is “will we change these existing approaches, methods, techniques, and models with scientific approach? The answer is “of course not”. We cannot do that. English is different from other fields. The way we learn and teach English is different from those in science. Therefore, SA should be seen as steps that can be used in teaching and learning process. SA is not a model of teaching in English. Within these steps, teachers can still use the approaches or methods which are relevant or appropriate with the students‟ levels and needs. Examples of SA Combined with Other Teaching and Learning Approaches The followings are some efforts made in order to make SA compatible with English language. In so doing, SA needs to be combined with other approaches, methods, or theories of teaching and learning which have been prominent in English language teaching such as discovery learning, collaborative learning, project-based learning, Contextual Teaching Learning (CTL), cooperative learning, Bloom‟s Taxonomyand Krathwohl's Affective Domain Taxonomy GBA, and so on.

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Bloom and Krathwohl's Affective Domain Taxonomy

Remembering  Questions of this level are the most frequently used in the first stages of English learning, because students are at the first level of English language acquisition. Answers to the questions can be made using yes/no or embedded answers. Flashcards, drawings, and realia will help students give the correct answer. Remember (recognition), match, list, sing, color, chant etc. are typical activities at this level. Comprehending  At this level students can understand the facts. In primary we use this level of questioning a lot. We ask students to describe, complete, illustrate or draw. Applying  At this level students might need scaffolding and word banks to solve several problems by using previously learned facts in a different way. We ask students to choose, construct, explain, organize, plan, select, solve, and identify. Analyzing  At this level students have not got enough vocabulary and language to express responses in English. So they will need teacher scaffolding to classify, contrast, categorize, sequence and interpret facts. Evaluating  At this level teachers have to modify the language of the questions to be simplified, but the task should remain the same. Some tasks at this level are giving opinions, making judgments about stories, comparing and evaluating the work of classmates in English. Creating  Students will need lots of support and scaffolding to answer questions at this level, because they are asked to compile information in a different way by combining elements in a new pattern. Synthesis is particularly difficult. Some tasks at this level are to combine, create, design, develop, imagine, make up, predict and solve. Five Steps of The Problem-posing Methodology  Describe the content of discussion  Define the problem  Personalize the problem  Discuss the problem  Discuss the alternatives of the problem Sample Activity 1: Problem-posing Sample activity 1: Problem posing Topic: Cleanliness Objectives: Think creatively and critically To find solutions to problems based on logical reasons

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Task: Based on the picture (a picture of unattended waste bin) given, Why are there so many 'things' flying over the bin? Where have you seen this scenery? Do you feel that this picture reflects cleanliness? Why? What is the one thing that is needed to ensure cleanliness in the places that you have mentioned? Sample activity 1: Decision-making Topic: Anwar Ibrahim's Corruption Trial Objectives: Think creatively and critically Decision making based on logical reasons Task: You are the judge for Anwar Ibrahim's corruption trial. You have heard the evidences and closing submissions by the prosecutors and the defense counselors. You have to give your verdict for this trial based on the evidences and submissions provided by both parties. (Note: Teachers need to provide the evidences. They also need to display impartiality on this issue). But before you give your verdict, consider these procedures: Can this trial be thrown out? Why? Does this trial have to go on? Why? Is he guilty? Why? Is he innocent? Why? What is your verdict? Why? If found guilty, what is the sentence that you want to pass? SA in Genre-Based Approach Stage BKOF

MOT

JCOT

ICOT

GBA Presenting the context through pictures, audiovisual material, realia, excursions, field-trips, guest speakers, etc Establishing the social purpose through discussions or surveys Cross cultural activities Related research activities Comparing the model text with other texts of the same genre or contrasting type • presentation activities using devices • sorting, matching and labelling activities eg sorting sets of texts, sequencing jumbled stages, labelling stages. • activities focusing on cohesive devices • presentation and practice activities relating to the grammatical features of the text • oral-aural, pronunciation, decoding, spelling, handwriting or typing practice as needed for the use of the text type Teacher questioning, discussing and editing whole class construction, then scribing onto board Skeleton texts Jigsaw and information gap activities Small group construction of texts Dictogloss Self assessment and peer assessment activities Listening tasks, e.g., comprehension activities in response to live or recorded material, such as performing a task, sequencing pictures, numbering, 1354

SA Mengamati Menanya Mengumpulkan data Menalar/menganalisis data Mengomunikasikan

Mengamati Menanya Mengumpulkan data Menalar/menganalisis data Mengomunikasikan

Mencipta

ticking or underlining material on a worksheet, answering questions Listening and speaking tasks, e.g., role plays, simulated or authentic dialogs Speaking tasks, e.g., spoken presentation to class, community organization, or workplace Reading tasks, e.g., comprehension activities in response to written material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions Writing tasks which demand that students draft and present whole texts Conclusion SA is old in science but new in English language teaching. Science and English are different. The way students learn and teachers teach science and English are different. SA in ELT is still blurred. It is not clear yet how SA can be applied in ELT. Comprehensive examples of SA application are available. SA is not a model of teaching, but a set of fixed steps that can be used in teaching. SA cannot replace the existing approaches and methods in ELT. References Kementerian Pendidikan Dan Kebudayaan Direktorat Jenderal Pendidikan Dasar Direktorat Pembinaan Sekolah Menengah Pertama. 2013. Kurikulum 2013. Suyanto, K.K.E. 2008. Model-model pembelajaran. Malang: PSG Rayon 15 UM. Model-model pembelajaran negara OECD-USA. N.d. A handout for workshop on KTSP of RSBI/RSDBI. Pendekatan Scientific dalam Implementasi Kurikulum 2013. Accessed from http://penelitian tindakankelas.blogspot.com/2013/07/pendekatan-scientific-dalam-implementasi-kurikulum-2013.html, 5 November 2013.

IMPROVING STUDENTS' READING COMPREHENSION THROUGH STAD MODEL BY USING FLASH CARDSIN CLASS VII A SMPN 1 LANGKE REMBONG Paskalis Aron SMPN 5 Ruteng Abstract: The purpose of this study is to find out (i)whether the use of Flash Cards in Students Teams - Achievement Divisions (STAD) facilitates the students' memory to easily recall the words in the context of English language learning at SMP Negeri I Langke Rembong, and (ii) increases reading comprehension. The findings of the study indicate that the use of flash cards in STAD increases the students' vocabulary building and their reading comprehension. Key Words: Flash Cards, Reading Comprehension, STAD, Vocabulary

There are so many factors that influence the students' learning motivation such as conducive surrounding at home and school's good climate, the students' facilities at home and at school, the teachers' approaches and methods in teaching and learning process. The good atmosphere is shown in better school climates and better relations with schools' administrators and the communities as well as greater parent involvement and parents with high expectations for their children's future educational achievement (Taylor and Pearson, 2002). The use of 1355

suitable approach and method with proper media attracts the students' learning motivation. According to Mateer (2001), the involvement of media can also be a part of active learning strategies such as group discussions and case studies. Many research results have shown that cooperative learning methods enhanced understanding of many difficult concepts. Carson, Johnson and Johnson (cited in Abu, 1997) stated that teachers have the option of structuring lessons competitively, individualistically, or cooperatively. The decisions teachers make in structuring lessons can influence students' interactions with others, knowledge, and attitudes. Although cooperative learning is as effective as non-cooperative learning approach, the social competence to work with others within a group and to develop interpersonal skills justifies for using cooperative learning strategies (Abu, 1997). Reading, which is one of the most essential skills to develop due to some reasons among the four language skills, is probably the most intensively studied skill by educators and scholars in the language teaching field. Consequently, language teachers have many choices regarding teaching methods and techniques that they can choose from teaching reading in the Language(Bilokcuoglu, 2012). Reading comprehension seems too difficult to understand because of the reader's different interpretations. Misinterpretation occurs when the readers do not understand the meaning of key words in a sentence. The implication is that they cannot answer the questions given related to the text they had read. Teaching words come together with four major language skills: listening, speaking, reading, and writing. It needs teacher's creative ways to move a word in a context to be memorized in the students' thinking. This paper will discuss flash cards as one of attractive media in doing enjoyable teaching learning activities. Review of Literature According to Baker and Brown; Block and Pressley; Pearson; Farstrup and Samuels; Ruddell, Ruddell, and Singer (in Dorn and Doffos,2005), reading a complex process involving a network of cognitive actions that work together to construct a meaning. A reader‟s comprehension is influenced by an extent of internal factors, including perceptions, beliefs, motivation, and problem-solving strategies. In other words, we sense what our brain tells us to notice. If we do not have the background experience in relating to the reading event, the message can be meaningless. Dorn and Doffos, (2005: 6) stated that comprehension results come from the mind‟s ability to make links and ask questions regarding the particular reading event. Reading can be interpreted as the skillful execution of a number of processing phases such as word encoding, lexicalaccess, assigning semantic roles, and relating the information in a given sentence to previous sentences and previous knowledge (Just and Carpenter, 1980: 331). There are two meanings in the terms of flash card. One is in the form of digital memory that people call in the other name flash memory. It is an electronic non-volatile computer storage medium that can be electrically erased and reprogrammed. Another is related to vocabulary cards in improving words in language learning that we are discussing in this topic. This kind of card can be the same name as a vocabulary card or a sentence card. Flash card is in this term defined as a set of cards bearing information, as words or numbers, on either or both sides, used in the classroom drills or in a private study. Teacher writes a question on a card and an answer overleaf. Flashcards can bear vocabulary, historical dates, formulas or any subject matters that can be learned via a question and answer format. Flashcards are widely used as a learning drill to aid students' memorization by way of spaced repetition. Method This research was done through meaningful learning integrated with Lesson Study. The research was conducted in three stages namely Plan, Do, and See. The collaborative plan activity produced a well-organized lesson plan. Do action allowed the model teacher to do the activity of a learning process and at the same time the observation was done by observers. The data of this research were collected by using observation sheet and the observer's reflection in the activity of See. This was done by 5 observers during Do activity of Lesson study in SMP Negeri 1 Langke Rembong on October 8, 2013. The students were divided into groups of seven, then 5 observers divided themselves to observe group 1 until group 3,whilethe fourth 1356

observer noticed the next two groups and the last observer carefully examined group 6 and 7.The data also derived from the students' ability in answering some questions shared in the group discussions. The observers resumed the whole process of Do activity collaboratively in improving the students‟ competency as well as the teacher. The STAD method lured the students' attention and changed their perception about monotonous approach and lack of media in teaching and learning process. The procedures of cooperative STAD are as follows: 1. Opening Activity Apperception and motivation • Teacher greeted the students by saying "Good morning boys and girls. How are you today? Let me introduce myself first". • Teacher informed the purpose of learning about an announcement text. • Teacher gave guided questions in terms of the material discussion. 2. Main Activities • Teacher divided the students into seven groups. Every group consisted of 5 and 6 heterogonous students. • Teacher gave stimulation by presenting the instructional material. • Students were given some questions to check their background knowledge about the materials. • Teacher explained the general idea of announcement • Students were given some clear examples of announcement. • Students read the text on reading card spatched in the board in front of the class. • Students were shown another example of announcement and read the text altogether by repeating after their teacher. • Each group was given the same text which had been written in some flash cards. They arranged the sentences by putting the flash card in a correct order to form a good paragraph • Students discussed in groups to find the answers of some questions related to the new text written on flashcards. Then they presented their working front of the class and the teacher gives some comments on it. • The students were given private questions to determine their personal understanding. • Teacher gave opportunities to the students to give their comments about understandable material. • Teacher repeated a brief clear explanation about the material. • Teacher gave some questions to recheck the students‟ understanding. 3. Closing Activity Teacher gave a conclusion and home work Findings and Discussions It is found that there was still one group difficult to answer questions number 3 to 5 on the student worksheet, because they lacked vocabulary building. This group did not have any relevant or even simple dictionary to be consulted. According to BNSP (The National Board Standard of Education), students grade seven of English class should be in the level of functional. It means that they have already background knowledge in mind among other things are basic levels of vocabulary. The fact is that some of students in grade seven were still at the first level of English vocabulary. Some groups were also impressed in guessing the answers to arrange the gap-filling text without any deep comprehension of the content of the text. Teachers and learners need some extra preliminary creativity to support the basic knowledge before discussing a higher level topic settled in the curriculum. In other words, it should be well prepared the learner's readiness through the scaffolding stage. This also occurred as the effect of unclear instruction to do the task. The condition also needed a patient guidance to the low achievement learners. In addition, the allocation of time allotment in each stage was needed to well organize the activities in teaching and learning process. In dealing with students, teachers as the instructors should be polite, helpful, and fair. They should be aware of cultural factors, the students' characteristics that can affect learning, and should attempt to help the students overcome any disadvantages. Teachers should maintain an internal thing touching to the students. MK (2013)divided a cause to affect the adolescent's 1357

behavior as follows: Firstly, adolescents may suddenly act out simply because their best friends or all their classmates do it. Secondly, the hormonal factors make them act out in the adolescent way. Next, it is the pupil's family situation. Children reflect their home situation, quite often. They are the mirrors of their parents. By the condition of learning disturbance and loss of interest, a teacher's extra attention is needed for every student‟s activities and make sthem attracted to the teacher's messages or questions. Dealing with giving messages and questions, clear and loud voice are expected in large and traditional classes. Arranging sentences in the flash cardsevoked the students‟ motivation and desire to discuss the answers of the task. The examples of some flash cards using in the activities are shown in the following pictures.

1. For seven grade students 2. Join the extracurricular program school 3. You are free to choose your favorite program by filling the forms given 4. Don't miss it. Enjoy yourself ! 5. OSIS Chairman To avoid misunderstanding in this research, the writer used the terms ,and manual font size to differentiate the font size in the electricity presentation with Power Point. The font size used in manual flash cards may vary from one to another due to its function. The font size of manual flash cards for students is smaller than those used in the examples displayed in front of the class. It was advised to use Times New Roman with font size 80. The eye-catching media are highly needed for attracting students attention in learning activities especially wall display media in front of the class. Some teaching learning activities did not run well in the way of using font size under 300 for class room 7 m x 9 m. It was better to use Times New Roman with font size 300. Noticing to the assessments result of group working, the strategies of cooperative STAD model and flash cards improved the students‟ comprehension. It was found that the tough discussions in every group produced many correct answers. Six groups presented their correct answers during the presentation activity. All groups succeeded in arranging the gap-filling paragraph. Conclusion and Suggestions It is found that the STAD model by using flash card can be collaboratively used in teaching and learning process. STAD promotes positive attitudes and motivates students to learn English. It is concluded that the model teacher successfully delivers knowledge and the messages of announcement of reading texts to the learners. Some recommendations are shared to the readers in accordance with the findings as follows: 1. Determining a proper method and suitable media to certain material helps the students to involve their thinking process in a meaningful learning. 2. Using a suitable font size for wall display media 3. Informing students about the next coming materials and giving them tasks to read the textand the difficult words. 4. Checking the students‟ competency of language features related to the material and it can be done for preparation to the next coming material. 1358

References Abu, 1997.The Effective of Cooperative Learning Methods on Achievement, Retention, and Attitudes of Home Economics Students in North Carolina. Journal of Vocational and Technical Education.13 (2), 1-3 Accessed from http://scholar.lib.vt.edu/ejournals/JVTE/v13n2/Abu.html. November, 4 2013Bilokcuoglu. 2012. Significant Considerations in ESL/EFL Literacy - Theories of Reading and Their Implications to The Teaching of Reading in ESL/EFL Classes & The Places of Schemata Theory on Foreign Language Reading Comprehension. Accessed from http://www.developingteachers.com/articles_tchtraining/reading1_hasan.htm. Monday, November, 4 2013. Dorn and Doffos. 2005.Teaching for Deep Comprehension: A Reading Workshop Approach.Maine: Stenhouse Publishers. Just and Carpenter. 1980.A Theory of Reading: From Eye Fixations to Comprehension. Carnegie: Mellon University Mateer, C.A. 2001. An Integrative Neuropsychological Approach. Andover:Taylor and Francis Books Ltd MK. 2013.Teen Behavior.Accessed from http://www.teachingenglish.org.uk/blogs/ninamk/teenbehaviour. Tuesday, November 5, 2013 Taylor, B.M., Pressley, M., & Pearson, P.D. (2002).Research-supported characteristics of teachers and schools that promote reading achievement.In B.M. Taylor & P.D. Pearson (Eds.), Teaching reading: Effective schools, accomplished teachers (pp. 361374). Mahwah, NJ: Erlbaum

PENERAPANGRAMMAR TRANSLATION METHOD UNTUK MENINGKATKAN BAHASA INGGRIS SISWA KELAS 4 SD PADA LESSON STUDY DI SD NEGERI MODEL TERPADU BOJONEGORO Fitria Antun Pangestuti SD Negeri Terpadu Bojonegoro Abstrak: Pembelajaran Bahasa Inggris pada saat open class lesson study di 4 Cdi SD Negeri Model Terpadu Bojonegorodilakukan dengan Grammar-Translation Method (GTM). Vocabulary dan grammar sangat ditekankan dalam metode ini. Reading dan writting adalah primary skillyang siswa lakukan. Sedikit perhatian diberikan pada speaking,listening, dan pronunciation.Sebelum openclass, kegiatan plantelah dilaksanakan untuk merancang perangkat pembelajaran. Pada saat open class, para observerberasal dari para guru peserta lesson study dan kepala sekolah. Hasil refleksi menunjukkan bahwa Grammar-Translation Method (GTM)dapat meningkatkan kemampuan siswa dalam “reading” dan “writing”. Diketahui juga bahwa ketuntasan belajar siswa cukup tinggi setelah menggunakan Grammar-Translation Method (GTM). Kata kunci: lesson study, Grammar-Translation Method (GTM), kemampuan siswa

Seorang guru harus memiliki kemampuan dasar dalam merencanakan dan melaksanakan proses belajar mengajar yang didukung dengan kemampuan menerapkan dan menggunakan IPTEK dalam upaya mengembangkan dan meningkatkan kualitas pendidikan. Guru dituntut untuk memiliki seperangkat pengetahuan dan keterampilan teknis mengajar selain menguasai ilmu atau bahan yang akan diajarkan. Guru juga harus mempunyai gagasan baru serta mau menyempurnakan praktek pembelajaran. Jika seorang guru merasa tidak puas dengan 1359

cara mengajar yang selama ini digunakan, maka ia harus mencoba strategi pembelajaran lainnya. Dengan kata lain seorang guru diwajibkan mencari jalan keluar terbaik bagaimana mengatasi kekurangan yang dimiliki agar kualitas pembelajaran dan hasil belajar siswa dapat ditingkatkan. Pada saat ini guru semakin ditantang untuk menjadi guru profesional dengan adanya UU No. 14 Tahun 2005 tentang guru dan dosen, yang salah satunya berisi bahwa guru dituntut menguasai 4 kompetensi dasar yaitu kompetensi pedagogik, kepribadian, sosial dan profesional. Tantangan tersebut semakin berat bagi guru jika merujuk pada PP No. 19/2005 Pasal 19 tentang Standar Nasional Pendidikan, bahwa proses pembelajaran pada satuan pendidikan diselenggarakan secara interaktif, inspiratif, menyenangkan, menantang, memotivasi peserta didik untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian sesuai bakat, minat, dan perkembangan fisik, serta psikologis peserta didik. Tantangan tersebut harus dijawab guru dengan berusaha menunjukkan atau membuktikan kemampuan profesionalnya untuk menerima amanah sebagai pendidik yang tangguh. Guru ditantang untuk berpikir logis, kritis, kreatif dan reflektif dalam meningkatkan mutu pembelajarannya dan melaksanakan hasil pemikirannya dalam pembelajaran di kelas. Salah satu wahana untuk mengasah dan meningkatkan keprofesionalan guru adalah melalui lesson study. Lesson study adalah model pembinaan profesi pendidik melalui pengkajian pembelajaran secara kolaboratif dan berkesinambungan berlandaskan prinsip-prinsip kolegalitas dan mutual learning untuk membangun komunitas belajar. Guru secara kolaboratif, pertamatama menganalisis masalah pembelajaran, baik dari aspek materi ajar maupun metode pembelajaran. Selanjutnya secara kolaboratif pula para guru mencari solusi dan merancang pembelajaran yang berpusat pada siswa. Langkah berikutnya adalah menerapkan pembelajaran di kelas oleh seorang guru, sementara yang lain sebagai pengamat keaktifan siswa yang dilanjutkan dengan diskusi pasca pembelajaran untuk merefleksikannya. Jika prinsip-prinsip lesson study ini dilakukan secara sistemik dan berkelanjutan dimungkinkan akan berdampak pada peningkatan mutu pendidikan secara umum. Menurut Zubaidah (2008), kegiatan lesson study dapat berperan pula dalam sharing experience di antara guru. Seorang guru yang melaksanakan lesson study akan belajar dari kegiatan pembelajaran yang telah dilakukannya melalui refleksi dari para observer atau pengamat. Guru dapat memperoleh masukan tentang bagaimana cara mengatasi kelemahan yang muncul dalam proses pembelajaran. Demikian pula, para pengamat yang terdiri dari guru dan para undangan mendapatkan manfaat langsung dari kegiatan tersebut. Bila guru yang tampil menunjukkan kinerja yang baik dalam membangun interaksi siswa, maka hal tersebut dapat menjadi acuan bagi guru lainnya. Bila tampilan guru kurang dapat membangun interaksi di dalam kelas, maka ini juga merupakan bahan pertimbangan untuk memikirkan model pembelajaran lain yang lebih interaktif. Kegiatan ini dapat juga dijadikan wahana untuk mengimplementasikan inovasi-inovasi pembelajaran yang semakin berkembang. Pada umumnya dapat dijumpai bahwa pembelajaran di kelas dilakukan dalam bentuk satu arah. Guru lebih banyak ceramah di hadapan siswa sementara siswa lebih banyak mendengarkan. Guru beranggapan tugasnya hanya mentransfer pengetahuan yang dimiliki dengan target tersampaikannya topik-topik yang tertulis dalam dokumen kurikulum. Pada umumnya guru tidak memberi inspirasi kepada siswa untuk berkreasi dan tidak melatih siswa untuk hidup mandiri. Pelajaran yang disajikan guru kurang menantang siswa untuk berpikir. Akibatnya siswa tidak menyenangi pelajaran. Kegiatan pembelajaran di kelas juga sering textbook oriented dan kurang dikaitkan dengan lingkungan dan situasi dimana siswa berada. Seringkali kegiatan kelas melalui metode ceramah dan diikuti dengan latihan mengerjakan soal atau pemberian tugas rumah. Hal ini sering membuat siswa merasa bosan dan motivasi belajarnya juga menurun. Pada sisi yang lain, para guru seringkali menganggap bahwa mengajar adalah pekerjaan yang telah menjadi kebiasaan dari hari ke hari, bulan ke bulan, sehingga dengan tingkah laku guru yang seperti ini seakan guru telah membiasakan diri dengan cara dan gaya mengajar yang sama. Dalam situasi rutinitas yang demikian maka sangat dimungkinkan, tidak akan ada inovasi dan kreativitas untuk mengembangkan pengajaran ke arah yang lebih baik, akibatnya hasil belajar yang dicapai oleh siswa dari tahun ke tahun relatif tidak jauh berbeda. 1360

