BENTUK-BENTUK KOMUNIKASI DALAM PEMBELAJARAN. Ali Rahman STAIN Parepare

BENTUK-BENTUK KOMUNIKASI DALAM PEMBELAJARAN Ali Rahman STAIN Parepare Abstract Communication is the act of providing information to others with the intention that other people have similar information with its message. Communication can be done with one-way or twoway/multi direction. The message conveyed by the sender to the recipient may be packaged verbal or nonverbal. Verbal communication is communication that uses words, spoken or written. Nonverbal communication is communication that is packaged in a message without words. Communication views of the participants were divided into communication intrapersonal communication, interpersonal communication, group communication, mass communication, and organizational communication. Learning is an activity that involves a person in an attempt to acquire the knowledge, skills and positive values by utilizing a variety of resources for learning. Learning can involve two parties, namely students and teachers as facilitators. Learning occurs in learning and teaching process. Thus, learning requires interaction shows that the learning process is a process of communication, meaning that inside there is a process of delivering a message by the teacher to the student. Keywords: Forms of communication, learning process, effective communication Pendahuluan Komunikasi merupakan sarana untuk terjalinnya hubungan antara seseorang dengan orang lain.Manusia sebagai makluk sosial sangat membutuhkan komunikasi sebagai sarana untuk berinteraksi antara yang satu dengan yang lainnya.Komunikasi adalah proses ~1~

Ali Rahman, Bentuk-Bentuk Komunikasi…

pengiriman informasi dari satu pihak kepada pihak lain untuk tujuan tertentu. Tujuan manusia berkomunikasi adalah untuk menghasilkan

suatu

tindakan

komunikasi

efektif,

yaitu

menyampaikan apa yang ada di pikiran komunikator, aga sama dengan apa yang dipikirkan oleh pihak komunikan. 1 Komunikasi dikatakan efektif apabila komunikasi yang terjadi menimbulkan arus informasi dua arah, yaitu dengan munculnya umpan balik dari pihak penerima pesan. Komunikasi dalam pembelajaran dewasa ini mendapatkan perhatian yang luar biasa. Hal ini dilatar belakangi oleh pentingnya memilih cara komunikasi dalam proses pembelajaran agar kegiatan pembelajaran mencapai tujuan secara efektif dan efisien. Komunikasi menjadi salah satu faktor penentu keberhasilan dalam proses pembelajaran. Komunikasi yang efektif berkolerasi dengan tingkat keberhasilan pembelajaran. Kualitas pembelajaran dipengaruhi oleh efektif atau tidaknya komunikasi yang terjadi di dalamnya. Komunikasi efektif dalam pembelajaran merupakan proses transformasi pesan berupa ilmu

pengetahuan

dan

teknologi

dari

pembelajar

kepada

pelajar.Dalam hal inipelajar mam pu memahami maksud pesan sesuai dengan tujuan yang telah ditentukan, sehingga dapat menambah wawasan ilmu pengetahuan dan teknologi serta menimbulkan perubahan tingkah laku

menjadi

lebih

baik.

Pengajar

adalah

pihak

yang

bertanggungjawab terhadap berlangsungnya komunikasi yang efektif dalam pembelajaran, sehingga pengajar dituntut memiliki kemampuan berkomunikasi yang baik agar menghasilkan proses pembelajaran yang efektif. 1

Lucy Pujasari Supratman dan Adi Bayu Mahadian, Psikologi

Kumunikasi, (Yogyakarta: Deepublish, 2016) h. 13 ~2~


Definisi komunikasi Dalam Kamus Besar Bahasa Indonesia (KBBI) dipaparkan bahwa komunikasi adalah pengiriman dan penerimaan pesan atau berita antara dua orang atau lebih sehingga pesan yang dimaksud dapat dipahami.2 Menurut Hardjana, sebagaimana dikutip oleh Endang Lestari G. secara etimologis komunikasi berasal dari bahasa Latin yaitu cum, sebuah kata depan yang artinya dengan, atau bersama dengan, dan kata umus, sebuah kata bilangan yang berarti satu. Dua kata tersebut membentuk kata benda communio, yang dalam bahasa Inggris disebut communion, yang mempunyai makna kebersamaan, persatuan, persekutuan, gabungan, pergaulan, atau hubungan. Karena untuk ber-communio diperlukan adanya usaha dan kerja, maka kata communion dijadikan kata kerja communicate yang berarti membagi sesuatu dengan seseorang, tukar menukar, membicarakan sesuatu dengan orang, memberitahukan sesuatu kepada seseorang, bercakap-cakap, bertukar pikiran, berhubungan, atau berteman. Dengan demikian, komunikasi mempunyai makna pemberitahuan, pembicaraan, percakapan, pertukaranpikiran atau hubungan.3 Everett M. Rogers mengemukakan bahwa komunikasi adalah proses dimana suatu ide dialihkan dari sumber kepada suatu penerima atau lebih, dengan maksud untuk mengubah tingkah laku mereka.Shannon & Weaver mengemukakan bahwa komunikasi adalah

bentuk

interaksi

manusia

yang

saling

pengaruh

mempengaruhi satu sama lainnya, sengaja atau tidak sengaja. Tidak 2

Tim Penyusun Kamus Pusat Bahasa, Kamus Besar Bahasa

Indonesia, (Jakarta: Pusat Bahasa, 2002) h. 584 3

Endang Lestari G, Komunikasi yang Efektif, (Jakarta: Lembaga

Administrasi Negara, 2003) h. 48 ~3~


terbatas pada bentuk komunikasi menggunakan bahasa verbal, tetapi juga dalam hal ekspresi muka, lukisan, seni, dan teknologi. Sedangkan Rogers & D. Lawrence Kincaid mengemukakan bahwa komunikasi adalah suatu proses dimana dua orang ataulebih membentuk atau melakukan pertukaraninformasi dengan satu sama lainnya, yang pada gilirannya akan tiba pada saling pengertian yang mendalam.4 Selanjutnya Raymond S. Ross mengemukakan bahwa komunikasi

adalah

suatu

proses

menyortir,

memilih

dan

mengirimkan simbol-simbol sedemikian rupa sehingga membantu pendengar membangkitkan makna atau respons dari pikirannya yang serupa dengan yang dimaksudkan komunikator.5 Sementara Bernard Berelson & Gary A. Steiner mengemukakan bahwa komunikasi

adalahtransmisi

informasi,

gagasan,

emosi,

keterampilan, dan sebagainya, dengan menggunakan simbolsimbol, kata-kata, gambar, figur, grafik dan sebagainya. Tindakan atau proses transmisi itulah yang disebut dengan komunikasi.6 Selain definisi yang telah disebutkan di atas, pemikir komunikasi yang cukup terkenal yaitu Wilbur Schramm memiliki pengertian yang sedikit lebih detil. Menurut dia, komunikasi merupakan tindakan melaksanakan kontak antara pengirim dan penerima, dengan bantuan pesan; pengirim dan penerima memiliki beberapa pengalaman bersama yang memberi arti pada pesan dan simbol yang dikirim oleh pengirim, dan diterima serta ditafsirkan

4

Hafied Cangara, Pengantar Ilmu Komunikasi, (Jakarta: Raja

Grafindo Persada, 1998) h. 20 5

Dedy Mulyana, Ilmu Komunikasi, Suatu Pengantar, (Bandung:

Remaja Rosda Karya, 2005) h. 62 6

Ibid, h. 68 ~4~


oleh penerima.7 Berdasarkan definisi tersebut di atas dapat dipahami bahwa (1)

komunikasi

pada

dasarnya

merupakan

suatu

proses

penyampaian informasi.Dilihat dari sudut pandang ini, kesuksesan komunikasi tergantung kepada desain pesan atau informasi dan cara penyampaiannya. Menurut konsep ini pengirim dan penerima pesan tidak menjadi komponen yang menentukan. (2) komunikasi adalah proses penyampaian gagasan dari seseorang kepada orang lain. Pengirim pesan atau komunikator memiliki peran yang paling menentukan

dalam

keberhasilan

komumikasi,

sedangkan

komunikan atau penerima pesan hanya sebagai objek yang pasif. (3) komunikasi diartikan sebagai proses penciptaan arti terhadap gagasan atau ide yang disampaikan. Pemahaman ini menempatkan tiga komponen yaitu pengirim, pesan, dan penerima pesan pada posisi yang seimbang. Proses ini menuntut adanya proses encoding oleh pengirim dan decoding oleh penerima, sehingga informasi dapat bermakna. Berdasarkan dikemukakan

bahwa

uraian

tersebut,

komunikasi

secara

umum

mengandung

dapat

pengertian

memberikan informasi, pesan, atau gagasan pada orang lain dengan maksud agar orang lain tersebut memiliki kesamaan informasi, pesan atau gagasan dengan pengirim pesan. Bentuk-Bentuk Komunikasi Komunikasi merupakan salah satu aspek terpenting dan kompleks bagi kehidupan manusia. Manusia sangat dipengaruhi oleh komunikasi yang dilakukannya dengan manusia lain, baik yang sudah dikenal maupun yang tidak dikenal sama sekali. Komunikasi memiliki peran yang sangat vital bagi kehidupan 7

Suranto, Komunikasi Perkantoran, (Yogyakarta: Media Wacana,

2005) h. 30. ~5~


manusia, karena itu kita harus memberikan perhatian yang seksama terhadap komunikasi. Pesan yang disampaikan oleh pengirim kepada penerima dapat dikemas secara verbal dengan kata-kata atau nonverbal tanpa kata-kata. Komunikasi yang pesannya dikemas secara verbal disebut komunikasi verbal, sedangkan komunikasi yang pesannya dikemas secara nonverbal disebut komunikasi nonverbal. Jadi, komunikasi

verbal

adalah

penyampaian

makna

dengan

menggunakan kata-kata. Sedang komunikasi nonverbal tidak menggunakan kata-kata. Dalam komunikasi sehari-hari 35% berupa komunikasi verbal dan 65% berupa komunikasi nonverbal.8 Komunikasi verbal adalah komunikasi yang menggunakan kata-kata, entah lisan maupun tulisan. Komunikasi ini paling banyak dipakai dalam hubungan antar manusia. Melalui kata-kata, mereka mengungkapkan perasaan, emosi, pemikiran, gagasan, atau maksud mereka, menyampaikan fakta, data, dan informasi serta menjelaskannya, saling bertukar perasaan dan pemikiran, saling berdebat, dan bertengkar. Dalam komunikasi verbal itu bahasa memegang peranan penting. Komunikasi nonverbal adalah komunikasi yang pesannya dikemas dalam bentuk nonverbal, tanpa kata-kata. Dalam hidup nyata komunikasi nonverbal jauh lebih banyak dipakai daripada komuniasi verbal. Dalam berkomunikasi hampir secara otomatis komunikasi nonverbal ikut terpakai. Karena itu, komunikasi nonverbal bersifat tetap dan selalu ada. Komunikasi nonverbal lebih jujur mengungkapkan hal yang mau diungkapkan karena spontan. Dalam 8

prosesnya, komunikasi itu terbagai dalam dua

Agus M. Hardjana, Komunikasi Intrapersonal & Komunikasi

Interpersonal, (Yogyakarta: Kanisius, 2003) h. 22 ~6~


macam komunikasi, yaitu komunikasi aktif dan komunikasi pasif. Komunikasi aktif merupakan suatu proses komunikasi yang berlangsung dengan aktif antara komunikator dengan komunikan sama-sama aktif berkomunikasi, sehingga terjadi timbal balik di antara keduanya. Sedangkan komunikasi pasif terjadi ketika komunikator

menyampaikan

informasi

atau

ide

terhadap

halayaknya atau komunikan sebagai penerima informasi, akan tetapi komunikan tidak mempunyai kesempatan untuk memberikan respon atau timbal balik dari proses komunikasi. Sementara dalam konteks pembelajaran, teori tersebut menjelaskan komunikasi sebagai bagian yang tidak terpisahkan dari proses pembelajaran. Hal ini disebabkan karena dalam pembelajaran terjadi proses transfer informasi berupa ilmu pengetahuan dan pengalaman antara pengajar dan pelajar atau siswa. Proses komunikasi dalam pembelajaran sebagian besar terjadi secara tatap muka (face–to–face communication) dan berkelompok (group communication), walaupun juga sangat memungkinkan communication)

terjadi

dengan

ataupun

perantara

secara

media

personal

(mediated (personal

communiaction). Para pakar ilmu komunikasi mengelompokkan pembagian komunikasi dalam bentuk yang bermacam-macam. Sebagaimana yang dipaparkan oleh Dedy Mulyana bahwasanya komunikasi dilihat dari peserta komunikasinya dapat dibagi menjadi beberapa bagian,

yaitu: (1) komunikasi intrapribadi, (2) komunikasi

antarpribadi, (3) komunikasi kelompok, (4) komunikasi massa, dan (5) komunikasi organisasi.9 Untuk lebih jelasnya kelima macam komunikasi tersebut dapat dilihar pada paparan berikut ini. 9

Dedy Mulyana, Ilmu Komunikasi, Suatu Pengantar, (Bandung:

Remaja Rosda Karya, 2005) h. 73 ~7~


Komunikasi Intrapribadi Komunikasi intrapribadi (intrapersonal communication) adalah komunikasi dengan diri-sendiri, baik kita sadari atau tidak.Komunikasi intra personal, secara harfiah dapat diartikan sebagai komunikasi dengan diri sendiri. Hal ini menyangkut proses disaat diri (self) menerima stimulus dari lingkungan untuk kemudian melakukan proses internalisasi. Hal ini sering dijelaskan dengan proses ketika seseorang melakukan proses persepsi, yaitu proses ketika seseorang mengintrepretasikan dan memberikan makna pada stimulus atau objek yang diterima panca inderanya. Komunikasi intrapersonal merupakan komunikasi dengan diri sendiri dengan tujuan untuk berfikir, melakukan penalaran, menganalisis dan merenung.10 Demikian menurut Effendy tentang pengertian komunikasi intrapersonal atau komunikasi antar pribadi merupakan komunikasi yang berlangsung dalam diri seseorang. Orang itu berperan baik sebagai komunikator maupun sebagai komunikan.11 Adapun fungsi dari komunikasi intrapersonal ini adalah: a. Untuk mengembangkan kreativitas imajinasi, mamahami dan mengendalikan diri, serta meningkatkan kematangan berpikir sebelum mengambil keputusan. b. Komunikasi ini akan membantu seseorang/individu agar tetap sadar akan kejadian sekitarnya. Komunikasi Antar pribadi Komunikasi antarp ribadi (interpersonal communication) adalah komunikasi antara orang-orang secara tatap-muka, yang 10

Joseph A. Devito, Komunikasi Antar Manusia,(Jakarta:

Profesional Books, 1997) h. 57 11

Onong Uchjana Effendi, Ilmu Komunikasi; Teori dan Praktek,

(Bandung: Remaja Rosdakarya, 1993) h. 57 ~8~


memungkinkan setiap pesertanya menangkap reaksi yang lain secara langsung, baik secara verbal maupun nonverbal.Secara umum komunikasi interpersonal dapat diartikan sebagai proses pertukaran makna orang-orang yang saling berkomunikasi. Komunikasi ini dilakukan oleh dua orang atau lebih dan terjadi kontak langsung dalam bentuk percakapan. Dapat berlangsung dengan berhadapan muka atau melalui media komunikasi, antara lain dengan menggunakan pesawat telepon atau radio komunikasi. Komunikasinya bersifat dua arah, yaitu komunikator dan komunikan yang saling bertukar fungsi. Komunikasi antar personal adalah proses pengiriman dan penerimaan

pesan-pesan

antara

dua

orang

atau

diantara

sekelompok kecil orang-orang dengan beberapa efek dan beberapa umpan balik seketika.12Dalam proses komunikasi antar pribadi kemampuan komunikator diperlukan untuk mengekspresikan diri pada peranan orang lain (empati). Untuk mencapai keberhasilan dalam komunikasi tatap muka perlu didukung dengan penggunaan komunikasi kebahasaan, bahasa kial dan bahasa sikap. Ketiga peran bahasa dilaksanakan secara gabungan sehingga muncul keserasian. Contoh penggunaan ketiga peran bahasa tersebut adalah: a. Komunikasi kebahasaan, “Saya senang dapat berjumpa dengan Anda”. b. Bahasa kial, “Komunikator mengajak berjabat tangan, atau membungkukkan badan”. c. Bahasa sikap, komunikator mengekspresikan perasaan senang dengan memandang penuh perhatian dan senyum dikulum.

12

Ibid, h. 59-60 ~9~


Komunikasi Kelompok a. Komunikasi dalam kelompok besar Komunikasi dalam kelompok besar (large group,massa atau macro group) tidaklah selalu sama dengan komunikasi dalam kelompok kecil meskipun setiap kelompok besar pasti terdiri atas beberapa kelompok kecil. Hal ini antara lain disebabkan oleh beberapa hal sebagai berikut: (1)komunikasi dalam kelompok yang jumlahnya besar (ratusan atau ribuan orang) ketika dalam suatu situasi komunikasi yang sedang berlangsung hampir tidak terdapat kesempatan untuk memberikan tanggapan secara verbal dan personal karena sedikit sekali kemungkinannya bagi komunikator untuk bertannya jawab dan (2) situasi dialogis hampir tidak ada. Sebaiknya pembicara senantiasa perlu lebih fokus dalam arah pembicaraannya sehingga pendengar akan dapat mudah mencerna pesan pembicara.13 a. Komunikasi dalam kelompok kecil Komunikasi

kelompok

kecil

adalah

sekumpulan

perorangan yang relatif kecil yang masing-masing dihubungkan oleh beberapa tujuan yang sama dan mempunyai derajat organisasi tertentu diantara mereka.Contoh: komunikasi antarmanager dengan sekumpulan karyawan. Komunikasi Massa Komunikasi massa adalah produksi dan distribusi secara institusional dan teknologis dari sebagian besar aliran pesan yang dimiliki

bersama

secara

berkelanjutan

dalam

masyarakat-

14

masyarakat industrial. Komunikasi massa (mass communication) 13

Joseph A. Devito, Komunikasi Antar Manusia,(Jakarta:

Profesional Books, 1997), h. 305 14

Heru Puji Winarso, Sosiologi Komunikasi Massa, (Jakarta:

Prestasi Pustaka, 2005) h. 20 ~ 10 ~


adalah komunikasi yang menggunakan media massa, baik cetak(surat kabar, majalah) atau elektronik (radio, televisi), yang dikelola oleh suatu lembaga atau orang yang dilembagakan, yang ditujukan kepada sejumlah besar orang yang tersebar dibanyak tempat, anonim, dan heterogen. Pesan-pesannya bersifat umum, disampaikan secara cepat, serentak dan selintas (khususnya media elektronik). Komunikasi antarpribadi, komunikasi kelompok, dan komunikasi organisasi berlangsung juga dalam proses untuk mempersiapkan pesan yang disampaikan media massa ini. Komunikasi Organisasi Komunikasi organisasi (organizational communication) terjadi dalam suatu organisasi, bersifat formal dan juga informal, dan berlangsung dalam suatu jaringan yang lebih besar daripada komunikasi kelompok. Komunikasi organisasi seringkali juga melibatkan

komunikasi

Komunikasi

formal

diadik,

adalah

komunikasi

komunikasi

antarpribadi.

menurut

struktur

organisasi, yakni komunikasi kebawah, komunikasi keatas, dan komuniksi horizontal, sedangkan kamunikasi informal tidak tergantung

pada

struktur

organisasi,

seperti

komunikasi

antarsejawat dan antarrekan kerja. Berdasarkan uraian tentang bentuk-bentuk komunikasi tersebut, maka dapat dikemukakan bahwa komunikasi adalah interaksi yang dapat memberikan pemahaman. Dalam sebuah komunikasi ada proses dan usaha untuk memahami dan dipahami. Apabila kita bicara, tetapi belum dipahami oleh orang yang diajak bicara, maka dikatakan belum berkomunikasi. Itulah hakikat dari komunikasi.15 Dalam komunikasi terjadi interaksi dua arah, antara yang 15

Najib Sulhan, Karakter Guru Masa Depan, (Surabaya: JP

Books, 2010) h. 152 ~ 11 ~


berbicara dan yang diajak bicara. Dalam dunia pembelajaran, komunikasi dilakukan oleh guru dengan murid. Untuk menciptakan komunikasi yang efektif maka berusahalah untuk menghindari salah persepsi. Ada tiga hal yang perlu diperhatikan dalam berkomunikasi. Ketiga hal tersebut merupakan rangkaian yang tak terpisahkan, yaitu: a. Maksud yang hendak dikomunikasikan Setiap kali guru hendak berkomunikasi, tentunya ada maksud tertentu. Apakah itu dalam bentk memberikan pengakuan, bimbingan, maupun perbaikan. Tentunya itu semua adalah untuk kepentingan anak didik dengan komunikasi itu terjadi perubahan ke arah yang lebih baik. b. Cara mengkomunikasikan Meskipun mempunyai maksud yang baik, belum tentu komunikasi

itu

mengkomunikasikan

mampu

mempengaruhi

masalah

sangat

anak.

menentukan

Cara kualitas

komunikasi dan hasil yang diharapkan. Ada kalanya maksud yang baik tetapi caranya kurang baik, maka diterima kurang baik. Maka sebaiknya, komunikasi dilakukan dengan cara yang baik. c. Maksud dapat diterima Bila cara komunikasi yang dilakukan oleh guru tepat, maka maksud yang hendak dikomunikasikan akan dapat diterima. Sebaiknya, ketika cara mengkomunikasikan informasi tidak tepat, maka informasi tidak sampai pada anak.16 Komunikasi memegang peranan yang sngat penting bagi kesuksesan seorang pengajar. Pengajaryang sukses mampu melakukan komunikasi yang efektif. Hampir setiap saat pengajar berkomunikasi dengan pengajar, teman, maupun orang tua.

16

Ibid ~ 12 ~


Komunikasi dengan pelajarakan berbeda dengan sesama pengajar, dan orang tua. Adapun beberapa hal yang perlu diketahui ketika berkomunikasi dengan pelajar. Komunikasi tidak selalu dengan bahasa verbal, bisa juga dilakukan dengan menggunakan bahasa nonverbal, yaitu bahasa tubuh, diantaranya adalah ekspresi wajah, tatapan mata, gerak tubuh, intonasi atau nada suara. Komunikasi yang efektif dalam proses pembelajaran sangat berdampak terhadap keberhasilan pencapaian tujuan. Komunikasi dikatakan efektif apabila terdapat aliran informasi dua arah antara komunikator dan komunikan dan informasi tersebut sama-sama direspon sesuai dengan harapan kedua pelaku komunikasi tersebut. Jika dalam pembelajaran terjadi komunikasi yang efektif antara pengajar dengan pelajar, maka dapat dipastikan bahwa pembelajaran tersebut berhasil. Sehubungan dengan hal tersebut, maka para pengajar, pendidik, atau instruktur pada lembaga-lembaga pendidikan atau pelatihan harus memiliki kemampuan komunikasi yang baik. Kemampuan komunikasi yang dimaksud dapat berupa kemampuan memahami dan mendesain informasi, memilih dan menggunakan saluran atau media, serta kemampuan komunikasi antar pribadi dalam proses pembelajaran. Pembelajaran Sebagai Proses Komunikasi Proses belajar mengajar merupakan proses komunikasi antara guru dan siswa. Proses komunikasi yang mungkin terjadi selama proses belajar mengajar adalah: komunikasi searah, komunikasi dua arah (dwiarah), dan komunikasi banyak arah (multiarah).17 17

Suyanto dan Asep Jihad, Menjadi Guru Profesional: Strategi

Meningkatkan Kualifikasi dan Kualitas Guru di Era Global, (Jakarta: Erlangga, 2013) h. 105 ~ 13 ~


Pembelajaran merupakan suatu kegiatan yang melibatkan seseorang dalam upaya memperoleh pengetahuan, keterampilan dan nilai-nilai positif dengan memanfaatkan berbagai sumber untuk belajar. Pembelajaran dapat melibatkan dua pihak yaitu siswa sebagai pengajar dan guru sebagai fasilitator. Yang terpenting dalam kegiatan pembelajaran adalah terjadinya proses belajar (learning process). Sebab sesuatu dikatakan hasil belajar kalau memenuhi beberapa ciri berikut: 1. Belajar sifatnya disadari, dalam hal ini pelajar merasa bahwa dirinya sedang belajar, timbul dalam dirinya motivasimotivasi untuk memiliki pengetahuan yang diharapkan sehingga tahapan-tahapan dalam belajar sampai pengetahuan itu dimiliki secara permanen (retensi) betul-betul disadari sepenuhnya. 2. Hasil belajar diperoleh dengan adanya proses, dalam hal ini pengetahuan diperoleh tidak secara spontanitas, instant, namun bertahap (sequensial). Seorang anak bisa membaca tentu tidak diperoleh hanya dalam waktu sesaat namun berproses cukup lama, kemampuan membaca diawali dengan kemampuan mengeja, mengenal huruf, kata dan kalimat. Seseorang yang tiba-tiba memiliki kecakapan seperti lari dengan kecepatan tinggi karena akibat doping, bukanlah hasil dari kegiatan belajar, namun efek dari obat atau zat kimia yang dikonsumsinya. 3. Belajar membutuhkan interaksi, khususnya interaksi yang sifatnya manusiawi. Seorang siswa akan lebih cepat memiliki pengetahuan karena bantuan dari guru, pelatih

~ 14 ~


ataupun instruktur. Dalam hal ini terjadi komunikasi dua arah antara siswa dan guru.18 Kaitannya bahwa belajar membutuhkan interaksi, hal ini menunjukan bahwa proses pembelajaran merupakan proses komunikasi, artinya didalamnya terjadi proses penyampaian pesan dari seseorang (sumber pesan) kepada seseorang atau sekelompok orang (penerima pesan). Pesan yang dikirimkan biasanya berupa informasi atau keterangan dari pengirim (sumber) pesan. Pesan tersebut diubah dalam bentuk sandi-sandi atau lambang-lambang seperti kata-kata, bunyi-bunyi, gambar dan sebagainya. Melalui saluran (channel) seperti radio, televisi, OHP, film, pesan diterima oleh si penerima pesan melalui indera (mata dan telinga) untuk diolah, sehingga pesan yang disampaikan oleh penyampaipesan dapat diterima dan dipahamioleh sipenerima pesan. Komunikasi merupakan sebuah sistem yang didalamnya terdapat

beberapa

komponen

yang

terlibat,

diantaranya

komunikator, komunikan, channel, message, feedback dan noise/barier. Pesan yang disampaikan oleh komunikator diteruskan oleh saluran atau channel sampaike komunikan sebagai penerima pesan. Dipahami atau tidaknya sebuah pesan oleh komunikan tergantung dari feedback yang diberikan oleh komunikan. Feedback positif menunjukkan bahwa pesan dipahami dengan baik, sebaliknya feedback negatif menunjukan pesan mungkin saja tidak dipahamidengan benar. Untuk membantu penyampaian

pesan

inidiperlukan

saluran

berupa

media

pembelajaran. Faktor yang dapat menyebabkan pesan tidak dipahamidengan baik karena adanya noise dan barier atau 18