Guru selalu menggunakan metode pembelajaran yang kurang terorganisasi dan kurang mengadakan variasi dalam pelaksanaan pembelajaran, akibatnya siswa kurang memperhatikan penjelasan guru dan ramai sendiri bahkan ada yang mengantuk. Gaya mengajar guru yang demikian kurang efektif dan bahkan menyebabkan kejenuhan. Dampak dari semua itu adalah belum tercapainya ketuntasan belajar. Hal ini terbukti pada hasil ulangan harian untuk materi “subject pronoun, possessive adjactive dan possessive pronoun” yang diajarkan pada tengah semester ganjil tahun pelajaran 2013-2014. Dari 3 (tiga) kelas dengan jumlah siswa rata-rata tiap kelas 20 anak, siswa yang mencapai tingkat ketuntasanhanya 9 anak pada tiap-tiap kelas. Pada lesson study kali ini, siswa akan mempelajari “transitive verb dan intransitive verb”. Sekalipun masih banyak kekurangan, kegiatan untuk meningkatkan kualitas proses belajar mengajar terus diupayakan. Untuk mengurangi kejenuhan siswa dalam menerima materi dan sekaligus sebagai upaya meningkatkan kegiatan belajar mengajar agar lebih aktif dan variatif, beberapa guru mencoba menggunakan laboratorium alam. Khususnya pada materi grammar. Namun demikian banyak sekali kendala yang sering dihadapi dalam proses pembelajarannya, di antaranya keterbatasan alokasi waktu yang tersedia dan pemahaman siswa yang lama dikarenaka siswa baru pertama kali mengenal grammar, karena itu guru harus dapat menciptakan suasana kelas yang interaktif dan kondusif, yaitu kondisi kelas yang dapat memberikan layanan terbaik bagi belajar siswa. Kelas adalah sebuah dinamika yang setiap waktu dapat berubah. Perubahan suasana inilah yang akan mempengaruhi hasil belajar para siswa. Untuk mengatasi permasalahan di atas, perlu diterapkan satu model pembelajaran yang sesuai. Model pembelajaran yang harus diterapkan hendaknya yang interaktif, kreatif, efektif, menarik dan membuat siswa aktif. Salah satunya adalah model Grammar-Translation Method (GTM). Metode ini diharapkan dapat membuat siswa tidak jenuh dan tidak bosan dalam menerima materi yang dipelajari. Pada awalnya, metode ini dinamakan Classical Method karena metode ini pertama kali digunakan dalam mengajarkan bahasa-bahasa klasik, Latin dan Greek (Chastain 1988). Di bawah ini merupakan deskripsi yang dikembangkan pada beberapa teknik ini: Translation of a Literary Passage Siswa menerjemahkan teks bacaan dari bahasa sasaran ke bahasa ibu mereka. Teks bacaan tersebut kemudian menitikberatkan pada beberapa kelas:“vocabulary” dan “grammartical structures” dalam teks tersebut dipelajari pada pelajaran berikutnya. Teks tersebut boleh dikutip dari beberapa karya kesusastraan bahasa sasaran atau seorang guru boleh menulis teks yang dirancang dengan hati-hati termasuk kaedah “grammar” dan “vocabulary” yang khusus. Terjemahan boleh ditulis atau diucapkan atau kedua-duanya. Siswa tidak harus menerjemahkan idiom dan yang semacamnya itu secara harfiah, akan tetapi cukup dengan satu cara yang menunjukkan bahwa mereka mengerti artinya. Reading Comprehension Questions Siswa menjawab pertanyaan dalam bahasa sasaran berdasarkan pemahaman mereka terhadap teks bacaan. Pertanyaan tersebut sering kali diurutkan sehingga pertanyaan pertama menanyakan informasi yang terkandung dalam teks bacaan tersebut. Agar dapat menjawab pertanyaan kedua, siswa harus membuat kesimpulan berdasarkan pemahaman mereka terhadap teks tersebut. Artinya mereka harus menjawab pertanyaan tentang teks tersebut meskipun jawabannya tidak terdapat dalam teks itu sendiri. Pertanyaan ketiga mengharuskan siswa mengaitkan teks tersebut dengan pengalaman mereka sendiri. Antonyms / Synonyms Siswa diberi daftar kosakata dan diminta untuk menemukan antonimnya dalam teks bacaan tersebut. Latihan yang serupa juga dapat dilakukan dengan meminta siswa menemukan sinonimnya dari daftar kosakata tersebut. Atau siswa diminta mendefinisikan kosakata tersebut berdasarkan pemahaman seingat mereka juga mungkin yakni meminta mereka mengerjakan kosakata dari teks tersebut.

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Cognates Siswa diajarkan mengenal kesamaan dengan belajar mengeja atau pola bunyi yang sesuai. Siswa diminta menghafal kata-kata yang tampak sama akan tetapi memiliki arti yang berbeda. Teknik seperti ini tentu akan bermanfaat. Deductive Application of Rules Kaidah “grammar” disajikan beserta contoh-contohnya, pengecualian di setiap kaidah diberi tanda. Bila siswa memahami kaidah itu, mereka diminta menerapkannya dalam contoh yang berbeda. Fiil-in-the Blanks Siswa diberikan sederatan kalimat dengan kata-kata yang hilang. Mereka mengisi kekosongan dengan pembendaharaan kata baru atau dengan jenis grammar yang khas misalnya “prepositions” atau “verbs” dalam tense yang berbeda. Memorization Siswa diberikan daftar pembendaharaan kata dari bahasa sasaran dalam bahasa ibu mereka yang sepadan dan diminta mengingatkannya. Siswa juga diharuskan menghafal kaidah dan pola tata bahasa seperti “verb conjugations” Use Words in Sentences Agar menunjukkan bahwa siswa memahami makna dan penggunaan kosa kata baru, siswa merangkai kalimat dengan menggunakan kosa kata baru. Composition Guru memberikan sebuah topik kepada siswa untuk mengarang dalam bahasa sasaran. Topik tersebut berdasarkan atas beberapa aspek membaca teks pelajaran. Terkadang sebagai pengganti membuat karangan, siswa diminta membuat ikhtisar dari teks bacaan tersebut. METODE Pembelajaran ini dilakukan pada saat open class lessson study pada tanggal 19 Oktober 2013di kelas 4 C, SD Negeri Model Terpadu Bojonegoro pada semester ganjil tahun pelajaran 2013-2014 yang berjumlah20 orang. Sebelum open class, telah dilaksanakan kegiatan plan untuk merancang perangkat pembelajaran. Kegiatan ini dilakukan penulis satu bersama guru peserta lesson study dan kepala sekolah. Pada saat open class, guru penulis bertindak sebagai guru model, sedangkan para guru lain peserta lesson study bertindak sebagai observer. Fokus pengamatan adalah keaktifan siswa dan dilihat hasil belajar siswa setelah pembelajaran.Berikut ini langkah pembelajaranGrammar Translation method (GTM)yang dilakukan pada saatopen class. a. Pendahuluan Pada kegiatan pendahuluan, guru memberikan motivasi dan apersepsi pada siswa denganmemberikan pertanyaan interaktif sehingga siswa siap untuk mempelajari materi yang akan dibahas, kemudian guru menyampaikan tujuan pembelajaran yang ingin dicapai setelah kegiatan pembelajaran. b. Kegiatan inti Pada kegiatan ini guru membagi 5 kelompok dengan cara siswa membentuk lingkaran dan menyebutkan nomor 1 – 5. Siswa yang mendapatkan giliran nomor satu, maka ia adalah kelompok siswa yang mendapatkan nomor satu juga. Begitu pula seterusnya. Setelah siswa duduk sesuai kelompoknya, guru membagikan lembaran teks tiap kelompok. Tugas siswa antara lain: (1) siswa mengamati dan mencari “transitive verb dan intransitive verb”, (2) siswa mencari kosakata (vocabulary) yang belum diketahui, (3) siswa menerjemahkan bacaan dengan cara diskusi tiap kelompok, (4)salah satu siswa perwakilan dari tiap kelompok membacakan hasil terjemahan bacaan di depan kelas, (5) guru mengevaluasi hasil kerja siswa dalam penerjemahan bacaan yang kurang tepat, dan (6) pada sesi terakhir, guru memberi “worksheet” tentang “transitive verb dan intransitive verb” 1362

c. Penutup Guru bersama siswa mengevaluasi tentang hasil terjemahan siswa di depan kelas. Selanjutnya siswa diberi kesempatan bertanya apabila belum jelas. Untuk mengetahui sejauh mana materi dipahami, guru mengadakan kuis untuk dikerjakan siswa. Sebelum mengakhiri kegiatan guru memberikan penghargaan kepada kelompok yang yang rata-rata nilai kuisnya tertinggi. Sebagai review kegiatan yang dilakukan dalam open class maka diadakan refleksi. Kegiatan ini dilakukan setelah open class selesai. Guru model diberi kesempatan untuk menyampaikan pengalamannya selama kegiatan open class, dilanjutkan para observer secara bergantian menyampaikan hasil observasinya terhadap keaktifan siswa selama open class. HASIL DAN DISKUSI Secara umum, data dari observasi menunjukkan bahwa siswa aktif dalam pembelajaran bahasa Inggris di dalam kelas. Siswa memiliki motivasi kuat untuk bekerja baik secara individu ataupun kelompok.Hal ini nampak ketika mereka melakukan tugas yang meliputi (1) mengamati dan mencari “transitive verb dan intransitive verb”, (2) mencari kosakata (vocabulary) yang belum diketahui, (3) menerjemahkan bacaan dengan cara diskusi tiap kelompok, (4)salah satu siswa perwakilan dari tiap kelompok membacakan hasil terjemahan bacaan di depan kelas, (5) guru mengevaluasi hasil kerja siswa dalam penerjemahan bacaan yang kurang tepat, dan (6) pada sesi terakhir, guru memberi “worksheet” tentang “transitive verb dan intransitive verb” Secara khusus, hasil refleksi menunjukkan bahwa Grammar-Translation Method (GTM)dapat meningkatkan kemampuan siswa dalam “reading” dan “writing”. Diketahui juga bahwa ketuntasan belajar siswa cukup tinggi setelah menggunakan Grammar-Translation Method (GTM). Ini membuktikan bahwa GTM, walaupun dianggap sebagai metode yang tradisional, dapat meningkatkan kemampuan siswa dalam membaca (reading) dan menulis (writing) dalam bahasa Inggris.

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

Gambar 2: Siswa saling berinteraksi dan observer mengamati kegiatan belajar mengajar 1363

Gambar 3: Kegiatan refleksi setelah pembelajaran DAFTAR RUJUKAN Chastain, K. 1988. Developing Second - Language Skills: Theory to Practice. New York:Harcourt Brace Jovanovich Zubaidah, S. 2008. Lesson Study. Makalah Disampaikan pada Pelatihan Peningkatan Keprofesionalan Guru melalui Lesson Study untuk Guru-Guru Yayasan Pendidikan Cendana Pekanbaru pada Tanggal 28-29 Pebruari 2008 Foto-foto pelaksanaan pembelajaran dapat dilihat pada Gambar 1 sampai Gambar 3

THE SNOWBALL THROWING TECHNIQUEIN IMPROVING STUDENTS’ VOCABULARY: THE THEORETICAL PERSPECTIVES Siti Aisyah Guru Bahasa Inggris SMP N 27 Tanjung Jabung Timur Abstract : One of the students‟ difficulties to express their feelings in writing and speaking is that they have limited vocabulary. They have difficulties to remember the meanings in their native language. In this case, they think thatEnglish is very difficult.It happened because the teacher still was not able to make the learning process fun.The students were not motivated to keep learning in the classroom.Therefore, the teacher should use fun techniques to teach vocabulary. One of the techniques is snowball throwing. Key word: snowball throwing technique, vocabulary Learning a language means learning its vocabulary. We use the vocabulary in communication either in the spoken or written form. We try to send messages and share information and ideas by using the language.Students often find difficulties in using English because they lack vocabulary and often forget easily new vocabulary after getting the meanings from the dictionaries. In the speaking classess,students cannot speak Englishfluently as they lackvocabulary. They can express only a few sentences. They cannot find the appropriate vocabulary to be used in expressing their ideas. The same problem is also found in the writing classess. The students cannot write paragraphs or essays easily because they have limited amount of of vocabulary. 1364

They find difficulties in choosing and using the appropriate vocabulary. Thiscan, of course, cause problems in learning English. Hence, English teachers should always motivate their students to keep practicing using the languaage. They should use many methods which can make their students interestedin using the target language in classroom communication. This paperis intended to discuss the theoretical aspects ofa snowball throwing technique in impoving students‟ vocabulary. The Importance Of Vocabulary Learning Vocabulary learning is the important aspect in learning a foreign language. Students will improve much if they learn more words and expressions. A linguist David Wilkins (in Thornbury, 2002:13) says that vocabulary learning is very important. „Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.‟ Thus, vocabularyis the flesh of a language while grammar is the skeleton. In order to be able to use the language productively, students must know certain amount of vocabulary, not only for communicating orally, but also in written forms. It is in line with the concept of communicative approach in which learners have a big chance to use the language directly in the classroom activities. This approach is useful in improving students‟ vocabulary. Through the approach students are forced to use the language directly in either spoken or written communication. The questions related with the vocabulary acquisition are what kinds of words one needs to know and how many words s/he must know. The vocabulary that should a student know first includes the high frequency words. These are words that s/he uses most often in communication either in the classroom activities or outside the classroom. The high frequency words are called the general service vocabulary. Next, s/he also should know the academic or sub technical words which are not in the general service vocabulary but occur frequently over a range of academic texts. Learning the vocabulary of English language presents the learner with firstly making the correct connections when understanding the language between the form and the meaning of words including discriminating the meanings of closely related words. Secondly, when producing the language, the leaner uses the correct form of a word for the intended meaning. A student of English language must know the words and word formations in order to be able to understand the forms and meanings of words as well as to be able to use the correct forms of words. The next discussion is about the definitions of word, word classes, and word formations. Definitions of Word There are some definitions of the term word. Longman dictionary of American English states that word is a written representation of one or more sounds which can be spoken to represent an idea, object, etc. Crowley et.al (1995:7) states that the term word is a unit of linguistic analysis which has these characteristics: (1) isolability, which means that words can be pronounced in isolation from other words, (2) mobility, which means that words are items which can be moved around within a sentence to form new sentences, and (3) phonological independence which means that words are correspondent to the minimal units of phonological analysis. Classes of Words The classes of words can be divided into eight different classes such as nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and determiners.Thornbury(2002:3) mentions that there are two crude divisions of words that are content words (lexical words) and function words (grammatical words). Content words are those that carry high information load such as nouns, verbs, adjectives, and adverbs. The membership is unrestricted and still allows for the addition of new members. Meanwhile, function words are words that mainly contribute to the grammatical sentences such as prepositions, conjunctions, determiners, and pronouns. The membership is restricted and definite.

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Formations of Words There are many ways of words formations. These develop and enrich vocabulary of a language. In English, the common word formation processes are (1) derivation, (2) compounding, (3) acronyms, (4) back formation, (5) blending, (6) clipping, (7) coinage, (8) functional shift, (9) false etymology, and (10) proper names(Fromkin, 1988).The followings are the explanationsof each process. The first is derivation. It is the process that derives new words by using prefixes and suffixes. Some common prefixes are anti-, dis-, in-, pre-, post-, un-, and re-. Some common suffixes are –ation, -able, -al, -er, -ed, -ful, -ity, -ing, -ly, -ness, and –y. For instance, the word believe (verb) can be derived into some adjectives by adding prefix and suffix like the following: believable, unbelievable. The second is compounding. It is the process that forms new words by putting together two or more existing words. For instance, by combining a noun and a noun like girlfriend, landlord, or mailman. The third is acronyms. It is the process that forms new words by uniting the initial sounds or letters of words pronounceable as a new separate word. For example, the word laser from light amplification through the stimulated emission of radiation or UN from United Nation. The third refers to back formation: It is the process that uses analogy in a rather backwards manner to derive new words. For instance, the word revise is derived from the word revision. The fourth is blending. It is the process that combines parts of two words, usually the initial part of a word and the last part of another word. For example, the word brunch is the blending from breakfast and lunch. The fifth deals with clipping. It is the process that derives new words by shortening the words so it is easy to be pronounced without paying attention to the derivational morphology of the word. For instance, the word dorm from the word dormitory and the word lab from laboratory. The sixth has to do withcoinage. It is the process that derives new words by using no morphological methods but just taking the brand of some products to name the things to refer to. For example, the word aqua to name all bottled mineral water and the word Kodak to name any kind of camera. The seventh is functional shift. It is the process that derives new words by moving the part of speech of a word and no changing of its form. For instance, the word run can be used as a noun and also as a verb. The eightis morphological misanalysis. It is the process that derives new words by introducing new words taken from similar words. This can be because of actual misunderstanding, or intentional (creative) extension of morphemes.For instance, the word workaholic derives from alcoholic. The ninth refers to proper names: It is the process that derives new words from names of persons connected with them. For example, the word watt is from James Wattas the name of the person who invented electricity. These processes of word formations can be introduced to students in order to give them the rules of deriving new words by which they can apply to improve their vocabulary. The knowledge of words and words formation processes is beneficial to help the students in learning vocabulary. First, they can learn the principles in forming words. Then, the knowledge leads them to be productive and creative that is by applying the principles in order to „create‟ words. As the result, they may improve their vocabulary. Snowball Throwing Technique This technique is not difficult to apply. The rule is very simple. The rule of teaching with the snowball throwing method can be played like a game.The teacher gives an appreciation (brainstorm students to the material that will be given) in the following directions: (1) the teacher tells the function of the study process, (2) the teacher makes a group, and calls the leaders of the groups to give them a briefing,(3) the teacher tells the rules to the leaders of the groups, (4) the leaders go back to their groups and tell the member about explanation from the teacher, (5) all students are given a paper sheet, (6) studentssqueeze the paperto become a ball 1366

shape or maybe folded to become a plane shape or another shape, (7) the ball or another shape is thrown to other students in random and in the unspecified amount and timing, (8) students open the paper sheet that is in a ball or another shape, (9) students answer the questions, and (10) theteacher and students discuss all of the questions and the answers together. The Snowball Throwingtechnique has several characteristics:(1) growing interest is nurtured, (2) made or natural is the common experience that can bring all students to understand, (3) frontage is to provide keywords, concepts, models, formulas, and strategies, (4) demonstration is to provide an opportunity for students to demonstrate "that they know.", (5) repeatationis to show students how to repeat the material and asserts,"I know that I did know it", (7) celebration is a recognition for completion, participation, and the acquisition of skills and knowledge (DePorter, Reardon, &Singer, 1999:10). Snowball ThrowingTechnique To Improve Students’ Vocabulary In every lesson, we have to establish new words and practice our students, making clear the meanings and the ways in which each can be used. That is very common to teach vocabulary through an interesting technique. There are of course many different techniques which can be effectively used in teaching vocabulary for the elementary school students. In this paper, only one technique of teaching vocabulary is discussed: teaching vocabulary through snowball throwing technique. Snowball Throwing is a learning technique used to get the answers created by the students from the discussion with their friends (Zaini, et al, 2008:58). Snowball throwing technique is one of vocabulary games which makes students enjoy and can decrease worry in learning vocabulary. Snowball throwing encourages the students to be active in speaking participation in the classroom, because this technique contains a rich communication where students must be active. Snowball throwing technique has positive effects on the students memory development. In addition, the purpose of this technique is appropriate in reviewing the vocabulary for the students. In teaching learning process, snowball throwing technique can also be a good medium in developing students‟ vocabulary. How to Play Snowball Throwing to Improve Students’ Vocabulary The children write a word on a piece of paper. They crumple the paper into a“snowball” and then - Ready - Set – Go. The children start throwing the crumpled“snowballs” at each other. The teacher says “STOP!” The children pick up the nearest“snowball” to them, open the snowball and read the word. Each child must form sentences as described in the last exercise above and then watch out! The “snowball”fight is on again! The game works best with a smaller group. It is not recommended toplay this game with a large group since it will be very difficult to stop the “snowball”fight part of the learning exercise. Advantages and Disadvantages of Snowball Throwing Technique The advantages of this technique include: (1) this technique can make the players or in this case the students become more adroit and their ability about memorizing the English vocabulary is more increased because they learn in an enjoyable way, (2) fun in learning with snowball throwing technique brings a real word context into the classroom and enhances students to use English in a flexible communicative way, (3) it can make students relax and fun to study, (4) .the teaching learning process more attractive, and (5) the teacher can easilyteach the vocabulary. The disadvantages of this technique cover: (1) the teacher should control the situation of the classroom.This technique will make the situation more crowded because the students will scream when the ball is running, and (2) this technique is not too effective to measure the speaking skill because not all of the students will get the chance to speak because of the limited time Closing Thesnowballthrowingis expected toimprovestudents'vocabulary in learning English.This technique can make studentsactivelyexpresswhatever they want tosayin speakingandwritingbecausetheyhavea lot ofvocabulary. 1367

References Crowley, et al. 1995. The Design of Language, an Introduction to Descriptive Linguistics. New Zealand. LongmanPaul Limited. DePorter, Reardon, & Singer, 1999.Quantum teaching: Orchestrating Student Success. Boston: Allyn and Bacon Fromkin. 1988. An introduction to Language. Newmeyer, Frederick J. (ed.) 1988. Linguistics: The Cambridge survey. Vol. 1 -. Linguistic Thornburry, Scott.2002.How to Teach Vocabulary. England: Pearson Education Limited Zaini, Hisyam,et al,2008. Strategi Pembelajaran Aktif.Yogyakarta:Insan Madani

PENGGUNAAN METODE TALKING-STICK DALAM PEMBELAJARAN SPEAKING UNTUK MENINGKATKAN KEMAMPUAN SPEAKING SISWA KELAS VII Muhammad Joni Guru Bahasa Inggris SMPN Satap 9 Tanjung Jabung Timur, Jambi [email protected] Abstrak: Penelitian ini bertujuan untuk mendeskripsikan penggunaan metode talkingstick pada pembelajaran speaking guna meningkatkan kemampuan speaking siswa kelas 7 yang sebelumnya selalu diajar dengan metode ceramah dan tugas. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua siklus. Setiap siklus terdiri dari empat tahapan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian ini adalah siswa kelas 7 yang berjumlah 19 orang. Hasil penelitian siklus pertama menunjukkan nilai rata-rata kelas meningkat menjadi 75 dengan persentase 42%, sedangkan pada siklus kedua nilai rata-rata siswa meningkat menjadi 80 dengan persentase 89%, dari hasil penelitian ini dapat disimpulkan bahwa penggunaan metode talking stick dalam pembelajaran speaking dapat meningkatkan kemampuan speaking siswa. Kata kunci : Pembelajaran speaking, talking stick, kemampuan speaking

Guru sebagai pendidik dan pengajar harus mampu menciptakan tujuan pembelajaran yang memuaskan. Guru dituntut menguasai banyak hal yang menyangkut proses belajar mengajar yang menarik dan menyenangkan sehingga penjelasannya dapat dipahami dengan baik oleh siswa. Purwanto (1984) menegaskan bahwa “ Untuk mencapai suatu tujuan atau tindakan, ada semacam titik tolak yang mendahului tindakan itu yaitu motivasi”. Semakin besar motivasi, semakin kuatlah tindakan itu dan hasilnya akan semakin baik. Betapapun baik kemampuan siswa dalam belajar, tetapi jika tidak didorong atau tidak digerakkan dengan benar, maka tujuan yang diinginkan tidak akan tercapai. Menjawab tantangan tersebut seorang guru haruslah memiliki prinsip terus belajar dan haus akan ilmu untuk mencapai cita-cita yang diharapkan. Dalam mengajar dan mendidik seorang guru memiliki banyak peranan. Adams dan Dicky dalam Hamalik (2008:123) mengemukakan bahwa peran guru sesungguhnya sangat banyak, yaitu sebagai pengajar (instructor), pembimbing (counselor), ilmuwan (scientist) dan pribadi (person). Menurut Wright dalam Hamalik (2008), ada dua tugas yang harus dilaksanakan oleh seorang guru dalam kegiatan pembelajaran yang efektif. Kedua tugas tersebut mencakup guru sebagai pengelola pembelajaran (instruktur/pengajar) dan guru sebagai pengelola kelas ( manager/pengelola). Sebagai pengelola pembelajaran, guru bertugas untuk menciptakan kegiatan pembelajaran yang memungkinkan siswa mencapai tujuan pembelajaran secara optimal, sedangkan sebagai pengelola kelas, guru bertugas untuk menciptakan situasi kelas yang memungkinkan terjadinya pembelajaran yang efektif. Sebagai pengajar guru bertindak sebagai manusia sumber dalam menyajikan informasi kepada siswa, sedangkan sebagai manajer/pengelola, guru hendaknya memiliki semangat dalam menyajikan informasi tersebut, 1368

agar siswa mau mendengarkan penjelasannya. Sebagai pengelola kelas guru harus bisa menciptakan suasana belajar yang kreatif. Untuk mencapai tujuan pembelajaran tidaklah mudah, seperti yang dibayangkan banyak orang. Meskipun jumlah siswa di kelas dimana penelitian ini dilakukan hanya 19 orang, akan tetapi faktor-faktor yang mempengaruhi siswa belajar dengan efektif cukup banyak, diantaranya tersedianya sarana, baik di rumah maupun di sekolah, cara belajar siswa, dan cara mengajar guru. Penggunaan metode dan pendekatan yang kurang tepat oleh guru dapat menimbulkan ketidakefektifan siswa dalam belajar. Untuk mengatasi hal tersbut perlu adanya usaha guru dalam meningkatkan kemampuan dan motivasi belajar siswa. Apalagi dalam proses pembelajaran di tempat penelitian ini diadakan para siswa membutuhkan dorongan dan perhatian yang cukup besar dari guru karena sebagian besar siswa yang telah tamat dari sekolah dasar di desa tidak melanjutkan ke sekolah tingkat pertama. Disamping tidak mendapatkan restu dari orang tuanya, mereka juga tidak memiliki motivasi dari diri mereka sendiri. Disinilah pentingnya peran guru. Dari permasalahan di atas guru ditantang untuk bisa berinovasi dalam proses pembelajaran sehingga bisa menarik minat para siswa untuk belajar secara optimal. Penelitian ini ingin memberi solusi atas masalah yang telah dipaparkan , yaitu dengan menggunakan metode talking-stick pada saat pembelajaran Speaking . METODE Metode penelitian ini adalah penelitian tindakan kelas (classroom action research) dan pelaksanaan pembelajaran pada penelitian ini dilakukan dalam dua siklus. Setiap siklus terdiri dari empat tahap yaitu: perencanaan, pelaksanaan, pengamatan dan refleksi. Pada tahap perencanaan, peneliti menyiapkan rencana pembelajaran, sedangkan pada tahap pelaksanaan, peneliti menerapkan rencana pembelajaran yang telah disusun. Pada saat mengajar, peneliti diamati oleh teman sejawat sebagai kolaborator. Kemudian peneliti berdiskusi dengan teman sejawat tentang hasil dari pengamatannya. Selanjutnya hasil dari diskusi tersebut dijadikan sebagai dasar untuk penyusunan perencanaan siklus berikutnya. Adapun langkah-langkah yang dilakukan guru dalam proses pembelajaran speaking dengan metode talking-stick yaitu: menyiapkan sebuah tongkat; menginstruksikan kepada siswa untuk mengucapkan kata sesuai dengan apa yang didemonstrasikan oleh guru; menjelaskan tentang command expressions and the responses; meminta siswa mengulang beberapa contoh dari commands serta responsesnya; dan akhirnya meminta siswa untuk melakukan command yang mereka dengar. Setelah materi pokok dipelajari semua oleh siswa, siswa juga diberi kesempatan untuk saling berinteraksi sesama siswa untuk membahas materi commands and responses tersebut. Langkah selanjutnya yang dilakukan dalam metode talking-stick adalah meminta siswa untuk membuat sebuah lingkaran dan guru berada tepat di tengah lingkaran tersebut memberikan stick kepada salah seorang siswa. Stick yang diberikan tadi harus diberikan lagi kepada teman di sebelahnya dan seterusnya sambil menyanyikan sebuah lagu yang berhubungan dengan materi pembelajaran. Pada saat lagu berhenti dinyanyikan, siswa terakhir yang menerima/memegang stick diberi hukuman. Siswa yang terkena hukuman diminta untuk mengambil salah satu kartu yang disiapkan oleh guru, yang berisi kata kerja, dan harus dijadikan command, sedangkan siswa satunya lagi diminta untuk meresponnya. Begitulah selanjutnya dilakukan secara berkelanjutan. Pada akhirnya guru memberikan kesimpulan, evaluasi/penilaian, dan menutup pembelajaran. HASIL DAN PEMBAHASAN Berikut ini disajikan hasil dan pembahasan pembelajaran dengan metode Ceramah dan Penugasan dan hasil dan pembahassan pembelajaran dengan metode Talking-Stick. Pembelajaran dengan Metode Ceramah dan Penugasan Proses pembelajaran dengan metode Ceramah dan Penugasan diawali dengan guru mengabsen siswa kemudian mengajak siswa memulai pembelajaran. Guru menyampaikan tujuan pembelajaran dan guru memberi appersepsi dengan mengingat kembali materi pelajaran sebelumnya. Pada saat main activity guru menjelaskan penggunaan command beserta responnya, dan di tahap akhir guru memberikan catatan kepada siswa sebagai kesimpulan dari materi. Pada saat pembelajaran berlangsung siswa tidak diberikan kesempatan mengeluarkan 1369

pendapat mereka, siswa hanya mendengarkan penjelasan dari guru, dan mereka tidak diminta untuk menemukan sendiri contoh dari command beserta responnya, sehinggga siswa cenderung pasif. Hal ini tergambar dari hasil tugas yang diberikan. Dari 19 siswa, hanya tiga siswa yang nilainya mencapai ketuntasan dengan rincian nilainya, yaitu 2 orang siswa mendapat nilai 70 dan satu orang siswa mendapat nilai 75, dengan presentase ketuntasan hanya mencapai 15%, sedangkan 17 siswa nilainya dibawah KKM (Kriteria Ketuntasan Minimal) dengan presentase ketidaktuntasan mencapai 85%. Pembelajaran dengan Metode Talking-Stick Siklus 1 Hasil pengamatan pada siklus pertama menunjukkan bahwa penggunaan metode talking-stick pada pembelajaran speaking hanya dapat diikuti 8 orang siswa (42%), sedangkan 11 siswa lainnya (65%) belum aktif, bahkan cederung bingung serta membuat kesalahan. Hal ini disebabkan belum terbiasanya siswa tersebut mengikuti metode pembelajaran talking-stick. Sebelum penelitian ini diadakan, pembelajaran speaking sering dilaksanakan dengan model pemebelajaran dengan metode Ceramah dan Penugasan, sehingga siswa terbiasa hanya mendengarkan penjelasan dari guru, sementara itu pada pembelajaran talking-stick, siswa dituntut untuk aktif secara langsung dan menemukan sendiri ide-ide yang berkaitan dengan materi pembelajaran. Adapun yang dimaksud dengan metode talking stick adalah suatu model pembelajaran kelompok dengan bantuan tongkat, dan kelompok yang memegang tongkat terlebih dahulu wajib menjawab pertanyaan dari guru setelah siswa mempelajari materi pokoknya, selanjutnya kegiatan tersebut diulang terus-menerus sampai semua kelompok mendapat giliran untuk menjawab pertanyaan dari guru. Adapun langkah-langkah guru dalam metode pembelajaran talking-stick adalah sebagai berikut: 1. Menyiapkan sebuah tongkat yang panjangnya 20 cm. 2. Menyampaikan materi pokok yang akan dipelajari, kemudian memberikan kesempatan para kelompok untuk membaca dan mempelajari materi tersebut. 3. Meminta siswa berdiskusi membahas masalah yang terdapat di dalam wacana. 4. Meminta siswa membaca materi pelajaran dan mempelajari isinya. 5. Mempersilakan siswa untuk menutup isi bacaan. 6. Mengambil tongkat dan memberikan kepada salah satu siswa. 7. Memberikan pertanyaan kepada siswa yang memegang tongkat tersebut dan siswa tersebut harus menjawabnya dan demikian sampai sebagian besar siswa mendapat bagian untuk menjawab setiap pertanyaan dari guru. 8. Memberikan kesimpulan. 9. Memberikan evaluasi/penilaian. 10. Menutup pembelajaran. Siswa yang belum terbiasa dengan metode pembelajaran ini mengakibatkan proses pembelajaran menjadi terhambat. Hanya sebagian kecil dari siswa yang bisa menyelesaikan dengan baik. Hal ini tergambar juga pada hasil tes di siklus pertama di mana hanya sedikit yang melebihi KKM (Kreteria Ketuntasan Menimal) yaitu nilai 70, sehingga pencapaian indikator hasil belajar yang diharapkan belum tercapai, dan hal ini otomatis mewajibkan penelitian dilanjutkan ke siklus berikutnya. Siklus 2 Pada siklus ini pembelajaran dilaksanakan dengan memperbaiki dan menyempurnakan kekurangan di siklus pertama. Kekurangan tersebut dituangkan di dalam RPP (Rencangan Persiapan Pembelajaran) yang dijadikan panduan guru dan asessmen yang digunakan pada siswa. Hasil pengamatan pembelajaran pada siklus kedua menunjukkan perubahan yang cukup segnifikan pada aktivitas belajar siswa. Siswa yang awalnya pasif secara perlahan ikut secara aktif dalam kegiatan tersebut, bahkan siswa yang semula cenderung terlihat bingung menjadi terlihat asyik dan terlibat secara aktif dalam proses pembelajaran tersebut. Pada Siklus 2 ini juga terjadi interaksi yang sangat baik antar pasangan bahkan dengan guru juga teman-temannya yang lain, dan hanya tinggal dua orang siswa lagi yang belum bisa mengikuti proses pembelajaran dengan menggunakan metode talking-stick. Siswa juga sudah dapat menyesuaikan diri dengan baik, dan pesan yang disampaikan cukup mudah dipahami, 1370

lancar, serta grammar yang digunakan sudah cukup akurat, dan intonasi sudah benar dan ketapatan diksinya cukup baik. Hasil tes akhir pada siklus kedua ini mencapai rata-rata nilai 80 dengan ketuntasan belajar mencapai 89%. Hal lain yang muncul pada siswa di saat metode pembelajaran talking-stick ini dilaksanakan, command yang digunakan oleh siswa sangat bervariasi dan melebihi yang telah diajarkan oleh guru bahkan siswa berinovasi sendiri memunculkan command-comand baru yang sebelumnya tidak terpikirkan oleh guru. Perolehan ini menunjukan bahwa pembelajaran speaking dengan menggunakan talking-stick dapat meningkatkan hasil belajar dan motivasi belajar siswa serta kemampuan speaking siswa. KESIMPULAN Hasil penelitian menunjukkan bahwa penggunaan metode pembelajaran talking- stick pada pembelajaran speaking dapat meningkatkan kemampuan speaking siswa. Hal ini bisa dilihat dari ketuntasan belajar pada siklus satu yang menunjukkan nilai rata-rata 75 dengan persentase ketuntasan 42%, sedangkan pada siklus kedua siswa mengalami kenaikan pencapaian dengan nilai rata-rata 80 dengan persentase ketuntasan belajar 89%, sehingga kenaikannya mencapai 47%. Ini berarti ketuntasan klasikal yang diperoleh mengalami peningkatan yang cukup besar. SARAN Berdasarkan hasil penelitian dalam pengajaran speaking ini, salah satu metode pembelajaran yang bisa digunakan untuk meningkatkan kemampuan speaking siswa yaitu pembelajaran dengan menggunakan talking stick. DAFTAR RUJUKAN Hamalik , Oemar . 2008. Proses Belajar Mengajar. Jakarta : Bumi Aksara. Purwanto, N . 1998. EDUCATIONESIA : Psikolog Belajar http://Jamaluddin/k1. blogspot.com/2011/07/Model-pembelajaran-kooperatif-tipe-htm.

INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO SMP STUDENTS Ervina Muarojambi Abstract: Instructional media is one of the important aspectsin ateaching-learning process; it can influence the success of the teaching-learning process. Therefore, using instrucional media in a teaching-learning process is an advantage.It bridges the gapof intraction between teachers and students so as to make an effective teaching-learning process. This paper explores the advantages of instructional media they are: (a) Media as students‟attracker, (b) Media as a means of mass communication, (c) Media as efficient tools, (d) Media as a means of knowledge transfer, and (e) Media as an icebreaker. Keywords: Instructional media, manual instructional media, electronic media,

communication

Many aspects that influence the success of a teaching-learning process in generalincludeinstructional strategies, instructional materials, instructional media, instructional methods, and other instructional components. However, regarding the general characteristics of SMP students, who still need real and concrete stimulus to increase their understanding of the concept of, among others, English, instructional media can be the most significant component in the English class. 1371

. As Jean Piagetthe cognitivist asserts,SMP students,who are mostly at the age of 12 to14, are still in the period of concrete operational. Being in this period, they are easier to understand a concrete concept than an abstract one;they are not yet ready to accept something that is beyond their understanding. Hence, there needsa delivery system that helps transfer an abstract concept to a concrete onet and instructional media is an answer to this need. This paper explores the advantages of using instructional media in teaching English to SMP students.Types of Instuctional Media Basically, there are two major types of instructional media. The first type is the manual instructional media. The manual media are usually cheaper to produce and easier to find in real life, such as photographs, pictures, and real objects.Photographs and pictures are usually handy and so, teachers may find them easy to use in class. But, real objects are sometimes not really effective and efficient; to illustrate, if the real object comes in a big size, it is difficult to bring it into the classroom. . The secondis the electronic media, such aspowerpoint slides, macromedia flash, and videos. This type of instructonal media can be more effective and efficient as it does not need much time to prepare or create the media This kind of media is easier to bring to class although , of course, it requires one condition, i.e. the availability of electricity. Advantages of Instructional Media Instructional media is recommended for use in English class as it offers advantages asMolendaand Russell(2002) assert.First, instructional mediais a students'attrackeror focus compounder. In this case, instructional media has a function to attract students attention. Mostly, when a teacher startsa class, students are generally busy with themselves and SMP students are just alike; most of them donot pay attention to what the teacher says. If the teacher is not aware of this classroom management problem and, instead, keeps talking and explaining the materials in front of the class without trying to find any solution to solve this problem, the result of the teaching-learning process will not be satisfactory. Second, instructional media is a means of „mass communication‟, meaning that instructional can be usedwith any size of class To illustrate, the powerpoint slidescan be really a help to both a big and a small classes as it accomodates any number of students. Third, instructional media is an efficient tool. To illustrate, an electronic media, such as powerpointslides, can be really efficient in terms of time and place. Using this instructional media, a teacher does not need to spend much time and energy, because s/he must not write the materials on the board in front of the classnor even rewrite the same materials for other classes. In short, the teacher prepares the instructional media for the materials just once and s/he can use it repeatedly. Fourth, instrucional media is advantageous for transfer of knowledge. To illustrate, students are not usually attracted enough to read textbooks, as theyusually have less colorful picturesl.In addition, textbooks cannot present moving pictures. Slide pictures and videos can be compensate the incompleteness of textbooks. To illustrate further, , slide pictures and videos can also concretely describe an objectthat cannot be presented in a classroom due to its big size. Similarly, these instructional media can present extinct animals into a classroom. Last, instructional media serves as an „icebreaker‟ and therefore it is advantageouswhen, for example, there are barriers between students that prevent class participation or when there is a communication block.Light-hearted stories or anecdotes in the form of funny pictures or videos can make effective instructional media to overcome such problems. Concluding Remarks Instructional media plays a significant role in a teaching-learning process; with the advantages it offers, teachers can liven up an English class and so, English may not sound „foreign‟ anymore. In turn, students will be highly motivated to study it. Yet, teachers shall be keen on appropriateness of a certain type of media before deciding to use it in class. REFERENCE Heinich, R. Molenda, M. Russell, J. D. 2002. Instructional media and technology for learning, 7th edition.New Jersey: Prentice Hall, Inc.