Cepi Riyana, Media Pembelajaran, Cet. 2, (Jakarta: Direktorat

Jenderal Pendidikan Islam Kementerian Agama RI, 2012) h. 5 ~ 15 ~


hambatan dan gangguan, noise inidapat dialamioleh komunikator, bisa terjadi pada komunikan, pada pesan juga pada channel. Misalnya pelajartidak mengertiapa yang dijelaskan guru karena kondisiperut sedang sakit, berartigangguan ada pada komunikan, pelajar tidak menerima materi dengan jelas karena saat itu sedang ada

pembangunan

sehingga

suasana

berisik

mengganggu

pendengaran, hal inisalurannya yang terganggu. Guru tidak antusias, tidak bergairah dalam mengajar sehingga pelajar kurang mengerti apa yang diterangkan gurunya karena guru teresebut sedang ada masalah keluarga, hal ini gangguan pada komunikator. Selain faktor-faktor tersebut, terdapat juga beberapa faktor yang dapat mempengaruhi efektivitas sebuah komunikasi, baik faktor yang terjadi pada pengirim maupun pada penerima pesan, di antaranya: 1. Kemampuan

berkomunikasi

penyampai

pesan

seperti

kemampuan bertutur dan berbahasa dan kemampuan menulis. Sedangkan faktor dari penerima pesan diantaranya kemampuan untuk menerima dan menangkap pesan seperti mendengar, melihat, dan menginterpretasikan pesan. 2. Sikap dan pandangan penyampai pesan kepada penerima pesan dan sebaliknya. Misalnya, rasa benci, pandangan negatif, prasangka, merendahkan satu diantara kedua belah pihak, sehingga akan menimbulkan kurangnya respon terhadap isi pesan yang disampaikan. 3. Tingkat pengetahuan baik penerima maupun penyampai pesan. Sumber pesan yang kurang memahami informasi yang ingin dicapaiakan mempengaruhi gaya dan sikap dalam proses penyampai pesan. Sebaliknya, penerima pesan yang kurang mempunyai pengetahuan dan pengalaman terhadap ~ 16 ~


informasi yang disampaikan tidak akan mempu mencerna informasi dengan baik. 4. Latar belakang sosial budaya dan ekonomi penyampai pesan serta penerima pesan. Ketanggapan penerima pesan dalam merespon informasi tergantung dari siapa dan oleh siapa pesan itu disampaikan.19 Berdasarkan uraian di atas, jelas tergambar bahwa media merupakan bagian dari proses komunikasi. Baik buruknya sebuah komunikasi ditunjang oleh penggunaan saluran dalam komunikasi tersebut. Saluran/channel yang dimaksud di atas adalah media. Karena

pada

komunikasi,

dasarnya

maka

pembelajaran

media

yang

merupakan

dimaksud

adalah

proses media

pembelajaran. Media pembelajaran yang biasa juga disebut alat bantu pembelajaran adalah berbagai dan fasilitas yang dapat digunakan pendidik untuk memperlancar, mengefektifkan dan mengefesienkan upaya pencapain tujuan pendidikan oleh peserta didik.20 Strategi multimedia, dalam kaitannya dengan multistrategi dan multisumber yang digunakan oleh pendidik memperkaya proses pembelajaran. Dalam proses pembelajaran, terdapat pesan-pesan yang harus dikomunikasikan. Pesan tersebut biasanya merupakan isi dari suatu topik pembelajaran. Pesan-pesan tersebut disampaikan oleh pengajar

kepada

pebelajar

melalui

suatu

media

dengan

menggunakan prosedur pembelajaran tertentu yang disebut metode. Dalam sistem pembelajaran modern saat ini, pebelajar tidak hanya berperan sebagai komunikan atau penerima pesan, bisa 19 20

Ibid, h. 7 Prayitno, Dasar Teori dan Praksis Pendidikan, (Jakarta:

Grasindo, 2009) h. 56 ~ 17 ~


saja pebelajar bertindak sebagai komunikator atau penyampai pesan. Dalam kondisi seperti itu, maka terjadi apa yang disebut dengan komunikasi dua arah (two way traffic communication) bahkan

komunikasi

communication). manapun

banyak

Dalam

sangat

arah

bentuk

dibutuhkan

(multi

komunikasi

peran

media

way

traffic

pembelajaran untuk

lebih

meningkatkan tingkat keefektifan pencapaian tujuan/kompetensi. Artinya, proses pembelajaran tersebut akan terjadi apabila ada komunikasi antara penerima pesan dengan sumber/penyalur pesan lewat media tersebut. Komunikasi tersebut akan efektif jika ditandaidengan adanya daerah pengalaman yang sama antara penyalur pesan dengan penerima pesan. Kesimpulan Komunikasi

mengandung

pengertian

memberikan

informasi, pesan, atau gagasan pada orang lain dengan maksud agar orang lain tersebut memiliki kesamaan informasi, pesan atau gagasan

dengan

pengirim

pesan.Proses

komunikasi

dalam

pendidikan sebagian besar terjadi secara tatap muka dan berkelompok, walaupun juga sangat memungkinkan terjadi dengan perantaraan media ataupun secara personal. Komunikasi sendiri dapat dibagi menjadi beberapa bentuk, yaitu: (1) komunikasi intrapribadi,

(2)

komunikasi

antarpribadi,

(3)

komunikasi

kelompok, (4) komunikasi massa, dan (5) komunikasi organisasi. Pembelajaran merupakan suatu kegiatan yang melibatkan seseorang dalam upaya memperoleh pengetahuan, keterampilan dan nilai-nilai positif dengan memanfaatkan berbagai sumber untuk belajar. Pembelajaran dapat melibatkan dua pihak yaitu pelajar dan pengajar. Yang terpenting dalam kegiatan pembelajaran adalah terjadinya proses belajar. Dengan demikian, dapat dikatakan bahwa belajar membutuhkan interaksi, hal ini menunjukan bahwa ~ 18 ~


proses pembelajaran merupakan proses komunikasi, artinya didalamnya terjadi proses penyampaian pesan dari seseorang (sumber pesan) kepada seseorang atau sekelompok orang (penerima pesan).

~ 19 ~


Daftar Rujukan Cangara, Hafied. 1998. Pengantar Ilmu Komunikas. Jakarta: Raja Grafindo Persada. Devito, Joseph A. 1997. Komunikasi Antar Manusia. Jakarta: Profesional Books. Effendi, Onong Uchjana. 1993. Ilmu Komunikasi; Teori dan Praktek. Bandung: Remaja Rosdakarya. Hardjana, Agus M. 2003. Komunikasi Intrapersonal & Komunikasi Interpersonal. Yogyakarta: Kanisius. Lestari G, Endang. 2003. Komunikasi yang Efektif. Jakarta: Lembaga Administrasi Negara. Mulyana, Dedy. 2005. Ilmu Komunikasi, Suatu Pengantar. Bandung: Remaja Rosda Karya.. Prayitno. 2009. Dasar Teori dan Praksis Pendidikan. Jakarta: Grasindo. Riyana, Cepi. 2012. Media Pembelajaran, Cet. 2. Jakarta: Direktorat Jenderal Pendidikan Islam Kementerian Agama RI. Sulhan, Najib. 2010. Karakter Guru Masa Depan. Surabaya: JP Books. Supratman, Lucy Pujasari dan Adi Bayu Mahadian. 2016. Psikologi Kumunikasi. Yogyakarta: Deepublish. Suranto, Komunikasi Perkantoran. 2005. Yogyakarta: Media Wacana. Suyanto dan Asep Jihad. 2013. Menjadi Guru Profesional: Strategi Meningkatkan Kualifikasi dan Kualitas Guru di Era Global. Jakarta:Erlangga. Tim Penyusun Kamus Pusat Bahasa. 2002. Kamus Besar Bahasa Indonesia. Jakarta: Pusat Bahasa. Winarso, Heru Puji. 2005. Sosiologi Komunikasi Massa. Jakarta: Prestasi Pustaka.

~ 20 ~


PEMIKIRAN PENDIDIKAN ISLAM: TELAAH HISTORIS DAN FILOSOFIS PEMIKIRAN MUHAMMAD ABDUH Hamlan Andi Baso Malla Dosen IAIN Palu

Abstrak Muhammad Abduh is known as modern and rational figure in the history and development of Islamic education. The use of reason in understanding Islamic teachings led him to have modern ideas because his thinking is deemed capable of relevancy with the times and adjust the dynamic needs of more advanced societies. He thinks about modern Islamic education as the influence of the teachings of Islam and the modern and rational character of the birth of the development of science, technology weapons and civilization which boast of the Western world as a trigger for the birth of ideas updates. With his effort to modernize the education system at the University of Al-Azhar has a great influence in the development of education reform efforts in the Islamic world, This is done as an attempt to adjust the aspect relating to mua'malah in dimensions humanity and civilization, social, political, economic, educational and interkonektif integrative done so that the values of Islam socialized to Muslims through Islamic education according to the development context of its

time. Keywords: Islamic Educational, historical, philosophical Pendahuluan Dalam sejarah perkembangan Islam, dikenal masa kebangkitan umat Islam pada tahun 1800 M sampai sekarang. Sejak masa tahun 1800-an tersebut lahir tokoh-tokoh pembaru yang bercorak pemikiran modern dan rasional tentang Islam, seperti Rifa’ah Badawi Rafi’ Al-Tahtawi ( tahun 1801-1873 M), Jamaluddin al~ 21 ~


Afghani (tahun 1871-1884 M) dan Muhammad Abduh (tahun1849 M1905 M),. Tulisan ini menelaah tentang pemikiran pendidikan Islam Muhammad Abduh dalam perspektif historis dan filosofis. Pemikiran Muhammad Abduh tentang pendidikan Islam sampai saat ini masih mempengaruhi terhadap pemikiran dan gerakan Islam pada berbagai negara di dunia Islam.dan juga di Indonesia terutama di lingkungan perguruan pendidikan Muhammadiyah. Pemikiran Muhammad Abduh banyak dipengaruhi oleh pemikiran Jamaluddin al-Afghani yang bercorak modern dan rasional dalam bidang pemikiran Islam pada bidang ilmu filsafat, teologi, dan politik.21 Ketertarikan Muhammad Abduh kepada gagasan pemikiran Jamaluddin Al-Afghani disebabkan oleh pimikiran dan keilmuannya yang modern yaitu pemikiran ilmu-ilmu Islam rasional dan pengetahuan modern seperti filsafat, sejarah, hukum, politik dan ketatanegaraan, serta mendapatkan pengetahuan tentang cara berpikir rasional, mengubah cara berpikir fanatik dengan mengganti cara berpikir lebih maju yang relevan dengan kondisi umat Islam sesuai dengan perkembangan zamannya.. Allah Swt, telah memberikan karunia kepada para hamba-Nya dengan akal yang merdeka dan bebas mengembangkan buah pikirannya untuk kebahagiaan dan kemajuan 21

Corak Pemikiran Modern Muhammad Abduh tidak dapat

dipisahkan oleh pengaruh lingkungan pendidikan yang didapatkannya terutama dari gurunya Jamaludidin Al-Afghani dan kondisi umat Islam pada masa tahun 1800-an adalah diperhadapakan pada suasana yang terbelakang dari ilmu pengetahuan modern, serta kondisi umat Islam yang jumud tidak mampu keluar dari ketertinggalannya karena terjebak oleh tertutupnya pintu ijtihad sehingga mengakibatkan umat Islam hanya bisa mengikuti apa yang sudah ada dari warisan intelektual Muslim sebelumnya. Selain itu pemikiran Muhammad Abduh dipengaruhi oleh pengalaman hidupnya ketika beliau berada di Paris, Perancis dengan perkembangan modern yang dialami oleh Eropa, terutama dalam bidang pengembangan ilmu pengetahuan dan bidang politik. Selanjutnya lihat Harun Nasution, Pembaharuan dalam Islam, Sejarah Pemikiran dan Gerakan, (Jakarta: Bulan Bintang, 1975), h. 61 ~ 22 ~


umat manusia.22 Hal ini dapat dilihat pada karyanya Risalah Tauhid dan tulisannya pada majalah Al-Ahram dan majalah Al-Urwat al-Wustqah. Selain aktif menulis, Abduh diangkat menjadi muftih di Mesir sebagai penafsir hukum di Mesir dan cukup berpengaruh, bukan hanya pada masyarakat Mesir, tetapi juga pada masyarakat Muslim yang lebih luas. Pada tahun 1899 M, Abduh diangkat menjadi anggota Majelis Syura, Dewan Legislatif Mesir dalam bidang politik dan berupaya membangun hubungan baik antara Majelis Syura dan Pemerintah Mesir sebagai upaya untuk membangun rakyat Mesir yang lebih adil, sejahtera dan harmonis.23 Gagasan pemikiran modern Muhammad Abduh sangat tampak ketika diangkat sebagai anggota Majelis A’la Al-Azhar Mesir, ia membawa perubahan melakukan perbaikan sturktur keilmuan dengan memasukkan ilmu-ilmu umum untuk diajarkan dalam struktur kurikulumnya. Dasar pertimbangan Muhammad Abduh melakukan perubahan kurikulum di Al-Azhar adalah memunculkan ide-ide pembaruan keilmuan dengan memasukkan ilmu-ilmu modern di AlAzhar sama dengan melakukan perubahan pemikiran Islam yang dapat berpengaruh terhadap kondisi umat Islam di dunia Islam. 24 Pertimbangan Muhammad Abduh melakukan revitasasi kurikulum di Universitas Al-Azhar karena mahasiswa yang belajar di Al-Azhar adalah berasal dunia Islam dan akan kembali untuk penyebaran ide-ide pembaruan Islam di negaranya masing-masing. Melalui penyebaran ide-ide pembaruan Islam di negara-negara Islam, sangat mempengaruhi corak pemikiran umat Islam dengan gagasagagasan kemoderan melalui saluran pendidikan di di dunia Islam. Berdasarkan hal tersebut, tulisan ini mengangkat rumusan 22

Lihat Muhammad Abduh, Risalatu’t Tauhid,ditermahkan oleh

K.H. Firdaus, Risalah Tauhid (Jakarta: Bulan Bintang, 1989), h. vi 23

Lihat Muktafi Sahal, et.al, Teologi Islam Modern, (Surabaya;

Gitamedia Press, 1999), h. 18 24

Harun Nasution, Muhammad Abduh dan Teologi Rasional

Mu’tazilah, (Jakarta; UI Press, 1987), h. 11 ~ 23 ~


masalah bagaimana gagasan modernisasi pendidikan Islam dalam pemikiran Muhammad Abduh? Landasan Teori Kata modern dalam Kamus Besar Bahasa Indonesia /mo·dern/ /modérn/ 1 a terbaru; mutakhir: 2 n sikap dan cara berpikir serta cara bertindak sesuai dengan tuntutan zaman.25 Istilah modern ini ditujukan untuk perubahan sistem kehidupan (dalam kontek lebih luas : peradaban), yakni dari peradaban yang bersifat telah lama menjadi peradaban yang bersifat baru.26 R. Soekmono mengemukakan bahwa modern merupakan jaman yang coraknya ditentukan oleh pengaruhpengaruh Eropa Barat. Kata modern dikaitkan dengan makna modernisasi merupakan suatu proses kemoderenan menyesuaikan cara berpikir dan bertindak untuk mengikuti tuntutan situasi dan kondisi berdasarkan perubahan sistem kehidupan dalam rangka tuntutan zamannya. Istilah modern dalam pengertian Barat adalah pikiran, aliran, gerakan dan usaha untuk merubah faham-faham, adat istiadat, institusi-institusi lama untuk disesuaikan dengan suasana baru yang dipengaruhi oleh perkembangan kemajuan ilmu pengetahuan dan teknologi modern. Kemajuan ilmu pengetahuan dan teknologi modern telah memasuki dunia Islam pada abad ke XIX dipandang sebagai awal mula periode modern khususnya adanya relasi antara dunia Islam dan dunia Barat yang membawa ide-ide baru ke dunia Islam terutama dalam faham rasionalisme, nasionalisme dan demokrasi.27 Munculnya ide-ide baru yang berasal dari dunia Barat dalam faham rasionalisme, nasionalisme, demokrasi mendapat respon dari cendekiawan Muslim akan pentingnya pembaruan dalam Islam. Ideide pembaruan pemikiran Islam sebagai respon atas modernisasi Barat menimbulkan masalah baru dalam pembaruan pemikiran Islam yang 25

http://kbbi.web.id/modern, diakses tanggal 25 Juli 2016

26

https://jalius12.wordpress.com/2009/10/18/pengertian-

modern/ diakses tanggal 24 Juli 2016 27

Harun

Nasution,

Pembaharuan

Pemikiran dan Gerakan, h. 11 ~ 24 ~

dalam

Islam,

Sejarah


digagas oleh para pemimpin dan kalangan cendekiawan Islam sebagai upaya menyesuaikan faham-faham tentang ajaran Islam dengan perkembagan baru yang ditimbulkan oleh kemajuan ilmu pengetahuan dan teknologi modern. Atas dasar semangat perubahan dan pembaruah faham-faham Islam yang bercorak modern diharapkan akan dapat melepaskan umat Islam dari suasana kemunduran dan berganti menjadi kemajuan dalam bidang pemikiran Islam dan pendidikan Islam.28 Jatuhnya Mesir di tangan Barat oleh Napoleon tahun 1798 M, telah menginsyafkan dunia Islam akan kelemahannya dan menyadarkan umat Islam bahwa di Barat telah tumbuh peradaban baru yang lebih maju dan menjadi ancaman bagi umat Islam. Atas dasar itu, para penguasa Islam dan kalangan intelektualnya mulai memikirkan peningkatan mutu pendidikan Islam dan membangun kembali kekuatan umat Islam. Pada tahun 1800 M merupakan awal dari periode modern dan pada periode ini timbul ide-ide pembaruan Islam dalam berbagai aspeknya.29 Salah satunya adalah Muhammad Abduh yang memiliki corak pemikiran Islam modern dan rasional yang banyak mempengaruhi cara berpikir dan bertindak umat Islam dalam mengembangkan pendidikan di dunia Islam. Metode Penulisan Tulisan ini menelaah pemikiran Muhammad Abduh tentang modernisasi pendidikan Islam melalui pendekatan historis dan filosofis. Pendekatan historis digunakan sebagai upaya untuk memotret dimensi sosio politik umat Islam pada era kebangkitan Islam tahun 1800-an yang mempengaruhi pemikiran Muhammad Abduh. Secara terminologis, historis adalah suatu ilmu yang didalamnya dibahas berbagai peristiwa dengan memperhatikan unsur tempat, waktu, objek, latar belakang, dan pelaku dari peristiwa

28

Lihat Harun Nsasution Pembaharuan dalam Islam, Sejarah

Pemikiran dan Gerakan, h. 11, 29

Harun

Nasution,

Pembaharuan

Pemikiran dan Gerakan, h.14 ~ 25 ~

dalam

Islam,

Sejarah


tersebut.30 Dalam pandangan Koentowijoyo bahwa pendekatan historis dikenal dengan istilah diagronik dan singkronik. Diakronik adalah penelusuran sejarah dan perkembangan satu fenomena yang sedang diteliti dan sinkronik adalah kontekstualisasi atau sosiologis kehidupan yang mengitari fenomena yang sedang diteliti.31 Tulisan ini menelaah pemikiran Muhamamd Abduh dengan menggunakan pendekatan sinkronik yaitu mendeskripsikan fenomena kondisi sosiologis umat Islam berdasarkan pada periode era kebangkitan umat Islam yang dikenal dengan zaman modern dan persentuhannya dengan peradaban Erapa yang telah mengalami kemajuan dan kondisi umat Islam mengalami kemunduran tahun sejak tahun1258 M sampai dengan tahun 1800 M. Selain itu, digunakan pendekatan filosofis. Pendekatan filosofis adalah suatu pendekatan untuk menelaah masalah-masalah pendidikan dengan menggunakan metode filsafat yaitu penalaran dan perenungan yang mendalam, sistematis dan universal tentang pendidikan dengan menggunakan model filsafat analitik.32 Filsafat analitik memusatkan pemikirannya pada kata-kata, istilah-istilah, dan pengertian-pengertian dalam bahasa, menguji suatu ide atau gagasan untuk menjernihkan dan menjelaskan istilah-istilah yang dipergunakan secara hati dan cenderung untuk tidak membangun suatu mazhab dalam sistem berfikir.33 Pendekatan filosofis digunakan untuk menelaah dimensi 30

http://www.slideshare.net/atjehh/studi-islam-dalam-

pendekatan-historis, diakses tanggal 2 Mei 2016 31

Lihat Koentowijoya Metode Penelitian Sejarah,

lihat pula

http://imambasunipps.blogspot.co.id/2012/11/pend.html, diakses tanggal 8 Mei 2015 32

https://akhmadsudrajat.wordpress.com/2009/01/07/pendekatan-

pendekatan-dalam-teori-pendidikan/ diakses tanggal 2 Mei 2016 33

https://akhmadsudrajat.wordpress.com/2009/01/07/pendekatan-

pendekatan-dalam-teori-pendidikan/ diakses tanggal 2 Mei 2016

~ 26 ~


pemikiran Muhammad Abduh dalam aspek pendidikan Islam secara mendalam, sistematis dan universal yang bercorak modern dan rasional. Corak pemikran Muhammad Abuh tersebut dipengaruhi oleh pemikiran Islam modern Jamaluddin al-Afghani. Pemikiran Muhammad Abduh tentang pendidikan Islam dianalisis dengan menggunakan pendekatan historis dan folosofis tersebut dianalisis melalui teknik deskriptif analisys dengan menekankan kepada substansi pemikirannya tentang Islam modern dan rasional. Dari corak pemikiran tersebut mempengaruhi pemikirannya tentang pendidikan Islam yang bercorak modern dan rasional. Pemikiran Muhammad Abduh tentang Pendidikan Islam Pemikiran Abduh dalam bidang pendidikan Islam yang bercorak modern tersebut, dilatari oleh fakot internal dan faktor eksternal. Faktor internal, karena kondisi umat Islam mengalami kemunduran akibat melemah dan merosotnya kualitas pendidikan Islam. Untuk itu, perlu mengembalikan kekuatan pendidikan Islam sebagai penyangga kemajuan umat Islam dengan melakukan proses perubahan dalam bidang keilmuan dan perubahan proses penyelenggaraannya.34 Faktor eksternal adalah eksploitasi dan intervensi Barat ke dunia Islam. Mesir sebagai salah satu pusat Islam yang penting dapat dikuasai oleh ekspedisi Napoleon, Inggris menaklukan India dan Malaya, serta memperkuat pengaruhnya di belahan wilayah Timur Tengah, Afrika Timur, Nigeria dan Afrika Barat, Perancis menguasai Afrika Utara, pada beberapa wilayah di Afrika Barat, dan Timur Tengah, Belanda dapat menguasai Indonesia. Eksploitasi kekayaan alam di dunia Islam untuk memenuhi kebutuhan Industri di Negara Barat. Akibat dari eksploitasi dan intervesi Barat terhadap dunia Islam menginsyafkan dan menyadarkan akan terbelakangnya umat Islam atas dunia Barat. Kuatnya kontrol Barat terhadap Negara-negara yang 34

Hanun Asrahah, Sejarah Pendidkan Islam, (Jakarta; Logos

Wacana Ilmu, 1999), h. 128 ~ 27 ~


mayoritas Muslim telah mengunggah semangat untuk melakukan perubahan internal umat Islam melalui gerakan modernisasi yang dipolopori oleh kalangan penguasa, bangsawan, elite dan intelegensia melalui gerakan perubahan dan medernisasi di bidang pemikiran Islam dan pendidikan Islam.35 Muhammad Abduh sebagai salah satu dari kalangan intelegensia yang melakukan gerakan perubahan dan modernisasi pendidikan Islam melalui gagasan pemikirannya tentang Islam rasional yang lebih mengagungkan akal dan melebihi pemikiran rasionlisme Mu’tazilah. Harun Nasution berpendapat bahwa posisi akal dalam pandangan Muhammad Abduh lebih tinggi dari posisi akal dalam pandang Mu’tazilah karena dalam pandangan Abduh, akal dapat membuat hukum untuk diketahui dan diamalkan oleh manusia. Pendapat seperti ini tidak dijumpai dalam pemikiran Mu’tazilah.36 Kedudukan akal dalam diri seseorang sama dengan kedudukan Nabi bagi sesuatu umat. Akal adalah sendi kehidupan dan dasar kelanjutan hidup manusia. Akal salah satu kriteria perbedaan antara sesama manusia, tidak ada perbedaan antar manusia kecuali karena amal, akal, pengetahuan dan tidak ada yang mendekatkan manusia kepada Tuhan kecuali kesucian akal dari rasa ragu-ragu.37 Pandangan rasional Abduh tersebut, didasarkan pada ajaran Islam yang rasional. Islam datang kepada manusia tidak mungkin membawa ajaran yang bertentangan dengan akal. Apabila ditemukan teks ayat secara lahirnya yang bertentangan dengan akal, maka akal wajib berkeyakinan bahwa bukanlah arti lahir yang dimaksudkan oleh ayat tersebut. Karena itu, akal boleh memilih antara menggunakan ta’wil atau menyerahkan diri kepada Allah tentang kebenaran ayat tersebut.38 Pemikiran rasional tentang Islam khususnya dalam bidang 35

Hanun Asrahah, Sejarah Pendidkan Islam, h. 129

36

Harun Nasution, Akal dan Wahyu dalam Islam, (Jakarta: UI

Press, 1980), h. 98 37

Harun Nasution, Akal dan Wahyu dalam Islam, h. 97

38

Harun Nasution, Akal dan Wahyu dalam Islam, h. 98 ~ 28 ~


teologi dan filsafat berpengaruh terhadap pemikirannya dalam bidang pembaruan pendidikan Islam. Hal ini dapat dilihat ketika Abduh diangkat sebagai anggota majelis A’la di Universitas Al-Azhar tahun 1894 M. Atas dasar pengangkatan pada jabatan tersebut, semakin menambah kesempatan baginya untuk melakukan perubahan dan pengembangan mutu pendidikan, perubahan struktur kurikulum, perbaikan sistem administrasi akademik, keuangan dan kelembagaan di Universitas Al-Azhar merupakan bentuk nyata bahwa Muhammad Abduh sebagai tokoh pembaru dalam bidang pendidikan Islam yang dapat berpengaruh terhadap perubahan dan modernisasi sistem pendidikan di dunia Islam. Muhammad Abduh sebagai salah satu tokoh intelektual Muslim modern yang bercorak rasional telah mempengaruhi pemikirannya dalam bidang pendidikan Islam. Salah satu pertimbangan pemikiran Muhammad Abduh dalam mengembangkan pendidikan Islam karena didasari oleh kondisi pendidikan Islam yang pada saat itu mengalami fase kemunduran sebagai akaibat terjadi polarisasi yang dikotomis antara ilmu-ilmu agama dengan ilmu-ilmu umum serta kondisi umat Islam yang fatalistik dalam faham teologi. Kondisi umat Islam mengalami fase kemunduran disebabkan oleh menyebarnya faham jumud, faham sufistik, tarekat, bid’ah dan khurafat, pemahaman terhadap ajaran Islam tidak didasarkan pada rasionalitas. Di sisi yang lain, perkembangan di dunia Barat mengalami kemajuan dari aspek pengembangan ilmu pengetahuan modern dan peradabannya karena di Barat sangat mengagungkan akal manusia dalam menemukan ilmu pengetahuan modern.. Melihat fenomena yang dialami umat Islam pada saat itu, Muhammad Abduh melakukan gerakan pembaruan dalam Islam berdasarkan sumber ajaran Islam al-Qur,an, hadis Nabi, dan ijtihad yang disesuaikan dengan kondisi lingkungan yang dialami oleh umat Islam. Pemikiran Muhammad Abduh tentang pembaruan dalam Islam sebagaimana yang dikemukakan oleh H.A.R Gibb yaitu membersihkan ajaran Islam dari faham bid’ah dan khurafat, pembaruan pendidikan Islam melalui pendidikan di Universitas AlAzhar, memformulasi pemikiran Islam dengan corak rasional, ~ 29 ~


pembelaan Islam terhadap pengaruh-pengaruh Barat (Eropa) dan serangan-serangan Kristen. Gerakan pembaruan dalam pemikiran Abduh tersebut, memiliki keterkaitan satu dengan lain secara jelas.39.Atas dasar gagasan dan gerakan modern dalam Islam yang dikemukakan oleh Muhammad Abduh, maka pemikirannya banyak mempengaruhi perkembangan dan kemajuan modernisasi pendidikan di dunia Islam. Dalam pemikiran Muhammad Abduh sebagaimana yang dikemukakan oleh Harun Nasution menyatakan bahwa salah satu yang menjadi penyebab kemunduran pendidikan Islam adalah adanya faham jumud yang berkembang di lingkungan umat Islam, faham jumud mengantarkan umat Islam tidak menghendaki perubahan dan tidak mau menerima perubahan karena dipengaruhi oleh tradisi yang sangat kuat, sehingga berada dalam keadaan statis dan stagnan dalam berbagai aspeknya. Faham jumud yang mempengaruhi pemikiran umat Islam mengakibatkan umat Islam menyerahkan takdir dan melepaskan akal dalam memahami ajaran Islam. Hal ini berpengaruh secara luas di lingkungan umat Islam. Untuk mengatasi hal ini, fahamfaham tersebut harus dikeluarkan dari pemahaman umat Islam dan ajaran Islam perlu disesuaikan dengan keadaan modern saat ini,.terutama pada aspek ajaran mu’amalah yaitu ajaran Islam yang berkaitan dengan hidup kemasyarakatan.40 Oleh karena itu, ajaran Islam membutuhkan interpretasi baru dengan melakukan ijtihad karena pintu ijtihad selalu terbuka untuk hal-hal yang berkaitan dengan hukum-hukum kemasyarakat yang disesuaikan dengan tuntutan zaman. Taklid pada tradisi lama tidak perlu dipertahankan karana taklid merupakan penyebab umat Islam mengalami kemunduran dan sulit untuk maju. Taklid dapat mengakibatkan akal kurang barfungsi secara maksimal.Taklid dapat