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THE APPLICATION OF AJEL METHOD IN ENGLISH CLASSES IN PASER, EAST KALIMANTAN Khusnul Khotimah SMPN 3 Kuaro The Regency Of Paser, East Kalimantan Abstract: Active, creative, joyful and effective learning (AJEL) is suitable for junior high students‟ age. Therefore, this method has been adopted to improve students‟ English performance. This paper explores AJEL and its implementation in English classes in Paser, East Kalimantan. Key words : AJEL method, improved students‟ English performance

There has recently been growing expectations for improved student performance. In attempts to improve student performance, especially in English, English teachers haveadopted various improvement strategies. One improvement strategy that teachers in Paser, East Kalimantan, have recently decided upon is by implementing the AJEL method.With this method, teachers put into efforts to make learning meaningful and it is expected that students will, in turn, improve their English performance. What is AJEL? Fachrurrazyand Mirjam Anugerahwati ( 2013:42 ) state that “AJEL is a teaching model which is active, creative, joyful and effective ( in Indonesia it is called PAKEM), which was originally designed for kindergarten and primary school”. Similarly, Departemen Pendidikan Nasional ( 2009 ) states that “PAKEM adalah proses pembelajaran yang dirancang untuk mengaktifkan anak, mengembangkan kreativitas sehingga efektif namun tetap menyenangkan. PAKEM menciptakan lingkungan belajar yang kondusif/bermakna yang mampu memberikan siswa keterampilan, pengetahuan dan sikap untuk hidup”. Hence, it can be concluded that AJELis a learning model which rests on learning principles that includeactive, effective and joyful. This learning model is accordant with curriculum 2013, that is oriented on students‟ activity (student centered learning). as Andayani and Pratiwi( 2013:41 ) assert, “ Pandangan yang melatarbelakangi pendekatan ini yakni setiap pengalaman belajar melalui objek-objek yang dilihat, didengar, dirasakan, dialami siswa setiap detik, setiap hari, sepanjang tahun akan mempengaruhi perkembangan jiwanya dan membentuk karakter dan sikapnya kelak”. AJEL is oriented on process and purpose. The process orientation in AJEL is intended to increase learning motivation.Next, the autonomy and responsibility are encouraged early. In addition, togetherness and work in group are for studentsto sharpen theiremotional development. Finally, a healthy competition is grown by respecting each other and growingthe leadership qualities. The purposeorientation is to make students study more critically, and creatively. To support this orientation, learning atmosphere is created to include more variation of learning activities. It is also meantto increase emotional ripeness.One of the most important thing is for sstudent to be ready to face the change and participate in change process. CHARACTERISTICS of AJEL Fachrurrazyand Mirjam Anugerahwati state that “ model of teaching with AJEL / PAKEM will encourage learners to be physically, socially and mentally active, to comprehend and develop life skills. This model requires that both teacher and learners are active”. Fachrurrazyand Mirjam Anugerahwati also list that: a. An active teacher :  Monitors the learners‟ learning activities  Gives feedback according to the learners‟needs  Asks challenging questions which invite learners to think critically  Questions the learners‟ ideas by asking for reasons. 1373

b. While learners are active when they can :  Construct the concepts from their background knowledge  Ask about things they do not know  Suggest their own or group‟s ideas  Question new ideas  Do activities which are related to the topics they are learning REASONS FOR CHOOSING AJEL Learning method of AJEL is agood methods because it combines the participation on the part of the students as well as the teacher. Focusing on active, effective, creative and joyful learning, this method help students learn more easily. The s With active learning, students develop their higher thinking skill such as analyzing and doing evaluation to many learning event and applyingit in daily life. A creative learning is a learning process that asks teacher to motivate and discover students‟ creativity in learning process. A creative learning demands teacher to be able to stimulate students‟ creativity, especially in developing their thinking skill or in doing something. Thinking critically begins with activities such as finding and creating something new or soemthing that has never been there before or repairing something Thinking creatively must be developed in learning process in order to make studentshave the habitof developing their creativity. Students can be creative if they can do something and create new activity and productwhich is the product of thinking creatively. The learning is effective if it can give new experiences to life, form the learners competition and deliver them to the purpose which will be reached as optimallyas possible. All students must be involved in the learning process in order to be more enthusiastic. By this, learning atmosphere is truly conducive, focused on purpose and formedearners competition. Joyful learning means that there is good relationship pattern that involves teacher and learners in a learning process. A democratic atmosphere should be created in a class and should not be seen as a burden whether to teacher or learners during the learning process. THE IMPLEMENTATION of AJEL in ACTIVITIES This section describes a teaching and learning procedure that employed AJEL, which was a part of the TEQIP Ongoing Activity in SMP Negeri 3 Padang Parapat Tanah Grogot. Prior to teaching, the teacher begins with planning session. In the planning session, the first thingsthat should be done are : a. Determine Standard of Competence and Basic Competence b. Arrange Lesson Plan c. Choose learning strategy d. Determine appropriate visual aid Standard of competence chosen was “ Understanding the meaning in simple short oral conversation transactional and interpersonal to interact in daily life context” and the basic competence was“ To respond the meaning in the transactional conversation (to get things done) and simple short interpersonal (interaction) accurately, fluently and acceptable to interact in the daily life context included speech act, asking and giving the certainty, expressing and responding the uncertainty “. The next step was the implementation session. In this session, the subject matter that was given to students was “using certainty and uncertainty expression”. This learning activity was divided into three sessions A. Opening B. Main activity C. Closing To create a joyful learning process, the teacher useed puppet hand as a visual aid.In the opening session, teacher greeteds the students.. After greeting, the teacher asked thestudentsto stand up and move themselves like when they were doing physical exercise.The teacher guidesthe students in order for the students to move in good harmony. After that, the teacher askedthe students to applause together. The idea of this activity was to activate the nerves and stimulate students‟ enthusiasm. 1374

In ongoing activity, writer taught in another school; so, the teacherfirstly introduced herself. In this introduction, teacher asked questions related to certainty and uncertainty expressions. For example : ” do you know my name ?........ are you sure that my name is Syahrini ?........ are you sure that I am like Syahrini ?...... are you sure that my name is Sarmintul ?”...........To the students‟ answer whether certain and uncertain, the teacher used to ask reason whether ” why were you certain ? ” and why were you uncertain ?”. The teacher then assign each studentto identify 5 kinds of fruit.It included of strawberries, mangoes, mangoesteens, guavas and oranges. After that, the teacher stimulated students with questions related to certain and uncertain expression. The teacherthen chose questions which related to students‟ experience or event that students had undergone before. With these questions students would unconsciously enter their sub consciousness power. In turn, , they would indirectly be ready to join the learning process. By this activity, students had ability to aplicate the subject matter in real life. After the teacher stimulated the students by giving questions referring to certain and uncertain expression,she gave an example of a dialogueby using a hand puppet. In the example, the teacher used funny examples. The purpose of presenting funny examples was for the students get more comfortable. The teacher turned on LCD about ” how to ask someone‟s certainty,how to express certainty,and how to express uncertainty”. In the main activity, the teacher gave examplesof certain and uncertain expressions again. Next, the teacher asked students to identify the pattern which was suitable with certain and uncertain expression.The students anaged to make the pattern of certain and uncertain expression easily. In this activity, teacher wrote the pattern of certain and uncertain on the blackboard. Then, the teacher and student tried to make sentences together and pronoune them correctly.After the students had understood, the teacher asked the students to get together, using the fruit that each student had as a basis for grouping.For example, if they got strawberry, they might gather with partner who got strawberry too, etc. Each group consisted of 4 students. There were 21 students; so, they could make 5 groups. The teacher gave styrofoamboard which was decorated in a frame. On the board, there were 2 papers for the students to write their work. Firstly, teacher gave instruction of how to do the task. The teacher then assigned the students.The students seemedvery enthusiasticin doing their task. Teacher went around to look students activity. Teacherwould guide again to the student who was still confused. Teacher gave plus score to the student who werefaster in doing the task and collecting the task in front of the class. By giving plus score, student felt more conscious in finishing the task. Learning process was being faster and in joyful atmosphere because each student had feeling to be number one in collecting the task. The styrofoam boardput in front class was shown off to other groups. After all groups had finished the task, the styrofoam board was exchanged to another group and be corrected together. It could stimulate the students to answer questions together. In this activity, each studentwas given the chance to analyze other group‟s work.The analysisfocused on the use of “certain and uncertain” expressions and and punctuation. The teacher was fond of praising the group which got the higher score and gave motivation to the group which got the lower score.Next, the teacher guidedthe students to practice the pronounciation. In closing activity, the teacher asked the students for their opinion about the subject matter they had just learntand used functions in a real life. Both of teacher and student made conclusion about the subject matter they had just learnt. After that, teacher asked student to saythe yell “ I AM SURE, I CAN BE THE BEST, YES YES YES !!!! From teaching and learning activities, it can be known that : 1. Learning readiness The students were ready to receive the subject matter. In the main activity, they showed enthusiasm in following the subject matter as the teacher identified from their seriousness in doing the task in a group. The students tended to be active during the learning process. 2. Closing activity Both of teacher and student madeconclusion, strengthening and consolidation related to real life. 1375

Closing Remarks Based on the experience of the teaching and learning activity useing AJEL it can concluded that : 1. AJEL increases the quality of English learning. 2. AJEL makesthe students feel comfortable, interested and enthusistic when given the opportunityto extend opinion, ideas and questions. 3. Student showed the ability of doing the task by her/himself or in group and be able to beresponsible all the tasks, individually or in group. 4. Theclass atmosphere was joyful and attractive. 5. Students are encouraged to participate in a positive competition. 6. Students‟ emotional and social maturity, self confidence, motivation and enthusiasm as well as students‟ productivity in learning activity increase. 7. The learning activity is more effective 8. Students are being active, critical and creative. 9. There is close relationship both of teacher and students SUGGESTION The teacher should give motivation and praise to the students. The purpose of giving motivation is for the students to study hard and respond the subject matter which should be applied in real life. Hence, they are ready to face the change and able to compete in globalization era, withEnglish being international language. SELECTED REFERENCES Andayani,K and Pratiwi,Y. 2013. Pembelajaran Bahasa Indonesia Kreatif dan Inovatif. Malang : kerjasama PT. Pertamina – Universitas Negeri Malang. Departemen Pendidikan Nasional. 2009.Pembelajaran Aktif, Kreatif, Efektif & Menyenangkan (Pakem). Jakarta : Depdiknas Fachrurrazy and Anugerahwati, M. 2013. Pembelajaran Bahasa Inggris Kreatif dan Inovatif. Malang : kerjasama PT. Pertamina – Universitas Negeri Malang. Tim Penyusun Modul FKIP UNMUL. 2008. PAIKEM. Samarinda

TEACHING ENGLISH VOCABULARY USING FOLKTALE BOOKS Amirudin SMPN 1 Bunguran Timur Laut, Natuna Abstract: One of the big problems faced by English teachers is the lack of the students‟ English vocabulary mastery. There are many ways which have been used to solve this problem. In this article, the writer tries to offer the alternative way in teaching English: using folktale books. The writer believes that using folktale books will improve student mastery in English vocabulary because this technique is suitable for meaningful learning. Key Words : Vocabulary Mastery, Folktale Books, Meaningful Learning

English is a means of oral or written communication. Indonesian national curriculum said that the competence in English Learning for the junior high school students is to understand and to express the information, thoughts, feelings, and to develop science, technology, and culture using English. Thus, the function of English is a means of communication. By using English the students can get more information. They also can use English to develop interpersonal relation, to make information exchange, and to enjoy language esthetics in English. Therefore, English subject has goals as follows (Standar Kompetensi Lulusan 2006):

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1. To develop communicative competence in English whether in oral or written communication. This competence includes: listening skill, speaking skill, reading skill, and wrriting skill. 2. To grow the students‟ consciousnes on the language substance and the importance of English as one of foreign languages as the main tool in learning. 3. To grow the understanding about the interrelation between language and culture and to broaden the students‟ cultural insight to make the students have cross-cultural insight. Thus, they will be able to get involved in cultural diversity life. One of the components in English teaching is vocabulary teaching. Vocabulary is a set of words with their meaning and should be used by someone in a language. Vocabulary owned by someone is defined as a set of the whole words which are understood by someone himself or all of the words will be used by someone to arrange the new sentence. The individual vocabulary richness in general, is regarded as a representation of individual intelligence and the level of his education. Vocabulary understanding in general is regarded as the important part of a language learning process or in developing individual language competence. The student is often taught the new words as a part of specific subject and many adult people consider the vocabulary mastery is interesting and educative activity. The vocabulary mastery is the basic element that must be mastered by someone who learns English as a foreign language. How can someone use the language when he does not know the language vocabulary. Moreover when he learns the foreign language, here the vocabulary mastery is absolute for him. When a student has enough mastery in English vocabulary it will support him to get four competences in English learning: listening skill, reading skill, speaking skill, and writing skill. To achieve the goal of English teaching that is able to communicate orally and in written form, so the students is expected to have enough vocabulary mastery to be able to communicate well in variety of contexts and themes. Language-based learning activity basically depends on the students mastery on that language vocabulary. The students must have access to the meaning that is used by their teacher and the people arround them. The limitation of their vocabulary mastery will be the obstacle for them to achieve language competency. However, the learning itself is depend on the language. Becker (1997) gives more attention to the importance of vocabulary development. It is the sum of the vocabulary that is mastered by the students. According to him, the weakness of the student vocabulary mastery is the main cause of student academic failure. A research said that the individual understanding of the text also depends on the sum of vocabulary which is mastered by someone. In Grave opinion (1986), ideally, the beginner student have to master between 2500 till 5.000 words to support his language learning. In fact, the students in Indonesia, especially the student at SMPN 1 Bunguran Timur Laut, have less than that. Moreover English is a foreign language and they have limited time to practice and use this language in every day life. This fact makes English teacher face difficulty to bring students to gain the basic competence as curriculum required. Actually, there are some factors that make this happen. Among others are: 1. Method and technique used by the teacher is not proper and interesting. 2. Interesting and effective media for students‟ vocabulary learning is not available. 3. Some students are not interested in learning English because in their opinion English is difficult. Based on this English learning context, the writer tries to offer an alternative technique to improve the student mastery on English vocabulary. The writer call this technique “the usage of the folktale book.” THE TEACHING OF ENGLISH VOCABULARY In teaching English vocabulary, there are two popular approaches, namely : word list approach and contextual approach. By using the word list approach the teacher gives the students the word lists and their meaning directly. These word lists may be related to one topic and may be not. This approach has some weaknesses and also has some strengths. Some of its strengths are: 1377

1. It is practical 2. It is easy to be done 3. It does not need much time to apply it. While the weaknesess of this approach are: 1. It is regarded as usual note by the students 2. It is easily forgotten by the students. 3. It is not impressive for students. 4. The students have to open the word lists too often. The second is the contextual approach. By using this approach the teacher does the related activity to look for the meaning of the word. This approach also has the strenghts and the weaknesses. Its strenghts are: 1. It is applicable in varied contexts 2. It makes the students impressed and fun in the learning process 3. It is easy for the students to remember. While the weaknesses of this approach are: 1. It needs specific technique to use it 2. It needs much media 3. It needs much time in applying it. But, in the writers‟ opinion, apart from the strengths and the weaknesses of the two approaches, the most fun for the children is the contextual approach. Because in this approach all of students can be directly involved in variety of activities to look for and to find the meaning of vocabulary under the guidance of the teacher. It does not mean that the writer always uses this approach whenever s/he comes to the class. The writer uses the approach of the word list when the students ask about the meaning of the word that has been uttered by the writer as the teacher. In context of the contextual approach, the writer has used folktale books in teaching vocabulary. According to Endayani (2012: 34), there are 3 indicators which can be seen to know that the student has mastered in vocabulary, namely: when the student has mastered the meaning of the word, the spelling of the word, the pronunciation of the word, and the usage of the word. While Baker and Westrup (2000: 37) said that there are seven things that must be paid attention to in teaching vocabulary: First, when the teacher presents one new word then teacher must teach the meaning and the pronunciation. Second, the precise meaning of of new words in specific contexts, is very important..Third, the meaning of the new words can be taught through pictures, mime, real objects as well as from a situation in context..Fourth, teachers need to ask question to check that students understand the meaning..Fifth, Students need lots of varied practice of new vocabulary. Sixth, Students need to revise new vocabulary regularly. Seventh, Students need to record and store new vocabulary in helpful way. Well-recorded new vocabulary can improve students‟ learning Besides the above techniques, here we can show another techniques. First, the teaching technique of vocabulary form. This technique can be done by three ways. 1. Visually Teaching vocabulary visually can be done by showing the writing form of the word, showing the movement related to the pointed word by moving our hand on air while writing letters, or by showing the letters made of wood or plastic to be spelled.. 2. Touch Teaching vocabulary by touch can be done by using the letters made of wood, sand paper, and so on so that the students can feel the form of the letters which are arranged to be a word. Besides that we also can use writing system like for blind people (braile) or we can write a word letter per letter on the student hand. 3. Orally Teaching vocabulary orally can be practiced as pronouncing a word or other oral form. Second, teaching technique of vocabulary meaning To do this technique, there are three ways which can be referred to: 1378

1. Demonstration This technique can be done by showing something. 2. Picture This technique can be done by using photo, drawing something on the white board, and illustration from news paper and magazine. 3. Explanation This technique can be practiced by explaning synonym or antonym of the word, defining or translating it. Fahrurrazy and Anugerahwati suggest some points in teaching vocabulary (Fahrurrazy and Anugerahwati, 2013: 34): 1. Train students to use dictionary 2. Find meanings of closely spelled words 3. Find synonyms or antonyms the given words 4. Teach idioms and special exspressions, in addition to single and compound words 5. Introduce prefixes and suffixes in English 6. Use collocation or word association 7. Use jumbled letters or anagram 8. Make pyramid words 9. Write a chain of words 10. Introduce word series 11. Use puzzles 12. Memorize a number of words per day / per week 13. Introduce blending, clipping, acronym, and loan words 14. Ask students to read intensively and extensively 15. Learn vocabulary in contexts 16. Use demontsration or realia to show word meaning One of the teaching techniques in teaching of English vocabulary by contextual approach is using story book or in this context, the folktale books. In the the references of teaching of English vocabulary, there have been many discussions on English vocabulary teaching using the stories. But so far the writer cannot find discussion on using folktale books in teaching vocabulary. Before discussing the usage of folktale books in teaching English further, it is better to talk about what folktale is. The Dictionary of Merriam-Webster (1983: 371) says that Folktale is “a characteristically anonymous, timeless, and placeless tale circulated orally among a people.” Thus, folktale is the story is anonym in the context of the author, not clear in the context of the publishing time and the time it appears in the middle of society. It circulates from mouth to mouth. But in future development those stories have been written and compiled in printed book. While folktale books are printed book containing folktales. Because those books contain folktales which are close to the students and even written in English, they are good to be used in teaching English vocabulary. WHY FOLKTALE? Using Folktale books in the effort of improving the student English vocabulary mastery is more effective than the usage of another books, like text books for natural sciences, social sciences, and mathematics. When we as a teacher use those kinds of books, the writer believes that the student will fall asleep soon. Because the students are not so familiar with the material in those books. As we know, in general the students are more interested in story reading. In teaching vocabulary, we must use Folktale books containing local story which is close to the students‟ life context, not the story from the far country, nor the story from abroad. For example, we know the story about Malin Kundang. It is suitable for the students from Minang Land, the legend of Sangkuriang may be suitable for the students from Pasundan Land, the tale of Joko Tingkir may be suitable for the student from Central Java, the story of Calon Arang may be suitable for the student from Bali, but all of those stories are not suitable for the students from Natuna. For Natuna students, the suitable stories for them may be the 1379

stories about Senua Island, Batu Sindu, the legend of Tok Nyong, the legend of Batu Kapal, the legend of Pulau Sahi, and so on. Those folktales are more interesting for Natuna students because they have recognized those folktales from the beginning of their life. In their childhood, they had been told by their grand fathers or grand mothers. So, those folktales have been near with them. In other words, the students already have the background knowledge so that it is easy for them to relate the material that they have learned to the things that they have known before. By reading the familiar folktales in English, if they find difficult word it is easy for them to guess the meaning, so that they do not need to open the dictionary continously. When they must open the dictionary continously it will make them bored. And it is, of course, disadvantageous for teaching vocabulary process. These Folktale books are usually attache the meaning of the difficult word on the back pages of the book, not placing directly on the page under text. This way makes the advantage in strengthening the students capability to remember the meaning of the word. Because the time gap and the effort distance used by the students to look for the meaning of the difficult word influence the student capability to remember. Of course, the results will be different when the meaning of the difficult word is placed directly under the text. The time gap and the short distance for the students to look for the meaning of the difficult word make student capability to remember become weak. Related to the meaningful learning, this technique is very meaningful because this technique always places the word in context, not in isolation. The vocabulary does not stand for it self as in teaching vocabulary by memorizing word by word. Here vocabulary constructs the meaning. HOW TO USE THE TECHNIQUE The effort to improve the student English vocabulary mastery by using folktale books can be integrated with the teaching of narrative texts. By this integration, we, as a teacher, can get double advantages. Besides we are able to achieve the goal of the narrative text teaching, we also can improve the student English vocabulary mastery. Before we begin with the teaching of narrative texts, we must prepare the folktale books containing the story that is relevant to teaching materials to be taught. The teacher can use the folktale books published by Gramedia. In the writers‟ experience, the folktale books from Gramedia Publisher fulfil the requirements needed in using folktale books to improve the student English vocabulary mastery. If the teacher finds a difficulty to get the printed book, he can create it himself using local stories. In the class room, after finishing with his activity to introduce the narrative texts to students, the teacher can distribute the folktale books to the students as a sample of the narrative text. If the books are not enough for all students, the teacher can ask the students to make groups. After distributing the folktale books to each group, the teacher asks the students to read the book by giving enough time for them to read. After that the teacher give some student worksheet to each group.This student worksheet contains questions related to the text to be read. It is needed to assess the student comprehension toward the text to be read. It is also useful for assessing students mastery on English vocabulary in the text. Therefore, the student worksheet given by the teacher must include questions which are able to assess student mastery on English vocabulary. In the next step, the teacher can ask every group to deliver their report to the class by reading their answers to the questions in the student worksheet. To give motivation to the class, the group report can be competed. The task to read this folktale books can also be given by the teacher as a home work. But the students must be given student worksheet in order to be able to assess students mastery on English vocabulary in the folktale books that they bring to their home. In the writer‟s experience, this technique can improve the students English vocabulary mastery. CONCLUSION Based on the above description, it can be concluded that: 1. One of the big problems faced by the teacher in teaching English is the lack of student English vocabulary mastery. 1380

2. In Teaching English vocabulary, there are two approaches. They are the word list approach and the contextual approach. 3. The contextual approach is more efective in improving students English vocabulary mastery because it is suitable for the meaningful learning. 4. One of the effective techniques in improving the student English vocabulary mastery is the usage of folktale books because it uses the contextual approach and this approach is suitable for the meaningful learning. REFERENCES Allen, Janet. 1999, Words, Words, Words Portland: Stenhouse Publishers. Baker, Joanna and Westrup, Heather. 2000, The English Language Teacher‟s, Handbook, New York, VSO. Hamid, Fuad Abdul. 1987. Prosedur Belajar-Mengajar Bahasa. Jakarta: Depdikbud,. Nation, I.S.P. 1974, Techniques for Teaching Vocabulary. English, Teaching Forum, 12,3:18-21 Tb. Endayani. 2012, Meningkatkan Penguasaan Vocabulary Melalui Metode SAVI, Tesis, UNS. Working with Words, http://www.wfu.edu/cunningh/fourblocks/block4.html.

PEMBELAJARAN VOCABULARY BUILDING DENGAN METODE VOCABULARY GAME Muhammad Munip [email protected] Abstrak: Metode vocabulary game untuk mengatasi pembelajaran vocabulary building yang kurang menarik, ternyata memberikan pengaruh yang cukup signifikan untuk meningkatkan kemampuan siswa dalam menguasai vocabulary.Makalah ini menyajikan peningkatan penguasaan vocabulary siswa melalui vocabulary game. Kata kunci: vocabulary building dan vocabulary game.

PENDAHULUAN Dalam pembelajaran Bahasa Inggris, siswa dikatakan menguasai aspek Writingini apabila mampu menulis dan yang ditulisnya bisa dipahami orang yang membacanya. Salah satu ketrampilan yang diajarkan adalah aspek writingdengan materi vocabulary buildingdengan metode yang unik dan menarik agar siswa mampu memahami dan menguji kemampuan vocabulary mereka khususnya dalam aspek writing.. Dalam pembelajaran vocabulary building ini diterapkan metode vocabulary game. Adapun penerapan metode ini adalah sebagai berikut : Vocabulary Building - Guru contoh-contoh vocabulary yang diawali huruf A – Z. - Guru memberikan sebuah vocabulary test individu kepada siswa - Guru membentuk kelompok untuk bermain vocabulary game - Guru menyampaikan hasil pekerjaan siswa - Guru memberikan penguatan - Guru melakukan penilaian PERENCANAAN PEMBELAJARAN (RPP) Dalam penyusunan perencanaan pembelajaran vocabulary building dengan metode vocabulary game dengan menekankan aspek recalling (mengingat) bukan memorizing (menghafal). Pada kegiatan perencanaan pembelajaran juga dirancang langkah-langkah pembelajaran yang digunakan dalam kompetensi dasar tersebut. Langkah tersebut dipilih dalam metode pembelajaran ini adalah vocabulary game. 1381

Selain materi, media pembelajaran yang disiapkan pada perencanaan juga dirancang instrumen penilaian. Instrumen ini disesuaikan dengan kompetensi dasar dan indikator yang akan dicapai serta ditujukan untuk membantu guru untuk menilai secara objective dengan indikator yang jelas. Setelah perencanaan sudah disusun, maka guru menerapkan RPP yang terulis dalam pembelajaran di kelas. Pelaksanaan pembelajaran dimulai dari kegiatan awal, kegiatan inti dan kegiatan akhir. Langkah-langkah kegiatan tersebut dapat dijabarkan dibawah ini. KEGIATAN AWAL Pada kegiatan awal pembelajaran, guru membuka dengan ucapan salam dan bertanya apakah siswa siap mengikuti pelajaran yang akan diberikan. Semua siswa kelas 7 siap dan antusias mengikuti pembelajaran. Setelah keadaan kelas kondusif guru meminta ketua kelas untuk memimpin do‟a, selesai berdo‟a kemudian guru memeriksa daftar hadir selanjutnya guru berdiri dari tempat duduk dan memulai proses awal pembelajaran. Untuk memulai proses pembelajaran tersebut, guru memberikan apersepsi dan motivasi kepada siswa dengan bertanya nama salah satu murid, kemudian guru bertanya bagaimana cara mengeja huruf-huruf dari nama siswa tersebut. Selain itu, guru juga memotivasi kepada siswa untuk menguasai kosa kata. Setelah memberi apersepsi dan motivasi selesai disampaikan, guru melanjutkan kegiatan pembelajaran. KEGIATAN INTI Pada kegiatan inti, dipilah menjadi tahapan eksplorasi, elaborasi dan konfirmasi. Pada kegiatan eksplorasi, guru memberikan contoh-contoh vocabulary yang diawali dari huruf A – Z dengan metode sederhana, kemudian guru memberikan vocabulary test. Pada tahap elaborasi, guru memberikan pertanyaan-pertanyaan tentang nama siswa kemudian menanyakan contohcontoh vocabulary yang lain sehingga para siswa mencoba berusaha untuk menemukan katakata baru. Setelah itu guru memberikan vocabulary game. Pada tahap penguasaan vocabulary (kosa kata) siswa diberikan worksheet (lembar tugas) untuk mengerjakan beberapa test dan game yang berhubungan dengan alphabet dan yang lainnya. Diantara test dan game yang diberikan adalah : 1. Find vocabulary-based name (mencari kosa kata berdasarkan nama) Dalam proses pembelajaran ini ada beberapa tahapan, diantaranya: a. Siswa diberikan sebuah worksheet untuk dikerjakan b. Kemudian guru menjelaskan dan memberi contoh tugas yang akan diberikan (sesuai presentasi terlampir) c. Dalam proses ini siswa diberi alokasi waktu selama 15 menit. 2. Find vocabulary based alphabet (mencari kosa kata berdasarkan huruf alphabet) Dalam proses pembelajaran ini ada beberapa tahapan, diantaranya: a. Guru membentuk kelas menjadi 4 kelompok dengan cara memberikan kertas origami berwarna sama kepada 8 siswa dengan diberikan secara acak, kemudian siswa mencari teman yang mempunyai warna yang sama. b. Guru memberikan worksheet untuk dikerjakan pada setiap kelompok c. Kemudian guru menjelaskan dan memberi contoh tugas yang akan diberikan (sesuai presentasi terlampir yaitu lagu-lagu yang berhubungan dengan vocabulary) d. Dalam proses ini siswa diberi alokasi waktu selama 15 menit. 3. Chain word (kata berantai) a. Masih dengan kelompok yang sama, guru memberikan worksheet untuk dikerjakan pada setiap kelompok b. Kemudian guru menjelaskan dan memberi contoh tugas yang akan diberikan (sesuai presentasi terlampir) c. Dalam proses ini siswa diberi alokasi waktu selama 15 menit. Pada tahap konfirmasi 4. Linking word (kata yang berhubungan) a. Masih dengan kelompok yang sama, guru memberikan worksheet untuk dikerjakan pada setiap kelompok 1382

b. Kemudian guru menjelaskan dan memberi contoh tugas yang akan diberikan (sesuai presentasi terlampir) c. Dalam proses ini siswa diberi alokasi waktu selama 15 menit. Pada tahap konfirmasi Setelah vocabulary test dan vocabulary game diberikan, maka guru memaparkan hasil test siswa secara individu dan kelompok. Pada tahap konfirmasi, guru dan siswa kembali bertanya jawab tentang hal-hal atau vocabulary yang belum diketahui dan kata-kata baru yang didapat. KEGIATAN AKHIR Pada kegiatan akhir, siswa dibimbing oleh guru untuk menyimpulkan pelajaran yang telah dipelajari. Akhir dari pembelajaran, guru memberikan homework. HASIL DAN PEMBAHASAN Dalam pembelajaran vocabulary building melalui metode vocabulary game adalah metode pilihan yang menarik dan memberikan semangat kepada siswa untuk belajar, dengan mengerjakan tugas-tugas yang diberikan dan dikerjakan secara bersama-sama dan bersaing dengan teman-teman yang lain. Dalam metode penguasaan vocabulary para siswa sangat antusias karena dengan pola vocabulary test dan vocabulary game yang sangat menarik, dimana metode ini lebih menekankan recalling (mengingat) daripada memorizing (menghafal) dan dengan penugasan berkelompok tersebut para siswa akhirnya bisa saling melengkapi kelemahan dari teman-teman sekelompoknya, kemudian dalam pembelasan ini pastinya siswa banyak sekali menemukan kata-kata baru yang sebelumnya tidak diketahui. PENUTUP Pemilihan metode vocabulary game ini sangat tepat diterapkan pada materi vocabulary building. Selain itu, media pembelajaran menarik dan unik berperan penting dalam pembelajaran. Kreatifitas guru untuk mengajak siswa aktif dan memotivasi siswa belajar sangat berperan penting. Penerapan metode ini dapat meningkatkan motivasi dan semangat siswa untuk mengikuti pembelajaran.

OUT OF THE ENGLISH CLASS OF MADRASAH TSANAWIYAH SURYA BUANA MALANG AND SMP NEGERI 4 PENAJAM PASER UTARA: CONTRASTIVE CHARACTERISTICS OF THE STUDENTS Abdul Muis Abstract: This article contrasts the differences of the characteristics between the students of Madrasah Tsanawiyah Surya Buana Malang East Java and those of SMPN 4 Penajam Paser Utara East Kalimantan in English class The differences include the aspects of Punctuality, Exposure in the Classroom, Behavior toward the teacher, Attention in the Class, Support for English Study and Learning atmosphere. Key words: charcteristics of students, differences, English class

Teachers have always tried to understand students‟ characteristics as teaching and learning management is not easy, because the teacher-student interaction is often complicated by many factors which include characteristics of learners. This article contrasts the differences of the characteristics between the students of Madrasah Tsanawiyah Surya Buana Malang East Java and those of SMPN 4 Penajam Paser Utara East Kalimantan in English class. . 1383

By contrasting the students‟ characteristics of the two different schools, the writer expects to learn student characteristics that positively influence learning. In turn, the witer can help the students of SMP Negeri 4 Penajam Paser Utara build their characters. Based on the class observation during ToT I and Tot II of TEQIP 2013, the writer identifies six main student characteristics in English between Students of MTs Surya Buana and those of SMP Negeri 4 Penajam Paser Utara. They are punctuality, exposure in the classroom, behaviour toward the teacher, attention in the class, support of English study and learning atmosphere. PUNCTUALITY The reason why the writer put this variable in the first condition is because punctuality is the main key for success. Indonesian people are common to turn down the importance of being on time. This made Indonesia left behind the advance countries. , students of the MTs Surya Buana Malang are more punctual students. When the bell rings as the code to start teaching and learning process, they all have been in the classroom. It makes the learning process will not be late. Before the break comes, they are still in the class. This also happens when they enter the class after the first or the second break. They will remain come on time. Even, when the class is about to end, they are still in the classroom. They will not go home when the class is not yet over. The students of the MTs Surya Buana Malang have tried to be strict with time. If the teachers are late to enter the class, they will immediately to go to the office to call the teacher. Compared to the students of SMP Negeri 4 Penajam Paser Utara, it is very often the writer experiences that the students come late in the first subject of the day. Their main reason is the probelm with transportation, i.e. absence or lateness of the angkot. The fact is most of them are late to go to bed the night before and so, they get up late. They are also busy with thing not dealing with their study. For example, wasting their time for texting . It also happens when the class starts again after the first or the second break.; they come to class late. They reason that they are late because the canteen is full so they have to stand in line for snacks. . In fact, if they manage their time for break, they will not deal with the problem. Even, in the last lesson, they will go home earlier when the teacher is not in the classroom due to some reason. If the teacher are late to go to the classroom, they just wait until the teacher comes to their class. Based on all those things, the students of the SMP Negeri 4 Penajam Paser Utara are less punctual. EXPOSURE IN THE CLASSROOM . The writer identifies that the class wall of MTs Surya Buana Malang were full of pictures and or hand writing about students motivation or class rules. The richness of the wall ex hibition make them more interested in the classroom. The feeling of self-esteem are fulfilled by exposing the students‟ work in the classroom wall. They made it by themselves. They are not only the printed work, but also the media that made from students‟ own hand writing. It can be seen in the figure 1.

Figure 1. The Hand Writing Exposure of MTs Surya Buana Malang

It is very different from the students of SMP Negeri 4 Penajam Paser Utara. In their class wall, there are only 3 classes which have herbarium as the exhibition and iIt is because the teacher asks them to install it on the wall, not because of their own consciousness. The students are lack of exposure. The lack of the creativity of the teacher drives to less exposure in the classroom. If the teacher is creative, s/he will ask the students to stick the works of the 1384

students in the classroom wall instead of buying. This will make the students having more sense of belonging because they make them by themselves. They also will be proud of because their works are appreciated by the teacher. So they will keep them until the teacher asks to change the their works. Figure 2 shows the picture of classroom condition of SMPN 4 Penajam Paser Utara

Figure 2. The Classroom Condition in SMPN Penajam Paser Utara

BEHAVIOUR TOWARD THE TEACHER The students of MTs Surya Buana are really respectful to the teacher. If they pass by the teachers, they greet them. This also happens when they receive lesson in the class, they will be active but still respect the teacher. They also will not disturb their friends. They remain respectful when they answer the teacher‟s question. If they meet their teacher on the way, they salute the teacher. They may be close with the teacher or even the headmaster but they l always respect them. They will not do something that is impolite with the teacher. On the contrary, some of the students of SMP Negeri 4 Penajam Paser Utara, them do not really respect the teacher. It is very common they forget togreet when they pass the teacher. They do the same thing when they want to enter a class to take or give something to the student inside the class. They prefer not to do that rather than asking for permission to the teacher who teaches the class. When they receive the lesson, they sometimes disturb their friends even when the teacher is still in the class. Sometimes, they make joke with the teacher acting like the teacher is their friend. ATTENTION IN THE CLASS The students of MTs Surya Buana Malang pay a deep attention when the teacher gives explanation. They will not talk to their friend especially the desk-mate. The students are really active. If the teacher asks about their condition, they will answer it clearly. This also happened when the teacher check the attendance list. They enthusiastically answer their own or their friends‟ presence. If the teacher give them a text, they will read it carefully. If they were given question or assignment, they will do it seriously. When the model teacher asks them to work in group, they are prompt to do it. They are not hesitate to ask the teacher if the the instruction is not really clear for them. Even, in the last session of the instruction that is closing, they will ask the teacher about what they haven‟t understood or if there is learning objectives that they haven‟t understood. Meanwhile, the students of SMP Negeri 4 Penajam Paser Utara is less active. They will not enthusiastically answers when the teacher asks their condition. It is very common they study reluctantly from the opening until the closing. Most of the students are less to give feedback for instance. Based on the writer‟s experience, this one quite often also happened in the best class. The school in Penajam Paser Utara use the classification of the class based on the the score from their report of book. The students of smart class is mostly passive students. The lower achiever students in the lower class will be even worse. SUPPORT FOR ENGLISH STUDY The students in MTs Surya Buana have an ease to support their lesson in the English class by joining an English course. When they have a long holiday after the final semester test, some of them join the English village in Pare, Kediri. This kind of English course is effective because the students have the place to feel the English environment.

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Another thing that supports the education in the Madrasah Tsanawiyah Surya Buana Malang is about the Information Communication Technology application in class. Each of the MTs Surya Buana Malang classrooms has the LCD projector. Different from MTs Surya Buana Malang , the students in SMP Negeri 4 Penajam are limited having the facilities to support their English learning. They are common to rely on the learning in the classroom. The students and the parents seldom to back up the education with English course. Moreover about the English environment. There is no place like Kampung Inggris near the Penajam Paser Utara regency. Some of the parents and children have realized this, but the option is they can only go to the English course held by their own teacher or go to local English course. Besides, the facilities of the English class. SMP Negeri 4 Penajam Paser Utara is State school. It means all the supporting facilities can be demanded to the government. If the government does not supply the facilities or if the principle did not think the importance of the facilities such as LCD projector, the English class will be conducted with the facilities for granted. It means that they will use the manual media instead. LEARNING ATMOSPHERE The learning atmosphere in MTs Surya Buana Malang is very conducive. As we know that in Java island, most of the students have special time for studying. The time from 6 p.m until 7.30 p.m is allocated for the students to study for example checking the home work from the teacher. It is special time to study. The TV is forbidden to turn on. The parents‟s duty is to observe the student when they study. The parents will get involved in the learning process by asking the material they have got in the classroom. Even though they can not help the students to understand the instruction. The attention will be enough for the student that the parents support their study. Unlike with the students of MTs Surya Buana, the students of SMP Negeri 4 Penajam Paser Utara have the different atmosphere. They don‟t have good learning atmosphere. They don‟t have special time to study. The time at 7 until 8.30 p.m, they will use their time to watch the TV, texting or updating status or checking social media such as Facebook, Twitter, and any other social media. This all took place because the parents do not get accustomed to control the students time for study at the house. They do not give any attention to the teacher by asking the material that the students achieve in the school. In fact, there is no success for the students if they don‟t have the balance condition of time between the school time with the teacher and the time at the house with their parents. The time at the house is the most affective one because most of the time is at the house. If the parents do not control the children, they will get loss because they are responsible for the students‟ education. The successful of the students education will make the parents happy because it is the children the one who will take care of them in the future. The facilitator of the education should think that this kind of cooperation between the teacher to their parents can be synchronized for the sake of the students. Unfortunately, the learning atmosphere has not worked well in SMP Negeri 4 Penajam Paser Utara. CONCLUSIONS AND SUGGESTIONS The writer concludes that the six conditions in English study of the students of MTs Surya Buana Malang above can be applied to his students of SMPN 4 Penajam Paser Utara, it can make the education in SMP Negeri 4 Penajam Paser Utara step forward o, it develop to catch its shortcomings to those of MTs Surya Buana Malang. By making this article, the writer expect this article can be useful for the student to improve the way they study. For the teacher, the writer hopes this article will give big contribution in teaching the students and also for the next researcher to find more related aspects that is substantial to improve the teaching learning process. REFERENCES www.dictionary.com, accessed on November 5, 2013 www.wikipedia.com, accessed on November 5, 2013 Cambridge Advance Learners Dictionary 3 (CALD3), offline dictionary

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APPLYING MIND MAPPING STRATEGY IN TEACHING WRITING DESCRIPTIVE TEXTS Hamidah Ulfah SMP Negeri 5 Tanah GrogotKab.PaserKaltim [email protected] Abstract: Writing is one of the four language skills which is very important to learn. Writing is not easy. Among other the skills, writing is the most difficult skill to learn, because it needs hard thinking in producing words, sentences,and paragraphs at the same time.The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into a readable text.” The preliminary observations show that the eighth grade students of SMP Negeri 5 Tanah GrogotPaserfind difficulties in writing descriptive texts. They have limitedvocabulary and minimum grammar. They do not like English either. Therefore, the writer tries to use a mind mapping method to solve the problems. This method is quite interesting as it uses pictures which can be created by the students.The students can also color and decorate as they want and show ideas in writing.The result of the observation shows that the students look eager to attend the lesson when mind mapping method is used in learning writing a descriptive text. When they did the tasks in group, they could complete and submit their tasks in time. The results of tasks show that they can do better after using mind mapping. Keywords: Writing, Mind Mapping, Descriptive text.