39

H.A.R. Gibb, Modern Trends in Islam, diterjemahkan Mahnun

Husain, Aliran-Aliran Modern dalam Islam (Jakarta: Rajawali Press, 1993), h. 58 40

Harun Nasution, Pembaharuan dalam Islam, h. 64 ~ 30 ~


menghambat kemajuan pengembangan pendidikan Islam. 41 Terbukanya pintu ijtihad dan hilangnya taklid, dapat mengakibatkan pada penggunaan akal yang lebih optimal. Ajaran Islam bukan hanya dapat diterima melalui kalbu, akan tetapi juga diterima olah akal manusia. Kedudukan takdir dan ikhtiar merupakan syarat berjalannya syari’at agama dan pada posisi keduanya berdirinya taklif-taklif atau perintah-perintah Tuhan, siapa diantara manusia yang mengingkari salah satu diantara keduanya, maka manusia mengingkari iman pada dirinya sendiri yaitu mengingkari akalnya karena akal telah mendapat kehormatan dari Allah untuk dapat memikirkan perintahperintah dan larangan-larangan dari Allah. Akal merupakan tiang dari iman yang ada pada manusia.42 Dalam Islam, akal memiliki kedudukan tinggi. Oleh karena itu, Islam adalah agama yang rasional, mempergunakan akal dengan sebaik mungkin merupakan pengamalan dari ajaran Islam. Iman seseorang tidak mungkin akan mencapai kesempurnaan jika tidak didasarkan pada akalnya. Kepercayaan kepada kekuatan akalnya merupakan dasar peradaban suatu bangsa dan sebagai langkah dalam mencapai kemajuan peradaban dan dapat mengembangkan ilmu pengetahuan dan teknologi.43 Oleh karena itu, ilmu pengetahuan dan teknologi sebagai ilmu modern adalah hasil pengembaraan akal melalui hukum alam atau sunatullah sebagai ciptaan Tuhan, dan wahyu pun berasal dari Allah, keduanya bersumber dari Allah.dan pasti tidak ada pertentangan. Islam mesti sesuai dengan perkembangan ilmu pengetahuan dan teknologi. Demikian pula ilmu pengetahuan dan teknologi sesuai dengan Islam. Dalam rangka mencapai kemajuan, maka umat Islam senantiasa dapat menguasai ilmu pengetahuan modern. Dalam mencapai ilmu pengetahuan modern, umat Islam berusaha dengan maksimal dan selalu berada dalam kebebasan 41

Harun Nasution, Pembaharuan dalam Islam, h. 64

42

Lihat Muhammad Abduh, Risalatu’t Tauhid,ditermahkan oleh

K.H. Firdaus, Risalah Tauhid, h. 48 43

Harun Nasution, Pembaharuan dalam Islam, h. 65 ~ 31 ~


kemauan dan bebas dalam perbuatan (free will dan free act) tanpa melupakan kekuasaan Allah, membuka pintu ijtihad, melespakan diri dari faham jumud dan fatalisme. Salah satu penyebab kemunduran umat Islam adalah karena menganut faham fatalisme. Dalam pandangan Muhammad Abduh, faham fatalisme dapat dirubah dengan faham kemauan bebas dan dinamis yang dapat mengantarkan umat Islam merubah nasibnya dengan usahanya sendiri.44 Ajaran seperti ini yang dapat mengantarkan kesempurnaan manusia sesuai dengan kehendak dan tuntunan ajaran agama Islam. Dua hal pokok dari ajaran agama Islam yang berkaitan dengan pebuatan manusia adalah kebebesan kemauan (free will) dan kemerdekaan rasio (akal) dan pikiran yang dapat membukakan pintu kesempatan yang luas bagi manusia untuk mencapai kebahagiaan yang telah disediakan oleh Allah Swt berdasarkan pada petunjuk fitrah kejadian manusia.45 Faktor kemauan bebas dan kemerdekaan penggunaan rasionalitas dalam Islam menjadi faktor yang dapat memberikan kemajuan peradaban Islam sebagaimana yang pernah dicapai oleh umat Islam dalam sejarah peradaban Islam yang telah memberikan pengaruh terhadap kemajuan ilmu pengetahuan dan peradaban modern di Eropa. Kamajuan ilmu pengetahuan dan peradaban Eropa di zaman modern disebabkan oleh penggunaan kemauan bebas dan kemerdekaan penggunaan rasio manusia sebagaimana yang diajarkan dalam Islam. Dalam konteks ini Muhammad Abduh berpandangan bahwa kemajuan Eropa di abad modern datang dari cahaya matahari peradaban Islam yang menyinari kebangkitan ilmu pengetahuan modern.46 Berdasarkan pandangan tersebut, Muhammad Abduh dikenal sebagai tokoh modern dan rasional dalam sejarah dan perkembangan 44


45

Muhammad Abduh, Risalah Tauhid, ditermahkan oleh K.H.

Firdaus, Risalah Tauhid, h. 137 46

Muhammad Abduh, Risalah Tauhid, ditermahkan oleh K.H.

Firdaus, Risalah Tauhid, h. 137 ~ 32 ~


pendidikan Islam. Penggunaan akal dalam memahami ajaran Islam menyebabkan beliau memiliki gagasan-gagasan yang modern karena dinggap pemikirannya yang mampu merelevansikan dengan perkembangan zaman dan menyesuaikan dengan dinamika kebutuhan masyarakat yang semakin maju sebagai pengaruh dari ajaran Islam yang diyakinnya serta lahirnya perkembangan ilmu pengetahuan, tekonologi dan peradaban yang bersumbar dari dunia Barat sebagai pemicu lahirnya ide-ide pembaruan dari tokoh-tokoh Islam.. Untuk menyesuaikan dengan kebutuhan berdasarkan perkembangan zaman,, umat Islam harus membuka pintu ijtihad, meskipun tidak semua orang bisa memasukinya, hanya orang-orang yang memenuhi persyaratan yang boleh berijtihad yang didasarakan pada sumber ajaran Islam al-Qur’an dan hadis Nabi. Ruang lingkup ajaran Islam yang boleh dilakukan ijtihad pada aspek mua’malah, yaitu dimensi kemanusiaan dan peradaban, bukan dalam masalah ibadah.47 Hal ini dilakukan sebagai upaya untuk menyesuaikan aspekaspek yang berkaitan dengan mua’malah dalam dimensi kemanusiaan dan peradaban, sosial, politik, ekonomi, pendidikan, agar nilai-nilai Islam sesuai dengan perkembangan zaman.yang sedang dihadapi oleh umat Islam. Gagasan-gagasan modernisasi pendidikan Islam yang dilakukan oleh Muhammad Abduh bukan hanya dalam konteks gagasan konsep, akan tetapi juga pada tataran implementasi ketika melakukan modernisasi sistem pendidikan di Universitas Al-Azhar. Modernisasi sistem pendidikan di Al-Azhar dapat dipetakan pada lima aspek, yaitu; pertama, perubahan kurikulum, kedua, ujian tahunan dengan memberikan beasiswa bagi mahasiswa yang lulus dengan baik, ketiga, menyeleksi buku-buku yang berstandar, baik dan bermanfaat, keempat¸ waktu yang digunakan untuk mata kuliah yang primer lebih banyak dari waktu yang digunakan pada mata kuliah yang sekunder, kelima, penambahan mata kuliah yang berkaitan dengan ilmu pengetahuan modern.48 Gagasan Muhammad Abduh dalam bidang 47

Harun Nasution, Islam Rasional, h. 198

48

Muhammad

Rasyid

Ridla, ~ 33 ~

Tarikh

Al-Ustadz

Al-Imam


pendidikan juga dapat dilihat dalam hal penataan adiministrasi akademik, keuangan dan pengembangan kelambagaan dengan memperioritaskan pembangunan sarana pendidikan. Pemikiran Muhammad Abduh khususnya pengembangan dalam bidang kurikulum pendidikan di Universitas Al-Azhar dengan memasukkan ilmu-ilmu modern dan ilmu-ilmu agama secara integratif dimaksudkan agar ulama-ulama Islam dapat mengerti kebudayaan modern sehingga dapat menemukan penyelesaian yang lebih baik dalam persoalan atau masalah yang timbul dalam zaman modern. Dengan melakukan modernisasi sistem pendidikan di Al-Azhar akan mempunyai pengaruh yang besar dalam berkembangnya usahausaha pembaruan pendidikan di dunia Islam, .karana Universitas AlAzhar merupakan pendidikan tinggi yang dihargai dan dihormati di seluruh dunia Islam. Ulama-ulama yang dari penjuru dunia Islam yang belajar di Al-Azhar dan setelah selesai di Universitas tersebut, mereka akan menyebarkan ide-ide kemoderenan, baik pada aspek keilmuan, proses pembelajaran maupun aspek pengembangan lembaga pendidikan, penataan administrasi pendidikan. Hal ini dimaksudkan untuk kemajuan modernisasi pendidikan Islam dan berimplikasi terhadap kamjuan umat Islam di negaranya masing-masing.49 Seperti yang pernah dicapai oleh umat Islam pada masa keemasan dalam sejarah peradaban Islam yaitu pada masa pemerintahan Bani Umayyah dan Bani Abbasiyah. Kemajuan umat Islam di zaman klasik yang menguasia jazirah Arab, Afrika Utara sampai menguasai wilayah Spanyol, dapat membangun peradaban yang tinggi, menguasai ilmu pengetahuan modern merupakan upaya umat Islam yang dipengaruhi oleh faham qadha dan qadhar, menekankan pada kebebasan manusia dalam kemauan dan perbuatannya yang dapat menimbulkan dinamika umat Islam, yaitu kehidupan umat Islam sangat dinamis, jauh dari faham

Muhammad Abduh, (Mesir, 1993), h. 544, lihat pula Muuktafil Fahal, et.al, Teologi Islam Modern, h.21 49

Lihat Harun Nasution, Pembaharuan dalam Islam, h. 67 ~ 34 ~


jumud.50 Sebagai konsekwensi dari faham yang demikian, umat Islam senantiasa mempelajari dan mementingkan pengembangan keilmuan Islam secara integratif antara ilmu-ilmu pengetahuan modern dengan ilmu pengetahuan agama. Muhammad Abduh juga memikirkan tentang sekolah-sekolah pemerintah yang telah didirikan untuk mendidik tenaga-tenaga yang diperlukan olah negara Mesir dalam bidang administrasi, militer, kesehatan, perindustrian, pendidikan yang memiliki landasan pengembangan ilmu-ilmu umum berdasarkan bidangnya masingmasing, perlu dimasukkan pendidikan agama Islam khususnya yang berkaitan dengan keimanan, syari’ah, akhlak, sejarah Islam dan sejarah kebudayaan Islam. Hal ini didasarkan pada pertimbangan adanya bahaya yang akan muncul ketika sistem pendidikan diselenggarakan secara dualisme dikotomis. Sistem madrasah akan mengeluarkan ulama-ulama yang hanya memahami ilmu agama, namun tidak akan memiliki pengetahuan tentang ilmu-ilmu modern, sedang sekolah pemerintah akan menghasilkan tenaga ahli dalam bidangnya masing-masing yang tidak memiliki pengetahuan tentang pendidikan agama Islam.51 Hal ini menjadi kehawatiran dari Muhammah Abduh sehingga sistem pendidikan dualisme dikotomis dihilangkan, dan digantikan oleh sistem pendidikan yang integratif-holistik dan interkonektif dalam berbagai bidang ilmu. Dengan strategi tersebut dapat menghilangkan dikotomi antara golongan ulama yang ahli dalam bidang agama dan golongon ilmuan yang ahli dalam bidang ilmu-ilmu modern.52 Oleh karena itu, umat Islam harus mementingkan pengembangan pendidikan dengan membuka sekolah-sekolah modern yang mengajarkan ilmu pengetahuan modern dengan memasukkan pendidikan agama Islam secara integratif dalam struktur kurikulumnya. Demikian pula membuka sekolah agama dengan 50


51

Lihat Harun Nasution, Pembaharuan dalam Islam, h. 67

52

Lihat Harun Nasution, Pembaharuan dalam Islam, h. 67 ~ 35 ~


mengajarkan ilmu-ilmu modern dalam struktur kurikulumnya. Hal ini akan menghilangkan dualisme-dikotomis, baik secara kelembagaan maupun dalam aspek keilmuan dalam sistem pendidikan Islam. A. Penutup Sebagai akhir dari tulisan ini dapat disimpulkan; Pertama, Muhammad Abduh seorang tokoh modernis bercorak rasional yang hidup dalam kurun waktu 1849 M sampai dengan 1905 M. Beliau bukan hanya sebagai tokoh pembaru dalam bidang pemikiran Islam, namun juga banyak memberikan gagasan, konsep dan implementasi tentang modernisasi pendidikan Islam dalam berbagai aspeknya. Sebagai seorang modernis dalam bidang pendidikan dapat dilihat pada gagasan dan implementasi pemikirannya saat diangkat sebagai anggota Majelis A’la di Universitas Al-Azhar, melakukan modernisasi pendidikan melalui penataan sturktur kurikulum dalam bidang ilmu-ilmu agama dan ilmuilmu umum secara integratif dan interkonekif, melakukan penataan sistem administrasi akademik, keuangan, dan penataan kelembagaan berdasarkan prinsip-prinsip kemoderanan. Kedua, Alasan utama melakukan pembaruan sistem pendidikan di Universitas Al-Azhar untuk mengubah cara berpikir dengan menggunakan nalar rasional dan menghilangkan faham fatalistik dan tradisionalis di kalangan mahasiswa. Selain itu, sebagai bentuk sosialisasi konsep dan aplikasi sistem modernisasi pendidikan kepada para mahasiswa yang berasal dari berbagai negara Islam, berpengaruh terhadap pola pikir mereka tentang makna kemoderanan bidang pemikiran Islam dan pendidikan Islam. Setelah mereka kembali ke negaranya masing-masing dapat melakukan modernisasi sistem pendidikan Islam yang relevan dengan tuntutan kebutuhan perkembangan ilmu pengetahuan dan teknologi modern. Ketiga, Sekolah umum milik pemerintah perlu melakukan penataan struktur kurikulum dengan memasukkan pelajaran agama Islam, luarannya dapat memahami ilmu-ilmu modern yang dilandasi oleh nilai-nilai ajaran agama Islam. Demikian pula madrasah, selain mengembangkan ilmu-ilmu agama juga dapat mengembangkan ilmu~ 36 ~


ilmu umum agar ulama luaran dari madrasah tidak hanya menguasai ilmu-ilmu agama, tetapi juga dapat memahami secara utuh ilmu-ilmu modern. Cara seperti ini dapat menghilangkan dikotomi ilmu dalam Islam dan semakin mengukuhkan keyakinan kepada Allah Swt sebagai sumber ilmu-ilmu agama dan ilmu-ilmu modern yang dapat bermanfaat untuk kebutuhan dan kesejateraan umat manusia.

~ 37 ~


Daftar Rujukan

Abduh, Muhammad. 1989. Risalatu’t Tauhid,ditermahkan oleh K.H. Firdaus, Risalah Tauhid Jakarta: Bulan Bintang.

_______ . 1980. Akal dan Wahyu dalam Islam. Jakarta: UI Press. _______. 1975. Pembaharuan dalam Islam, Sejarah Pemikiran dan Gerakan. Jakarta: Bulan Bintang. Asrahah, Hanun. 1999. Sejarah Pendidkan Islam. Jakarta: Logos Wacana Ilmu. Gibb, H.A.R. 1993. Modern Trends in Islam, diterjemahkan Mahnun Husain, Aliran-Aliran Modern dalam Islam Jakarta: Rajawali Press. http://kbbi.web.id/modern, diakses tanggal 25 Juli 2016 http://www.slideshare.net/atjehh/studi-islam-dalam-pendekatanhistoris, diakses tanggal 2 Mei 2016 https://akhmadsudrajat.wordpress.com/2009/01/07/pendekatanpendekatan-dalam-teori-pendidikan/ diakaes tanggal 2 Mei 2016 https://jalius12.wordpress.com/2009/10/18/pengertian-modern/ diakses tanggal 24 Juli 2016 Koentowijoya. Metode Penelitian Sejarah, lihat pula http://imambasunipps.blogspot.co.id/2012/11/pend.html, diakses tanggal 8 Mei 2015

Nasution, Harun. 1987. Muhammad Abduh dan Teologi Rasional Mu’tazilah, Jakarta; UI Press. Ridla, Muhammad Rasyid. 1993. Tarikh Al-Ustadz Al-Imam Muhammad Abduh, Mesir.

Sahal, Muktafi. 1999. Teologi Islam Modern, Surabaya; Gitamedia Press.

~ 38 ~


DEVELOPING READING SKILL OF ISLAMIC EDUCATION DEPARTMENT STUDENTS THROUGH GUIDED READING Abdul Gafur Marzuki Lecturer of IAIN Palu Abstract This classroom action research was conducted to Develop reading skill by implementing guided reading of the second semester students of Islamic Education Department FTIK IAIN Palu. This research employed action research design consisted of one cycle and seven meetings. Six meetings were held to conduct the teachinglearning process by implementing the Guided reading technique, and one meeting was held to evaluate the students’ individual achievement. The researche’s role is to help the students’ to find out the determining the main idea, find the specific information, locate the reference (people and thing) and find out implicit information in the text. Based on the result of observation sheet on students activities it was 28 (93.34%) out of 30 students who got scores over 70, students could get the score above the standard score namely70. It means that the main criterion; the students’ achievement in this research already meets. It indicated that the implementation of the Guided Reading in teaching reading skill to the students was effective. Keywords: Guided reading, developing, reading skill. Introduction

Teaching-Learning English nowdays, is a fruitful issue to discuss. It always becomes an interesting to theme among scientists in discussion. The teachers and educators in developing language use, will have together to conduct activities such as: seminars, workshops, symposiums, article writings, journal writings, ~ 39 ~


researches and so forth. It is now the job for many people who are interested to develop the usage of English for broader area of communication. It is also because people now are aware that teaching-learning English is a meaningful activity for the development of science and technology. English is a language largely taught everywhere in the world as a second or foreign language. Teaching-English as a foreign language in formal education is basically similar in most countries in the world. The similarity is that the language taught must be included and organized well in National Education Curriculum. In Indonesia, the existence of a subject in curriculun is as implementation of National Regularity of Education toward institutions to be applied as the institutions’ program at all Indonesian schools. Today, English is broadly a compulsory subject at all levels of education in Indonesia starting from the level of Elementary school to University. At schools, it is taught to both in state or private schools in certain amount of time, beginning from elementary school, secondary, tertiary until university, even in preschool (kindergarden) where English is not compulsory taught to the students. The reason is that people now are aware about the importance of English for future. It is commonly now, they enthusiastically teach English as a subject at school because the role of English in the life. In Curriculum, it was explicity written that a student is not considered to master of English if they cannot use English for his communication. They needs of communication cover the four language skills namely listening, speaking, reading and writting. In the development of language skills, we recognize well that communication must go on well to fulfill the language role as a ~ 40 ~


means of communication. Since the teaching-learning of English at university level covers the four language skills, reading comprehension is one subskill in reading skill which cannot be under estimated. The teaching or the development of reading comprehension skill should be organized well in terms of the selection of approach, method, technique and development of materials organization. This is intended that the objectives and the target of students’ reading comprehension teaching for development can be obtained. It is a fact that, the teaching of reading in English subject at Islamic Education Department FTIK IAIN Palu is not well organized, thus, the main problem the researcher found in his preliminary observation through his experiences as a lecturer that was about students’ reading problem, such as undeveloped strategies of students’ reading comprehension skill. It is difficult for the students to determine the main idea, find the specific information, locate the reference (people and thing), and find out implicit information in the text. Those phenomena present us a series of sequences that because of students process low competence in reading, they are lack of reading comprehension skill, thus, the result of reading comprehension assessment of the students is associated in undeveloped. It shows unsatisfied result in assessment. Having had impression to the phenomena, the researcher then comes to a serious consideration, analysis, and conlusion that condition is now becoming an interesting issue to discuss. It is a very crucial themathic concern to take into the account, even very urgent problems to be anticipated and be overcome through a research investigation. Teaching Reading ~ 41 ~


Teaching reading should evolve from the best knowledge. We have to understand the language itself first and have a capability to understand the reading text. Understanding of the language can build the foundation for an effective literacy instruction. The basic knowledge in reading is useful especially in constructing an oral language. If this foundation is weak, progress in reading will be slow and uncertain. The students have to have at least basic vocabulary of the language itself and it is also important for them to master speaking ability. The function of the teacher in teaching reading is not only to guide them to get the advantages of scanning and skimming but also to make the students understand the way how to read the reading text itself. There are some principles of reading as Harmer states:53 1. Reading is not passive skill 2. Students need to be engaged with what they are reading 3. Students should be encouraged to respond to the context of a reading text, not just to the language 4. Prediction is major factor in reading 5. Match the task to the topic 6. Good teachers exploit reading text to the full In conducting the teaching and learning process, lecturer should consider the aspects that can lead students to reach the target of the objectives. In constructing the material for the students, one of the aspects to be considered as an important thing by the teachers is the difficulty level of the text. It is a basic knowledge that should be understood before giving the reading text to the students to avoid getting confused and unpredictable material for the students. Nuttal

states that some factors make a text difficult as follows:54 1. The different code between the reader and the writer 53

Jeremy Harmer, How to Teach English, (Cambridge: Pearson

Longman, 1998) p. 70 54

Nuttal,

Teaching

Reading Skills in a Foreign Language,

(London: Heinemann Education Book ltd, 1982) p. 5 ~ 42 ~


2. The content of the text is too difficult for the reader 3. The complexity of the concepts expressed 4. Unfamiliar words of the text In conclusion, the material presented by the lecturer should be suitable for the level of students. Hence, to get successfully in teaching reading to the students, the teachers have to teach this skill contextually and meaningfully in order to motivate them in learning reading. Assessing Reading Assessing with a simple meaning is an activity of finding out what the students know related to instructional materials given. The tools that can be used to assess the students are observation sheet, questionnaire, quizzes, and test such as true-false and multiple choices test. Assessing reading means that the effort to know how much information getting by students from the reading text after the class activities. How can the teachers know and assess what their students are learning from the reading text. According to Frazee and Rudnitski there are three levels: independence, instruction, and frustration.55 1. Independent level. If the students answer the “story specific” questions or retell the story with at least 90 percent accuracy, reflecting good understanding of the material, the students understand it at the independent level. 2. Instruction level. If the students answer questions or retells the story with 75-89 percent accuracy.

Answers reflect good

understanding of the material, with some connection to the prior knowledge. Retelling reflects the organization of the original text. 3. Frustration level. If the students answer questions with 50 percent or less accuracy. Discussion reveals little prior knowledge of the subject. 55

Frazee & Rudnitski, Integrated Teaching Method: Theory,

Classroom Application, and Field-Based Connections, (New York: Delmar Publisher, 1995) p. 92 ~ 43 ~


The assessment is useful and can be applied to any situation but it must be developed by the teacher to meet that situation. The assessment is not just to test a student but it helps the teacher knows the students as well. Then, states: The assessment of reading ability does not end with the measurement of comprehension. Strategic pathways to full understanding are often important factors to include in assessing learners, especially in the case of most classroom assessment that are formative in nature.56 Formative assessment of the students is done ongoing process and the basis for some choices that the lecturer makes in curriculum and instruction. The assessment should give the students a positive sense of progress over time, should be natural and authentic, and not conducted under artificially constrained conditions. The assessment should have a purpose, and be guided by that purpose, and clear criteria should be set according to the purpose. Other tools to do the ongoing assessment are observation sheet of the students, portfolio, and questionnaire. Observation sheet is prepared to observe all the students’ activities during the research in the class. As stated by Kemmis and Mc.Taggart that observation has the function of documenting the effects of critically informed action-it looks forward, providing the basis for reflection now, but more so in the immediate future as the present cycle runs its course. It also controlled the adjustment between what has been planned and what is implemented during the teaching and learning process.57 Portfolio is the collections of the students’ result work. It contains things like the sample of students’ answer sheets that have

56

Brown, Language Assessment: Principles and Classroom

Practice, (San Francisco: Longman, 2004) p. 185 57

Stephen Kemmis and Mc Taggart, The Action Research

Planner. Third Edition. (Victoria: Deakin University, 1988) p. 13 ~ 44 ~


been done during the activities. It represents achievement and learning within a module, a course or programmed of study. As stated by O’Malley and Pierce that the use of portfolios encourages students to reflect on their work, to analyze their progress, and to set improvement goals.58 On other hand, the questionnaire is a popular instrument of collecting data. It is used to gather the data in relating to the students’ opinion toward the technique and teaching strategy which implemented by the lecturer. Wallace states that we use questionnaire and interviews when we want to tap into the knowledge, opinions, ideas and experiences of our learners, fellow lecturers, parents or whatever.59 The form of questionnaire is in questions form. In questionnaire, the questions are set out in simple way and it is answered by reading the questions, and then ticking the response. The questionnaire is held on after the action. Guided Reading Technique Guided reading is one technique for teaching reading. It is a technique that the lecturer can implement into a strategy. Through guided reading the lecturer can help the students to comprehend the content of the text. In this case, the English lecturer should recognize the students’ level of study and understanding in relation to consider the material given to the students. Through guided reading t, the students are given the chance to find information such: main idea, specific information and location of reference of people/thing in the text. In guided reading, the students are given clear instruction, examples, encouragements, as they are engaged in real reading. The students are guided to address the reading problems and to anticipate them correctly by familiarizing them with comprehension question about the text, as the argument of 58

O’Malley and Pierce, Authentic Assessment for English

Language Learners. (Practical Approaches for Teachers), (New York: Addison-Wesley Publishing Company, 1996) p. 35 59

Wallace, Action Research for Language Teachers, (Cambridge:

Cambridge University Press, 1998) p. 124 ~ 45 ~


Heilman, et al. (1998) below: Guided reading allows the lecturer to emphasis different roles of the readers according to the needs of the students. It enables the students to read more challenging text they can read independently. It brings background knowledge, skill and experinces to the fore, to enable the students to make sense of what they are reading and to make links with prior knowledge. It angages students in discussion about the content of the text, the reading strategies they use and their understanding of the text.60

In guided reading, students with similar ability who need to acquire similar skill to be successful readers are grouped together. For example, the lecturer can make groups in the class with 5 to 6 students, althought not all time, bigger group member is allowed. Guiding the students to solve their problems by developing their reading sub-skill is actually the main focus of guided reading technique. Asking them to implement reading strategies such scanning and skimming that will enable them to expand their reading power. Enabling the students to become independent and effective readers is the specific thing in which guided reading different from unguided reading. The guided reading in the level of university/college must be considered well. In elementary reading level, the learners do or receive basic training and acquire initial reading skill. This level of reading is ordinary learnt at elementary school or at the beginning years of language study. The problem in this level is to recognize the individual words on the page that he read. Adler & van Doren argue: Even though we come upon something we want to read that is 60

Heilman & Rupley, Priciple Language Teaching, Reading, (Ohoi

Prentice Hall. Inc., 1998)

~ 46 ~


written in a foreign language for instance written English text, that we do not know very well, then our first effort must be to identify the actual words. After recognizing them individually, we begin to try understand them, to struggle in predicting the meaning of the words.61 One stage over the elementary level is inspectional reading on the other hand, it is the level of reading at which the reader usually limited by the time. The reader is allowed a set of time to complete and assign amount of reading, for this, the lenght of reading text must be considered in presenting reading materials. Through this level of reading skimming and scanning types of reading appropriately be implemented. Research Method

It was reasonable to determined the design of the research before do it because the research design could determine the succsess of a research program. This research design was descriptive qualitative. The process of the research was described in some stages. First, it was investigation. Second, it was collection data stage. And the third, it was data analysis stage. Moreover, this research was categorized as an action research. It described that we were social beings who were very potential in doing activity and that we were the members of groups. To have a clear insight and understanding of the action research flow, the following figure was presented.

61

Adler M.J & Van Doren C, How to read a book, (New York :

Simon & Chuster, Rockefeller Centre, 1972) p. 17

~ 47 ~


Figure 1: The Classroom Action Research Spiral

REFLECT

PLAN

ACT & OBSERVE

ED VS RE N PLA

REFLECT

ACT & OBSERVE

Adopted from Kemmis and Mc. Taggart 62

Visualizing the figure above, we understand that in Classroom Action Research the lecturer implemented all planning well, thoroughly and correctly. The implementation of the plan was observed thoroughly in naturally using the instruments prepared. While observing the research flow, researcher began to do analyses toward the event that occurs as the part of critical thinking to the sequence of planning, implementation, observation and the reflection in the form of conclusion and the display of the research result. Setting and Subject of the Study

This research was conducted at

Islamic

Education

Department FTIK IAIN Palu which the researcher has done his 62

Stephen Kemmis and Mc Taggart, The Action Research Planner.

Third Edition. (Victoria: Deakin University, 1988) p. 11 ~ 48 ~


preliminary study, since he has been teaching there for five years. FTIK IAIN Palu is located on Jl. Diponegoro No. 23 Palu. The subjects of the study were students of Islamic Education Department class PAI 5. Procedure of Data Collection

Before collecting data, it was crucial to understand first the characteristic of the data that were gathered. Data taken directly from the subject was categorized as primary data and from other sources was categorized as secondary data. Both primary and secondary data were gathered the following instrument: The Researcher Commonly in an action research, researcher served as the subject, who directly collects, identifies, interprets, and analyses the data. Questionnaire The function of questionnaire in this action research was to collect information or data concerning with students’ and English lecturers’ opinion and attitude toward the guided reading technique that was implemented. Observation Sheets Observation was conducted during the research and teachinglearning process in the classroom. The field Notes Field notes instrument was used to cover the data which is not covered through some other instrument. To sum up, data collection was basically a process of gathering information in a discipline a through a systematic way about the research thematic concern. All data needed in this ~ 49 ~


research were covered through instruments that have been stated previously. Covering data using each instrument was matched to the aspect measured. In stage of completing the data, the research was done as scheduled and the process was done through the steps. In this stage, It was also necessary to consider that each instrument used to cover data in different ways. Covering data using some instruments is intended to fulfill the validity of the data collected. It was because the data gathered in the research became evidences in answering the research question. The Procedure of Classroom Action Research

The procedure of the CAR as shown before was constructed the plan, implementing and observing the implementation and effect, and reflecting the result. Constructing the plan In constructing the plan the researcher and his collaborator discussed first about the experiences in teaching english, from what she seen, heard, felt even thinks. The researcher and her collabolator then came to the same perception and conclusion about the themathic concern. The teaching technique for reading class that was implemented to overcome the student’s reading problems and to meet their reading skill development. Inspired from the condition illustrated above the researcher designed this research proposal in which she designed his research methodology, including teaching preparation. In this phase she tried to elaborate how the lecturer and the students worked in their roles as a lecturer and students in reading class using guided reading. How the lecturer managed, organized the teaching technique, strategy, objectives, materials, media, instrument for

~ 50 ~


evaluation and contructed data collection instruments and research schedule. Implementing and Observing In the phase of implementing, the researcher was conducted the action of investigation based on the plan. He carried out teaching-learning process through guided reading technique and saw the effectiveness of the technique to overcome the students’ problem of reading. The complete of the data needed was gathered through good implementation of the research plan. All activities in implementing phase was observed directly by the research and the collabolator with the help of the english lecturers and students as the subject of the research. Reflecting Activity in reflecting phase refers to the personal justification towards the effect of the action in the implementation phase. Whether yes or not the implementation of the teaching was positively affect to the development of students’ reading skill that could enable the students to extract the content of the text. The reflection was intended to understand whether the result of the action establish the researcher’s belief about the effectiveness of the technique implemented. The judgment result was reflected as the proof the success or to be considered for revised plan. The reflection on the teaching-learning for reading class could be obtained through varied data collected through different instruments. The process was included the research herself, questionnaire, observation, and field notes. Data Analysis

From the view point of data characteristic, this research was categorized as descriptive research. The data gained was assumed complete after the research end. Sometimes what we predicted to occur was not really occured, on the other hand, it was possible to find unpredictable data.

~ 51 ~


The data in this research was analyzed descriptively and statistically. Descriptive research basically does not reject data in the form of numeral since the presentation was in simple way. All data from questionnaire, observation and field note was analyzed descriptively and data from students’ achievement test was analyzed in figure. The series of data analysis was done by collecting,

selecting,

verifying,

clarifying,

and

reducting

unnecessary data before displaying it. The Criteria of Success In relation to the objectives of the research, the criteria of success as a parameter to determine whether the cycle of research are categorized success or not the following criteria were applied. Since design of the “CAR” was organized in cycle, the success of cycle was determined by the students’ progress that was reflected from different data collection instrument and the students’ progree in achievement test. The research was categorized success when 70 percentage of the students show progress in answeringthe items of assessment test and the result of some data collection instruments show significant progress to the score “70” as the standard in the criteria of success for English subject. The calculation was based on the score category adopted from Depdikbud (1996:37) that was proposed in five levels of students’ ability as follows: Table 1: Score categories of students’ ability NO SCORE CATEGORY 1 96 – 100 Excelllent 2 86 – 95 Very Good 3 76 – 85 Good 4 66 – 75 Fairly Good

~ 52 ~


5

56 -65

Fair

Adopted from Depdikbud (1996:37)63

Research Results The research findings present the findings of observation sheets, field notes, portfolio, questionnaires, and tests. Meanwhile, the discussion covers the data of the students’ activeness and achievement in the teaching and learning process. The discussion also deals with the description of research findings. This part presents the findings of observation sheets, field notes and port folio to obtain the percentage of students’ active in writing process using the steps of guidance technique.

The

findings of those instruments are described in detail in the following: The Observation Sheets The observation was done by the researcher during teaching and learning process in the classroom. The observation was done in order to know how far the researcher was performed the action that he has already constructed in lesson plans. His collaborator putted a tick ( ) on one of option columns for each question item. On the observation sheet of the students’ activities, the collaborator writes the total numbers and percentage of the students’ who are attended the meeting. This research was planned for four meetings. The findings are as follows: The collaborator notes in the first meeting, the researcher did 63

Depdikbud, Kurikulum SMK (Sekolah Menengah Kejuruan),

Direktorat Jendral Pendidikan Dasar dan Menegah, Direktorat Pendidikan Lanjutan Atas, Jakarta, 1996) p. 37

~ 53 ~


not assign the home work to the students. The researcher also did not give more examples of simple desciptive text. It was caused by the researcher did not manage the time well. He managed the time well. In pre reading activities she asked the students to brainstorm their ideas related to the topic. He was also more active to guide the students during the implementation of technique in the reading activities. The researcher implemented the technique step by step as what he has already planned. It means that he has done all of the aspects suggested in the lesson plan. He also controlled and guided the students actively during the implementation of the technique. The researcher at the time was in well preparation. In those meetings especially in the students’ observation sheets showed that although all of the students paid attention to the researcher’s explanation and motivated to join the class but they still felt confuse about the material. In first meeting, it was about 23 (77%) out of 30 students could answer the questions based on the text, while 7 (23%) out of 30 students could not. The students did not spontaneously react to the researcher’ instruction if the researcher used one hundred percentage English in implementing technique in her teaching and learning process. The average of students’ activities in first meeting showed that only 23 (77%) students were active and the rest 7 (23%) were not active in the teaching-learning process. On the other hand, in second meeting it could be seen that there were 24 (80%) out of 30 students active in teaching and learning process. It was seen that most of the students could achieve the teaching objective. (see appendix, table 4.4) In third meeting, it could be seen that 25 (84%) out of 30 students could answer the questions based on the text. The data also showed that most of the students were active in teaching learning process. On the contrary, the fourth meeting showed that 26 (87%) out of 28 students were active in teaching in learning process, while the rest 4 (13%) were not active. It was proved by 24 (80%) out of 28 students could achieve the teaching objective. In fifth meeting, it could be seen that 24 (80%) out of 30 students could answer the questions based on the text. The data also ~ 54 ~


showed that most of the students were active in teaching learning process. The sixth meeting showed that 26 (87%) out of 30 students were active in teaching in learning process, while the rest 4 (13%) were not active. Field Notes The data gathered from the field notes from the first until the last meetings indicated that most of the students were enthusiastic to join the class. It was proved by the students felt enjoy and happy when the researcher presented the subject matter through LCD and Laptop. Those media could encourage them to begin the class. But on the other hand, when reading process was occurred the students still felt confuse about the subject matter especially in first meeting. This meeting indicated that the students still found difficulties in find out the main idea in the text. Portfolio Portfolio was used by the research to collect the students’ work. It covered the result of students’ individual work. During teaching learning proces, the students were assigned evaluation of each meeting after they were treated through the guidance technique. The researcher assigned the students the evaluation that is related to the topic to each meeting. In the first meeting, the evaluation is related to write the simple present tense based on the words or phrases that were provided. The findings showed that there were seven students (AR, AND, HRD, HKT, MLS, NKI and TBS) could get the scores above 70, while twentythree students (AN, AST, DWL, ESL, MD, MLF, NFD, NAZ, SRS, MNT, AS, CN, CSN, FMT, MG, MTI, RSP, ROV, SUD, MRW, AAL, MDW, and WSD) just could get the scores 50 up to 65. In the first and second meeting, the evaluation was about true or false based on the passage. The evaluation of the third meeting was about write the main idea based on the text. It could make some of the students still got the good scores. The scores of CSN, DWL and SRS in this meeting were unstatisfied. They did not manage the time well. It was proved by their answer sheets were incomplete sentences. The evaluation of the fourth meeting only two students ( AR and MG) did not join this evaluation.The evaluation of ~ 55 ~


the fifth meeting was about choose the base answer based on the text. It could make some of the students has the fair score. The score of CSN and SRS in this meeting were unstatisfied. The evaluation for the last meeting was about true or false based on the passage. The findings showed that there were all of the students got the fairly good scores. Students Achievement After six meetings of teaching and learning activities, the students were given a test. Teammates are not permitted to help one another during the test. All of the students were present in this meeting. They were evaluated individually by giving a test of reading descriptive text. The test related to the material that had been discussed in the previous meetings. The researcher assigned the students to Multiple Choice (ten numbers) and Answer the questions based on the text (five numbers). The results of the students’ achievement in individual score and the means score of the students. It’s showed that there were 28 students (93.34%) could get the score above the standard score or standard criteria and two students (6.67%) got scores under 65 points. Nine students got the level of “Fair”, Thrithteen students in “Good” level, two students in “ Very Good” and four student in “Excelent” level. It indicates that the results meet the criteria of success. Discussion a. The Implementation of guided reading technique As the focus of this research is to see the effect of the implementation of guided reading to the development of students reading skill, the main concern to be discussed in this case is how the researcher implements guided reading in reading class to the second semester students of Islamic Education Department FTIK IAIN Palu. The process of implementing the technique step by step influenced the students’ competency in reading which automatically correlates to the students’ development of reading sub-skill. Teaching reading through guided reading was expected to effect to the implementation of reading strategies to the development of students’ reading skill. How the researcher specifically guided and trained the students ~ 56 ~


to understand the reading sub-skills such the skill in finding information in the text through the understood and extracted of content of the text they read. How the lecturer improved his teaching better then before, hence it would become meaningful experiences for the students to become independent readers. The process of how the students’ reading skill be improved as the teaching objectives was done in some teaching-learning process. The lecturer applied the strategy in such way in some meetings to see if it can affect to the students’ skill in reading, hence, the result of the students’ works in finding the information from the text during reading activities will be seen as a proof of the development of students’ reading skill. The frequency and the percentage of the students in each meeting of each teaching learning activities give us description of how the students’ learning process with technique and reading strategies bears progress to the development of students’ reading skill. First Meeting

The researcher implemented guidance technique for the first meeting. The researcher was accompanied by the collaborative lecturer entered the classroom. The researcher then introduced the aim of this research. He also introduced the teaching material. In pre reading activities, the class meeting was started with usual teaching learning process where the researcher greeted the students, checked the students’ attendance. At this meeting all of the students were present. In reading activities, her collaborator distributed worksheets to the students and sat down at the back. He observed all activities during the teaching and learning process. There were some activities conducted by the researcher in reading activities: 1. asked the students to make brainstorming about the Text. (Worksheet, activity 1) 2. checked the students’ answers with the class. 3. explained more about the Nursing. ~ 57 ~


On the other hand, the students’ activities are involved:

1. shared the information to others. 2. did the exercise 3. Sat in small group that consists of five student Students to do the next exercise. 4. Answer the questions based on the text. (Worksheet, Activity 2) 5. changed the answer to other group and made the correction. 6. listened to the researcher’s explanation. In post reading activities, the researcher concluded the material and suggested to the students to learn more about the material given. Second Meeting All of the students were present at this meeting. The topic of reading text that was assigned by the researcher to discuss in this meeting. In his pre reading activities the researcher attracted students’ learning interest about the topic by showing them a picture and showing some words in slide show.

The teaching objectives of the meeting were to make the students gather the information through short descriptive text, and then the students were expected to be able to answer the questions based on the text. Next, the students sat based on his/her tablemates, and then did the activities such as: 1. identified the information. 2. read the text to gather the information 3. shared the information to others, answer the questions. 4. wrote down the answer on the white board. 5. made the correction. 6. did the next exercise (Worksheet, Activity 3) still in pair. 7. changed the answer to other pair. 8. made the correction. 9. listened to the lecturer’s explanation. ~ 58 ~


The role of the researcher and his collaborator when the students did the exercises were responsible for controlling and providing guidance to them. At the post reading activities, he concluded the material and suggested to the students to learn more about the material given and prepare themselves to the next meeting. Third Meeting The third meeting of the implementation of guidance technique was held. All of the students were present at this meeting. In general, the activities in this meeting were similar to the two previous meetings. The researcher entered the class greeted the students and asked their condition as usual. Firstly in pre reading activities, the researcher attracted the students’ interest and motivation in actively following the lesson by showing the slide show of a person and then asked some questions. After that the researcher told about the teaching objectives that must be achieved in this meeting. Furthermore, in reading activities, the researcher asked the students to answer the questions based on the text by distributing them Worksheets Activities 1 & 2. Then, the researcher asked some of students to write down the answers on the whiteboard. The researcher checked the students’ answers with the class. After that, the researcher explained more about transitions. Finally, to know whether the students achieved or not the teaching objectives, the researcher assigned an evaluation to the students. In post reading activities, the researcher collected the students’ works. After that the researcher concluded the material, and suggested the students to learn more about the material. At the end of lesson, the researcher assigned home assignment to the students. Fourth Meeting The meeting fourth the implementation of guidance technique was held. Two students didn’t come, AR and MG. The teaching objectives of this meeting were to make students to be able to answers the question based on the text. In order to attract students’ interest of the topic, the researcher showed the students a picture and asked some questions related to the picture. The researcher provided the students’ worksheet about the memo. in this activity, the researcher and his ~ 59 ~


collaborator controlled and provided guidance to the students in doing their exercises. At the post reading activities, before ending the class the researcher asked the students about the material that had been learned. Then, she concluded the subject matter and motivated the students. Fifth Meeting The fifth meeting was the implementation of guidance technique was held. All of the students were present at this meeting. The teaching objectives of this meeting were to make students to be able to answers the question based on the text. In order to attract students’ interest of the topic, the researcher showed the students a picture and asked some questions related to the picture. The researcher provided the students’ worksheet about the topic. in this activity, the researcher and his collaborator controlled and provided guidance to the students in doing their exercises. At the post reading activities, before ending the class the researcher asked the students about the material that had been learned. Then, she concluded the subject matter and motivated the students. Sixth Meeting The sixth meeting was the implementation of guidance technique was held. All of the students were present at this meeting. The teaching objectives of this meeting were to make students to be able to answers the question based on the text. In order to attract students’ interest of the topic, the researcher showed the students a picture and asked some questions related to the picture. The researcher provided the students’ worksheet about the topic. in this activity, the researcher and his collaborator controlled and provided guidance to the students in doing their exercises. At the post reading activities, before ending the class the researcher asked the students about the material that had been learned. Then, she concluded the subject matter and motivated the students and informed them that the next meeting was final test for fist cycle. Seventh Meeting: Test After conducting six meeting for teaching activities, the students were given an individual test. All the students were present in ~ 60 ~


this meeting. In this time, they were forbidden to help or cheat each other in doing the test. Thus, every student was individually responsible for Read the text. They were evaluated individually by giving a test of reading comprehension. The reading passage was selected from the texts that had been discussed in the previous meeting. The researcher assigned the students to answer 15 questions in 45 minutes. The form of test was Multiple Choice question (ten numbers) and Answer the questions based on the text (five numbers). Reflection Reflection was conducted as final stages of the cycle of the research. The result of reflection in teaching learning activities based on both the data gathered through students’ reading process and data gathered from the students’ achievement. The data from the students’ observation sheets showed that as whole from six meetings, the students’ active in reading process was 25 (84%) out of 30 students. It indicates that the students’ active in reading process meet the criteria of success. Conclusions Base on the research question, the objectives and data analysis in this research, the researcher finally drew conclusion that the implementation of guided reading in teaching reading is effective to develop the reading skill of second semester students of Islamic Education Department FTIK IAIN Palu. This conclusion is supported by the fact that the data of students’ learning attitudes after the implementation of the technique in teaching learning process showed better impression and development. It can be seen in the result of observation sheet on students’ activity, particularly in the section of students. In the section of data analysis, the students’ result of learning achievement in 1 cycle based on the criteria of success showed significant progress. It means that the students’ reading skill developed after implementation of guided reading technique; hence, the implementation of guided reading was effective to develop the reading skill of the students. Suggestions ~ 61 ~


Based on the researcher’s experince in implementing guided reading in teaching of reading during the research and based on the conclusion above, the reseaercher would like to offer some recommendations for those who involved in English teaching-learning process. The suggestions are as follow:

1. To get satisfactory result in the teaching of reading, the lecturer must select the appropriate technique, even strategies to be implemented

well.

Guided

reading

technique

is

one

recommended to be recognized as an alternative choice and solution. 2. To have the teaching-learning process successful, the lecturer must teach the students interestingly based on the planning, otherwise, the students would not perform serious and joyful learning condition, and automatically, it will affect to the students’ learning progress and learning achievement.

~ 62 ~


References

Adler M.J & Van Doren C. Et al, 1972, How to read a book, Simon & Chuster, Rockefeller Centre, Newyork. Brown H.D, 2004, Language Assessment: Principles and Classroom Practices.San Francisco: Longman. Depdikbud, 1996, Kurikulum SMK (Sekolah Menengah Kejuruan), Direktorat Jendral Pendidikan Dasar dan Menegah, Direktorat Pendidikan Lanjutan Atas, Jakarta. Frazee, B.M., & Rudnitski, B.A., 1995, Integrated Teaching Method: Theory, Classroom Application, and Field-Based Connections. New York: Delmar Publisher. Harmer, J., 1998, How to Teach English. Cambridge: Pearson Longman.

Kemmis, Stephen and Mc Taggart, R. 1988, The Action Research Planner. Third Edition. Victoria: Deakin University. Nuttal, 1982, Teaching Reading Skills in a Foreign Language, Heinemann Education Book ltd, London. O’Malley, M.J. and Pierce, V.L, 1996, Authentic Assessment for English Language Learners. (Practical Approaches for Teachers). New York: Addison-Wesley Publishing Company. Wallace, M.J. 1998. Action Research for Language Teachers. Cambridge: Cambridge University Press. ~ 63 ~


THE IMPLEMENTATION OF SCANNING TECHNIQUE IN IMPROVING READING COMPREHENSION AND MOTIVATION OF GRADE VIII STUDENTS AT MTs MUHAMMADIYAH NUNU

ABSTRACT The aim of this research is to measure the effect of the implementation of scannning technique in improving students’ reading comprehension and motivation of Grade VIII Students at MTs Muhammadiyah Nunu. This quasi-experimental research took 18 students of grade VIIIA for the experimental class and 16 students of grade VIIIB for the control on the sample. They were chosen purposively. The instruments of data collection were an essay reading test and the questionnaire items to measure the students’ motivation toward the scanning technique. The data of the research uses independent t-test formula by applying degree of freedom (df) = 32 (18+16-2) with the level of significance 0.05. The results of data analysis indicate that the students’ mean score of the posttest is79 in experimental class is higher than the mean score of the control class 60. It proves that there is a significant difference of students’ reading comprehension that are taught by scanning technique and those who are not taught by scanning

~ 64 ~


technique. Furthermore, the data analysis by applying independent t-test shows that the value of tcounted 6.44 is higher than ttable 2.037. It explains that the implementation of scanning technique has impact on the students’ reading comprehension. The last result which has been also analyzed that the mean score of students’ motivation who are taught scanning technique 73 is higher than those who are not taught the scanning technique 68. The analysis of questionnaire data also indicates that the value of tcounted 2.33 is higher than ttable 2.037. It means that there is a significant difference of the students’ motivation that are taught by scanning technique and those who are not taught by scanning technique. Both of the test and questionnaire analysis prove thatHa of the research is accepted and Ho is rejected. In other words, the implementation of scanning technique can improve students’ reading comprehension and motivation. Keywords:

Implementation, Scanning Technique, Comprehension, and Motivation.

Reading

Introduction English is taught as an obligatory subject from Junior High School to Senior High School in Indonesia. The goal is to enable students to communicate in English. It is stated in the School Based Curricullum (KTSP) that the goal of teaching is to reach the students’ competence in three aspects namely cognitive, affective and psychomotoric to specific subject (Lampiran Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006).64 Although the students have studied English for three years at Junior High School, yet it is difficult for them to express their ideas and thought or feeling in English. Reading is one of the language skills that must be paid attention more in teaching of Junior High School. The aim of teaching reading is that students are able to comprehend some kinds of reading 64

Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006. ~ 65 ~


texts namely recount, narrative, procedure, descriptive and report both in formal and informal situation in social life context (Lampiran Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006).65 By looking at this goal, students are expected to be able to comprehend all reading texts. Hence, teachers should prepare or practice them how to comprehend what they read and what technique should be used in comprehending reading texts. However, most of students still face some problems in comprehending texts.

Based on the fact that the writer observed, by asking the teacher who teaches in MTs Muhammadiyah Nunu especially in grade eight, reading comprehension is one of problems that students get in studying English. It is difficult for the students to understand reading text during teaching and learning process. Therefore the results of the reading assignment were low. The students did not give any response when the teacher asked the main idea of reading text. Thus, in some teststhat he had given to the students in this class, most of them cannot answer the questionscorrectly. The problems occur because the students have less strategy in reading. They usually cannot answer all questions given by the teacher. They tend to read all the paragraphs word by word and want to find out individual meaning of each word they read. One of way how to find the meaning is to use a dictionary or an electronic tool. This helps students to comprehend the text. This is always students done in class while reading a text. However this is not effective way for students since they need much time to get difficult words and to get an appropriate meaning in a dictionary or an electronic tool.

65

Ibid ~ 66 ~


Furthermore, reading is important because the grade VIII students are prepared to the next higher grade and they are going to face final national examination consisting of reading text items in it. In other words, one of the causes why it is difficult for the students to answer questions of reading text is that students cannot comprehend what they have read and cannot locate the answers of questions. The students do not have an appropriate technique either in how to answer several questions especially in reading text as fast as possible. There are many questions based on reading texts included in the exam. Students have to answer all of the questions in limited time. The teacher should be able to motivate and help the students in order they can answer reading questions quickly and accurately by applying the appropriate technique how to comprehend the text. In teaching English especially reading skill, teachers should be able to teachmore effectively and efficiently by selecting suitable techniques.The students need some kinds of practices that enable them to answer reading comprehension questions such as scanning or skimming technique. The techniques can be used to overcome the students’ difficulties in reading. By doing these, it would be easy for the students to read and to comprehend texts as they are able to get information within the reading text. Therefore, appropriate techniques or ways must be applied in order to reach the goal of teaching reading. Another challenge that occurs after selecting appropriate technique is how to motivate students to do reading in order they can develop their reading skill. Teachers have to motivate students’ interest in reading passage or others writtenEnglish efficiently. It is not an easy way since every student has different character and behavior. Students not only need to have an appropriate technique ~ 67 ~


in reading but also they have to have motivation to read as a result they will success in reading. Students who are motivatedin reading are different from those who are not motivated. Therefore, students will succeed in reading comprehension when they have both motivation and technique. Based on the problem found, the writer applied a scanning technique considered as an effective technique in improving reading comprehension of the grade VIII students at Junior High School of MTs Muhammadiyah Nunu and the scanning technique can motivate the students in reading comprehension. MTs Muhammadiyah Nunu applies the School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP)for all subjects; one of the objectives to teach English in grade VIII based on curriculumis that the eighth year students of SMP are able to comprehend short functional text and short essay of recount and narrative text related to environment. Therefore, in order to lead them for getting success in the exam especially in reading questions as it is expected in the School Based Curriculum the writer applied scanning technique in improving the students’ reading comprehension. The Research Method The writer measured the effect of the implementation of scanning

technique

toward

the

students’

reading

comprehensionand students’ motivation in reading. This research is an experimental research and using quasi experimental nonequivalent control group design. It treated two classes namely experimental and control class that was non randomly. The aim was to evaluate whether or not the implementation of scanning technique can improve students’ reading comprehension and motivation to the experimental class and the control one. There ~ 68 ~


were three components applied in this research; pretest, treatment, and posttest. The design of this research can be seen as follow: Experimental O1 X O2 ------------------------------------------Control

O3

O4

(adapted from Sugiyono, 2009)66 Notes: O1 is students’ score of group experiment in pretest O2 is students’ score of group experiment in posttest X is treatment O3 is students’ score of control group in pretest O4 is students’ score of control group in posttest The writer conducted her research for eight meetings with presentation as follows. The first meeting waspretest and questioner checklist for both classes. The writer taught both classes. However, the writer applied her technique only in experimental class from the second meeting to the seventh meeting. In the eighth meeting, the writer provided posttest and questioner check list for both classes.Then, at the end of the research, the writer concluded the implementation of scanning technique can or cannot improve students’ reading comprehension and motivation in reading at MTsN Muhamadiyah Nunu by comparing those with the result of pretest and posttest and questioner check list before and after giving treatment. Population 66

Sugiyono.

Metode

Penelitian

Pendidikan.

Pendekatan

Kuantitatif, Kualitatif dan R & D. (Bandung: Alfabeta, 2009.) p. 25 ~ 69 ~


Population of this research was the grade VIII of MTs Muhammadiyah Nunu. It consisted of two parallel classes (VIII A and VIII B.). There were 18 students in class VIII A and 16 students in class VIII B. So the sum of her population was 34 students. According to Cresswell, population is a group of individuals who had the same characteristics or one more characteristics.67 The whole number of the students can be seen in the following table:

Table 1. Population Distribution No

Class

Students’ Number

1.

VIII A

18

2.

VIII B

16

Total

34

Sample The writer selected a sample based on the students’ knowledge and the most students’ problems faced in reading. The sample aimed to make the data accurately. Itwas taken by using purposive sampling. The sample was VIII A as experimental class and VIII B as control class. Both classes were taught by the writer, but only one class was given scanning technique in teaching reading comprehension. The Research Variables

67

John W. Creswell, Research Design. Qualitative, Quantitative,

and Mixed Methods Approaches (Thousand Oaks, CA: Sage, 2009), p. 145 ~ 70 ~


Research variables can be considered as the causes and effects of the problem. Based on the title, this research had multiple variables. It consisted of one independent variables namely scanning technique, it was since scanning technique can give effect the dependent variable, while the dependent one were improving the students’ reading comprehension and motivation of the grade VIII at MTs Muhammadiyah Nunu. Instruments of Data Collection The purpose of this instrument was to collect data on what happening during in teaching and learning process for both classes; the experimental and control class. In collecting the data needed, the writer applied two instruments namely test and non-test. The test was given twice as a pretest and posttest. The test was to measure the students’ achievement before and after conducting the treatments. The non-test was questionnairein collecting data. Questionnaire was given twice to students in the experimental and control class. It was done before giving treatment or after pretest and after giving treatment or after posttest. The questioner was used for measuring whether or not the technique can improve students’ motivation in reading comprehension. Procedure of Data Collection The collected data were the whole activities during conducting the research to both classes; the experimental and control class. All the collected data were very important because they are as the evidence of whether or not this research was successful. In this part, the writer was to carry out the following procedures: Validity and Reliability Test The first step that the writer conducted was to test the validity and reliability of the instruments used in the research. The ~ 71 ~


instruments are the test and the questionnaire. The writer applied the tryout to the sample which was different from the sample used in the research. It aimed to know whether or not the items of instruments are suitable to be used in the research. Test The test was the main instruments of collecting the data. The test was to evaluate of how well the students can answer questions based on reading texts through scanning technique. The test was to be intended to measure how fast the students are able to find the answers of reading texts. The testwasessay test which consisted of two different reading texts. The numbers of test were 20 questionsin form of essay test. The questions were divided into two parts; 10 questions for one reading text and 10 questions for another one. The test had two different reading passages. The test was objective text since all of the answers were stated in both reading texts namely literal comprehension. Every test item was scored one point so the total score of the two reading tests was 20. The following is the scoring system of the essay test. Table 2. Scoring system Number of Total Score of item test score 20 items 1 was given if the 20 answer was correct. Source: National Education Standards Agency (2006) scoring system Types of test Essay test

a. Pretest The pretest was done before the writer applied the treatment to the students. It was for both groups such as the experimental class and control one. This aimed to know the student comprehension level in reading before getting the treatment. b.