English Language subject has different characteristics with other subjects. This difference lies in the language function as communication tools. In addition to indispensable mastery of vocabulary and grammar, it also requires skills in applying it in the communication activities, either written or oral (Mone, 2003: 2). In the study of competence of writing, the end purpose is to produce a text either functional or monologues based on the genre of texts; the student is expected to be able to understand the characteristics of a text, and can express it with vocabulary and grammar. Writing is one of the four language skills which is very important to learn. Writing is not easy. Among the skills, writing is the most difficult skill to learn, because it needs hard thinking in producing words, sentences,and paragraphs at the same time. As Jack C. Richard and Willy A. Renandya (1986:1) said, “writing is the most difficult skill for second language learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into a readable text.” In the second years of junior high school, the basic competence that should be achieved in the writing English subject is that the students have an ability to develop and produce a writtensimple functional text in the descriptive text, recount text, and narrative text. (BSNP, 2007). A descriptive text is one of the texts which is difficult enough to learn by the students. A descriptive text is a text that describes the features of someone, something, or a certain place. A descriptive text consists of introduction and description. Introduction is the part of paragraph that introduces the character, and description is the part of paragraph that describes the character. The students can use simple present tense and adjective clause in writing a descriptive text. In writing the descriptive text, students often find some difficulties. The students usually feel difficult to organize their ideas. Furthermore, many students make some mistakesand face difficulties to build and develop their imagination. The English teachers of SMP Negeri 5 Tanah Grogot inPaser regency state that most of the students complain that they do not understand how to start writing English and feel uneasy to try it. For illustration, the students feel confused when the teacher asks them to write some sentence in English. In addition, they say that learning English is a confusing activity. For them, English is different from Indonesian. The students also say that they frequently get bored when learning English, especially writing. Some of the teachers state that it is caused by the teaching method which is applied by them. They are unable to create an interesting classroom

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situation. The teacher tells that the teaching learning process occurs in the classroom, the students often seem unwilling to learn. Based on the writer‟s experience when she taught in her school, the process of teaching – learning in the classroom was still passive. The students did not understand clearly about a descriptive text, how to identify the descriptive text, and how to describe persons, places, and things in English writing. Besides that, the teacher usedone technique in teaching descriptive text which made the students feelbored and difficult to understand the material when learning. Therefore, the teacher needed to be more creative in teaching, including selecting the technique. In teaching learning process of a decriptive text the teacher was still dominant so that the students did not have chance to express their ideas to make a descriptive text. Besides that the teacher seldom gave students the vocabulary and explained the phrase which focus on a descriptive text so that the students had difficulties in organizing their vocabulary to be a good paragraph. The teacher‟s strategy in teaching a descriptive text was not detailed so that students had difficulties in understanding a descriptive text more detail and there was no key words which must be understood by students, because the teacher only focused more on evaluating the descriptive texts than making students understand about the descriptive texts. Based on the statement above, teachers must be able to organize learning – teaching activities. They have to master the material, method, technique or strategy to make the students understand and apply descriptive writing matters in practice. A good technique can help the students in comprehending and mastering the lesson. One of the teaching failures is caused by an unsuitable method or technique in teaching – learning process, the writer would like to propose an alternative technique, that is the one which is commonly known under the term „‟ Mind Mapping‟‟. Mind maps came into vogue in the 1970′s with Tony Buzan as their unofficial spokesman. He hosted the popular BBC show “Use Your Head!” and extolled the benefits of mind maps for academic, business, and personal use. Buzan argued that traditional outline methods donot jive with the way people actually learn–by scanning entire pages in a non-linear fashion. He figured that mind maps were the best option, as they combined the logical and the abstract in an eye-catching way. Mind maps are an incredible tool for many scenarios, but especially for creative writing. Moreover, the mind mapping technique can motivate the students to write and to stimulate their ideas. Beside that, this technique will help the students to organize their thinking before they develop in a paragraph. MIND MAPPING STRATEGY Mind mapping is a registered trademark of the Buzan organization (1993). The writer uses the term on this web site solely for informational purposes and to spread the word about the tremendous value of mind mapping. Tony Buzan is credited as being the founder of the mind mapping discipline. Mind Maps use letters and numbers and they also use color and image, which means that they engage the left and the right sides of the brain. This is why you can increase your thinking power synergistically when you use Mind Maps. Each side of the brain simultaneously feeds off and strengthens the other in a manner which provides limitless creative potential. Mind-mapping is a fairly simple technique which will appeal particularly to visual learners. Some students may already have encountered Mind-mapping before in the guise of “spider diagrams” or “concept mapping”. Before introducing a class to Mind mapping, I have found it useful if they have previously been introduced to brainstorming and are also familiar with working together co-operatively in small groups. Mind mapping is a strategy for helping students order and structure their thinking through mentally mapping words or/and concepts. A mind map is as a way of helping students makes notes that used only key words and images. They are much quicker to make, and because of their visual quality much easier to remember and review. The difference between concept maps and mind maps is that a mind map has only one main concept, while a concept map may have several. (blog.thinkbuzan.com/imindmap/mind-map-for-st..)

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The goal of this strategy is to help the students quickly relate a central word or concept. The mind forms associations almost instantaneously and 'mapping' allows you to write your ideas quicker, using only words or phrases. To make a mind map, start in the center of the page with the main idea, and work outward in all directions, producing a growing and organized structure composed of key words and key images. The key features are organization, keywords, association, clustering, visual memory - print the key words, use color, symbols, icons, 3Deffects,arrows and outlining groups of words, outstandingness - every Mind Map needs a unique centre, and conscious involvement Mind Maps help organize information. This can allow students to develop a strategy for note-taking, creative writing, report writing, studying the easy way, studying as a group, meetings, and think tanks and can alleviate writer's block. The Example Of Mind Mapping Sunday

Playing In “Garuda” field

football

3 pm

A Singer Profession or Job

Beautiful face

Good wife Long hair

A Singer

orJob

ger Personality

Physical

A Singer

Pointed nose

appearance White skin

Humble Tall Family

A Singer

ger A Singer

Husband

Children

A Singer

A Singer

ger The Process of Mind Mapping Strategy Start with a huge piece of paper and Aturn it sideways (into “landscape” orientation). Singer This provides most space for writing (which tends to go from left-to-right rather than top-tobottom) and also corresponds best with the way that our eyes view the world. Try to write most of your words in a generally horizontal direction. Starting with the central idea or theme, write this in the centre of the paper in capital letters (or other distinctive lettering) and illustrate it, using colour. Draw “branches” for each of your main sub-themes, using different colors for each branch, and write the word along the branch, adding a suitable illustration. It may be helpful to “brainstorm” sub-themes and associated ideas before committing them to the map. Work on each of these branches systematically or jump about all over the place – but try to organize each new idea so that it connects with previous ideas. If ideas recur in different 1389

parts of the map, that‟s OK. If you get a mental block just draw in a blank line to remind yourself to come back to the relevant section. You may want to re-work your original Mind map (or use the post-it note technique) so that you get it “just right”. (http://www.brainboxx.co.uk/) THE PROCEDURES OF LEARNING PROCESS In the second years of junior high school, the basic competence that should be achieved in the writing English subject is that the students have the ability to develop and produce a written simple functional text in the descriptive text, recount text, and narrative text. In this case, the writer focuses on producing a written simple functional text in the descriptive text using a mind mapping. After Standard of competence and basic competence is determined, the next step is developing the indicators. The indicators are finding the various information of the text, identifying the linguistics features of text and writing a simple descriptive text. The learning objectives of this teaching activity are at the end of the lesson, the students are able to find the topic and others information of the text, find nouns, adjectives, phrases, verbs and write a simple descriptive text. This learning process is also explained inthe learning procedures and the strategy that is used in teaching a descriptive text. The strategy is using mind mapping. The teacher also uses some media such as flash cards, pictures or photo related to the topic to support and make it easier for students to understand the topic. Besides the material, media that are prepared, the writing assessment is also designed, as well as rubric and indicators assessment that will be achieved. It is expected to help the teacher to make objective assessment related to the indicators. After organizing the planning of teaching learning, the teacher practices the lesson plan that starts from opening, main and closing activity. The following learning activities are: OPENING ACTIVITY At the beginning of the session, the teacher opens by greeting, giving warming up by asking the students‟: are you ready to study now? The teacher focuses the students‟ attention and also arouses their motivation by giving illustrations about the advantage of learning the materials to take an active part in the learning process. After making the nice situation, the teacher continues to the main activity. MAIN ACTIVITY Main activity refers to the process of learning towards the achievement of basic competence. They consist of steps that are arranged systematically. The activities are to be done systematically through the process of exploration, elaboration, and confirmation. In exploration, teacher does the following activities such as asking the students some brainstorming questions related to the material. The teacher shows some pictures or photo about famous people and asks the students to identify who she/he is. The teacher puts one of person photo on the centre of whiteboard and then gives the questions related to the picture or photo. The teacher makes some branches and asks the students to write the answers that are related to the picture. After that teacher asks the students to identify the kind of words such as nouns, adjectives, phrases and etc. The teacher explains how to make good sentences by using those words to help in making paragraph and also about descriptive text. In elaboration, the teacher does the following activities such as giving instruction to make a group of four students. The teacher gives one photo to each group and asks them to make mind map based on the picture as the main centre of branches with different color. The students describe by writing the name of famous person, his/ her profession or job, hobby, physical appearance, personality and etc. The teacher then assigns them to make a simple paragraph based on the picture in groups. In confirmation, the teacher does the following activities such as giving feedback to the students by giving enforcement to those who finish their assignment, and asking them to put their work on the wall. After that, the teacher asks the students to give any comments to other groups‟ work. 1390

CLOSING ACTIVITY Closing activity is the last activity in a session. In this learning activity the teacher gives reflection and conclusion. The teacher checks the results of students‟ learning. The teacher asks some questions what they have learnt and difficulties in learning process. After that the teacher gives a follow up activity such as homework to make a simple paragraph by describing their family (father, mother, brother or sister) using their family‟s photo individually. FINDINGS AND DISCUSSIONS In learning process of teaching Adescriptive text by using mind mapping, in the beginning of activity the students felt enthusiastic when the teacher gave some questions about their hobbies. Some students answered swimming, travelling, fishing and others. One of the students said that she liked writing a diary and the teacher gave motivation that from the hobby can be earn money for example the author of Harry Potter, JK Rowling. The students should develop their hobby: writing. writing was AN important skill that must be mastered by the students. After the teacher gave motivation and apperception, the students were shown some pictures and asked them to identify the picture. Some students answered the teacher‟s questions related to the picture actively. In the main activity of learning process when the teacher explained by using mind mapping, put one picture on the whiteboard that was given clues by making some branches with different color, some students came forward to write down the keywords. Some students follow the activity enthusiastically. From this activity, there was interaction between the teacher and the students‟ by using picture media. After that the teacher explained how to make some sentences using some keywords and simple present tense. The students paid attention and listened to the teacher‟ explanation enthusiastically. There was also interaction between other students when they made a group to make a simple paragraph to describe a famous person. They discussed to make mind mapping based on the picture before they arranged into good sentences to make a simple paragraph. At the end of main activity, their works were put on the wall and other groups gave the comments to their writing product. After that the teacher gave confirmation by checking the grammar, words choice, and organizing of their paragraph. Based on the teacher‟s observation of their works, there werefew mistakes about grammar, words choice and organizing of their work compared when they wrote before using the mind mapping strategy. The closing activity is when the teacher made a reflection. The students were asked about what they have learnt; almost 75% can answer about linguistic features of descriptive text and how to start of making a paragraph of describing people using mind mapping. It can be concluded that mind mapping can improve students‟ ability in writing a simple paragraph of descriptive texts. Using media is also important to support and make the students easier to understand the material. Beside that, the using of strategy must be suitable with the material that will be taught by the teacher. The interaction between teacher and students, students with other students, the students with media have essential roles in learning process. CONCLUSION Using the mind mapping strategy is appropriate to assist the students in improving their ability especially in writing a paragraph of descriptive texts. It uses some keywords to introduce their brainstorming and also familiar with working together co-operatively in small groups. Beside that the media are also important in teaching learning. The teacher‟s creativity to support the students to be active learners and give motivation is essential too. Applying the mind mapping technique and using appropriate media can improve the students‟ ability in writing descriptive texts. REFERENCE Buzan, Tony, Buzan, Barry. 1993. The Mind Map Book. United States: Penguin Group. BSNP. 2006. Silabusdan RPP Mata PelajaranBahasaInggris. Jakarta: Depdiknas. (blog.thinkbuzan.com/imindmap/mind-map-for-st..)diaksespada 4 November 2013 (http://www.brainboxx.co.uk/)diaksespada 4 November 2013 Hernowo.2007. “Brain-Based Writing”, diakses pada 4 November 2013. (www.smartdraw.com/.../strategic-planning-proces... 2013 1391

THE COMPARISON ON TEACHING AND LEARNING ACTIVITIES BEFORE AND AFTER JOINING TEQIP Fransiskus Jemani SMPN 3 Komodo Abstract: Lesson study has been practiced in the activity of TEQIP. Even though the activities of a teacher have been going on for years, the level of satisfactory of a teacher is still low and the skill of students is still low too. It needs a good strategy or model to get good result. The purpose of this writing is to compare the teachers‟ activities and the students‟ response before and after joining the TEQIP. Keywords: Comparison, model, TEQIP

Comparison means to see the similarities and the differences between two model activities. Teaching is an activity in transferring the information or knowledge. Learning is a process of receiving and recording information or knowledge. TEQIP is a program which aims to increase a quality of teacher in teaching and learning, and to make the students enjoy in learning. And the most important thing is the students understand well and are interested in the subject they learn. So far, the Government has tried hard to increase the quality of teachers through workshop or training. Now lesson study model is being used to increase the quality of teachers. Lesson study is a systematic process used by teacher to know the effectiveness of teaching in order to improve or to increase the result of teaching. It means that the teachers work together to develop lesson plan and its instruments, observation, reflection and review. Lesson study is not a method in teaching, but it is a training to increase the teachers‟ professionalism through collaborative and collegiality in learning community. TEQIP for SMP started in 2013. One of the TEQIP programs is ongoing where the model teacher is the trainee. In an open class, the model teacher uses cooperative learning where the students are grouped in doing exercises or task and the result is very positive. There are 3 steps of lesson study activities. The first is Planning. Before TEQIP In this step, the teacher has an important role in preparing the lesson such as determining the Competence Standard, Basic Competence, Lesson Plan, the strategy of teaching and, preparing or choosing media. Those are prepared by the teacher himself individually. After TEQIP In this step, the model teacher does not prepare the lesson plan alone such as determining the Competence Standard, Basic Competence, Lesson Plan, the strategy of teaching and preparing or choosing media but there are some other people who may join him. According to TEQIP model it is possible the other teachers work together in preparing the lesson plan. Then, they will be the observers, when it is in doing activity. The team may discuss the material of teaching and determine the media of teaching. Even they can try out among the team. The team makes sure that the materials and the other component of lesson plan are good. The purpose of planning is to obtain a good lesson plan which enables the students to study effectively and take part actively in learning. So the aspects which should be paid more attention to are, the organizing of materials, pedagogic aspects, and the use of media. The second step is Doing Before TEQIP So far, before entering the classroom to teach, a teacher has to prepare the lesson plan him/herself. A teacher has authority and responsible to prepare the lesson plan. There is no observer in the classroom. Sometimes the teacher himself does not know the weaknesses of the Lesson Plan. There are no other people in the classroom, except the teacher and the students. Before the teacher explains the material or the topics, he greets the students, checks the 1392

attendance list and asks the students preparation to join the class. And then manages the class until it ends. AfterTEQIP First of all in the learning process, a model teacher greets the students, asking the students‟ condition, checking the students‟ attendance and asking some questions as apperception. In the main activities, a model teacher asks some questions dealing with the topic they are going to learn. And then explains the topic and group the students if they have to work in group. In closing activities, a model teacher asks the students problem in learning the topic. The teacher and students conclude the material they have learned, and give the students some test as homework. In this step, besides the model teacher, the other teachers act as observers. They observe the students‟ activities during the teaching and learning process, started from the beginning until the end of the class. Observers may not disturb the students. They just record and collect the information during the class. In teaching and learning process, the similarities between activities before and after joining TEQIP are that the teacher greets the students, checks the students‟ attendance and asks about the students‟ condition. It is introductory activities. In main activities, the teacher tells the students about the material they are going to learn, and present the material. According to Lesson Study model the teacher leads the students to the real life facts or activities, the facts or the situation around them, while giving some questions as apperception. After that the teacher tells the students about the topic of material they are going to learn. Before TEQIP program the components in the classroom are teacher and students, but after TEQIP program, the components in the classroom are, model teacher, students and observers. The job of the observers are to observe and record the students‟ activities. Then, before TEQIP Program, the teacher lets the students sit in pairs, listen to the teacher explaining the materials, and asking the students do the exercises taken from the book. The teacher is not necessary to make media of teaching. When the teaching hour finishes, the teacher asks the students to do exercise as homework. There is no reflection. It goes week to week. The students‟ skills are not changed, and they think that English is a very difficult subject to learn. The Third is Seeing or Reflecting Before TEQIP There is not any reflection. After the class hour finishes, the teacher leaves the students in the classroom and the teacher teaches another class or come back to the office. After TEQIP Reflection is very important for a model teacher and also for the observers. Reflection means to find the superiority and the lack of teaching and learning process. The model teacher gets the first chance to tell his experience. In this case he evaluates his performance. After the model teacher tells his activities during the class, the observers tell or report their notes about students‟ activities during the class. This is important to know whether the students took part actively during the class and a model teacher can know the real situation, since opening class, main activities, and closing activities. Based on the observers‟ report, the model teacher knows whether the goals are achieved or not, the method or media used. By using lesson study, the teacher can develop creativity, be innovative, and enjoyable. Conclusions and suggestions Conclusion After comparing the superiority and the lack of teaching and learning process before and after joining the TEQIP, some points can be concluded as follows:

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Bofore TEQIP Model teacher composes the lesson plan

After TEQIP Model teacher composes lesson plan

Model teacher composes lesson plan alone

Model teacher composes lesson plan with other teachers The model teacher enters the classroom together with the other teachers as observers.

Model teacher do the activities of teaching alone

There is no reflection of teaching process

After teaching, there is a reflection activities to evaluate the teaching and learning process especially about the students activities during the class.

The lesson study activities is more enjoyable in teaching and learning process, rather than the former teaching and learning activities.The students are more active because they can share their ideas in their group work. The usage of lesson study can increase the students‟ interest in English. The model teacher can increase his confidence. Suggestions The teachers have to try to use the steps/activities of lesson study and should be familiar to work together with the other teachers. The usage of media is very important to help students understand the topic they are going to learn.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING SKILLSTHROUGH MIND MAPPING AT SMPN 1 MELONGUANE TALAUD Naiman Setiani Taalendo Smpn 1 Melonguane Abstract: One of English skills that has to be learned by students is speaking. Although it maybe difficult to learn, students have to do it. Without it, learning English will not be completed. Therefore, students‟ speaking ability has to be improved. To improve it, the researcher as the teacher applies mind mapping in teaching speaking. One of the materials that has to be taught is a report text.This research is to improve students‟ achievement in speaking skills through mind mapping at SMPN 1 melonguane.This research is classroom action researchthat is conducted in two cycles. Collecting data is done by the writer as the teacherthrough a rubric of speaking.Pronunciation, content, and accuracy are the criteria of evaluating students‟ achievement in speaking. The data are analyzed usingKriteria Ketuntasan Minimal. So, the achievement of students can be seen if their score is equal to or higher than Kriteria Ketuntasan Minimal Key words: speaking, mind mapping, report texts

Language is devided into two forms. They are written and spoken. We can communicate through those ways. The written can be stated through symbols and spoken can be through sounds. This form is also used in English as one of subjects that has to be taught at schools. One of the English skills taught to students is speaking. It is stated by Jones, R (in Hafitsa 2010) that speaking is a form of communication, so it is important that what you say conveyed in the most effective way. Therefore, the students have to learn how to communicate 1394

well through a spoken way so that there will not be a misunderstanding between the speakers and the listeners. They have to tell ideas through sounds by using the right rules because the rules make the sounds have meanings. One of the English materials that has to be taught in junior high schools is a report text. It is a text which presents information about something in general as the result of systematic observation and analysis.As stated by Priyana, J. ( 2008 : 70 ) that information reports are used to present information about something.Theygenerally describe an entire class of things, whether natural or made such as mammals, the planets, rocks, plants, computers, countries of the region,transport, and so on. In learning report texts, especially about endangered mammal, the students are lack of interests in learning the topic. It makes the results of their learning not achieve the minimal achievement criteria. So, it means that the objectives of learning are not achieved and are needed to be revised. According to the observations during learning, many factors influencethe learning of report texts. Some of them are (1) they are not used to telling report texts in English orally in order, (2) they are not familiar with the topics, (3) lack of understanding on the aspects in the report texts, and (4) lack of teacher‟s guidance in understanding the text to be presented orally. Based on the facts, the writer uses a mind mapping technique in learning report texts to improve students‟ ability in speaking. Through this learning, students are expected to inform orally what they know from what theylearn. They are also expected to be creative to make learning more interesting for them. Hofland( 2007:5) states: “I believe that we don‟t make the best use of our brains. At school pupils mainly use the left halves of their brains. The left half is used for rational and logical thinking whereas the right half is used for creative thinking. If we would use both halves together, we would make up to five to ten times better use of our brains. That is why I think we should stimulate pupils to use the right half as well as the left half. Mind-mapping is a technique that stimulates both parts of the brains.” It can be concluded that the optimal use of the two parts of brain together can make learning more creative and interesting. Students will feel free to learn the given materials. If they feel free in learning, they will be motivated . It is supported by Hofland ( 2007: 5): “I think that creativity enhances motivation. Subjects that involve a creative aspect - e.g. drawing, drama, music and art- are all time favourites. Most pupils like these subjects because they involve a certain level of freedom. They are free to use their minds in different ways and to create things or make things up that relate to their own feelings and experiences. Mind-mapping allows pupils to make a connection between the subject material and their own feelings and experiences.” So, the creativity aspects of mind mapping can motivate students in learning. METHOD This researh is classroom action research which is conducted to students grade nine of SMPN 1 Melonguane in Talaud.All steps are done by the researcher. The problems are experienced by the researcher and it is designed by followingthe classroom action research procedures. According to Aqib in Basiroh (2013:63) “ In action research, there is a sequence of steps in a spiral form . Every step has planning, acting, observing, and reflecting.”.Based on the objective of research, it will describe and interprete data, facts, the conditions and analyze the learning process by applying a mind mapping techniquein learning. It is conducted through 2 cycles. The first cycle is done through steps: planning, acting, observing, and refelecting . In planning, the researcher arranges some research instruments which will be used on the applying of mind mapping technique in learning report texts. They are syllables, lesson plans, and questions for evaluating the first cycle. In conducting acting step, the researcher shows some pictures of endangered animal and asks simple questions. Then, they are asked to sit in small groups (consisting of 4 students) and given one report text and one animal picture on a piece of paper as their worksheet for every group . They are asked to work together in drawing the animal and fill the blanks in the map of the worksheet. Afterthat , they have to anwer the questions based on the text in groups. 1395

Finally, the answers are presented in front of the classroom as the spoken report individually. The aspects of speaking have to be evaluated to achieve the minimal criteria . They are pronunciation, content, and accuracy. These aspects support each other in learning and teaching speaking. In conducting observations, the researcher teaches and observes the learning process. The observations are focused onapplying mind mapping steps. It starts from observing students in doing mind mapping and how they express ideas through drawing based on the text given. The researcher teachesaccording to the procedures designed in the lesson plan. The reflecting step is done for evaluating the learning processwhether it is successful or not according to the plan. The result of mastering the materials such as students‟ results (test‟ grade) through the speaking rubric can be explained whether it is successful or not. So, theobservations and theevaluation of the first cycle are taken as the reflection for the second cycle. The second cycle is revising of the first cycle. What is needed to be revised will be done in this cycle. The steps are such as planning, acting, observing, and reflecting are done too in this cycle. The revised lesson plan is needed to manage well in doing teaching and learning . After that, the observation is done to get the data and reflection to know that there is an improvement in students‟ speaking ability. FINDINGS AND DISCUSSIONS This research is conducted in two cycles. In the first cycle,the researcher applies lesson plan consisting of acting of mind mapping. The plan is to conduct students- centered learning. The action is to apply mind mapping technique to improve students‟ achievement in speaking about report texts. The result of the observation and evaluation in the beginning shows that students are lack of self involvement in learning and lack of enthusiasm. Besides, they are not motivated because they just wait for what teacher said without active responses on the learning process.After conducting mind mapping or revising the first cycle, students look enthusiasm and motivated to follow the learning process. The result of the first cycle shows that there are 6 students getting score under 75 (criteria of minimal score). It happens because they are not used to learning with mind mapping . They are used to learning with a conventional method that is teacher-centered . The following is the percentage of students‟ accomplishment and unaccomplishment .

The Percentage of Students' Accomplishment Result in Cycle I unaccomplishment

accomplishment

32% 68%

Based on the result of cycle I, it is informed that there is a spirit and motivation from students to improve their speaking ability through mind mapping. They are encouraged to participate in learning report texts . They feel happy because they can draw their imagination into a picture in completing the frame of mind mapping. So, they look relax and still focus to do their given task. 1396

In the diagram, we can see that there are still some students whohave not achieved the standard score. It is caused by the fact that they are confused with the questions about the reproduction of the reported animal. They are still confused to differentiate between when they give birth and how long they are in the gestational period. Therefore, it needed to be revised in the cycle II. In cycle II, there are some aspects prepared by the researcher such as developing concepts about report texts, interesting pictures related to the reported endangered animals , asking them to bring tools for drawing, students‟ worksheets that consist of questions covering all informations that have to be reported, and observation sheet and rubric of speaking. The action step is the application of mind mapping as the following action of cycle I. In the observation and evaluation steps, it is found that students are already enthusiastic and having high motivation to improve their speaking‟s ability . They feel free and confident in reporting the information got from the texts orally. The results of analysis of cycle II show that there is an improvement in students‟ achievement of speaking report text at nine grade students of SMPN 1 Melonguane. It is proved that all students‟ scores achieved are higher than KKM. It means that all of them reach the accomplishment score and they are not confused anymore with the questions related to the reproduction of the reported animals. The revision done by the researcher in cycle II improves students‟ achievement deeply and their comprehensions of the materials increase. The improvement of students‟ achievement in speaking happens because of the revision in cycle I and the reinforcement done by the researcher in cycle II. The result of the cycle II shows that the percentage of the accomplishment becomes 100 %.The following is the diagram about students‟ accomplishment in this part of this material.

The Percentage of Students' Accomplishment Result in Cycle II unaccomplishment

accomplishment

0%

100%

Actually, the beginning condition of nine grade of SMPN 1 Melonguane in learning report textsis that they are not active and having low learning results. It is caused of many factors. Some of them are that the teacher has not applied the suitable methods in teaching and learning process, sothe learning becomes the teacher centered , lack of involvementof students in learning process,anduninteresting learning designs. All of them influence the result of learning. Therefore,learning many methods is a must, not only to know ,but also to practice them because practice makes better, especially in mastering teaching methods and developing them. The students‟ achievements are detemined by the activities done by the teacher and the students. Teaching and learning process is not released from both teacher‟s activities and students‟ activities. Teacher‟s creativities are to make students become more creative and inovative in learning something. As stated by de Bono, E in Hofland, C ( 2007 : 5) “Creativity is a great motivator because it makes people interested in what they are doing. Creativity gives hopex that there can be a worthwhile idea. Creativity gives the possibility of some sort of achievement to everyone. Creativity makes life more fun and more interesting.”So, the students 1397

can construct their knowledge step by step by doing something freely but still achieving the learning objectives. Certainly ,the effective learning process can improve students‟ ability in comprehending the learning materials . As stated by Institute of Education at university of London( 2002:4) “effective learning is all of these at their best plus the monitoring and review of whether approaches or strategies are proving effective for particular goals and context.” The word “these” in the sentence “effective learning is all of these. . .” is an activity of construction, handled with others, and driven bythe learner‟s agency. In this case, the achievement of students‟ speaking ability in learning report texts through mind mapping is improved. Through this action, students are more confident in reportingsomething orally. To make students work together, the researcher asks them to sit in small groups to do their worksheets. Working with others can develop ideas and encourage them to help each other. They can share ideas to do their task better. It is stated by Kelly and Stafford (1993:18) “Small groups can be an effective learning situation in which students learn both through instruction from their teachers and from interaction with each other. The group also provides opportunities for individuals to speak in front of others and to receive feedback from teachers and peers.”. CONCLUSIONS AND SUGGESTIONS The application of mind mapping can improve students‟achievement in speaking skills of nine grade students at SMPN 1 Melonguane. The improvement of students‟ achievement in the first cycle is 68 %. In the first cycle , there are six students who cannot achieve KKM. It means that their score is below 75 as the score of KKM. In the second cycle, with the revision and reinforcement of materials in cycle 1 and 2, the percentage of students‟ accomplishment become 100 %. Based on the findings, it is suggested that the teachers use mind mapping in teaching speaking to improve their achievement. Besides, students are expected to be creative in drawing to support their imagination. REFERENCES Hafisah,N.M.2010. Improving the English Speaking Skill of the Students by Using “paikem” Approach with Use in Focus Media. Accessed from http://universityofibnkhaldunbogorindonesia.blogspot.com/2011/02/improving-english-speaking-skill-of.html November 4th 2013 Hofland,C.2007.Mind-Mapping in the EFL Classroom.Accessed from http://hbokennisbank.uvt.nl/cgi/fontys/show.cgi?fid=4166 November 4th 2013 Institute of Education University of London.2002.Effective Learning.Accessed from http://eprints.ioe.ac.uk/2819/1/Watkins2002Effective.pdf November 4th 2013 Kelly,M and Stafford,K .1993.Managing Small Group Disscussion. Accessed from http://teaching.polyu.edu.hk/datafiles/R19.pdf November 4th 2013 Priyana,J. dkk.2008.Scaffolding : English For Junior High School IX.Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.

USING REPETITION DRILLS TO IMPROVE THE SEVENTH GRADERS’ ENGLISH PRONUNCIATION AT SMP NEGERI 4 BEO, TALAUD Selmyaty [email protected] Abstract: Pronunciation is the act or manner of pronouncing words. In teaching speaking, the teacher always finds the students pronouncing the words incorrectly. This study aimed to improve the pronunciation skill of 20 students of SMPN I Beo, Talaud by using

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Repetition drills. This paper is intended to report the writer‟s experience of using repetition drill to improve the seventh graders at SMP Negeri 4 Beo, Talaud. Keywords: Repetition Drill, pronunciation, speaking

Learning for some students is still deemed to be a boring activity, because it consumes much time, attention and thought. Learning activity is deemed as a burden not as a necessary activity for their future. There are three factors that cause students not eager to follow the teaching-learning activities: 1. lacking the ability to formulate their own ideas, 2 . not having the courage to express their opinions, 3. not being accustomed to competing with other students (Soli Abimanyu, 1995: 8-9). But the issue cannot be charged to the student; the most responsible person in teaching and learning activities both in the classroom and outside the classroom is the teacher. Therefore a teacher must have a good understanding of the learners and the main objectives of the assignment. The meaning of this course include readiness, ability, disability and background of the students. In relation to English language learning, the teacher should really pay attention to students to honing their skill in learning the English language (listening, reading,speaking and writing). Based on the above issues, the teachers need to pay great attention to the student‟s activity during the learning activities including providing opportunities for students to convey reflections in the form of questions, opinions, suggestions, objections or answer. The results of observations on the subjects of English language of seventh graders‟ SMP Negeri 4 Beo Talaud Islands in North Sulawesi Province, showed that the ability to speak English skills is still very poor. Students get difficulty in pronouncing words in the English language correctly. Students do not dare to speak in the classroom with the teacher or with friends in school because they do not know how to pronounce it correctly, then learning English in SMP Negeri Beo 4 is dominated by the use of nativelanguage. The teacher is forced to use Indonesian or local language while teaching, to make the students better understand the lessons being taught. Drill and practice Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral practice (Drilling 2 Teaching English, BBC, 2004).When learners are getting used to the sounds of English it may be easier for them not to see the language written down before they practice saying it, so get them to listen the model and then repeat. The steps to use drilling are a s follows: Make sure you give clear, natural sounding and consistent models. Use hand movements to indicate intonation, use your fist to beat the stress, and join or separate fingers to show word boundaries and where linking occurs in phrases. This kind of gesturing is particularly useful for visual learners since it helps them visualize the language they are practicing. Back chaining helps learners to pay more attention to correct pronunciation and intonation and is also effective to grab students‟ attention. For example, when you are modeling a phrase, start at the end, getting the learners to repeat. Whisper drills (to quieten down a rowdy class) Shouting drills (for enlivening them up) these ideas work particularly well with young learners. Or you can liven drills up by saying things in different ways. For example, sound very happy, very sad, very bored, very excited with a facial expression to match as you model the language and get the learners to do the same. Putting expression into it and exaggerating the intonation helps make the language more memorable. Drilling is not a new or a fashionable classroom technique, but, when it is used appropriately in the classroom, it can be very valuable for our learners. The following are some principles in using repetition drills. Only drill language that will benefit from being drilled (for example if it causes pronunciation problems or if it is a useful chunk of language to be memorized) Don't drill too much and keep drilling stages lively.

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Respond to your learners' needs - drill if you, or they, think it will help them pronounce or memorize words or language chunks. Vary the way in which you do drills to help make the language more memorable. Drilling is a form of pattern practice which involves the repetition by learners of teacher models of restricted amounts of oral language input. It is a basic teaching technique of the methods developed around the Second World War in the United States (Army Method, Oral Approach) which eventually developed into the Audio-Lingual Method associated with Charles Fries and Robert Lado. There are several models of drills ( Larsen-Freeman, 1986): In a repetition drill, students simply repeat the teacher's words, for example lines of a dialogue. A substitution drill requires learners to change a word in an utterance, using a cue given by the teacher. In transformation drills, learners systematically change a given structure, for example converting a question into a statement. A drill may also be simplified to avoid errors by back-chaining - presenting the end of an utterance first, then gradually adding earlier parts. It may also be varied in the chain drill, which offers a departure from the teacher model by requiring individual learners to ask and answer each other in a conversation chain around the class. To overcome the obstacles that occur in the learning, the teacher uses Drill Repetition technique to help students pronounce words in the English language with good pronunciation. This technique is expected to improve students' ability to pronounce English words correctly. Method This research is done in SMP Negeri 4 Beo. There are 20 students in this school, 11 girls and 9 boys with the ability to speak in English is still deficient. This research‟s plan is implemented by the stages planning, doing (implementation), observing and reflecting. Reflection See

Plan Do Figure 1. The diagram of research

The activities in the planning stages include: preparing teaching materials and lesson planning, determining strategies or teaching methods, selecting media and how to evaluate and determine the stage of implementation. On the do stage the researcher chose repetition drill technique. Repetition Drill is a simple technique done by the students of grade 7 as beginners in learning language. The technique was implemented in two cycles. On the see step (observation), the observers made a note for the superiority and drawbacks of the learning activity. The last step is reflection. In this step the superority and drawbacks in the learning activity were discussed. The shortage found was useful to reflect for the next activity. Research results Lack of ability of the students in pronouncing English words is seen in the results of the oral test on the skills of speaking, when the students were told to pronounce words in English, many still made mistakes in pronunciation. The scoring rubric that has been prepared on average did not achieve the results that satisfy. Out of 20 students, only 3 people were able to pronounce it correctly and the rest still made incorrect pronunciation. For the problems that were mentioned, the teacher must act to improve the learning activity that is to find a method, the media or the exact model of learning and effective and innovative ways to improve students' lack of ability to pronunce words in English. Repetition Drill is the old method adopted by generations of teachers to train English speaking. Repetition Drill technique can improve the ability to say English words for 7thgrade students of SMP 1400

Negeri 4 Beo. However, the results of the first cycle were unsatisfactory; only 3 students could pronounce English words correctly. In cycle two, the teacher specifically guided students in pronouncing English words. From the second test results better results were obtained because the teacher became a model in the sample directly imitated by the students. Students tried to say the English words like what the teacher said. Results obtained after the learning cycle two showed increased ability from only 3 students who could pronounce the words well into 18 students who could pronounce English words properly. Conclusion Based on learning outcomes it can be concluded that the use of repetition drill technique can enhance speaking ability of English words students of SMP Negeri 4 Beo.So with this conclusion it is recommended that the teacher choose the appropriate technique to help the students improve pronunciation ability to speak English correctly. References Abimanyu, Soli. 1995. Anugerahwati, Mirjam. And Fachurrazy. 2012.Pembelajaran Bahasa Inggris Kreatif dan Inovatif. Malang: UniversitasNegeri Malang. Larsen-Freeman, Diane. 1986. Techniques and Principles in Language Teaching. Oxford: Oxford University Press.

TEACHING PROCEDURE TEXT TO STUDENTS OF SMPN 3 PPU BY USING NUMBERED HEADS TOGETHER Sri Ambarwati SMP Negeri 3 Penajam Paser Utara [email protected] Abstract: This paper is aimed to describe the teaching of reading comprehension of Procedure texts by using the Cooperative Learning model of Numbered Heads Together. The technique implemented on Grade 9 Students of SMPN 3 PPU have good result: the students were very enthusiastic to give attention from the opening. The score average is 80%. We can conclude that NHT model can help the students‟ have high motivation and achievement. Key words: Cooperative learning, Reading , Procedure Text, Numbered Heads Together

English as an international language is spoken in most international events and is used as the medium of information flow on science, technology and culture. As we understand, learning a foreign language is more difficult than learning a national language or learning a mother tongue. It is because the foreign language has completely different aspects and systems, which should be understood by the students or the learners, such as pronunciation, spelling, and the cultural background of the language. Besides that we also remember that there are some important factors in foreign language learning, which will mostly influence students, or learners in mastering the language. There are four skills in language term, namely reading, speaking, listening, and writing. Each skill has special characteristics whether it is in teaching strategies or in the way to study them. From the four skills of language above, the writer is eager to choose reading comprehension because the researcher regards that reading is as the primary skill which is taught to the students in school. Reading skill is always given the main emphasis. As it is stated in the Kurikulum Tingkat Satuan Pendidikan (KTSP) curriculum of English for SMP, the main 1401

goal of teaching English is to make students able to read. It means that the main goal of English teaching and learning for Indonesian students is to comprehend, that is to fully understand written or printed information. Reading is a receptive language process. It is a psycholinguistic process in that it starts with a linguistics surface representation encoded by a writer and ends with meaning which the reader constructs. Zints in Wiryodijoyo (1989 : 11) states that “membaca pemahaman adalah kemampuan menerjemahkan kata-kata penulis sehingga menimbulkan pikiran-pikiran atau ideide yang berguna bagi pembaca, seperti yang terkandung dalam bacaan” . Because reading is a psycholinguistic process, it may be an active and passive reading. However, reading process is an attempt to drill or explore the textual passage in reading text. An active reading condition depends on the way in teaching it to the students. Many reading methods have been used in classrooms alternately. The results show that some are successful with a particular group of students but some are not. Actually, what should be taken into consideration now is the way the knowledge is presented. As we know, teacher–centered approaches taking place in traditional classrooms do not produce active recipients and result in fossilized language learning. It is not effective enough to promote language acquisition. During the past decade, a new approach called “Cooperative Learning” seemed to attract a lot of attention and became popular. This conceptual approach is based on a theoretical framework that provides general principles on how to structure cooperative learning activities in a teacher‟s specific subject area, curriculum, students, and setting. Teachers can use this approach to stimulate students to acquire the knowledge as well as create interpersonal and team skills. By reading, the students can enlarge or enrich their knowledge and experience because most of information they need is served in written form. Traditionally, classes always consist of good students and weak students. The weak students sit in isolation as they lose confidence in their ability to learn English. Working in groups, therefore, is believed to help solve this problem. Key terms In this paper several key terms are used, whose meanings are as follows: 1. Cooperative learning (CL) is the concepts and techniques for helping students learn together. 2. Reading Comprehension is reading to get information in the text. 3. Numbered Heads Together is one of cooperative learning models used in this study, where students in a group are given specific numbers for the teacher to call on them to answer questions. Definitions of Cooperative Learning Cooperative learning is a generic term for various small group interactive instructional procedures. Students work together on academic tasks in small groups to help themselves and their teammates learn together. Cooperative learning is one strategy for group instruction which is under the learner-centered approach. Many educators give the definitions of cooperative learning: “Cooperative learning is an instructional program in which students work in small groups to help one another master academic content.” ( Slavin, 1995). “Cooperative learning involves students working together in pairs or groups, and they share information .They are a team whose players must work together in order to achieve goals successfully.” (Brown, 1994). In addition, Kessler (1992) proposes the definition of cooperative learning particularly in language learning context: “Cooperative learning is a within-class grouping of students usually of differing levels of second language proficiency, who learn to work together on specific tasks or projects in such a way that all students in the group benefit from the interactive experience.” According to Johnson (2005), cooperation is not assigning a job to a group of students where one student does all the work and the others put their names on the paper. It is not having students sit side by side at the same table to talk with each other as they do their individual assignments as well. It is not having students do a task individually with instructions that the ones who finish first are to help the slower students. On the contrary, cooperative learning is a teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a 1402

team is responsible not only for learning what is being taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. Cooperative learning (CL) can be defined as "concepts and techniques for helping students learn together”. Elements of Cooperative Learning Cooperative efforts are expected to be more productive under certain conditions. The followings are the five basic elements of cooperative learning. ( Lie, A. 2003) a.

Positive Interdependence The first requirement for an effectively structured cooperative learning environment is that students believe they “sink or swim” together (Johnson, Johnson & Stanne, 2000) That is, cooperation occurs only when students perceive that the success of one depends on the success of the others. Whatever task students are given to perform, each group member must feel that his or her contribution is necessary for the group‟s success. Students have to learn to work together in order to accomplish tasks. This is why learning task must be designed in a way that makes them believe, “they sink or swim together.” Through the assigned material, students learn to achieve the goal. Therefore, a number of ways of structuring positive interdependence are carried out such as reward, resources, or task responsibilities to supplement goal interdependence. Each group member has a unique contribution to make to the joint effort because of his or her resources or role or task responsibilities. b.

Face-to-Face Interaction The second element of cooperative learning requires face-to-face interaction among students within which they promote each other‟s learning and success. Johnson (2005) suggests that it is necessary to maximize the opportunities for them to help, support, encourage, and praise each other. Such interaction helps to promote the following: -orally explaining how to solve problems - teaching one‟s knowledge to other -checking for understanding -discussing concepts being learned -connecting present with past learning c.

Individual and Group Accountability The third element leads to the belief “What students can do together today, they can do alone tomorrow.” The purpose of cooperative learning groups is to make each member a stronger individual. Individual accountability exists when the performance of each individual student is assessed, and the results are given back to the groups. Therefore, the group knows who needs more assistance, support, and encouragement in completing the job. Johnson & Johnson (1991) suggest some common ways to structure individual accountability. These include giving an individual test to each student, randomly selecting one student to represent the entire group, or having students teach what they have learned to someone else. Interpersonal & Small – Group Skills Students must be taught the social skills and be motivated to use them. Social skills which are needed for both teamwork and task work include leadership, decision–making, trust– building, communication, and conflict–management skills. (Johnson, Johnson, & Holubec, 1993). d.

e.