Treatment

~ 72 ~


After finishing the pretest to both classes, the writer applied the treatment to the experimental class. In doing her treatment, the treatment conducted twice in a week, it was about one month with the six times of meeting. The activities spent 2 x 45 minutes for one meeting and each topic was discussed in one meeting. In other words, the treatment was six times with the different topic in each meeting. In the treatment, the writer distributed one reading text to the students after discussing what wh-questions are. The writer then explained to them that to comprehend what the text was about, they had to answer all of the questions in order by doing scanning technique without translating one by one of the words in the text. In this step, the writer always started by asking about whquestions. Then, the writer always asked them to find some information in the text by focusing on what wh-question was stated in each question. Next, the writer asked them to find the specific information in the text by underlining all of them. To find the correct answer, the writer asked them to find other words following the wh-question in the question or other information of questions after wh-question. The teacher asked them to circle the correct answers to make them easy to conclude what the text was about. c. Posttest The posttest was the final test to both the experimental class and the control one. The test of both reading texts were different from the pretest but the number of the question given were the same as in the pretest, twenty numbers. The test was given to the both classes in order to measure whether or not the treatment that had been given to the experimental class will be effective. Non-test (Questionnaire) ~ 73 ~


The writer applied the questionnaire for collecting her data about students’ motivation towards reading English text. The writer used ARCS (Attention, Relevance, Confidence and Satisfaction) to analyze the questionnaire. The writer also provided the questionnaire in twicebefore and after applying the treatment namely

pre-questionnaire

and

post-questionnaire.

The

questionnaire given for the experimental class before and after the treatment was the same as control class. It aimedin order to know whether or not there is significant difference of students’ motivation in reading comprehension by using scanning technique an those who are not taught by scanning technique. Each questionnaire consisted of 25 questions. The response of the students in questionnaire was in the form of objective test. The result of questionnaire classification is as follow: Table 3. Classification of Questionnaires’ Result Classification

Scale Value

SA = Strongly Agree

5

A = Agree

4

U = Undecided

3

D = Disagree

2

SD = Strongly Disagree

1

Adapted from Best (2006: 331)68 The Technique of Data Analysis In this research, the writer conducted some steps to analyze the data. First, the writer analyzed that whether or not the implementation of scanning technique has impact on reading 68

John W. Best, Research in Education (New Jersey: Prentice Hall,

2006) p. 331. ~ 74 ~


comprehension by comparing the result of tcounted and ttable value. After that, the writer analyzed that there is a significant difference of motivation of grade VIII students at MTs Muhammadiyah Nunu who are taught scanning technique between experimental class and control class in reading comprehensionby looking the significant difference between the mean score of pretest and posttest. The following are how the writer analyzed the data. The Validity and Reliability Before applying two instruments; the test and non-test which is the questionnaire, the writer must ensure what instruments that the writer decided in her research are valid and reliable. In other words, whatever instruments used to collect the data in a research, it must be critically examined to check the degree to which an instrument measures what it is intended to measure. Validity is the ability of an instrument to measure. It means the instrument can measure what is measured. There are two parts in validity; whether the instrument actually measures the concept in question and whether the concept is measured accurately. Reliability is directly related to the validity of the measure. The writer used SPSS 23 program to show the validity and reliability of both instruments; the test and questionnaire. In validity the writer used Pearson correlation method by correlating each item scores and total score with the significant level 5% (0.05) in her research. An instrumentis validif itis able tomeasure what ismeasured andcanshowthe dataofthe research variables appropriately. So, the items of instruments are valid if the correlation score is higher than rtable score, while those are not valid if the correlation one is lower than rtable value. In addition, the writer used Cronbach’s Alpha to determine the reliability of both instruments. The instrument items are reliable if the Cronbach’s Alpha values are higher than the ~ 75 ~


significant score (0.60), while those are not reliable if the Cronbach’s Alpha values are lower than the significant score (0.60). The test For the test result, the obtained data of the test were analyzed quantitatively. In the analysis of the quantitative data gained from the tests, the writer had several steps. Firstly, the writer computed the individual score by the formula adopted from Uno (2006):69

𝐒𝐜𝐨𝐫𝐞 =

𝐎𝐛𝐭𝐚𝐢𝐧𝐞𝐝 𝐒𝐜𝐨𝐫𝐞 𝐗 𝟏𝟎𝟎 𝑴𝒂𝒙𝒊𝒎𝒖𝒎 𝑺𝒄𝒐𝒓𝒆

Notes: Obtained score is the students’ score after doing test Maximum score is the amount of the required score on the total of correct answers from the item. 100 is the constant number After finding all scores of each students, the writer started to apply SPSS 23 program to compute the average score namely mean score of both classes; the experimental and control class. The writer put in the total score of each students and the number of both students’ experimental and control class which was found in pretest and posttest in SPSS 23 program. It shown the result which was attached in appendix 5. The Questionnaire The result of the questionnaire provided the result of the students’ motivation during process of teaching and learning using scanning technique. Based on data of questionnaire that the writer 69

Hamzah B Uno, Perencanaan Pembelajaran (Jakarta: Bumi

Aksara, 2006) ~ 76 ~


was found, first, the writer computed the individual score for each student by using the same formula adopted from Uno (2006) that is used in analyzing the reading comprehension test.70 It was that the total student’s score is divided by the total maximum score (the maximum of score item times the number of questionnaire) times 100. Then, the writer also used SPSS 23 program in order to get the valid data of the students’ opinion to the technique and process they had. It proposed to analyze the data by finding out the main score, sum of score, deviation, and ttable of the experimental and control class. The Normality and Homogenity As

a

prerequisite

test

research,before

testing

the

hypothesis, first was tested for normality and homogeneity tests on the data. The writer used Normality test to determine the data which were analyzed whether has normal distribution or not. A normal distribution of data is when the average of data is same, as well as standard deviation. The writer also applied SPSS 23 to test the normality of the data by using non parametric statistical tests of Shapiro-Wilk test (S-W) with a significant level α = 0.05. So the assumption of the normality data is when the Shapiro-Wilk test value is higher than (0.05). It means the data can be distributed while non-normality data is when the Shapiro-Wilk test value is lower than (0.05). It indicates that the data are not normally distributed. Homogeneity test was used to determine the data homogeneous

or

not.

The

data

is

categorized

whether

homogeneous or inhomogeneous by applying SPSS 23 program and using Levene’s Test of Equality of Variances. The rules of the

70

Ibid. ~ 77 ~


variances are Ha is that the two variants are homogeneous and Ho is that the two variants are inhomogeneous. Thus, If the significant value of the pretest and posttest is higher than 0.05, the two variants are homogeneous while if it is lower than 0.05, the two variants are inhomogeneous. Testing Hypothesis This research has more than one testing hypothesis since it uses more than one variable which consists of one independent variable namely scanning technique and two dependent variables namely

students’

reading

comprehension

and

motivation.Hypothesis of this research aimed to find whether scanning technique are rejected or accepted in teaching reading comprehension and to find whether or not the implementation of scanning technique can improve students’ motivation in reading comprehension. Statistically, the criteria of hypothesis presentation states that: Iftcounted is higher than ttable or tcounted> ttable, Ha is accepted and Ho is rejected; and If Iftcounted is lower than ttable or tcounted< ttable, Ha is rejected and Ho is accepted. The following are the procedures of how to apply t-test. The tcounted value is also obtained through SPSS 23 program by comparing the data: pretest and posttest in the experimental and control class; pre-questionnaire and postquestionnaire in the experimental and control class. Discussion Based on the research questions, the research is focused on the implementation of scanning technique in improving the students’ reading comprehension and motivation. The findings of the research shows two results that the implementation of scanning technique has impact on students’ reading comprehension and there is significant difference of students’ motivation who are taught by ~ 78 ~


scanning technique and those who are not taught by scanning technique. The following are the explanation of the both results: The Improvement of the Reading comprehension through Scanning Technique Scanning technique is an effective way that is used in the experimental class to trigger and extract key information using whquestions. The implementation of scanning technique is able to improve the students’ reading comprehension effectively and accurately. They are able to find the main idea or specific information with locating word analysis and context clues by applying the wh-question within the text. Scanning involves moving eyes quickly down the page identifying specific words and phrases to either find a particular answer or grasp the basic main idea. From the findings in the research during the implementation of scanning technique, the writer found that the students are able to determine the purpose of reading, to analyze word and context clue in the text, to have speed and accuracy in comprehending the text, and to make inferences from what they read. The following are discussion of how the implementation of scanning technique improves the students’ reading comprehension. Purpose From the finding, the implementation of scanning technique helps the students to know what they need to have before comprehending the text, that is to have purposes why they have to read. In this first step during the treatment, scanning technique using wh-question aims to make them easy to know what the clues in the recount text to answer the exercise and to predict what words they must search during scanning. In the experimental class, the students were guided to be effective readers. They always started by generating wh-question in their mind before comprehending the ~ 79 ~


text by the writer’s guide. For example Town Hall is the title of the recount text which is given in meeting one. The example can be seen in lesson plan meeting one. In the beginning activity, the writer helped the students how to comprehend the text by applying wh-question to scan the clues in the text such as “Where?”

“When?”

“Who?”

“Why?”

After having the wh-question in their mind, they had the visualization of what information they must search in the reading text that could make them to comprehend what they read. In this case, they were directed to search information about place, person or people, time and reason in the text. In the control class, both of the writer asked the students to comprehend the recount text by finding the difficult words and the students translated the question and the text during reading comprehension activity. The writer did not guide them how to be an effective reader. They read the text, the questions and use dictionary to get the meaning of the difficult words in the text or the questions. In the control class, they were less effective reader. Word Analysis During the reading comprehension activity, the scanning technique helps them to analyze what they must search in the text. They searched the information which related to the wh-questions in the text. In this case, they focused on the specific word by ignoring the words which were not important. For example “Where?” which was generated the wh-question in their mind. The example can be seen in lesson plan meeting 2. “Where did they stop and do shopping?”

From the question, the students must locate the specific word in the text which related with place without looking at the ~ 80 ~


words not related to place. During searching the words, the students used their hands or fingers to focus their attention to locate the specific words in the text. Based on the students’ evaluation results from meeting one to meeting two, they have good progress in analyzing the words (seen in appendix 10). Context clue During scanning activity to support in finding the correct information, students are trying to decipher the meaning of the question and to answer the question. The students looked at what comes after the wh-question and what comes before and after the clue words in the text. The surrounding words in the text can give students helpful context clues about the meaning and the answer of the question. In this process, they selected words or phrases and marked the clues by underlining or circling of the clue words and/or the surrounding the recount text. They linked the clues in the question and in the text for getting the correct answer. By answering each question through scanning technique, they were able to get the correct answer and comprehended what the text is about. Speed and Accuracy From the evaluation result in each meeting, the students who are taught by scanning technique have significant progress. The result can be seen in appendix 10. By implementing scanning technique, the students are helped to read quickly and effectively. During scanning, they did not look at word by word in whole the text but they looked at the context clues in the text. They ignored whole information which was not relevant to the wh-question and saw the information that was wanted more quickly. They could find the specific information at a glance in the text without read it as a whole. They used their hands or finger to locate the clues ~ 81 ~


while their eyes were moving swiftly down the page to search the clues quickly. Making Inferences At last activity in each meeting, the students always directly concluded what they read by their own words. This is done after finding the clues in the wh- question and the information presented in the text to get the correct answer by scanning technique. Scanning technique helps them to paraphrase the sentence by answering the wh-questions in order. They can comprehend the text better than before by producing their own sentence. Expressing information within a sentence using their own sentence indicated that they understand the sentence. The Improvement of Students’ Motivation in Reading Comprehension Using Scanning Technique In observing motivation the writer applies ARCS method where the writer provides pretest and posttest which relates to students’ motivation. There are four aspects the writer asked students to answer; they are attention, relevance, confidence, and Satisfaction. First part of the questionnaire is Attention which focuses on how the students’ attention in the beginning class and how

the

implementation

of

the

technique

in

reading

comprehension. Second part is Relevance which emphases on how the impact/implication of the technique in reading comprehension. The next one is Confidence which is curious on how the students believe i theirselves in the whole process of teaching learning. The last part of the questionnaire is Satisfaction which concentrates on the result after applying the technique. Generally, based on the result of the four parts in questionnaire, most of students answered “4” in scale that means agree and “5”in scale means strongly agree.

~ 82 ~


During the treatment, the students were enthusiastic to answer the questions given. They all at once mentioned the whquestions which were stated on the questions such as who, when, how, etc. confidently. They were then more excited to obtain the specific words in the text for example the wh-question is “who”. In this case they moved their eyes and pointed or underlined person or people in the text quickly. In this step, they were directed to find the answers. The students responded by effectively taking a part to get the clues in the text through scanning technique. They seemed more active to scan the other clues surrounding the answer. For example when they must find the correct answer about “who went to Town Hall?” their gestures were active looking and pointing the person or people and the verb “went” in the question and continuing to scan the words surrounding the answer. At last activity in each meeting, they were confident to tell what they read using their own words. In the other words, they comprehended what they read without the writer’s helps. Finally, based on the results of questionnaire items of students’ motivation who are taught by scanning technique and those who are not taught by scanning technique in reading comprehension show that there is significant difference of the questionnaire requiring the students’ motivation which were answered by 4 in scale as agree and 5 in scale as strongly agree. The number of the students in the experimental class who chose“4” in scale was 185 and “5” in scale was 113. In contrary, the number of the students in the control class who chose “4” in scale was 172 and “5” in scale was 40. The result can be seen in appendix 11. The comparison results explain that after the treatment the students’ motivation is improved. Conclusions ~ 83 ~


The research deals with the implementation of scanning technique in improving reading comprehension and motivation of grade eighth students at MTs Muhammadiyah Nunu. Based on the research questions and discussions of the research findings on the previous chapters, two conclusions can be drawn as follows: 1.

The implementation of scanning technique has impact on reading comprehension of grade VIII students at MTs Muhammadiyah Nunu. It is proved by the result of tcounted value 6.44which is higher than ttable 2.037 for the degree of freedom of 32 with the level of significance = 0.05 by applying t-test formula. In addition, the results of data analysis indicate that the students’ mean score of the posttest is79 in experimental class is higher than the mean score of the control class 60. It proves that there is a significant difference of students’ reading comprehension that are taught by scanning technique and those who are not taught by scanning technique.Therefore, it concludes that Ha (Alternative Hypothesis) is accepted while Ho (Null Hypothesis) is rejected.

2.

There is a significant difference of motivation of grade VIII students at MTs Muhammadiyah Nunu who are taught by the implementation of scanning technique between experimental class and control class in reading comprehension. It is proved by comparing the mean score of students’ motivation who are taught by the implementation of scanning technique 73 is higher than those who are not taught by the implementation of scanning technique 68. The computation of data of the questionnaire which were analyzed by using t-test formula indicate that the value of tcounted2.33 is higher than ttable 2.037for the degree of freedom of 32 with the level of ~ 84 ~


significance = 0.05.It means that there is a significant difference of students’ motivation who are taught by scanning technique and those who are not taught by scanning technique. It proves that Ha of the research is accepted and Ho is rejected. Suggestions Referring to the conclusion above, the writer would like to recommend some suggestions. First, it is suggested for teacher of English to understand and explore each technique which can be used in teaching especially in reading comprehension. Teacher should be more creative to apply more than one technique in teaching as a result; students can fix their problems in studying especially in reading comprehension. The scanning technique is one of particular techniques which can be used by teachers in teaching how to comprehend a reading text when they do not know the meaning of some words in it. The technique is very useful for students in order they can be helped how to get the specific information of what they read quickly and efficiently. Next, for a future researcheris expected to be able to conduct in-depth research on other problems in reading comprehension by applying scanning technique and another technique which is appropriate in reading comprehension.

~ 85 ~


References Best, J.W. 2006. Research in Education. Englewood Cliff, New Jersey: Prentice Hall, Inc. Brown, H.D. 2001. Teaching by Principles. America: San Fransisco State University. Cresswell, J. W. 2009. Research Design. Qualitative, Quantitative, and Mixed Methods Approaches. (3rd ed.) Thousand Oaks, CA: Sage. Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006. Professional Development Service for Teachers (PDST). The Reading Process. Retrieved September 01, 2015 from http://www.pdst.ie ~ 86 ~


Reading for an Inclusive Society. An e-publication of the Society for Reading and Literacy. 2012. Reber, A.S. 1993. Implicit learning and tacit learning knowledge: an essay on the cognitive unconscious.New York: O.U.P. Sugiyono. 2009. Metode Penelitian Pendidikan. Pendekatan Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta. Uno, H. B. 2006. Perencanaan Pembelajaran. Jakarta: Bumi Aksara.

APPLYING INDUCTIVE METHOD TO IMPROVE THE ABILITY IN USING SUFFIX-ING OF GRADE XI STUDENTS AT MAN 1 PALU Al-Muthmainnah Postgraduate Tadulako University Abstract This research aims at describing the inductive method in using suffix -ing. The population of study is the students of grade XI of MAN 1 PALU, in which the experimental and control group consist of 25 students for each. The method used in this study is quasi-experimental research design-nonequivalent control group design. It is done in eight meetings. The variables of this research are inductive method and ability in using suffix -ing. The samples ~ 87 ~


of this research are students of grade XI IPS 2 and IPS 3, selected through purposive sampling technique. Based on the results of the study, it is proved that applying inductive method has overcome the students’ problem. It has affected students’ attention, understanding, and achievement. It is found that first, there are 18 students (72%) who are motivated to learn English. Then, Tcounted 6.5 is higher than T-table (2.012). It means that Ho is rejected and Hα is accepted. Finally, applying inductive method affects the ability in using suffix –ing of grade XI students at MAN 1 PALU. Keyterms: Applying, Inductive Method, Ability in Using Suffix-ing Introduction Grammar contains rules for creating sentences, including an account of the meaning that these sentences convey. Grammar tells us how to turn singular nouns to plurals, how to make negative and interrogative sentences, etc. It can be concluded that studying grammar is same as learning how to create appropriate sentences. In other words, although grammar is not the main objective of language learning but it is definitely needed in the classroom because it is impossible to speak a language perfectly without knowing the grammar of the language. The purpose of learning English in Senior High School is the students are expected to be able to involve grammar, vocabulary, and pronunciation in contextual English teaching in order to create meaningful perception. Therefore, learning English skills are not enough without its components. Based on the preliminary research, the students had low capability in using suffix –ing in context, and they could not differentiate the use of suffix–ing as present progressive, present participle, and gerund since they never be given examples in context. There are many techniques are implemented to solve the grammar problem such as grammar translation method, grammar ~ 88 ~


games, substitutional drill, etc. Referring to the problem in using suffix –ing, the researcher offers inductive method as preferable teaching resolution. This method is one of effective teachings and its instruction begins with specific set of examples or sample. The instruction is started with some examples of grammar point and then it is followed by generalizing the rules in the examples. Also, it is facilitated by reading text. It aims at teaching the students accurate use of grammar. The examples have a purpose to give learners opportunities to reinforce what they have just learnt. Therefore, the researcher believes that this method can facilitate the teaching of English in improving the students’ ability in using suffix –ing. In relation to the introduction above, the students are lack of grammar. Therefore,the researcher formulates the research question as follows: CanApplying Inductive Method to improve the ability in using suffix –ing of grade XI students at MAN 1 Palu? Grammar Grammar refers to description of rules about how words are combined and how sentences are composed. Alexander points out that grammar is one of the supporting causes to create good communication and learn it to communicate better.71 The contribution of grammar is quite useful to run the interaction and communication well. Communication is integral part of human activities since grammatical competence is a part of communicative competence. To obtain an effective communication skill, the students should realize that grammar may help enhancing accuracy of language and thinking. Marcel (1853) states that the grammar rules can help learners developing a habit of thinking logically and clearly.72 Therefore, after 71

Louis George Alexander, English Grammar Practice (London:

Longman, 1990) 72

Claude Marcel, 1853, “A Neglected Applied Linguistic”. Journal

of Language and History. Vol. 52, (2), 171-181. ~ 89 ~


studying grammar, they will use the language accurately. Suffix -ing in three functions Present Progressive The present progressive as an aspect is relatively unique verbal development in languages because it shows a temporary activity which begins in the past, continues in the present time and probably ends in the future. Azar (2002) points out “The present progressive expresses an activity that is in progress at the moment of speaking.”73 It indicates continuing action and is characterized through the expression of idea or thought in the form of oral or visual language that is in progress or is still incomplete. Therefore, present progressive can be seen in the form of affirmative, negative, and interrogative sentences. Sargeant (2007) provides the examples as follows:74 (1) She is learning English in the classroom. (2) She is not learning English in the classroom. (3) Is she learning English in the classroom? The first affirmative sentence confirms that the verb learn becomes learning after the auxiliary verb. It shows that the activity is going onin the present time and done by the subject she. The second sentence captures the existence of negation “not”which means not doing the activity.At last, the third number shows an inversion of subject and predicate which the auxiliary comes first and is followed by the subject. It has purpose on clarifying something by asking question. Present Participle A present participle is the –ing form of a verb which is used as an adjective. Plag (2002) points out that suffix –ing refers to verbal

73

Betty Schrampfer Azar, Understanding and Using English

Grammar 3rd Edition (New Jersey: Longman, 2002). 74

Howard Sargeant, Basic English Grammar (New York:

Saddleback Educational Publishing, 2007). ~ 90 ~


inflectional suffix commonly producing present participle.75 A word added by suffix –ing is called present participle. In this part, present participle describes the cause of feeling. Hewings (1999) states that ing adjective is appropriate to explain how someone feels about something or how the adjective describes the noun.76 The position of present participle can be seen in two functions; attributive and predicative adjectives. Plag (2002) defines that attributive is one of the positions which contains present participle as an adjective.77 This participle is put in a sentence attributively. In this position, the adjective comes before a noun that functions to describe the noun. The second position of suffix –ing to form adjective goes to predicative. This adjective is positioned predicatively and it comes after auxiliary, for example, the nurse is caring and the light is flashing. Other examples can be seen as follows: (4) the confusing direction (5) The direction is confusing The difference of the examples above is located on the position. It can be identified that the sentence (4) belongs to attributive position since the word changing is used to describe noun direction while the example (5) is composed predicatively which is characterized by the – ing form placed after the auxiliary but the category both of them is still as an adjective. Gerund Gerund is a noun made from a verb by adding “-ing”. Azar (2002) states that a gerund is the –ing form of a verb used as a noun.78 A gerund is used in the same ways as a noun either as a subject or an object. Its application can be seen in its sentence construction, for

75

Ingo Plag, Word Formation in English (Cambridge: Cambridge

University Press, 2002). 76

Martin Hewings, Advance Grammar in Use (Cambridge: Cambridge


Ingo, Word.

78

Betty, Understanding. ~ 91 ~


example Cooking is my routine activity and my hobby is cooking. Gerund occupies two positions either as a subject or object in a sentence; subject and object positions. Identifying a gerund in a sentence can be difficult because it has more than one position. Subject of a sentence can be filled with gerund and it can be put before the auxiliary or before noun such as jogging is my hobby and listening room. The examples are presented below: (6) Dancing is Rita’s activity. (7) Speaking English ispeople need. (8) Visiting Australia needs an effort. (9) Writing provides us a challenge. (10) Riding horses is fun. Those examples show that dancing, speaking, visiting, writing, and riding are the subjects of a sentence. In (6), (7), and (8): the verbs (is, needs, provides) are singular because a gerund is singular. Another example is provided by Azar (2002) as follows:79 (11) Learning a second language is difficult. (12) It is difficult to learn a second language. (11) and (12) have the same meaning. In (11) a gerund (learning) is the subject of the sentence. The verb (is) is singular since the gerund is singular. In (12) the word it is used as the object of the sentence. The word it has the same meaning as the infinitive phrase at the end of the sentence: it means to learn a second language.To sum up, gerund as a subject is placed before the verb while as an object, it comes after the verb. Gerund vs Present Participle Distinguishing gerund and present participle is one of the difficulties of students at senior high schoolbecause they have a 79

Ibid. ~ 92 ~


similar position in a sentence. Sometimes, the ambiguity can occur in this position since it can be put attributively.Therefore, the researcher provides the way to analyze and to differentiate this fact.The first is that if the verb + -ing is followed by animate thing, the verb must be classified as adjective. Conversely, if the verb + -ing is followed inanimate things, the verb –ing is categorized as gerund. The other way to show the differences both of them is by composing sentences as follows: (1) a. cryingbaby

b. The baby is crying.

AdjN (2) a. readingroom G

V b. *The room is reading.

N

To sum up, the sentence (13b) is the fact that shows that the suffix -ing in (13a) belongs to adjective. It is characterized by the sentence (13b) which can be changed into present progressive tense/predicative adjective. The sentence is meaningful and grammatical. On the other hand, (14b) is meaningless. If it does not make a sense in the form of progressive tense, the category of suffix – ing in (14a) must be gerund. Another way to know the difference between them is by interpreting the sentence into Bahasa Indonesia. If the phrase contains meaning “untuk” the class must be gerund. Conversely, if it results “yang” it belongs to an adjective. Inductive Method This method generally occurs in native speakers of English since they can produce grammatically correct utterances but they do not know the rules that underlie them. In grammar teaching, the teacher provides the students some examples in the beginning of the learning process then they will create relevant examples and generalize the rules after comprehending the examples. Burden and Byrd (2010) explain that inductive method often begins with activities and then leads to students discovering a concept or generalization.80 The

80

Paul R Burden & David M Byrd, Methods for Effective Teaching ~ 93 ~


various ways can be teacher-directed activity and the students are more actively involved in planning and designing the activities. Chalipa (2013) mentions that the fundamental ideas behind this method can be summarized into four steps.81 Firstly, the teacher provides the students a set of English language data about an area of English grammar. Secondly, asking them to create new example of phrases or sentences. Thirdly, stimulating them to generalize the rule. Lastly, revising the grammatical rule to accommodate the new data. In other words, the students will be provided some examples of words or sentences and they will react by contributing relevant examples. The main role of the teacher is to present the new grammar item to the learners. Then, she/he must prepare exercises or more tasks for them. Conversely, she/he behaves as a guide or helper while students study the grammar rules. Thornbury (1999) states that inductive method is started by some examples then it is followed by the explanation of the rule related to those examples given.82 This method has correlation with direct method since these methods maintain grammar is presented in such way the learners experience it. Inductive method has a positive effect on grammar use and accuracy, focuses on student-centered, and requires the learner to participate in the process of rule-discovery. Slavich and Zombardo (2012) points out that in this method, the teacher acts as facilitators who offers students guided opportunities to interact each other, instead of dictating them.83 Therefore, the students do more practice and 5th Edition (Boston: Allynand Bacon, 2010). 81

Simin Chalipa, 2013, The Effect of Inductive vs. Deductive

Instructional Approach in Grammar Learning of EFL Learners, Deccan International Journal of Advanced Research Studies, Vol. 1, (1),76-90. 82

Scott Thornbury, How to Teach Grammar (London: Longman,

83

Slavich, G, and Zimbardo, P., 2012, Transformational teaching;

1999). Theoretical underpinnings, basic principles of inductive method, Educational Psychology Review, Vol. 24 (4), 569-608. ~ 94 ~


require more time and effort. Yuen (2009) writes that inductive instruction allows the students to work in pair and help each other while trying to discover the language patterns.84 It means that this method is considered to be beneficial in solving grammar problem and it shifts the role of the students from the passive receiver of information to the active participant of the learning process. Research Method The research design was quasi-experimental non-equivalent control group design. This design employed one class as an experimental group and another one as a control group.Both groups were given pretest and posttest but experimental group is the only class to be treated through inductive method while the control one is taught by using conventional teaching.The population consists of four Social Classes. The sample of the research is selected purposively through one of non-probability sampling techniques, it was purposive sampling. the researcher chose two classes (XI IPS 2 and XI IPS 3) to be the sample of research because the students experienced a grammar problem. There were two variables used in this research. The independent variable was the application of inductive method and the dependent one was students’ ability in using suffix –ing. There were three instruments used in this research. They were observation checklist, questionnaire items, and test. Observation checklist aims at identifying how Inductive method worked in the classroom and this instrument was filled by the students of experimental class. Questionnaire items are given before and after the treatment. The content of questionnaire was related to students interest in learning English and was written in Bahasa Indonesia in order to make themeasy to understand. The test consisted pretest and posttest were given to both classes to measure students achievement of grammar particularly in using suffix –ing.The reability of the test was analyzed by using SPSS 13.0 program after getting the students score. 84

Yuen, H.Y, Effects of Inductive and Deductive Teaching on

Grammar Accuracy in Writing at the Senior High School (New Haven: Yale University Press, 2009). ~ 95 ~


The scoring system and scoring rubric can be seen in the following table:

No 1 2 3

Table 1. The Scoring System Score Number Kinds of Test of of Items Items Multiple Choice 20 1 Transformation 10 2 drill 20 1 Simple Completion Total 50 4

Total Score 20 20 20 60

Table 2. The Scoring Rubric of Multiple choice test and Simple Completion No Criteria 1 Right Answer 2 Wrong/ No Answers Adapted from (Al-Juboury, 2011)85

Score 1 0

Table 3. The Scoring Rubric of Transformation Drill No Criteria Score 1 correct answer, correct spelling and grammar 2 2 correct answer, correct grammar and incorrect spelling 1 /correct answer, correct spelling and incorrect grammar 3 incorrect answer, incorrect spelling and grammar 0 86 Adapted from (Al-Juboury, 2011) Based on the scoring system above, multiple choice and simple completion consisted of twenty items for each, the correct answer of these tests required one score. Then, transformational drill had ten items and each item took two scores. Finally, the maximum 85

Al-Juboury, N, 2011, Rubric, Journal of College of Education for

Women, Vol. 22, (2), 360-371. 86

Ibid. ~ 96 ~


score was 60.After obtaining data of the test, the researcher analyzed them by accumulating the individual score with simple statistic formula recommended by Arikunto (2010:240) as follows:87 𝑥

∑ = 𝑁x 100 Where: ∑ X N

= individual score = obtained score = maximum score

The researcher tested the hypothesis to know it was accepted or rejectedwith the criteria If the tcounted value is higher than ttable value, it means that the hypothesis of the research is accepted or inductive methodaffected the learners’ achievement in grammar, while if the tcounted value is lower than ttable value, it means that the hypothesis of the research is rejected or this method gave nothing to the students’ progress.