Group Processing Group members should think about how well they have cooperated as a team and how to enhance their future cooperation. Some of the keys to successful processing are allowing sufficient time for it to take place, emphasizing positive feedback, maintaining student involvement in processing etc. To be cooperative, group members must promote each other‟s learning and success face-to-face, hold each other personally and individually accountable to do 1403

a fair share of the work, use the interpersonal and small group skills needed for cooperative efforts to be successful, and process as a group how effectively members are working together. These five essential components must be present for small group learning to be truly cooperative. There needs to be an accepted common goal on which the group will be rewarded for their efforts (Johnson & Johnson, 1991). Numbered Heads Together Cooperative learning can be structured in many different models. As Olsen & Kagan (1992) state, all cooperative learning models share the idea that students work together to learn and are responsible for their teammates‟ learning as well as their own. The general ones are Student Teams-Achievement Divisions (STAD), Teams-GamesTournaments (TGT), and Jigsaw II. Moreover, some are designed for use in particular subjects at particular grade levels such as Integrated Reading and Composition (CIRC) for reading and writing instruction and Team Accelerated Instruction (TAI) for mathematics. The model used in this research is based on Numbered Heads Together, which is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared. This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material. Group learning methods encourage students to take greater responsibility for their own learning and to learn from one another, as well as from the instructor (Terenzini & Pascarella, 1994). There are some steps to do Numbered Head Together: 1) divide the students into groups of four and give each one a number from one to four, 2) pose a question or a problem to the class, 3) have students gather to think about the question and to make sure everyone in their group understands and can give an answer, 4) ask the question and call out a number randomly, 5) the students with that number raise their hands, and when called on, the student answers for his or her team. Teaching reading comprehension As stated by Hornby the term” teaching” “ means “to cause somebody to know or be able to do something “. Teaching a child to read a story book, for instance, means causing the child to be able to read the story book (Hornby, 1986: 886). Reading is an active and interactive activity to reproduce the word mentally and vocally and tries to understand the content of reading text. It is important to bear in mind that reading is not an invariant skill, that there are different types of reading skills, which correspond to the many different purposes we have for reading (Zins, 1989:33). In classroom, in student‟s reading activities, the writer is sure that they have many purposes, among others are to graduate from their school and to provide themselves with the knowledge to continue their studies whatever their purposes are. In order to achieve the goal, the comprehension ability in reading is needed. According to Olson and Diller (1982:42), reading comprehension is a term used to identify those skills needed to understand and apply information contained in a written material. Reading competence is essential to personal enrichment and the development of intelligent citizenship. By reading, the students can enlarge or enrich their knowledge and experience because most of information they need is served in written form. The curriculum of English for SMP states that the teaching of English should cover the four language skills; (listening, speaking, reading and writing). Reading skill is always given the main emphasis. As it is stated in the 2006 curriculum of English for SMP, the main goal of teaching English is to make students able to read. It means that the main goal of English teaching and learning for Indonesian students is to comprehend, that is to fully understand written or printed information. If we say that a certain student is good at comprehension we mean that the student can read 1404

accurately so as to get the maximum information from the text with the minimum misunderstanding (Swan,1992: 1). The teacher can use some methods of teaching reading so that the students can enjoy and be stimulated in learning EFL reading comprehension. Lesson plan The design of lesson plan is oriented to the reading skill. Standard competence of reading is (5) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari The Basic Competence for this reading skill is (5.2) Merespons makna yang terdapat dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari The Indicators for these activities are : Finding out the meaning of new words in the text Identifying the detailed information in the text Identifying the generic structure in the text Identifying the language feature in the text Learning objectives: At the end of lesson, after the students read the text, they are able to: 1. Identify the meaning of new words correctly 2. Identify the detailed information of the text correctly 3. Identify the generic structure of the text correctly 4. Identify the language features of the text correctly The material is the procedure text content of title, material, tool and step how to make or cook food. This procedure text is very simple that can be done of the students in their daily lives. The teacher can download the material from the internet, take from magazine, cut from newspaper or just take in the text book (BSE). The teacher must be creative in using pictures or media that attract the students‟ to understanding of the lesson. After preparing the material the teacher should make the students‟ evaluation and scoring. The evaluation design is in the form of written test. After the lesson plan is done, the teacher practices the teaching learning activity according to the planned steps. Learning activities Opening Teacher starts the lesson with greeting, teacher checks the attendance list ask the absent students‟ reason to their close friend, then teacher delivers the learning objectives that will be taught and teachers gives apperception to the students with pictures of food (pecel, pukis, bakso, martabak, etc) for about ten minutes. Main activity. Teacher needs forty minutes to give the main activity because this consists of three parts. Exploration In exploration students are divided into groups which consists of five students, each of the students is labeled or tagged with number on their pocket provided by the teacher, then each of the students group are given procedure text (work sheet). Each group is asked to list the difficult word and students who gets number one for each team are asked to find out the meaning of difficult words Elaboration To elaborate teacher helps the students‟ to answer the question of each group and walks around the groups. As the facilitator the teacher only gives guidance how to answer the students‟ problems; each of the student groups is given questions about the content of the text

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depend to their number. For example student number 1 answer question number 1, number 2 also does the question number 2, etc. Confirmation After the students answer the questions given, teacher gives reward to the group who can answer correctly. Then teacher gives feedback to the students about procedure, after that teacher elaborates what becomes the students‟ difficulty and she concludes about text procedure, such as the generic structure and time sequence used in procedure text. Closing Closing activity only takes ten minutes. The teacher reflects the result of students‟ work they have done and gives homework to find another text related to the procedure text from magazine, newspaper, tabloid, download from internet, etc. Result and discussion The result of this activity is the students were very enthusiastic to give attention from the opening. They tried hard to find the answer together in their group, because the answer would be compared with other groups. When their answered correctly the said hooray because the teacher gave a star in their answer. The students could share with their friends whether their answer was correct or not. Teacher can give the guidance to make students find out the answer easily. From the students‟ answer, it showed that most of their answers were correct. The score average was 80%. So this teaching learning activity was a success. The KKM in this grade is 70, and the students exceeded it. The class consisted of 6 groups, each group had 5 members, the number of students in this class was 29. Four groups could answer all the questions correctly. One group had two mistakes and one group had only one mistake. This activity as the new experience for the students because the teacher never used this method before. Giving label, make a group and divide the question for the same number and discuss together. Suggestion From the result we know that the most creative teacher will produce the best students. We must make our classroom with variety of teaching learning models and make them always get new experience in daily lesson. References Arsyad, A. 2009. Media Pembelajaran. Jakarta: Raja Grafindo Persada. Lie,A. 2003. Cooperative Learning. Jakarta: PT Gramedia Widiasaran Indonesia. Johnson D., Johnson R., and Holubec, E. 1993. Advanced Cooperative Learning. Edin, MN.: Interaction Book Company. Slavin, R.E. 1991. Cooperative Learning. New Jersey: Prentice-Hall.

IMPROVING THE STUDENTS'ABILITY IN SPEAKING WITH A ROLE PLAY Srya Martha [email protected] Abstract : This article is a report of the result of an action research intended to improve the students‟ English sepaking performance. The writershares the effectiveness of role play method in the teaching-learning process with the topic of “expression of asking and giving opinion”. The datais taken by the teacher in two cyclus through rubric. It is consist of some criterias, they are Pronunciation, Fluency, Quality of communication and Amount of

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communication and the result shows that it is method effective for the students to improve their speaking ability. Keywords :Speaking, Role playing, Asking and Giving Opinion.

Speaking is considered as one of difficult skills, but the studentsmust try to speak or communicate in English. It is very important to be practiced by the students who are learning English as a foreign language. That is why, it is necessary for the teachers to find out the appropriate technique to help students in developing their speaking ability. According to the writer‟s observation in teaching speaking at SMP N 2 Manganitu, especially when teaching the “expressions of Asking and Giving opinions”,it was found that the students had difficultiesincommunicatingtheir ideas. In order to overcome this problem, therefore, the writerapplied a Role Play techniqueto make the students speak up . Johnstone&Percival( 1976:49 ) staterole playing is a technique used in the learning process to provide participation and involvement in the learning process. In a training environment, role playing allows the learner to receive objective feedback about one's performance. Role playing techniques can be used to diagnose interactive skills, to provide models and practice, and to motivate individuals to pay more attention to their interpersonal impact. One of its primary benefits is that it allows the learner to experience a real life situation in a protected environment. The writer used it to make the students try to speak in English. The Advantages of Using Role Play The advantages of using role play in learning speaking depends on how the positive attitudes of teachers help to further the students' speaking skills.Role play technique hasbeen enthusiastically accepted by the students as it challenges their creativity and ability to think critically, which enables them to speak more logically and confidently in the classroom. The students' performance will be observed by the teacher while doing the role play in front of the class. It also helps students to overcome inhibition when it comes to speaking in front of others.. METHOD This research was conducted in SMP N 2Manganituwhen the writertaught about “asking and giving opinions” by using Role Play. With this role play, the studentslearned how to act and how to communicate with each other in the different situations through the dialogs. In teaching and learning process, the writergave some dialogues and the students learned with their friends how to demonstrate the dialoguesand discussed about the pronunciation. But, when they practiced the dilogues, some of them did not enjoy and feel interested. The writer felt that she should do the second cycle.In the first cycle, the writerfelt that some of the students could notdo practices seriously. So, she taught themhow to act and how to communicate the expressionswhen applying the role playing technique, with correct pronunciation. She gave more explanation about the topic and the situation in the dialogues. So, they started to understand their characteristics in the role play.Finally, they could give a good performance. The data were collected based on the two cycles. In the first cycle, the writer assessed the students‟ performance with a a scoring rubric that included the criteria, such as Pronunciation, Fluency, Accuracy, and Quality of communication. RESULT AND DISSCUSSION FIRST CYCLE In teaching and learning process, the writer gave some dialogues and the students learned with their friends how to demonstrate themand discussed about the pronunciation. But in a fact, they did not feel interested because the topic and situation in the dialogues did not interest them . So, the result was not satisfactory because eight studentsonly gotKKM and the other were below KKM as can the following table shows

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Table1. Students’ Speaking Performance in Cycle 1 No

Name of Students

Fluency

Pronunciation

Accuracy

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

FebriantiLaumbure April Husein Yusuf Sarageti Dian Mapia RiniKaengke JoliverNgantung ReineSaselah Christy Paramulia RismaDalekes Oktavianti YuliaHoromaeng LeisonLahose AldiBimbanaung IvanaSolang IrenneManiku

20 10 10 10 10 20 10 10 10 20 10 10 10 20 10

20 20 20 20 20 20 10 10 20 20 20 10 20 20 10

20 10 20 20 20 20 20 10 20 10 20 20 20 10 20

Quality of communication 20 10 20 20 10 10 10 20 20 20 10 20 20 20 10

Score

Statement

80 50 70 70 60 70 50 60 70 70 60 60 70 70 50

K BK K K BK BK K BK K K BK BK K K BK

K = achieved KKM ( Tuntas ) BK = Below KKM ( Tidak tuntas ) SECOND CYCLE The first cycle turned out to fail; so‟ there needed the second cycle.She started from taught themhow to act,how to communicate and how to pronunce, correctly. So that, when they applied the role playing technique.Then, she is given more explanation about the topic and the situation. Finally, they started to understand theircharacteristic in the dialogue and they shown a good performance. It was very different fromthe first cyle, because the result in the second cycle all of the students got the good score, passing the KKM, as shown in the following table. Table2. Students’ Speaking Performance in Cycle 2 No

Name of Students

Fluency

Pronunciation

Accuracy

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

FebriantiLaumbure April Husein Yusuf Sarageti Dian Mapia RiniKaengke JoliverNgantung ReineSaselah Christy Paramulia RismaDalekes Oktavianti YuliaHoromaeng LeisonLahose AldiBimbanaung IvanaSolang IrenneManiku

10 10 20 20 20 10 20 20 20 10 20 20 20 20 20

10 30 20 20 20 10 20 20 20 30 20 20 20 20 20

20 20 20 30 20 30 20 20 20 20 20 10 20 30 20

Quality of communication 20 10 20 10 20 20 20 20 20 30 20 30 30 10 20

Score

Statement

70 70 80 80 80 70 80 80 80 90 80 80 90 80 80

K K K K K K K K K K K K K K K

K = achieved KKM ( Tuntas ) The result of this observation shown based on the following fact that the student's ability in speaking through this technique is increased. It means that, we can used this techniquein teaching speaking. CONCLUSION AND SUGGESTION Conclusion By using role play technique in learning expression of asking and giving opinion, especially improve the student's ability in speaking is effectiveness because the result of this observation shown that the student's score in the second cycle is higher than their score, first. It 1408

means that role play can be used to overcome the student's problem in teaching speaking to learn Asking and giving opinion. Suggestions : - English teachers of Junior High School are suggested to apply Role Play in their teaching and learning process. I order to make students interested in speaking. - English teachers are suggested to choose suitable technique and method in teaching English especially in developing speaking ability of the students, like as Role Play. - English teachers of Junior High School are suggested to prepare their good lesson plan. BIBLIOGRAPHY Depdiknas. 2004. Kurikulum 2004. StandarKompetensiPelajaranBahasaInggris SMP danMadrasahTsanawiyah.Jakarta : DEPDIKNAS Lado, R. 1961. Language Testing. The constructural and use of Foreign Test. London:Longman Group Ltd. Johnstone, A.H & Percival, F . 1976. Attention breaks in lectures .Education in Chemistry, accessed from http:/www.newlink.com/-donclark/hrd/history/roleplay13, 49.04 Nov 2013

THE EFFECTIVENESS OF CLASSROOM MANAGEMENT IN ENHANCING STUDENTS’ PARTICIPATIONS IN THE TEACHING LEARNING PROCESS AT SMPN 2 MELIAU SANGGAU Suryanti SMP N 3 Sanggau, Kalimantan Barat [email protected] Abstract: This aim of this writing is to investigate the effectiveness of classroom management in enhancing students‟ achievement in teaching learning process in SMP N 2 MELIAU SANGGAU at the lesson study activity at on going 2. The data from observationsshow thatthe effectiveness of classroom management should include (1) the teacher has to be able to master the material which has been delivered to the students, (2)the teacher uses attractive media in the classroom, (3) the teacher uses the appropriate strategy, and (4) the teacher rises up her/his voice. Keywords: effectiveness, classroom management, achievement

Teachers are the central parts in EFL classroom anda classroom management is the main concern of the teachers.Being a good teacher affects the atmosphere in the learning process. A classroom management is like a cycle process that includes planning, implementation, assesment, and final evaluation(Tal, 2010cited in Rahimi and Asadollah). This cycle is carried out into the class that is neededby the students. Harmer (2007) believes that if EFL teachers want to manage their classroom effectively, they have to be able to handle the organization of the classroom space, organization of the classroom time, and whether the students are working on their own groups. Moreover, the teachers should consider how they appear to the students, and how they use their voice to attract the students‟ attention. Based on the writer‟s experiences inconducting ongoing 2 in teaching learning process in SMPN 2 Meliau Sanggau,it is found that the teacher did the following things. Firstly, the teachermastered the material to be delivered to the students.Secondly, the method orstrategy 1409

which was used by the teacher was not appropriate and compatible with the material.Thirdly,the teacher used attractive media that were suitable with the classroom atmosphere. Fourtly,when the teacher delivered the material,her voice rose up to attract the students‟ attention. This article is to report the writer‟s experiences in finding out the effectiveness of classroom management in enhancing the students‟ participation in learning English at SMP N 2 Meliau Kab. Sanggau. Review of Literature Classroom management is perceived as a cyclical process that includes advanced planning, implementation, assesment during the implementation, and final evaluation that takes into account factors related to children and their environment, intended to bring about progress in the activities carried out for the learning and emotional well-being of the children in the class (Tall, 2010 cited in Rahimi and Asadollah)). Thus, the classroom management needed the advanved planning, and therefore before coming to the class, a teacher has well organized about the class including the preparation of the material. Beside the teacher has to master and prepare the material well, the choice of strategy is very important. Teaching method or strategy is appropriately chosen in line with the subject and the student needs. Different methods are used in accordance with the learning needs of the students and the size of the group (Kayikci, 2009), therefore the choice of strategy in line with the material and the condition of the students is important to make the teaching process run well and the students study easily. The teacher‟s main job in the classroom management is to facilitate learning. What a teacher should do is to make something difficult or uninteresting easier to digest in the class. Sometimes, it is difficult for students to get the ideaswhich are delivered by a teacher.In order to represent the teacher‟s ideas a medium is then needed. According to Heinch et al., (1982)in Rahmajanti et al., (2013), the term “media” refers to anything that carries information between a source and a receiver.Such things as film, television, radio, audio recordings, projected visuals, computer, printed materials and the like are called media of communication. They are classified as instructional media when they are used to carry messages for instructional purposes. When the writer did on going 2 in teaching learning process, the writer used an audio recording and computer.Gerlach and Ely (1992) cited in Rahmajanti et al (2013)exclaim that instructional media refer to anything employed to function as media for the implementation of particular teaching methods/strategies in order to accomplish instructional goals/objectives. So, it is clear that using media can easily reach the instructional objectives. Besides instructional media for the effectiveness of classroom management, the teacher‟s voice is very helpful to attract the students‟ attention.The learners are easy to lose their consentrations if the teacher‟s voice isnot clear enough. Hormer (2007) states that the teacher should consider how she/he appears to the students, and how she/he uses his/her voice to attract the students‟ attention. As a teacher has to be able to manage his/her voice to get the students‟ attention or if the teacher‟s voice didnot support the class atmosphere, the students would lose the information which is delivered by the teacher and it makes the students busy with their friends or do something annoying. Method The data were collected in SMPN 2 Meliau Sanggau.There were 24 students in that school and the writerwas a teacher‟s model. The material was about listening skill (Expression of certainty and uncertainty) The data werecollected when the writer became a teacher‟s model at on going 2. The data werecollected through observations by 5 observers. The observers were English teachers, two teachers were from SMPN 2 Meliau Sanggau and the three teachers from SMPN 1 Meliau and SMPN 3 Meliau. The data were analized after the observers observed the class. It means that the data got from the observers after the end of the class were discussed in the reflection.When the teacher taught in the class the observers made some notes about the teaching process. From the data,the writer found some information in the teaching-learning process in accordance with the classroom management. 1410

Findings and Discussions To motivate the students in teaching learning process, the teacher prepared well the media such asthe pictures, CD audio, and students‟ worksheet.The activities in teaching are in the following. A. Pre activity - The teachers showed the students the pictures. The fisrt picture is about the wheather. The teacher asked the students: Are you sure? Is it going to rain? The students‟ answered : yes, I‟m sure The second picture is about a birthday party: The teacher asked the students: Are you sure you that you are going to go to the birthday party? The students‟ answered: yes I‟m sure. And another student answered: no, I‟m not sure. The teacher wrote the students‟ answer on the white board B. Main Activity - After that the teacher elaborated the aim of the study. - Teacher explained the material to the students. Teacher gavethe example how to express certainty and uncertainty. Teacher asked the students to answer the questions orally related to the expressions certainty and uncertainty. C. Post activity - After the teacher believed that the students understoodthe material, the teacher explained the next step, namely to listen to the dialog based on the CD. - The last was that teacher checked the students‟ answers. As mentioned above, after the teacher taught in the class, and 5 observers made some notes. A teacher and observers did the reflection, and the results of the observations are as follows. According to the observers, in the reflection activity, In pre –activity when the teacher showed the picture, the students were motivated and they automatically answered the teachers‟ questions.It means that when the teacher used the media the students motivated, The media could help them to catch the teacher‟s instruction.

Picture 1 : Pre activity – The teacher’s model showed the students the picture

When the teacher explored the material,some students looked uptight. It would be better that the teacher used the game or sang a song. Still in the whilst activity, the teacher played the CD and asked the students to complete the dialogues immediately based on what they had heard. In this activity, the observer said that the students were interested because they heard the dialogues in the audio.

Picture 2 The students were listening the dialogue through CD computer

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Based on the findings,firstly, the teacher has to give many examples about the expressions of certainty and uncertainty.It is believed that through many examples and drillings the students will get better understanding and the class atmosphere will be more attractive.Secondly,to avoid the monotenous teaching-lerning process, the teacher has to use many strategies. When the writer taught the class, the learners seemed to be so serious. The data showthatin order to make the students enjoy, the teacher should add other strategies, such as a game and a song.The students will get bored if the strategy is not challenging enough. Thirdly, the use of media can assist the students to comprehend the material. The last is that there were 24 students in the class when the teacher expalained the material.The teacher‟s voice has to reach all students in the class.If the voice and the instruction are not clear,the students do not only catch the ideas, but also disrupt his/her friends. Conclusions and Suggestions The effectiveness of classroom management in enhancing students‟ participation at on going 2 at SMPN 2 MELIAU SANGGAU can be concluded as follows: a. The material has to prepared well in enhancing students‟participation in the classroom management.If the material is not prepared well, it can be out of the context and the instructional objectives cannot be reached succesfully. b. The appropriate method or strategy has to maintained well. The strategy or method that will be applied in the class has to merit to the material and students‟ behavior. The appropriate strategy will make the classroom effective, the students will motivate to learn. c. The exertion of mediaassists the students, the function of media is to represent the material. When the students are difficult to understand the material which is delivered by his/her teacher,the function of media is needed. So the media represent the material. Raise up the voice.As a teacher speaks in the class as the main activity, he/she has to maintain her/his voice, so that the students can hear clearly what the teacher wants his/her students to do. Based on the conclusions, several suggestions are needed: (1) The effectiveness of classroom management in enhancing the students‟ participation in teaching-learning process mustbe kept, (2)the teacher has to be able to master the material, (3) the teacher should use the appropriate strategy, (4) the teacher should use the interesting media, and (5) the most important thing is the teacher has to raise up the voice, so that the information which is delivered will be successfully transferred. References Fachrurrazy, Anugerahwatywati,M 2013. Pembelajaran Bahasa Inggris Kreatif dan Inovatif. Penerbit Universitas Negeri malang. Kayikci K. 2009. The Effect of Classroom Management Skills of Elementary School Teachers on Undesirable Discipline Behaviour of Sstudents. www. Science Direct Journal. Rachmawaty, Sri. Dkk (2013). Media Pembelajaran Inggris. Penerbit Universitas Negeri Malang. Rahimi M. And Abdollah. F (2011). EFL Teachers’ Classroom Management Orientations: Investigating the Role ofIndividual Differences and Contextual Variables. Accessed from www. Science Direct Journal, November 12, 2013

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