Findings And Discussion The result of this research brought the distinction between experimental class and the control one. It was found that those classes prior knowledge were significantly similar in pretest. It reflected to the result of both classes, the experimental class’ mean score in pretest was 44.32 while the control class was 44.30. It depicted that there was no significant difference between the two classes before implementing the method. In the posttest, the results of those classes are very different significantly. The mean score of experimental class was 82.8 and the control class was 60.76.Then, the result of observation is almost 100 % students showed their participation in the teaching treatment using inductive method. In addition, the result of questionnaire in experimental class before the treatment was from 25 87

Suharsimi Arikunto, Prosedur Penelitian. Suatu Pendekatan

Praktek (Jakarta: PT RinekaCipta, 2010), p. 240. ~ 97 ~


students,only 9 students were less motivated and the rest was unmotivated but after applying inductive method, there were 2 students were strongly motivated, 4 students were motivated, 12 students were less motivated, and 7 students were unmotivated.This result captured that their motivation in learning English was getting better.The result of data analysis depicted that tcounted value (6.5) was greater than ttable (2.012). It means that Inductive method works wellin solving grammar problem. At the first time, both classes were given pretest. Then, the observation chekclist was only for experimental classbecause this instrument had a purpose on how inductive method works in the classroom. The questionnaire items were also distributed to experimental class since it aims at measuring students interest in learning English before and after the treatment. After that, the researcher applied treatment to both groups. The experimental class was treated by using nductive method in eight meetings while the control one was taught through conventional teaching. In experimental class, inductive method is applied to overcome the students grammar problem especially in using suffix –ing since they never worked with clear examples when they learnt about present progressive, present participle, and gerund in their lesson. Also, they did not know how to differentiate the function of suffix –ing and never see the example in context. On the first day, the researcher started the class by greeting the students, checking the attendance list, and telling the instructional objectives. She started the lesson by giving warming up. She asked some questions related to the topic based on the lesson plan. She gave them some examples of verb –ing in affirmative sentence without presenting the pattern of it. Then, the students were stimulated to provide a verb and it was used to create affirmative sentence. After that, she gave exercises related to the topic for the students to see –ing form in the spoof text. In this section, the students ~ 98 ~


could tell slowly what affirmative sentence is, the form, and the pattern of it. On the second and third days, the opening of the learning was the same as the first day. The topic of those days was verb –ing in negative and interrogative forms. The researcher just provided the example of some sentences and position of verb and asked them to read the spoof text. On those days, the students tried to create three forms of sentence; affirmative, negative, and interrogative sentences. They also realized and concluded the pattern of them. On the next days, the researcher moved to another function of –ing form, that was gerund as a subject and object of a sentence. At the first time, she started the class by asking the students hobby, provided a word, used it in some sentences and presented the examples of sentence. Then, the students contributed more examples for each function of gerund. They also generalized the pattern that underlie them and differentiated the position of gerund functions. On the sixth and seventh days, the researcher talked about suffix –ing as present participle. The examples were presented first related to the use of –ing form in adjective. The students were given a chance to look for another word and wrote a sentence which contained suffix –ing as adjective. In this part, they generalized the pattern and distinguished the use of –ing form as adjective and gerund. Then, she gave narrative text, asked them to read, and did the exercises.In the last meeting, she tried to combine the use of suffix –ing in three parts; verb in present progressive, gerund, and adjective. She provided all examples and asked the students to give more examples of them. They differentiated those three functions and concluded those patterns. Also, they saw the position of –ing form in reading text and they did the exercises. The students in the experimental class were interested, motivated, and enthusiastic than the students in the control class.The students participated actively in the classroom. It could be seen from their way in producing the examples and they more understood when seeing suffix –ing in reading text. Sometimes, they worked the task with their partner. They said that it was quite easier to do the task since they helped and shared each other. Besides, the use of facility also contributed high effect to the treatment procedures in learning English. ~ 99 ~


It covered clear material of sentence construction and some examples of suffix –ing. Also, the researcher introduced them some word classes. The material above was conveyed in the form of videos and power point. In the control class, the researcher treated the students through conventional teaching for eight meetings. In the implementation, she explained the pattern of the grammar and asked them to do exercises in the book. After that, she asked one of them to write the answer of the exercises on the whiteboard but the answer was false. Other students also did not participate the lesson actively and were not motivated.They said that it was hard to understand if the grammar lesson was introduced deductively. They also did not use reading text to see the use of suffix -ing in context.In addition, they did not have friend to discuss and motivate each other. As a result, no one could answer the exercises correctly and they were not enthusiastic to learn English. It is different from the experimental class, they were serious to join the class and actively involved in the teaching process. Also, They were more motivated and discussed the exercises very well.It means that, inductive method has greater effect to the achievement and students motivation in learning English.

Conclusions Referring to the findings, the procedure of teaching grammar using inductive method is executed well so that students ability in using suffix –ing is improved. It can be seen from the students score

in

pretest,

posttest,

pre-questionnaire

and

post-

questionnaire.After applying inductive method, they are able to differentiate the functions of suffix –ing as present progressive, present participle, and gerund. They can understand them by looking at examples and they can make relevant examples of them. Also, they are brave to answer the exercises and are enthusiastic in providing more examples. Finally, they understand the rule of that ~ 100 ~


grammar focus. The achievementin experimental class is not significant as in control class but it still implies that the conventional method can be implemented to develop students grammar ability. However, the students in control class are still not motivated and the achievement was little bit improved.It can be depicted

from

the

result

of

pretest

to

posttest

and

questionnaire.Finally, the result shows that the alternative hypothesis

(Ha)

is

accepted

and

null

hypothesis

(Ho)is

rejected.Also, applying various techniques and using media were better in order to increase students achievement in learning English. Suggestions The researcher provided some suggestionsfor English teachers, students, and school. The teacher should apply inductive method in introducing the grammar lesson to the students, give special attention to practice their language visually and train them to work with task frequently since the national examination covers more grammar point and it is one of the goals to achieve at senior high school.In addition, inductive method requires some variations and takes time that is why the teacher should be wiser in managing the time and more creative in preparing the lesson and teaching aids.Then, the students can obtain easy way to learn and improve their grammar and they have to keep their motivation up in learning English. Also, the school should provide facilities related to media of teaching for the teacher in order to create better understanding and joyful atmosphere in learning English.

~ 101 ~


References Alexander, L.G. 1990. English Grammar Practice. London: Longman. Al-Juboury, N. 2011.Rubric.Journal of College of Education for Women. Vol. 22, (2), 360-371. (online) Retrieved on: http://aei.uoregon.edu/de/iraq/index.html [January 22, 2015] Arikunto, S. 2010. Prosedur Penelitian. Suatu Pendekatan Praktek ~ 102 ~


(Edisi Revisi VI). Jakarta: PT Rineka Cipta. Azar, B.S. 2002. Understanding and Using English Grammar 3rd Edition.New Jersey: Longman. Burden, P.R and Byrd, D.M. 2010.Methods for Effective Teaching 5th Edition. Boston: Allynand Bacon. Chalipa, S. 2013. The Effect of Inductive vs. Deductive Instructional Approach in Grammar Learning of EFL Learners. Deccan International Journal of Advanced Research Studies. Vol. 1, (1), 76-90. Hewings, M. 1999. Advance Grammar in Use. Cambridge: Cambridge University Press. Marcel, C. 1853. “A Neglected Applied Linguistic”. Journal of Language and History. Vol. 52, (2), 171-181. Plag, I. 2002. Word Formation in English. Cambridge: Cambridge University Press. Sargeant, H. 2007. Basic English Grammar. New York: Saddleback Educational Publishing. Slavich, G, and Zimbardo, P. 2012. Transformational Teaching; Theoretical Underpinnings, Basic Principles of Inductive Method. Educational Psychology Review. Vol. 24 (4), 569608. Thornbury, S. 1999. How to Teach Grammar. London: Longman. Yuen, H.Y. 2009. Effects of Inductive and Deductive Teaching on Grammar Accuracy in Writing at the Senior High School. New Haven: Yale University Press.

CLIL AND ENGLISH TEACHERS’ COMPETENCIES IMPROVEMENT Sawitri Agustrianti Malang State University Abstract ~ 103 ~


Content language integrated learning (henceforth CLIL) is widely considered as an innovative approach in the present and future foreign language learning (English). CLIL is the integration of language with the content in learning environment which increases students’ competence, motivation, and intercultural awareness. In many studies, CLIL is explained based on the advantages and limitation toward students learning process, however, only few studies examine the implication of CLIL toward teachers’ competence in the classroom. Therefore, this paper aims to fill the gap by examining how CLIL has implications to improve English teacher competencies in EFL context. This paper addresses CLIL in the framework of definition and rationale, CLIL dimension and methodology, the advantages of CLIL, and the implications of CLIL toward teachers’ professional competencies. In line with the implications, this paper mainly focuses on personal reflection, content and language awareness, methodology and assessment, research and evaluation, and learning resources and environments. Additionally, in the methodology, it points out at building students’ capacity, co-operating with other teachers, building direction and focus, building safe and meaningful learning experiences, and assessing. Last, this paper presents conclusions and suggestions for potential CLIL teachers. Keywords: CLIL, Teachers Competencies Improvement Introduction Content Language Integrated Learning (CLIL) has become central issue in the field of foreign language teaching and learning (EFL). CLIL is the platform for an innovative approach of far broader scope than language teaching (Eurydice, 2006).88 CLIL shares certain features that many experts found to be beneficial for content and language learning in particular. The concept is to create an “umbrella” in which covers different ways of using foreign language (EFL) as the medium of learning instruction. The use of CLIL and the ability to 88

Eurydice, CLIL at School in Europe, (Brussels: European

Commission, 2006) ~ 104 ~


teach it is also an investment for English teachers in particular, an understanding of how to teach a broader range of curricular subjects, could be the key to greater career opportunities (Bicaku, 2011).89 Although CLIL has been widely used in Europe, in Asia it is a new paradigm shift in the field of language teaching and learning. Meanwhile, many studies explained CLIL in the framework of foreign language teaching, the influence to student-centered, limitations and possibilities, etc, (Klimova, 2012).90 Therefore, this paper tries to address the effects of implemented CLIL approach to the improvement of teachers’ competencies in Indonesia. How English teachers in Indonesia could improve their professional competences through implemented CLIL approach in language classroom. CLIL: Definition and Rationale Content Language Integrated Learning henceforth CLIL is a learning approach that become widely used since 1990. The term CLIL firstly proposed as the dual-focused situation where subject/ content are taught through foreign language, namely the learning of content and language simultaneously. It is an approach for learning content which foreign or second language is used for both teaching the content and the language. . In CLIL, the two elements, content and language, receive equal importance, although the emphasis may vary from one to another based on the particular purposes and situations. The aim is to develop proficiency in both, by teaching the content not in, but with and through the foreign language (Eurydice, 2006).91 CLIL provides students with more natural environment that reinforces the process of language learning (Lyster, 2007).92 In relation to 89

Rozeta Çekrezi Biçaku, 2011, CLIL and Teacher Training,

Procedia- Social and Behavioral Sciences, 15, 3821–3825. 90

Blanka Frydrychova Klimova, 2012, CLIL and the teaching of

foreign languages, Procedia-Social and Behavioral Sciences, 47, 572– 576. 91

Eurydice, CLIL.

92

Roy Lyster, Content and Language integrated teaching: a

counter balanced approach (Amsterdam: John Benjamin, 2007). ~ 105 ~


language acquisition, CLIL also leads to the improvement of students’ proficiency level (Lightbown and Spada, 2006).93 Next, with the integration of learning content and language, CLIL offers more authentic communicative classroom (Greenfell, 2002).94 It can be stated that the combination of content and language disciplinary in CLIL could create more meaningful context in the classroom. CLIL is also a commitment to a combination of language fluency and content accuracy. It's an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. This kind of approach has been identified as very important recently since it can provide effective opportunities for students to use their new language skills now, rather than learn them now for use later. It opens doors on languages for a broader range of students who have not responded well to formal language instruction in general education. Based on linguistic perspective, CLIL is the natural consequence of true contextualization in L2 classrooms, coming as a result of a necessary evolution in foreign language teaching (Munoz & Luna, 2014).95 In sum, when CLIL is implemented, both language and content are simultaneously given attention and they are both essential in the learning process. The language is used as a tool to learn the content of the subject, and the content is used as a meaningful medium to learn and use the language communicatively (Bonces, 2012).96 To 93

Patsy Lightbown & Nina Spada, How Languages are Learned

(Oxford: Oxford University Press, 2006). 94

Michael Greenfell, Modern Languages across the curriculum,

(London: Routledge, 2002) 95

Muñoz-Luna, R, 2014, From drills to CLIL: the paradigmatic and

methodological evolution to-wards the integration of content and foreign language, PROFILE Issues in Teachers’ Professional Development, 16(1), 167-180. 96

Jaisson Rodriguez Bonces, 2012. Content and Language

Integrated Learning (CLIL): Considerations in the Colombian Context. Gist Education And Learning Research Journal, 6, 177-189 ~ 106 ~


be re-highlighted, the recent process of globalization has made CLIL as a solution for governments concerned with developing the linguistic proficiency of the citizens as a pre-requisite for economic success (Harrop, 2012).97 As a consequence, the more integrated approach in teaching both language and content, requiring teachers to devote special thought not only about how language should be taught, but also about the educational process in general. The aforementioned definitions clearly show how CLIL not only implies the teaching of Content through English but remarks the importance of language when teaching content. CLIL: Dimension and Methodology Dimension There are five dimensions on the implementation of CLIL, those are language, context, environment, learning and culture (Marsh, Maljers & Hartiala, 2001).98 Further, Ball (2006) states that these five dimensions are the basis for CLIL and provide a framework for the approach.99 First, culture dimension contributes to the growth of intercultural knowledge resulting in most of the cases in cultural understanding (Ball, 2006).100 CLIL is used to encourage students’ understanding and awareness in learning through innovative language approach. Second, the environment, students with good preparation in studies or work that involves different languages, they will ready to face any culture with all the necessary skills in which leads to their proficiency level improvement. Being able to communicate academically and socially opens new borders and encourages students 97

Ena Harrop, E, 2012, Content and Language Integrated Learning

(CLIL): Limitations and possibilities. Encuentro, 21, 57-70. 98

Marsh, D., Maljers, A., & Hartiala, A,K, Profiling European

CLIL Classrooms. Languages Open Doors. (Jyväskylä: University of Jyväskylä, 2001) 99

Phil Ball, 2006, Defining CLIL parameters. Retrieved from

http://www.onestopenglish.com/clil/methodology/articles/ April 2015. 100

Ibid. ~ 107 ~


to explore and travel around the world (Ball, 2006).101 Third, the content, CLIL is valued to provide chances to learn the content with different perspectives. CLIL enables students to learn through these different perspectives that can lead to achieving a deeper understanding of the subject matter (Ball, 2006).102 Marsh et al (2009) claim that “Languages, and the cultures associated with them, sometimes reveal differing world-views that can be seen in the ways in which some content is taught”.103 CLIL is suitable for all levels of education, from elementary to graduate level or vocational to professional level of education. Fourth, Marsh, Maljers & Hartiala, (2001)104 affirms that in terms of learning dimension, CLIL complements individual learning strategies. CLIL is specifically geared to learner-centered methodologies that attempt to improve learning by giving attention to individuals’ needs in terms of social and thinking skills (Ball, 2006).105 Similarly, this learning dimension asserts that CLIL could increase students’ motivation which is important in their learning process. Lastly, language dimension, in CLIL, students experience the learning through the integration of language and non-language teaching. CLIL approach stresses language competence in general and therefore includes reading, writing, speaking and listening skills. In the same way, this language dimension proposes that the practicing of oral skills can be done in a ‘utilitarian’ way that is to provide opportunities to use the language as a tool to communicate (Ball,

101

Ibid.

102

Ibid.

103

David Marsh, Peeter Mehisto, Dieter Wolff, & Maria J. Martin,

2009. European Framework for CLIL Teacher Education -A framework for the professional development of CLIL teachers. European center of modern languages. retrieved on http://www.ecml.at. 104

Marsh., Maljers., & Hartiala, Profiling.

105

Ball, Defining. ~ 108 ~


2006).106 This means that methods to be used are the ones that lead to a high degree of interaction within the class. The dimensions are should not be viewed as standing alone, because they are usually heavily inter-related in CLIL practice (Marsh, Maljers, & Hartiala, 2001).107 Finally, these five dimensions could improve students’ proficiency level by being competent in the foreign language (EFL). Methodology One of the most common opportunities in implementing CLIL approach is through reading texts. Through reading, CLIL addresses on the lexical approach and encourages students to notice the language while reading the content. According to the (Coyle 1999), a successful CLIL lesson should combine elements of the following:108 1. Content - focusing in knowledge, skills and understanding related to the material. 2. Communication - using language to learn whilst learning to use language. 3. Cognition - developing thinking skills, understanding, and language. 4. Culture – exploring the alternative perspectives and sharing understandings In a CLIL lesson, all four language skills should be combined (Bicaku, 2011).109 Listening as normal input activity and reading as the main source of input which is important for language learning. Next, reading is used as meaningful material or as the major source of input. Meanwhile, speaking focuses on fluency with minor important on the accuracy. The last is writing as a series of lexical activities in which content, organization, grammar, vocabulary, and mechanics are 106

Ibid.

107

Marsh., Maljers., & Hartiala, Profiling.

108

Coyle, D,

Supporting Students in Content and Language

Integrated Learning Contexts: Planning for Effective Classrooms, (London: CILT, 1999) 109

Bicaku, CLIL. ~ 109 ~


formulated. The Advantages of CLIL The growing number of CLIL implemented in the classroom shows many advantages to the CLIL approach. First, motivation, with its integration of language and non-language content, can boost motivation by providing a legitimate and authentic context for language use (Harrop, 2012).110 Students are highly motivated in such classes as language is used to fulfill real purposes. In CLIL, the language becomes the means rather than the end in itself and this leads to a significant reduction in the amount of anxiety expressed by students (Lasagabaster, 2009).111 CLIL also provides opportunities for genuine interaction among the students in the classroom. In CLIL approach, the content subject allows the students to engage with the learning process at more creative and challenging level and push the students with the foreign language (EFL) without noticing it. CLIL develops students’ confident and enhances academic cognitive processes and communication skills. CLIL encourages intercultural understanding and community values. Students reach proficiency levels in all four skills of listening, speaking, reading and writing far beyond what is expected. Second, language learning, through CLIL language practice and study is multiplied with the number of subjects it is integrated with (Bicaku, 2011)112. According to Klimova (2012), CLIL in teaching has benefits to improve language knowledge and communication skills; makes students learn the same way as native speakers do; and deepens awareness of both mother tongue and target language.113 Third, related meaningful contexts in CLIL, students concentrate on the content and language is acquired unconsciously 110

Harrop, Content.

111

David Lasagabaster, 2009, Language attitudes in CLIL and

traditional EFL classes, International CLIL Research Journal, 1:2,4-16. 112

Bicaku, CLIL.

113

Klimova, CLIL. ~ 110 ~


and naturally having thus a better chance to foster in the long term memory (Bicaku, 2011).114 Real context effect in CLIL creates more relaxed learning environment; and improve both the emotional states and the affective filters of the students (Klimova, 2012).115 In CLIL approach, the context is meaningful and after the students get used to this approach they will not notice about studying the foreign language anymore. Switching the attention to the context lowers the anxiety provoked by the foreign language barriers. The meaningful context in CLIL may lead to better working environment in school. Last, time saving, CLIL approach gives chance to more exposure to foreign language (EFL) as the medium of communication (Bicaku, 2011).116 Better results are expected in less time learning compared to the traditional language class. The detailed benefits of the exploitation of CLIL in teaching thus might be as follows: 1. it develops intercultural knowledge and understanding, and communication skills, 2. it introduces the wider cultural context, 3. it creates better working environment, 4. it enhances school profile, 5. it improves language knowledge and communication skills, 6. it makes students learn the same way as native speakers do, 7. it deepens awareness of both mother tongue and target language, CLIL: Implications to teachers’ competencies The implementation of CLIL could also be beneficial toward the foreign language (EFL) teachers’ competencies since one of the most important abilities from the CLIL teacher is the language competence. Andrews (1999) states that the foreign language teacher

114

Bicaku, CLIL.

115

Klimova, CLIL.

116

Bicaku, CLIL. ~ 111 ~


also needs to reflect upon that knowledge and ability, and upon his/her knowledge of the underlying systems of the language, in order to ensure that the students receive maximally useful input for learning.117 Teachers’ knowledge and skills are necessary to be refreshed and updated since science and technology are growing so fast and there is the needs of high competitiveness to live in modern society. Students’ engagement in learning will provide them with hard and soft skill to compete in social life. In this part, the paper addresses the implications of CLIL toward EFL teachers’ personal reflection; content and language awareness; methodology and assessment; research and evaluation; learning resources and environment; and classroom management. 1. Personal Reflection Through the implementation of CLIL, teachers might improve their commitment to one’s own cognitive, social and affective development is fundamental to being able to support the cognitive, social and affective development of students (Marsh et.al., 2009).118 CLIL teachers are able to: 1. explore and develop their own understanding of, and attitudes towards, generally accepted principles of teaching and learning 2. explore and develop their own understanding of content and language learning; and professional teachers 3. define their own pedagogical and content (subject field) competences, and related developmental needs 4. explore ways of working with students to jointly identify teacher and student socio-cultural, personal and vocational learning needs 117

Andrews, B,W, 1999, Side by side: Evaluating a partnership

program in arts teacher education. International Electronic Journal of Leadership, 3 (16). 118

Marsh., Mehisto., Wolff., & Martin, European. ~ 112 ~


5. explore the necessity to cooperate with other teachers and stakeholders, and describe mechanisms for cooperation 6. explore and to manage the multiple roles and identities of a CLIL teacher 7. explore and to manage the impact of one’s own attitudes and behavior on the learning process 2. CLIL Fundamentals An understanding of Content Language Integrated Learning or CLIL’s main features, and how these link with best practices in education is central to the CLIL approach to build inclusive and constructive relationships with students and other stake-holders (Marsh et.al., 2009).119 CLIL teachers are able to: 1. describe core features of the CLIL approach (definition, models, planned outcomes, methodology, driving principles) 2. contextualize CLIL with respect to the school, regional and/or national curriculum 3. explain and discuss CLIL with school’s internal and external stakeholders 4. describe strategies for integrating CLIL and existing school ethos 3. Content and Language Awareness In CLIL, the interdependence of content and language is undeniable to facilitate both content and language learning: enhanced language learning is dependent on content learning vice versa (Marsh et.al., 2009).120 CLIL teachers are able to:

119

Ibid.

120

Ibid. ~ 113 ~


1. identify the appropriate content to be taught and obstacles to content learning 2. view content through different cultural perspectives 3. optimize strategies to support language learning in content classes 4. create opportunities to reinforce content learning in language classes 5. apply strategies for fostering students critical thinking about content and language 6. apply strategies for fostering in students the habit of linking new learning with their personal experience 7. draw on knowledge and theories from language learning fields such as SLA to propose instructional and learning strategies 8. promote learner awareness of language and the language learning process 9. devise and implement strategies that take into account key concepts such as (critical) discourse, domains and registers to promote language and content learning, as well as learning skills development 10. link language awareness issues to content learning and cognition 11. scaffold language learning during content classes 4. Methodology and Assessment Due to the challenges of learning through an additional language, many aspects of good pedagogy require enhanced and detailed scaffolding (Marsh et.al., 2009).121 In CLIL approach, teachers could improve their competence in methodology and 121

Ibid. ~ 114 ~


assessment to create meaningful and supportive learning experiences for the students. Building learner capacity CLIL teachers are able to: 1. support students in building their capacity 2. self-motivate; self-assess so that they can become more reflective and autonomous 3. cooperate with other teachers as to reflect on, and improve learning 4. constructively give, receive and use teacher and peer assessment/feedback Co-operating with other teachers CLIL teachers are able to: 1. nurture cooperation with colleagues and have a repertoire of cooperation strategies and skills 2. cooperate with other teachers so as to reflect on and improve learning Building direction and focus CLIL teachers are able to: 1. work with students to jointly identify students’ needs 2. design CLIL modules and lessons within the context of a given curriculum 3. set outcomes together with students regarding language, content and learning skills 4. maintain a triple focus that supports content, language and learning skills development 5. build on prior language and content knowledge, skills, attitudes and experiences of students

~ 115 ~


Building safe and meaningful learning experiences CLIL teachers are able to: 1. support students in managing the affective side of learning through an additional language 2. create authentic and meaningful learning environments and experiences for students (e.g., group work, peer teaching and work placement) 3. create

supportive

structures

to

foster

contact

and

communication with other speakers of the CLIL language Assessing CLIL teachers are able: 1.

define assessment needs and goals, and to develop and implement related assessment

2.

guide students’ reflection on previously agreed upon content, language and learning skills, goals/ outcomes, achievements

3.

use formative and summative assessment strategies and benchmarking to support content, language and learning skills development

4.

introduce the concepts of self-assessment and peerassessment to support students in taking greater responsibility for their learning

5. Research and Evaluation Dynamic teacher is the one who follows a personal path of enquiry, reflection, and evaluation to develop the ways and means of learning through research and evaluation (Marsh et.al., 2009).122 CLIL teachers are able to: 1. discuss, in a knowledgeable manner, classroom and learner research methodology (e.g., action research) 122

Ibid. ~ 116 ~


2. conduct action research in collaboration with other teachers and other stakeholders, including students 3. do research relevant to CLIL and learning in general (e.g., SLA research, psychology of knowledge and evidence-based teaching) 4. critically analyze research articles on CLIL 5. interpret research and evaluation results 6. use self, peer and student evaluation to improve their own practice and student learning.

6. Learning Resources and Environments CLIL requires specific learning resources, and enriched learning environments (Marsh et.al., 2009).123 These might help teachers enhance scaffolding and other support systems. At the same time students experiment with language, content, and the management of their own learning. CLIL teachers are able to: 1. design and use cognitively and linguistically appropriate learning materials 2. assess learning resources and environments and to identify potential difficulties and solutions to overcome these 3. define techniques for developing cooperative networks aimed at choosing, creating, adapting and accessing materials or developing learning resources and accessing learning environments It is also very important for those teachers who know that their linguistic skills are limited to adapt their content and methods accordingly. Marsh et al. (2009) outline the ‘idealized competencies’ 123

Ibid. ~ 117 ~


required of a CLIL teacher:124 Language/Communication 1.

sufficient target language knowledge and pragmatic skills for CLIL,

2.

sufficient knowledge of the language used.

Theory comprehension of the differences and similarities between the concepts of language learning and language acquisition. Methodology 1.

ability to identify linguistic difficulties,

2.

ability to use communication/interaction methods that facilitate the understanding of meaning,

3.

ability to use strategies (e.g. repetition, echoing etc. …) for correction and for modeling good language usage,

The Learning Environment ability to work with students of diverse linguistic/cultural backgrounds. One of the most important abilities of the CLIL teacher is second or foreign language competence. The language teacher also needs to reflect upon their knowledge and ability of the underlying systems of the language, in order to ensure that the students receive maximally useful input for learning process. Teachers who use CLIL need to be linguistically aware, possessing insight into how language functions, in addition to being able to use the language as a tool in the classroom. It is recommended to teachers who know their linguistic skills are limited to adapt/ upgrade their content and methods. It is also reasonable to suggest that teachers with more limited linguistic skills have to pay more attention to lesson planning in order to feel more confident. 124

Ibid. ~ 118 ~


Teachers’ knowledge and skills are necessary to be refreshed and updated since science and technology are growing so fast and the high competitiveness of living in modern society. Without refreshing or updating teachers’ knowledge and skills, teachers may not be able to attract students into learning engagement to provide students with appropriate hard and soft skills for competitive living in modern society. To sum up, the implementation of CLIL approach is in line with the program of Indonesian government that has paid more attention to the quality of teachers in Indonesia. Conclusions This paper has approached Content and Language Integrated Learning focusing as an educational approach that share the basic principle that integrates language and content teaching. CLIL not only imply the teaching of content through English but remarks the importance of language when teaching the content. Moreover, CLIL is potential to lead to greater intercultural awareness compared to the traditional content or language teaching. This paper has also shown that there are five dimension of CLIL that could improve students’ proficiency level by being competent in foreign language (EFL). Further, CLIL also could improve language and communication skills; create more relaxing learning environment; and provide chance to more exposure to foreign language (EFL) as the medium of communication. This paper has also focused specifically on the implications of CLIL implementation to teachers’ competencies improvement. It is clear that language teacher as the ones who implement CLIL in the classroom, at the same time they could improve their competencies level since CLIL requires teachers to improve their personal competence, content and language awareness, methodology and assessment, research and evaluation, and learning resources and environment. Thus, by mastering all the requirements, it is hoped that teachers in CLIL, especially the language teacher could be more professional as they already update or improve their competencies. In light of the results of the study, EFL teachers are encouraged to implement CLIL approach in the classroom to leads to higher level ~ 119 ~


of linguistic proficiency and heightened students’ motivation during the learning process. Teachers are also suggested to develop the theoretical and methodological competences required for effective CLIL teaching and learning. It is very important for teachers to refresh or update their knowledge and skills so that they can attract students to engage in learning and provide them with hard and soft skills to compete in social life.

References Andrews, B,W. (1999). Side by side: Evaluating a partnership program in arts teacher education. International Electronic Journal of Leadership, 3 (16). http://www.ucalgary.ca/iejll. Ball, P. (2006). Defining CLIL parameters. Retrieved from ~ 120 ~


http://www.onestopenglish.com/clil/methodology/articles/ April 2015. Biçaku, R, C. (2011). CLIL and Teacher Training. Procedia- Social and Behavioral Sciences, 15, 3821–3825. http://doi:10.1016/j.sbspro.2011.04.379. Bonces, J, R. (2012). Content and Language Integrated Learning (CLIL): Considerations in the Colombian Context. Gist Education And Learning Research Journal, 6, 177-189. Coyle, D. (1999). Supporting Students in Content and Language Integrated Learning Contexts: Planning for Effective Classrooms. London: CILT. Eurydice. (2006). CLIL at School in Europe. Brussels: European Commission. Greenfell, M. (2002). Modern Languages across the curriculum. London: Routledge. Harrop, E. (2012). Content and Language Integrated Learning (CLIL): Limitations and possibilities. Encuentro, 21, 57-70. Klimova, B, F. (2012). CLIL and the teaching of foreign languages. Procedia - Social and Behavioral Sciences, 47, 572 – 576. http:// doi:10.1016/j.sbspro.2012.06.698. Lasagabaster, D. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1:2,4-16. Lightbrown, P. and Spada, N. (2006). How Languages are Learned. Oxford: Oxford University Press. Lyster, R. (2007). Content and Language integrated teaching: a counterbalanced approach. Amsterdam: John Benjamin. Marsh, D. (2001). Profiling European CLIL Classrooms (Handbook). Brussels: European Commission. Marsh, D., Maljers, A., & Hartiala, A,K. (2001). Profiling European CLIL Classrooms. Languages Open Doors. Jyväskylä: University of Jyväskylä. Marsh, D., Mehisto, P., Wolff, D., & Martin, M, J. (2009). European Framework for CLIL Teacher Education -A framework for the professional development of CLIL teachers. European center of modern languages. retrieved on http://www.ecml.at. ~ 121 ~


Muñoz., & Luna, R. (2014). From drills to CLIL: the paradigmatic and methodological evolution towards the integration of content and foreign language. PROFILE Issues in Teachers’ Professional Development, 16(1), 167-180. http://dx.doi.org/10.15446/profile.v16n1.37843.

PARTICIPATING ENGLISH COURSE; DOES IT HAVE ANY EFFECT TOWARD STUDENTS’ SPEAKING PERFORMANCE IN SCHOOL? Yuni Amelia Malang State University ~ 122 ~


Abstract The purpose of this study was to find out the effects of participating English school toward Eighth Grade Students’ speaking performance at SMPN 3 Palu. This research used descriptive research. This research used purposive sampling in selecting the students as the sample. There were fifthteen selected students who participated in English school and fifthteen other students who did not participate in English school. The data collection was done through interview and test. Interview was conducted to the English teacher and students who participated in English school. Speaking test was given to students who participated and did not participate in English school.The researcher analyzed the result of interview descriptively. The mean score from students’ speaking test showed a difference. The students who did not participate English school got 52.30 and the students who participated in English school got 60,66. The students who participated in English school got higher score than the students who did not participate in English school. Based on the result of interview and speaking test, it can be concluded that the students get positive effects during they participate in English school. Participating in English school could help the students to have better speaking performance at the school. Key words: Participating, English school, Speaking, Performance. Introduction Mastering English is very useful to face globalization era. English as an international language is an important tool in communication in society. Larsen-Freeman (2003) state that language is a means of communication to interact one another in society.125 Someone who masters English can broaden his knowledge to follow 125

Diane Larsen-Freeman, Technique And Principles In Language

Teaching (Toronto: Oxford American English, 2003). ~ 123 ~


the advancement of technology, modern sciences and communication that are provided in English. According to Harmer (2007), English is used widely for communication between people who do not have English as the first language or even a second language.126 Nowadays, Englishhas been taught to the students at elementary, junior high school, senior high school, university and even at playgroup.English also becomes a compulsory subject which is one of National Examination subjects for Junior and Senior High School. English as a compulsory subject at the school requires four language skills, they are listening, speaking, writing and reading.In the SLTP curriculum (1994:1), it is stated:127 Pada akhir sekolah menengah pertama siswa memiliki keterampilan membaca, menyimak, berbicara dan menulis dalam bahasa inggris melalui tema yang dipilih berdasarkantingkat perkembangan dan minat mereka, tingkat penguasaan kosakata dan bahasa yang sesuai. Based on statement above, students at junior high school are expected to have ability to use English skills. In order to become effective for communication, one of the skills that has to be mastered is speaking skill. Speaking skill is a language skill that can help the students to communicate, express idea, and interact with the others. It is very important for the students in order to help them to be more active and successfull in their study. Besides its role playing in communication, speaking can also facilitate language acquisition and development (Goh, 2007).128 Speaking also can “facilitate language 126

Jeremy Harmer, The Practice of English Language Teaching

(New Zealand: Person Longman, 2007). 127

Keputusan Menteri Pendidikan dan Kebudayaan, GBPP Bahasa

Inggris dan petunjuk pelaksanaan kurikulum (Jakarta: Depdikbud, 1994), 1. 128

Christine C M Goh, Teaching SPeaking in the Language

Classroom (Singapore: SEAMEO Regional Language Centre, 2007). ~ 124 ~


acquisition and development” (Goh, 2007)129, and it can be beneficial to learners’ academic performance and achievement as well as professional success (Saunders & O’Brien, 2006)130. In addition, Kurikulum Tingkat Satuan Pendidikan (KTSP 2006) emphasizes the teaching of language skill on the students’ ability to perform or use language in communication.131 KTSP (2006) states, “Belajar Bahasa Inggris bukan saja belajar kosakata dan tata bahasa dalam arti pengetahuannya, tetapi harus berupaya mengaplikasikan pengetahuan tersebut dalam kegiatan komunikasi”.132 There are three aspects in speaking, they are fluency, accuracy, and comprehensibility. Fluency is the ability to speak without to concern with the grammatical form. Richards (2009) stated brave definition about fluency, “natural language use occurring when a speaker engages in meaningful interaction and maintains comprehensible and ongoing communication despite limitations in his or her communicative competence”.133 Accuracy refers to how the students use right form of language components and comprehensibility is the ability of the students to understand the meaning that the people are talking. Considering English as a foreign language in our country, most of students get difficult to speak English fluently. The writer observed that the eighth grade students of SMPN 3 Palu also get difficult to communicate in English. The writer got that information from the English teacher there and when the writer had preliminary research, she tried to ask them to speak, they were afraid, shy and got difficult 129

Ibid

130

William M Saunders & G O’Brian, Oral language (Cambridge:

Cambridge University Press, 2006). 131

Depdiknas, Kurikulum Tingkat Satuan Pendidikan dan Silabus

(Jakarta: Diknasmen, 2006) 132

Ibid.

133

Clifton James "Jack" Richards, Teaching Listening and

Speaking: From theory to Practice (Singapore: Regional Language Center, 2009). ~ 125 ~


to express their ideas. Many students assume that English is too difficult to learn. Actually, if they learn and practice English in their daily life, automatically, their speaking skill could be improved. In order to optimize speaking skill, some students choose to learn English outside of the school time. They participate in English school. English school is a place to learn English outside of the school. In our country, it is called English course. But, English course refers to English subject in college, so in this research, The writer said English school. The writer got the data that there are fifteen eighth grade students at SMPN 3 Palu who participate in English school. They do not only get English skill learning, especially speaking skill, from school but also from their English school. Participating English school are aimed to give them opportunities to make the best use of their potential in speaking English. They expect it can help them to optimize their speaking ability. It is interesting for the writer to know the effects of participating English school toward their speaking performance in the school. Referring to the background, the writer conducted a research on the effects of participating English school toward eighth grade students’ speaking performance at SMPN 3 Palu. English School as Non-Formal Education Nonformal education is a general term for education outside of a standard school setting. It became part of the international discourse on education policy in the late 1960s and early 1970s. It can be seen as related to the concepts of recurrent and lifelong learning. It could also be called as learning through day-to-day, personal experiences, observing the surrounding and learning with the help of other modes of information like recording, television, newspaper, conversations, internet etc. Tight (1996: 68) suggests that whereas the latter concepts have to do with the extension of education and learning throughout life, non-formal education is about 'acknowledging the importance of education, learning and training which takes place outside recognized educational institutions'.134 In the 1970s, four characteristics came be 134

Malcolm Tight, Key Concepts in Adult Education and Training ~ 126 ~


associated with non-formal education: relevance to the needs of disadvantaged groups, concern with specific categories of person, a focus on clearly defined purposes, flexibility in organization and methods. The result of this non formal education can be appreciated as formal education after having evaluation process by an institute that refers to standard of national education. English school or it is mostly called English courses in Indonesia,as one of various of non formal education that can help students to learn English outside school time. The students can participate English school in the afternoon or evening, after their school time. English school provides many classes for the students to learn English, from play group, elementary school, junior high school, senior high school, university, or even for non-students participants. It has own curriculum, material and learning activities. The classes are divided based on the level of students’ ability. The English school provide many classes and learning time Most all of English school focus in learning daily communication. The vocabulary that the students get are around their environment and daily life. English school have small number of students in each class, that maximum is around 15 students. It is smaller than number of students in the school. At the English school, the students are expected to be able to use English every meeting. Learning activities also more creative and attractive for the students. They can playing while studying even singing, playing and studying at the same time. Many students are interested to participate English school, eventhough they are learning English at the school. They have own reasons in participating English school. By seeing this condition, learning English at the Englsih school is expected to be able to help students who cannot catch the material from the school and the students who want to improve their English skill. Methodology In conducting this research, the writer applieddescriptive (London: Routledge, 1996), 68. ~ 127 ~


research. It described the effects of participating English school towardeight grade students’ speakingperformance at SMP Negeri 3 Palu.The population of this research was the eight grade students of SMP Negeri 3 palu registered in the academic year 2011/2012, which consist of nine classes. The distribution of the students in each class can be seen in the following table: Table 1 Number of Population No 1 2 3 4 5 6 7 8 9 10

Classes VIII A VIII B VIII C VIII D VIII E VIII F VIII G VIII H VIII I VIII J Total of Students

the

Number of Students 34 students 36 students 40 students 40 students 39 students 40 students 43 students 42 students 42 students 40 students 404 students

In selecting the sample the writer applied purposive sampling, because this research was conducted to get the effects of participating English school toward eighth grade students’ speaking performance at SMPN 3 Palu, so the writer applied that technique of sampling. The writer chose the students who participate English school as the sample of the research. In this research, the writer compared those students’ speaking performance with the fifthteen other students who do not participate in an English school. The sample can be seen in the following table:

No

Name

Table 2. The sample Class English Level Course

~ 128 ~

Frequency of Course Meeting


1. 2. 3. 4. 5. 6.

Ek Ev An Na Nf Ro

VIII B VIII B VIII B VIII B VIII B VIII B

ELC ELC ELC Eghasta ELC International school of English ELC ELC ELC ELC ELC ELC ELC ELC ELC

1 6 2 5 2 1

Twice a week Twice a week Twice a week Twice a week Twice a week Twice a week

7. 8. 9. 10. 11. 12. 13. 14. 15.

Fo Mf Pu Sh Tw Ul Un Ya Dn

VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C

1 5 1 1 3 1 2 4 3

Twice a week Twice a week Twice a week Twice a week Twice a week Twice a week Twice a week Twice a week Twice a week

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Table 3 The Students who Do not Participate in an English School Name Class Af VIII C Ag VIII C Ak VIII C Dd VIII C Dz VIII C Fd VIII C Mf VIII C Pi VIII C Pb VIII C Sa VIII C Si VIII C So VIII C Tr VIII C Vd VIII C Vr VIII C

The writer used three instruments, they are interview, and test.The writer interviewed the sudents that being the sample and the English teachers who teach the sample. This was aimed to get some ~ 129 ~


informations about students’ condition in learning English at the classroom, especially their performance in speaking. As Marzuki (1983:58) states, “Interview merupakan cara pengumpulan data dengan tanya jawab sepihak yang dikerjakan dengan sistematik dan berdasarkan tujuan penelitian”.135 To find out the indicators of students speaking ability, the writer asked the students who participate in English school and who do not participate it to assest their speaking skill. The test was consists of 10 questions on selected topics, which the students have answered. The questions for these two groups were the same. In testing their speaking ability, the writer considered their fluency and comprehensibility. The writer employed the scores category as recommended by Depdikbud (1996) as follows:136 Table 4. Scores Category No

Achievement of Comprehensibility (35) fluency (30) accuracy (35)

1. 2. 3. 4. 5. 6.

90-100 72-89 54-71 36-53 18-35 6-17

Total Score

Category

96-100 86-95 76-85 66-75 56-65 36-55

Excellent Very Good Good Fair Good Fair Poor

Tabel 5 The Rating Score of Fluency and Comprehensibility

135

Marzuki, Metodologi dan Riset (Yogyakarta: Gadjah Mada


Keputusan Menteri, GBPP. ~ 130 ~


Score / Rating 6 (30)

5 (25)

Fluency

Score / Rating 6 (35)

Speak without too great an effort with a fairly wide range of expression: searches for words occasionally but only one or two unnatural pauses. Has to make an effort 5 (29) at times to search for words. Neverthless, smooth delivery on the whole and only a few unnatural process.

4 (20)

Although he has to make an effort and search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeded in conveying the general meaning fair range of expression.

4 (23)

3 (15)

Has to make an effort for much of time,often has to search for desired meaning. Rather halting delivery and fragmentary range of expression often limited.

3 (17)

2 (10)

Long pauses while the searches for the desired meaning. Frequently and halting delivery. Almost give up making

2 (11)

~ 131 ~

Comprehensibility Easy for the listener to understand speaker’s intention and general meaning. Very few interruption for required. The speaker’s intentions and general meaning are fairly clear, a few interruptions by the listener for seek of clarification are neccessary. Most of what the speaker’s say is easy to follow. His intension is always clear but several interruptions are necessary to help him to convey the message or to seek clarification.

The listener can understand a lot of what is said out we must constantly seek clarification cannot understand many of the speaker’s more complex or more sentences. Only small bits ( usually short sentences and phrases ) can be understood and then with considerable


effort very limited range of expression. 1 (5)

Full of long and unnatural pauses. Very halting and fragmentary delivery. At times give up making the effort. Very limited range of expression.

1 (5)

effort by someone who is used to listen to the speaker. Hardly anything of what is said can be understood even when the listener makes a great effort of interrupt the speaker is unable to clarity anything he seems to said.

The writer analyzed the data in the following ways: The data from the interview was analyzed descriptively, while the data from the test was analyzed statistically by using the formula proposed by Arikunto (2006:308) as follows:137

∑=

𝒙 𝑵

x 100

Where: ∑ = Standard score X = Obtained score N = Maximum score In order to compute the mean score of the students, the writer used the formula proposed by Arikunto (2006:306):138

M =

∑𝒙 𝑵

Where: M = Mean score ∑x = The sum of students’ scores N = Number of the students. Findings The interview has been conducted during the process of the 137

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan

Praktik (Jakarta : Rineka Cipta, 2006) p. 308. 138

Suharsimi, Prosedur, 306. ~ 132 ~


research.The writer interviewed the English teacher and the students who participates English school to get the data that support this research from March 20 2012 until April 3 2012.The interview has been conducted during the process of the research. There were ten questions that the writer asked to the teacher to gain her data. The results are presented below. 1. The teacher said that speaking is very important for the students. Because by knowing how to speak, the students will get easy to interact with the teacher and share the knowledge to their friends. 2. The teacher asked students to speak up during teaching and learning process only if there was more time. Sometime, The teacher gives the students chance to speak and share their ideas. 3. The teacher taught students how to speak almost one hour a week for one class. One hour here means 45 minutes that divided into two meetings. 4. The teacher said that the most important aspects for the students are fluency and comprehensibility. 5. Sometime, the teacher used interviewing in teaching speaking. 6. The teacher also encouraged students to speak even they made some mistakes in grammar and pronunciation. The most important is the students should not be afraid to speak. 7. The teacher knew that some of her students are participating in English school. 8. The students that are participating in English school have good performance in speaking. 9. According to the teacher, most of the students who participate in English school have better speaking performance than the students who do not participate it. They could understand what the speaker said and express their feeling or asking the question easily. 10. The teacher said that participating English school give good effects on students’ speaking performance especially in fluency and comprehensibility. It is because English school time give students more chance and time to practice their speaking. The students also get correction about the mistake so they could ~ 133 ~


improve their speaking performance and following teaching and learning process at the school easily. All of the students who participate English school like to learn English, because they consider that English is international language and also important for their future. They always tried to speak English even it is difficult for them. Some of them said that the most difficult is the way to pronounce the words and the other said the sentence grammatical became the main problem. The students also said that sometimes they are afraid of making mistakes when they want to speak. This feeling makes them to be silent rather than express their ideas during teaching and learning process. The students said that they like the class environment and material during teaching and learning process, but sometimes they could not express their ideas. Some of them said it was because there were too much materials to be learned with the limited time so they did not get chance to speak. They have some things to ask and express, but they have to keep it until the end of teaching and learning time. All of them hope that their teacher help and give them more time to speak. Now, all of these fifthteen students are participating in English school. They like the place, environment, material and also teacher in their English school. They had nine other friends in one class. They felt comfortable with the situation and atmosphere there so they were be able to try communicating with their classmates and teachers. The relax environment lets them to speak without being too afraid of making mistakes. They said that there were differences between learning English at the school and English school. The differences are about the situation and also the teacher’s way in teaching them. They felt more relaxed in English school rather than in their school because the classroom was not crowdied like at the school. The condition of the classroom that is very clean, cool and beautiful decorated. The comfortable situation like this could support them to enjoy in catching the material so they are able to try to speak easily. In the English school, the students are taught to practice daily communication. They got interesting material and many vocabularies ~ 134 ~


that are useful to support their communication. They also had more chance and time to speak and it was good for them to get their teacher’s attention in making their speaking become better and better. Some of the students said that they could understand the explanation from their English school’s teachers easily than their English teacher at the school. In short, the students like learning English at the English school more than at their school. Based on students’ answer, they said that English school helps them in developing their speaking performance during they participate it. They could express their ideas without being afraid of making mistakes in front of their friends and also their teacher. English school gave the material based on the students’ interests and needs. It made the students got relaxed and easy to accept and follow the materials. In English school, they did not only write, read and speak but also play useful game and sing English songs. It was good for them to practice speaking fluently. The students said that they will continue their participation in English school in order to improve their English skill especially in speaking. In order to support the result of interview, the writer conducted a test in measuring students’ speaking performance. The questions that were given to the students who did not participate in English school were same as the students who did not participated it.The test result were presented below:

Table 6 The test result of the students who do not participate in English School ~ 135 ~


No.

Initial Name

Components Fluency

Compr.

Total score

Max Score

Standard Score

1

Af

15

20

35

65

53,85

2

Ag

18

20

38

65

58,46

3

Ak

13

17

30

65

46,15

4

Dd

10

16

26

65

40,00

5

Dz

12

18

30

65

46,15

6

Fd

14

18

32

65

49,23

7

Mf

20

22

46

65

64,62

8

Pi

10

18

28

65

43,08

9

Pb

14

17

31

65

47,69

10

Sa

16

19

35

65

53,85

11

Si

19

21

40

65

61,54

12

So

19

20

39

65

60,00

13

Tr

22

23

45

65

69,23

14

Vd

17

19

36

65

55,38

15

Vr

15

18

33

65

50,77

Total

806,15

Table 7 The test result of the students who participate in English school No.

Initial Name

Components Fluency

Compr.

Total score

Max Score

Standard Score

1

An

19

22

41

65

63,08

2

Dn

19

23

42

65

64,62

3

Ek

15

17

32

65

49,23

4

Ev

20

21

41

65

63,08

5

FO

20

22

42

65

64,62

6

Mf

19

20

39

65

60,00

7

Na

18

22

40

65

61,54

~ 136 ~


8

Nf

19

21

40

65

61,54

9

Pu

18

21

39

65

60,00

10

Ro

20

21

41

65

63,08

11

Sh

18

20

38

65

58,46

12

Tw

19

22

41

65

63,08

13

Ul

15

18

33

65

50,77

14

Un

20

23

43

65

66,15

15

Ya

18

22

40

65

61,54

Total

910,77

By seeing the table above, the total of students’ standard score showed a significant differences. The writer would to know the mean score of the test result by the students who participate in English school and who did not participate it. The writer used formula as follows:

M=

∑x

N From the table 4.1 and 4.2, it was found:

M1= 806,15 = 53, 74 15

M2 = 910, 77 = 60,66 15 The test result showed that mean score from the students who do not participate English school (M1) was different from the students who participate it (M2). The mean score from the students who do not participate English school was lower than the students who participate English school. The writer found that almost all of the studenst that had been tested could answer the questions. Eventhough for the first, they were ~ 137 ~


afraid to be tested. Some of the students who do not participate English school could understand the questions eventhough they tried to hard to answer that questions and the five students who were better could give good answers. They still got difficult to speak fluently. It was because they did not have chance to speak during teaching and learning process. They also did not practice to speak English outside the school. It made them not familiar with English. So, they always thought that speaking English was very difficult to be mastered. But, there were five students that did not participate in English school had good speaking skill. They could understand the question easily and speak fluently. They did not get difficulties to speak with the writer. Their pronunciation were better than the ten other students. The writer asked them why they had a good speaking skill, and they said that they love English and used to listen and sing western song. Sometimes they also watched Western movies and became familiar with the native speakers’ pronunciation from that movies. It made them got common with English. Sometimes they repeated and practiced speaking English by themselves. The writer asked the students that participate in English school one week later. They could understand and answer the questions more fast. Almost all of them had good comprehensibility and fluency. They did not got difficulties in answering the questions. But the writer found two of them that got a little bit difficult to speak and answer the questions. It was because they just participated English school. Now, they are still in the first level in their English school. Based on the test result presented before, the writer could state that most of the students who participate English school have better speaking skill than the students who do not participate it. The data that could be seen on the table also supported the result of interviewing the teacher and also the students. During the teaching and learning process, the writer also observed the students who participate in English school could understand, speak and ask the material easily than the others that. Based on the data result, the writer understood that the students who participate in English school have better speaking ~ 138 ~


performance than the students who do not participate it. It was seen by the test result and the writer’s observation during the process of testing the thirty students that being the sample. In other words, the students that participate English school had better speaking ability than the students who did not participate English school. Conclusion After discussing the interview result descriptively and data statistically in the previous chapter, the writer concluded that the result of data analysis indicated that English school has good or positve effects through students’ speaking performance. This was proved by the good score from the students who participate in English school’s testing speaking result. The postive effects of participating English school for the students are they get easily to follow what the teacher explained, to speak and express their ideas during teaching and learning process, and they can communicate with the teacher. It implied, English school gives the good and positive effects for students’ speaking performance at the school. Based on the conclusion below, the writer would like to give some suggestions for those who are involved in English teaching and learning process. The suggestions are as follow: 1. The English teachers should apply an effective and interesting method or technique of teaching English, particularly in teaching speaking. 2. The English teacher should give plenty time and afair chance for stimulating the students to speak and express the ideas up. 3. The students should not be afraid of making mistake when they speak and ask something in English, therefore the English teacher should be critical in controlling the class. 4. The students should use the opportunity to speak to the teachers and other students. When the students go home, they can still practise listening, reading and writing, but they probably can not practise speaking. If the teacher asks a question, take the opportunity to answer. Do not afraid trying to say as much as possible. If the teacher asks you to speak in pairs or groups with ~ 139 ~


other students, try to say as much as possible. Do not worry about the mistakes. Just speak! 5. Participating English school is one of the good ways to improve the students’ speaking school in order to have more time, chance and guidance to be better in perform speaking skill.

References ~ 140 ~


Arikunto, S. 2006. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: Rineka Cipta Depdiknas 2006. Kurikulum Tingkat Satuan Pendidikan dan Silabus. Jakarta: Diknasmen Goh, C. C. M. 2007. Teaching SPeaking in the Language Classroom. Singapore: SEAMEO Regional Language Centre. Gu, Paul. 2010, Accuracy Vs Fluency. http//www.icalweb.com/wiki, retrieved on July 28th 2011 Harmer, J. 2007 (4th ed), The Practice of English Language Teaching. New Zealand: Person Longman Keputusan Menteri Pendidikan dan Kebudayaan (1994). GBPP Bahasa Inggris dan petunjuk pelaksanaan kurikulum. Jakarta: Depdikbud Larsen-Freeman, D. 2003Technique And Principles In Language Teaching. Toronto: Oxford American English Marzuki. 1983. Metodologi dan Riset. Yogyakarta: Gadjah Mada University Press. Richards, Jack C. 2009. Teaching Listening and Speaking: From theory to Practice (RELC Portfolio Series). Singapore: Regional Language Center Saunders, W. M., & O’Brien. 2006. Oral language. In F. Genesee, K. Lindholm-Leary, W. M. Saunders, & D. Christian (Eds.), Educating English Language Learners: A Synthesis of Research Evidence (pp. 14-45). Cambridge: Cambridge University Press. Tight, M. (1996) Key Concepts in Adult Education and Training, London: Routledge.

THE APPLICATION OF PRESENTATION, PRACTICE, AND ~ 141 ~


PRODUCTION (PPP) IN IMPROVING SPEAKING ABILITY OF THE ELEVENTH YEAR STUDENTS OF MAN 2 MODEL PALU Zuhra Teacher of MAN 1 Palu Abstract The aim of this research is to measure the effect of the application of presentation, Practice, and Production (PPP) of the eleventh year students of MAN 2 Model Palu. This pre-experimental research design took 27 students of the eleventh year students of MAN 2 Model Palu as the sample. They were chosen purposively. The instruments of data collection were observation, interview and oral. The students had limited ability in constructing present continuous tense. It can be seen in the result of mean score of pre-test (1,70). The data analysis showed that the ability of the students in pre-test was 1,70. It means that the speaking ability of the students in pre-test was very low. After the treatment their proficiency improved to be 3,12. It indicated that the speaking ability of the students after the treatment was higher than before the treatment. It means that PPP Method was effective in asking the Eleventh Year Students of Language Program of MAN 2 Model Palu in constructing present continuous tense sentences orally. After conducting the treatment, the researcher found that there was a significant difference between the mean value of the pre-test and post-test. It was proved that t-test value (7,51) was greater than the t-table value (2,05). It means that the use of PPP Method can improve the speaking ability of the Eleventh Year Students of Language Program Class of Man 2 Model Palu Keywords: Application, Presentation, Practice, and Production, speaking Introduction English is one of the compulsory subjects. It is clear that English is one of the subjects that must be taught from primary school up to university level. The students are supposed to master language ~ 142 ~


skills including speaking, listening, reading, and writing. Based on the statements above, the students have to study English at schools and universities. Therefore, English is much needed because in learning English teachers have to make language in social community in which people have to speak to transfer their messages to other people. But, as we know that speaking skill is one of the difficult parts in learning English, because there are many indicators of speaking ability that should be improved before they master speaking skills such as, accuracy, fluency, and comprehensibility. Therefore, the teacher should provide Contextual Method in order to make it easy for the students to construct and comprehend the English language. As mentioned in Depdiknas:139 Penerapan konsep dalam pengajaran bahasa Inggris menyiratkan bahwa (1) Unsur-unsur bahasa Inggris, yaitu bahasa, kosa kata, ejaan, dan lafal, hendaknya disajikan dalam lingkup kebahasaan dan situasi (2) Dalam proses belajar mengajar, unsur bahasa yang dianggap sulit bagi peserta didik dapat disajikan tersendiri secara sistematis sesuai dengan konteks yang dibahas (3) Dalam proses belajar mengajar, keempat keterampilan berbahasa pada hakekatnya tidak dapat dipisahkan. Based on the explanation above, the researcher argues that Contextual learning can make the students easy to learn difficult parts in language learning. So, the teacher should provide a contextual method, and there should be integrated skills in the teaching and learning process such as speaking, listening, reading, and writing because it cannot be separated one another. Students in Language Program get more professional studies like speaking. So, they have to master English communicatively. In 139

Depdiknas, Kurikulum Tingkat Satuan Pendidikan dan Silabus.

(Jakarta: Dikdasmen, 1996)

~ 143 ~


fact, most students in Language Program of Man 2 Model Palu have difficulty in speaking. Particularly, in constructing sentences in the form of Present Continuous Tense Orally, because they have to master many subjects in their school. Beside that, the elements of this tense are different from Indonesian structure. In other words, students tend to use the pattern of Indonesian even in revealing the situation that is happening in the moment of speaking. Most of the Eleventh year students in Language Program Class translate the word “Sedang” into “Still” in constructing Present Continuous Tense Orally. For instance, “Ani is still watch television or Ani watch now.” These sentences are not grammatically correct. If revealing the action happening right now, the pattern should be (S + be + verb –ing) “Ani is watching television now.” For that reason, the researcher applied PPP Method in improving students speaking ability in constructing Present Continuous Tense orally, because by using this method, the students can be easy to speak by using their target language which is more contextual by the situation that has been presented through pictures. So, the students feel more interested in speaking learning process, and they were motivated to practice their target language individually. Besides, the teacher can be easy to check the ability of the students, because the teacher may ask the students to produce the language one by one. In speaking, we need to speak in a good structure of English in order that our interlocutor may understand our speaking. In this case, the researcher just wants to add the students’ knowledge that it will be better if we speak in a good structure of English because by using this method, the students can learn how to construct the sentences, and how to produce it well. So, this method is very helpful both for students and teachers. As we know that the use of language skills and language components can not be separated from each other, because they are the most important role in having mastery of English. For that reasons, based on the Depdiknas (2006) curriculum, the difficult element faced

~ 144 ~


by students can be applied in the contextual method.140 So, the researcher applied PPP Method in constructing Present Continuous Tense Orally in which the students can learn both Language skill and component. This research was not conducted yet in other research especially in teaching speaking so the researcher was interesting for choosing this method. Beside that, it is more contextual than other method, because by using this method, the teacher can present the picture or the contextual situation in the teaching and learning process so the students may encourage to speak, pay more attention to the material and easy to construct their target language, because the main purpose of teaching speaking is to facilitate the students to use English normally in spoken interaction in which the students need to practice their English. In order that they can speak English and they are able to communicate in good structure of English. So, the students should be active in the classroom. As in using language to communicate orally, our purpose in speaking is to transfer our messages to the listeners. To achieve this, we must be conversant in speaking learning because in general cases, learning English is learning how to communicate by using English. Therefore, the students are greatly expected to be able to speak English well. As mentioned in the previous line, the subject of this research was the Eleventh Year Students of Language Program of Man 2 Model Palu, because the researcher tests the students in speaking. So she has to use an appropriate sample of research, in order that they can speak English and they are able to communicate in good structure of English. Research Method In this research, the researcher used pre-experimental research design. There was one class in her research. It was the Eleventh Year Students of Language Program Class. For the first, the 140

Depdiknas, Kurikulum Tingkat Satuan Pendidikan dan Silabus.

(Jakarta: Dikdasmen, 1996)

~ 145 ~


researcher gave Pre-test in order to know that how the speaking ability of the students before the treatment was conducted. Then, the researcher gave them a special treatment by asking them to conduct their speaking through Presentation, Practice, and Production method. In this case, the researcher just focuses on Present Continuous, Tense. The purpose was that the researcher wants to get an accurate data of speaking ability of the students in using present continuous tense orally. The advantage of using this method is because it is more contextual in speaking learning and easy for teacher to check the students’ speaking ability individually. The design of this research was taken from Best as follows:141 Pre-test Q1

Treatment X

Pos-test Q2

Population Population is a group of people, things or events which are going to be investigated like Best states, “population is any group of individuals that have one or more characteristic in common that are interest for the researcher”.142 So, the population of this research was the Language Program Students of Man 2 Model Palu which consists of two classes. Those are the eleventh year and the twelve year students of MAN 2 MODEL PALU. Sample Sample is a small number of population that are selected, like Best explains, “Sample is a small proportion selected for observation and analysis.”143 For that reason, the researcher used purposive sampling technique in which only one class used in getting her research sample. The sample was the Eleventh Year Students of Language Program Class of MAN 2 Model Palu which consists of 27 141Best,

J. W., Research and Education. (New Jersey: Englewood Cliffs, 1981) p. 81

142 143

Ibid, p. 8 Ibid ~ 146 ~


students. Research Variables Related to the title, variable of this research consists of dependent and independent variable. The independent variable was the Application of Presentation, Practice, and Production method and the dependent variable was improving the speaking ability of the Eleventh Year Students of Language Program of MAN 2 Model Palu in using present continuous tense sentences orally.

Research Instruments In doing her research, the researcher used three kinds of instruments. They were observation, interview and oral test. Technique of Data Collection The data of this research were collected through the instruments mentioned above. The researcher describes about the use of those instruments as follows: Observation For the first, the researcher came to MAN 2 Model Palu for direct observe the teaching and learning process in class that she took as her sample of research in order to get the information about the situation of the classroom.. Interview The second, the researcher interviewed English teacher of the language program class. She asked about method or techniques that are used in teaching and learning speaking and also the reason why it was applied in language class. The interview will consist of ten numbers. Oral Test In this research, test was used to obtain data about the students’ ability in constructing present continuous tense orally. The test contains of six numbers of speaking test. Pre-test Pre test was given at the first meeting to the eleventh year students of language program of MAN 2 Model Palu in order to ~ 147 ~


know their basic knowledge of the students’ speaking ability especially in using present continuous tense sentences orally. Treatment In this case, the researcher applied an appropriate method in teaching speaking to the students. The researcher used PPP Method. In this case, the researcher just focuses on Present Continuous Tense. Firstly, the researcher provided the picture which contains the activity that is happening in the moment of speaking. After that, the teacher asked the students to guess what activities are doing in the pictures? Then, both teacher and students practice the language together. Finally, the teacher asked the students to produce the language by using their own language individually. In this case, the researcher gave treatment to the students eight times. Each meeting will take time about 2 × 45 minutes. In 9 minutes, the teacher practice the language together with the students and also the teacher gave a brief explanation about the material so every student got 3 to 5 minutes in producing the language individually. In doing the treatment, the researcher also explained the use of present continuous tense in order the students will not difficult in using the present continuous tense sentences in their speaking. In presenting the pictures of present continuous tense, the researcher has 2 kind of technique such as Choral repetition and Individual repetition. Both of it are quoted from Harmer as follows:144 Choral repetition Choral repetition means the students repeat a word, phrase, or sentences all together with the teacher. Individual repetition Individual repetition means the students repeat a word, phrase, or sentences individually. Post-test 144

Harmer, J., The Practice of English Language Teaching (3rd

ed.), (England: Longman, 2001)

~ 148 ~


Post-test was given at the end of the meeting in order to know the students’ speaking ability in constructing Present continuous tense orally after the students got the treatment.. Technique of Data Analysis The data of this research were analyzed descriptively and statistically. The result of the observation was described descriptively and the test applied was analyzed statistically. The researcher applied the scoring system proposed by Heaton (1988:100) in order that the researcher easy to analyze the data.145 The scoring system as follows: Rating Accuracy Fluency Comprehensibility 6

Pronunciation is over slightly in the mother tongue. Two or three minor grammatical and lexical error.

5

Pronunciation is over slightly influence by the mother tongue. A few minor grammatical and lexical error but most utterances are correct. Pronunciation is still moderately

4

145

John

Brian

Speaks without too great an effort with a fairly wide range of expression. Searches of words occasionally but only one or two unnatural pauses. Has to make an effort of times to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural processes.

Easy for the listener to understand speaker’s intonation and general meaning. Very few interruption clarification or required.

Although he has to make an effort and

Most of what the speakers’ says is easy to follow. His

Heaton,

Writing

(Hongkong: Longman Group, 1988) p.100. ~ 149 ~

The speaker’s intentions and general meaning are fairly clear. A few interruptions by the listener for the sake of clarification are necessary.

English

Language

Test


influenced by the mother tongue but not serious phonological errors. A few grammatical and lexical errors but only one two major errors causing confusion.

3

Pronunciation is influenced by the mother tongue but only a few serious phonological errors. Several grammatical and lexical errors, some of which cause confusion.

2

Pronunciation seriously influenced by mother tongue with error causing a breakdown in communication . Many “basic” grammatical and lexical errors.

1

Serious pronunciation errors as well as many

search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeded in conveying the general meaning. Has to make effort for much of the time, often has o search for the desired meaning. Rather halting delivery and fragmentary range of expression often limited. Long pauses while the searches for the desire meaning. Frequently fragmentary and halting delivery. Almost gives up making the effort at times. Limited range of expression. Full of long and unnatural pauses. Very halting and ~ 150 ~

intonation always clear but several interruptions are necessary to help him to convey the message or to seek clarification

The listener can understand a lot of what is said, but he must constantly seek clarification can not understand many of the speakers more complex or longer sentences.

Only small bits (usually short sentences and phrases) can be understood and then with considerable effort by someone who is use to listening to the speaker.

Hardly anything of what is said can be understood. Even when the listener


“basic” fragmentary makes a great effort grammatical delivery. At of interrupt the and lexical times gives speaker is unable to errors. No making the clarify anything he evidence of effort. Very seems to have said. having limited range of mastered any of expression. the language skill and areas practiced in the course. Source: Heaton (1988: 100)146 In this research, the researcher regarded rating 6 is for the native speaker. So, the scoring system goes from the rating 5. The scoring system in the senior high school usually takes 0-10 scale: 1. Rating 5 equivalent to 8 - 9 2. Rating 4 equivalent to 6 - 7 3. Rating 3 equivalent to 4 - 5 4. Rating 2 equivalent to 2 – 3 3. Rating 1 equivalent to 1 in point scale. a. (8,6) to (10) is classified as Very Good User: has fully operational command of the language with only occasional unsystematic

in

accuracy

and

inappropriateness.

Misunderstanding may occur in unfamiliar situations. Handles complex detailed argumentation well. b. (7,0) to (8,5) is classified as Good User: has operational command of the language, though occasional in accuracies, inappropriateness, language well and understands details reasoning. c. (5,6) to (6,9) is classified as Competent User: has generally effective

command

of

the

146

Ibid. ~ 151 ~

language

despite

some


inaccuracies, inappropriate. Can use and understand fairly complex language, particularly in familiar situation. d. (3,6) to (5,5) is classified as Limited User: Basic Competence is limited to familiar situation, has frequent problem is understanding and expression, is not able to use complex language. e. (0) to (3,5) is classified as Intermittent User: no real communication is possible except for the most basic information using isolated words or short formula is familiar situation and to meet immediate needs. Has great difficult understanding spoken and written English. First of all, the researcher compared the mean score of students by using Arikunto’s formula (2002:27) as follows:147

M

x N

Where: M = Mean x = the sum of the score N = the number of the students Then, the researcher will compute the square deviation by using formula proposed by Arikunto as follows:148

X Where :

2

d  d2 

 d  N

 x d =The sum of deviation score 2

d

= The sum of the score

147

Suharsimi Arikunto, Prosedur Penelitian (Jakarta: Rineka

Cipta, 2002) p. 276. 148

Ibid. ~ 152 ~


N

= The number of the students

After getting the result of deviation square, the researcher will use ttable test to find out the significant difference between the result of pre-test and post-test as well as to prove either the hypothesis is accepted or rejected. The researcher will use the following formula as proposed by Arikunto as follows:149

t

Where:

Md   x2d     N  N  1   

t = the value of t counted Md = the mean deviation of pre test – post test difference (post-test – pre-test)

 x d = the sum of deviation score 2

1 N

= Constant number = the number of students

Research Results The instruments in this research were analyzed by using two ways of analyzing data. The result of observation, interview were analyzed descriptively while oral test were analyzed both descriptively and statically. The Result of Observation Through the observation, the researcher observed the whole teaching and learning process in order to know situation of the class and teacher’s technique in teaching English. The result of observation can be seen below: 1. The teacher gave greeting and checked students’ attendant list at the beginning of the classroom. The teacher used 50% English and 50% Indonesian language.

149

Ibid, p. 79 ~ 153 ~


2. The teacher told the goal of learning. In this part, the teacher dominantly used Indonesian because most of the students seemed to be confused in understanding what she said in English. 3. The teacher asked about homework. 4. She asked the students to talk about their mission if they were become a president, what they are going to do in past. This activity must be presenting in front of the classroom one by one. Some students responded by asking some questions to their friend. She then nominated the students who did not give their full attention to answer the questions loudly. That was her way to make her students focused the lesson. 5. After that, she asked certain students to read the text one by one to check some mistakes they made individually. 6. After all of the students had done their exercise, the teacher gave homework to the students in order they can study at their home. By seeing the observation, the researcher assumed that the students were still lack of knowledge in English. It can be seen when the teacher asked them to come into in front of the classroom, they feel ashamed and most of them did not done their homework. The Result of Interview After interviewing the English teacher of Man 2 Model Palu, the researcher know the English background of the students in briefly they still difficult in speaking. Therefore, the teacher still used Indonesian language in teaches the Language Program Class because sometimes the students were confused if the teacher used full of English. The teacher used many techniques such as discussion, role play, and conversation in teaching speaking in order that the students not feel bored in speaking class. The teacher says, “there is not English course in the afternoon”. The researcher assumes that it becomes one of the problems in speaking English, because it will be better if the teacher provide an English course in the afternoon in which the teacher can teach about how to speak English well. ~ 154 ~


Probably, she provided English club or English games in it course. The Result of Speaking Test Before and after the treatment, the researcher examined the students. She gave them pre-test in order to know their speaking ability in constructing Present Continuous Tense Orally before the treatment was given to them. Then, she gave a post-test in order to know the effectiveness of the treatment. The test was covering three aspects; accuracy, fluency, and comprehensibility. These three aspects were to measure the students’ ability in speaking. The result of pre-test and post-test was presented in the following table: Table 4.1 the Students’ Pre-test Score The Students’ Score Initial No Average names Accuracy Fluency Comprehensibility 1 IRM 5 4 4 4.3 2 AFN 4 3 4 3.6 3 SUK 4 5 5 4.7 4 EVI 2 2 3 2.3 5 MUS 1 2 3 2 6 SUM 1 1 1 1 7 NAD 3 4 4 3.6 8 SRI 1 1 1 1 9 ZAK 2 2 3 2.3 10 HAS 1 1 1 1 11 MUL 1 1 2 1.3 12 RIF 1 1 1 1 13 SAT 1 1 1 1 14 SIT 3 3 3 3 15 IMR 1 1 1 1 16 ALF 1 1 1 1 17 ZAE 1 1 1 1 18 FAR 1 1 1 1 19 MIL 1 1 1 1 20 RAM 1 1 1 1 21 REZ 1 1 2 1.3 22 RIF 1 1 1 1 23 FRE 1 1 1 1 24 HEN 1 1 1 1 25 FAD 2 1 2 1.6 26 HUM 1 1 1 1 27 MAG 1 1 1 1 ~ 155 ~


TOTAL

46

The researcher computed the mean score of students’ speaking skill pre-test as follows:

x N 46  27

Mpre 

 1,70 From the calculation above, it was found that the mean score of the students in pre-test was 1,70. It can be said that the students’ speaking ability in constructing sentences in Present Continuous Tense orally was very low. Table 4.2 the Students’ Post-test Score The Students’ Score Initial No Average names Accuracy Fluency Comprehensibility 1 IRM 4 5 5 4,7 2 AFN 5 4 5 4,6 3 SUK 4 5 5 4,7 4 EVI 2 3 3 3,6 5 MUS 5 5 5 5 6 SUM 4 3 4 3,7 7 NAD 5 5 5 5 8 SRI 3 3 3 4 9 ZAK 3 3 4 3,3 10 HAS 5 5 5 5 11 MUL 2 2 3 2,3 12 RIF 1 2 3 2 13 SAT 1 2 3 2 14 SIT 5 5 5 5 15 IMR 1 1 2 1,6 16 ALF 1 1 1 1 17 ZAE 3 3 3 4 18 FAR 2 2 3 2,3 19 MIL 5 5 5 5 20 RAM 2 2 2 2 21 REZ 2 2 2 2 22 RIF 1 1 1 1 23 FRE 2 2 2 2 ~ 156 ~


24 25 26 27

HEN FAD HUM MAG

2 3 2 2

2 2 2 2 TOTAL

2 3 2 2

2 2,6 2 2 84,4

The researcher computed the mean score of students’ speaking skill posttest as follows:

x N 84,4  27

Mpost 

 3,12 From the calculation above, it was found that the mean score of the students in post-test was 3,12. So, it can be seen that the mean score of the students’ speaking ability in constructing sentences in Present Continuous Tense orally in the post-test is higher than in pretest. These showed that the speaking ability of the students can be improved after the treatment. Then, the researcher computed the standard deviation of the students as follows: Table 4.3 the Deviation Score of the Students on Pre-test and Posttest No Initial Pre-test Post-test Deviation (x)2 names X1 X2 (x) 1 2 3 4 5 6 7 8 9 10 11 12

IRM AFN SUK EVI MUS SUM NAD SRI ZAK HAS MUL RIF

4,3 3,6 4,7 2,3 2 1 3,6 1 2,3 1 1,3 1

4,7 4,6 4,7 3,6 5 3,7 5 4 3,3 5 2,3 2 ~ 157 ~

0,4 1 0 1.3 3 2.7 1.4 3 1 4 1 1

0,16 1 0. 1.69 9 7,29 1.96 9 1 16 1 1


13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

SAT SIT IMR ALF ZAE FAR MIL RAM REZ RIF FRE HEN FAD HUM MAG TOTAL

1 3 1 1 1 1 1 1 1,3 1 1 1 1,6 1 1 ∑X1=46

2 5 1,6 1 4 2,3 5 2 2 1 2 2 2,6 2 2 ∑X2=84,4

1 2 0.6 0 3 1.3 4 1 0.7 0 1 1 1 1 1 ∑d=38,4

1 4 0.36 0 9 1.69 8 1 0.49 0 1 1 1 1 1 ∑d2=7 9,64

Firstly, the researcher counted the mean deviation of the students as shown below:

d N 38,4 = 1,42 Md  27

Md 

Then, the researcher computed the square deviation as follows:

X

2

d  d2 

 d  N

(38,4) 2 = 79,64  27 = 79,64 

(1474,56) 27

= 79,64  54,61 ~ 158 ~


= 25,03

Finally, to know the significance of the difference between pre-test and post-test, the researcher computed the t-test as follows:

t

t

t

Md   x2d     N  N  1   

1,42  25,03     2727  1  1,42  25,03     702 

t

1,42

t

1,42 0.189

0,036

t  7,51 Testing Hypothesis To prove whether the hypothesis was accepted or rejected, the researcher need to test it based on the result of the data analysis. Before testing it, she stated that the criterion of testing hypothesis was greater than the t-table, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It indicated that there was a significant difference after the treatment. After giving the treatment and analyzing the data by using ttest formula, the researcher found that the t-test was 7,51. To know the significant difference of the test, the researcher compared the value of ~ 159 ~


the t-test (7,51) with the value of t-table (2,05) by applying 27 of the degree of freedom (df) with 0,05 level of significance. It has shown that the results of the student’s ability after giving the test in (pre-test and post-test) and after computing the significant score, the experiment was accepted and the treatment was success. In which, the Speaking Ability of the Eleventh Year Students of Language Program can be improved through the Application of PPP Method. Discussion After doing the treatment, the researcher concludes that the Eleventh Year Students of Language Program Class were smart enough. It is not difficult for them to catch the intention of the teacher. When the teacher gave them the explanation of the material they were pay more attention and feel enthusiastic to the teacher’s questions. Beside that based on the researcher’s interview with the English teacher of MAN 2 Model Palu, she said that all of students were enjoyed their speaking learning because their teacher always used different technique in teaching speaking. When interviewed the English teacher of MAN 2 Model Palu, she noted that the teacher used 50 % English and 50 % Indonesian Language. That is a good way, but it will be better if the teacher used more English than Indonesian Language because they are at the Language program students who got more than others program class. If the students were finding any difficulties in understanding some words, the teacher can use gesture in order the students have challenge in learning and the students were not bored in teaching and learning English. Like Agredo argues, “you can talk, write, draw, or use your body to tell your thoughts because before there were alphabets with letters, people drew pictures and used sign to tell their thoughts”.150 The researcher also took notes that during the treatment as well as during the pre-test and post-test processes. The result of students’ speaking ability in pre-test shown that most of the students have been forgot the pattern of Present Continuous Tense. When the researcher asked them several question by presenting some pictures, 150

Agredo, English (USA: Laidlaw Brothers, 1988) p. 10 ~ 160 ~


they got confuse to construct the present continuous tense sentences orally. All of them just said the verb + ing of the sentences, without the subject, to be, and object or complement. In fact, they had learnt this tense when they were in the first year students of Junior High School. Beside that, sometimes they save a lot of time and make an expression easy so their sentences was difficult to understand because their pronunciation seriously influenced by mother tongue with many basic grammatical and lexical errors. Beside that, they always stop with unnatural pauses and making the effort at times with very limited of expression. Beside that, most of the speaker’s said was difficult to understand. Even when the listener makes a great effort of interrupt, the speaker is unable to clarify anything of they seems to have said. After the treatment, the result of students’ speaking ability in post-test shown that most of the students can construct the present continuous tense orally, because their pronunciation was influenced by the mother tongue but only a few serious phonological errors with several grammatical and lexical errors, some of which cause of confusion and they can speak without too great an effort with a fairly wide range of expression. Sometimes, they search for words but only one or two unnatural pauses. Besides, most of what the speaker’s said was easy to follow. Their intonation always clear but several interruptions are necessary to help them to convey the message or to seek clarification. During the treatment, the researcher also observed and sometimes asked the students about their English background. In fact, just some of them learned English from English course while the others learn English only in school without learning at homes. Therefore, most of them have difficulty in English, especially speaking because they did not have any times to learn more about English. So the students should always practice and studied English at their homes. Agredo states, “practice will help you become better at sharing your thoughts.”151 From that statement, we can assumes that practice makes perfect so the students should always practice their language in everywhere because English is not easy, if we want to 151

Ibid., p. 5 ~ 161 ~


study about English language, we have to learn more about it. Chowdry (2006:7) explains, “English spelling are often confusing, because the writing of letters in words do not same with pronunciation”.152 From that explanation, it is clear that spelling often becomes one of the problems in speaking because we have to speak based on an appropriate pronunciation. So, the teachers also have to be a good model in the classroom, in order that the students are able to be a good speaker. In asking the students to produce the language, the researcher also found that there were some of the students speak without interrogative punctuation. Ravindra states in his book that interrogative (?) mark is always placed after every question.153 From that statement we argue that interrogative punctuation is also need in order that our language can be understandable. So, students should speak by using interrogative punctuation if there were any punctuation in the sentence. The researcher had predict that why she choose present continuous tense as the focus material, because the student’s ability of constructing grammatical sentences can help students to communicate, and it can help them with basic understanding of how to construct comprehensible English sentences and use it in their daily communication. As Hariyanto & Hariyono states, “kalimat yang tersusun harus dapat dimengerti dan dipahami oleh orang yang membaca atau mendengarkannya.”154 So, we can assume that our speaking must be clear and understandable. Conclusions After analyzing the data in previous chapter, the researcher provides conclusions as follows: 152

R Chowdry, Common Mistakes in English (NewDelhi:

Goodwill Publishing house, 2006) p. 7 153

R Ravindra, First Lesson in English Grammar 2 (New Delhi:

S. Chand & Company LTD, 2006) p. 2 154

Dani Hariyanto & Rudi Hariyono, Special English Grammar

(Surabaya: Putra Pelajar, 2003) p. 9 ~ 162 ~


1. The students had limited ability in constructing present continuous tense. It can be seen in the result of mean score of pre-test (1,70). 2. The data analysis showed that the ability of the students in pre-test was 1,70. It means that the speaking ability of the students in pretest was very low. After the treatment their proficiency improved to be 3,12. It indicated that the speaking ability of the students after the treatment was higher than before the treatment. It means that PPP Method was effective in asking the Eleventh Year Students of Language Program of Man 2 Model Palu in constructing present continuous tense sentences orally. 3. After conducting the treatment, the researcher found that there was a significant difference between the mean value of the pre-test and post-test. It was proved that t-test value (7,51) was greater than the t-table value (2,05). It means that the use of PPP Method can improve the speaking ability of the Eleventh Year Students of Language Program Class of Man 2 Model Palu. Suggestions Concerning to the conclusion above, the researcher would like to provide some suggestions to get better result in teaching and learning process and also can be something valuable for both teacher and students. The suggestions are presented as follows: 1. The teacher should use PPP Method in constructing sentences of Present Continuous Tense Orally because it is more contextual by the situation that has been presented through pictures. 2. The teacher should encourage and motivate the students in speaking learning by providing contextual learning in order that they can easy to learn English. Particularly in speaking. 3. The teacher should use more English Language in the classroom and if the students are getting confused, the teacher can use gesture in explaining it. ~ 163 ~


4. It will be better if the teacher provided an English course like English Club or English Speaking Games in the afternoon because most of the students still difficult in speaking English. 5. The students should practice their speaking as much as possible.

References Agredo, R. (1988). Laidlaw English. USA: Laidlaw Brothers. Anggawirya, E. (1995). Penguasaan Tata Bahasa Inggris, Surabaya: Indah. Arikunto, S. (1998). Prosedur Penelitian (Suatu Pendekatan Praktek). Jakarta:Binarupa Aksara Best, J. W, (1987). Research and Education. New Jersey: Englewood Cliffs. Blair, R.W. (1982). Innovative Approaches to Language Teaching. USA. Chowdry, R. (2006). Common Mistakes in English. NewDelhi: Goodwill Publishing house. Depdiknas. 2006. Kurikulum Tingkat Satuan Pendidikan dan Silabus. Jakarta: Dikdasmen Harmer, J. (2001). The Practice of English Language Teaching (3rd ed.). England: Longman. Heaton, T. B. (1988). Writing English Language Test. Hongkong: Longman Group. Ravindra, R. (2006). First Lesson in English Grammar 2. NewDelhi: S. Chand & Company LTD. Richards, J. C. (1985). The Context of Language Teaching. London: ~ 164 ~


Cambridge University Press. Willis, J. & Willis, D. (1996). Challenge and Change. USA: Cambridge University Press.

~ 165 ~


~ 166 ~

BENTUK-BENTUK KOMUNIKASI DALAM PEMBELAJARAN. Ali Rahman STAIN Parepare

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