Improving Speaking Ability through Discussion for 11st Grade of Senior High School

CHAPTER I

 

Introduction

This chapter presents the general account of the present study. It covers background of the study, purpose of the study, and research questions.

1.1  Background of the Study
Students learn English since they were in Elementary school until senior high school, but many of them cannot use English in communicative conversation. Ian Briggs in a seminar “Towards More Innovative and Communicative English Language Teaching” said that many students who graduated from senior high school cannot use English well. The students learn about the theory but less in the practice English. According to Siregar (1988: 6) teaching English is more focus on grammatical aspect than communicative aspect. Students can get a good score on test but in real situation they cannot speak in English even though for answering the teacher question. So, teaching should be directed to how a language learned for a tool of communication not for as knowledge only.
The students speaking ability can be influenced by the low braveness of students to try speak up in the class. According to Somantri (2005) most of the students are nervous if their teacher ask question in English to them. The students do not know what their teacher means about and they do not know what must they answer from the question that given. Here the students are not commonly use English in speaking. So, they cannot express their idea or what is on their mind using English in communication supported by Kridalaksana (1971: 26) said that although the students have learned English for years, they cannot express their ideas and their feelings in English systematically, clearly and smoothly.
Speaking is one of important skills in learning English that should be studied. The speaking should improve student’s communicative skills, because students can express themselves and learn how to communicate to other people.
Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998: 13). Speaking is a crucial part of second language learning and teaching. It shows that you are able in English or not. Students have to speak up to deliver what is on their mind and to communicate to other people. Ur (1984: 7) points out that in ordinary conversation or even in much extempore speech-making or lecturing we actually say a good deal more than would appear to be necessary in order to convey our message. In a fact, sometimes students are difficult to speak up in front of the class using English. They just do not have any braveness to start speak and do not have lot of words in their minds.
According to Wikipedia (2011) discussion is a communication interaction between two people or more. This method hopes students can be able to work in a team, improving their interpersonal skills and independence. Besides, they are also going to be encouraged, innovated, have creativity, trough deep learning and require (Cannon, 2000).
Based on the problems above, the writer conducts with discussion method for improving speaking ability as the problem solving.

1.2 Purpose of the Study
This study seeks to develop speaking ability by using discussion for 11^st grade students of Senior High School. This research aims to
1)      examine the processes involved in developing speaking ability through discussion in class,
2)      recognize the student’s and teacher’s responses toward the discussion method,
3)      evaluate the result of speaking ability before and after being exposed by discussion.

1.3 Research Questions
In the line with the above-mentioned purposes, the problems of the present formulated in the following research questions:
1)      What are the processes involved in developing speaking ability through discussion?
2)      What are teacher’s and student’s responses to the application of discussion?
3)      What are the effects of using discussion in speaking class?

CHAPTER II

Theoretical Foundation

This chapter presents three main points. They are speaking, discussion, and Senior High School students.

2.1. Speaking
2.1.1. Definition of Speaking
There are various definitions of speaking and one of them that the writer agrees with is from Jones (1989) who defined speaking is a form of communication, so it is important that what you say conveyed in the most effective way. According to Chaney (1998: 13) speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Speaking is a crucial part of second language learning and teaching. It shows that you are able in English or not. Students have to speak up to deliver what is on their mind and to communicate to other people. Ur (1984: 7) points out that in ordinary conversation or even in much extempore speech-making or lecturing we actually say a good deal more than would appear to be necessary in order to convey our message.

2.1.2. Kinds of Speaking
Kinds of speaking can be divided into two, one direction speaking and two direction speaking (wiwit, 2011):
1)   One direction speaking
Is a form of communication one direction, with the one as a speaking and other as a listener.
Example:
1)   Talk
2)   Speech
2)   Two direction speaking
It has main characteristic the changing position between the speaker and the listener. In a one occasion the speaker become the listener and also the listener become the speaker and it happens until the end of conversation.
Example:
1)   Discussion
2)   Debat
3)   Seminar
4)   Simposium

2.1.3. Method in Teaching Speakiing
According to Hafitsa (2010) there are some methods used in teaching speaking are:

1)      Audio lingual method
In audio lingual method, teacher must create the students to be able use the target language by using habit formation models of learning.
In a typical audio lingual lesson, the following procedures would be observed:
1)      Students first hear a model (either read by teacher or on tape) containing the key structures that are focused of the lesson. They are repeating each line of the dialogue individually and in chorus.
2)      The dialogue is adapted to the student’s interest or the situation, through changing certain key words. This is acted out by the students.
3)      Certain key structures from the dialogue are selected use as the basic for pattern drills of different kinds.
4)      The students may refer to their text book, and follow-up reading, writing or vocabulary activities based on the dialogue may be introduced.
5)      Follow-up activities may take place in the dialogue laboratory where further dialogue and drill work is carried out.
2)      communicative language teaching
Communicative approach is an approach used in language teaching that aims is to make the students have communicative competence, as stated by Brown (1987:69), “the communicative approach in language teaching starts from a theory of language communication. The goal of language teaching is communicative competence”.
Some of the characteristics of this communicative view of language are as follows:
1)      Language is a system for the expression of meaning.
2)      The primary function of language is for interaction and communication.
3)      The structure of language reflects its functional and uses.
4)      The primary units of language are not merely in grammatical and structural features, but categories of functional and communicative meaning.

2.2. Discussion
2.2.1. Definition of discussion
According to Wikipedia (2011) discussion is a communication interaction between two people or more. Their communications are usually as a knowledge or background knowledge and then give good understanding. Discussion begun with talking about topic then produce an understanding.Discussion is one of method that can help student when students are talking with other students and also practice to delivering ideas (Cannon, 2000). This method hopes students can be able to work in a team, improving their interpersonal skills and independence. Besides, they are also going to be encouraged, innovated, have creativity, trough deep learning and require
2.2.2. Kinds of discussion
There are eleven kinds of discussion grouped by the form (Amir, 2008):
1)             Whole Group, is a big group discussion (pleno, klasikal, paripurna dsb.)
2)           Buz Group is a small group discussion that consists of 4-5 person.
3)           Panel, is a small group discussion (3-6 person) that discuss about certain object in a circle form and lead by one moderator.
4)            Syndicate Group is a form of discussion with divide the class into small group consist of 3-6 person and everyone has different job.
5)           Brainstorming, a group delivers new ideas without any scoring, analyzed in a short time.
6)           Symposium is a form of discussion that discuss any aspect of certain subject.
7)             Informal Debate is a form of discussion that divide the class into two group who pro and contra. The steps are: delivering the problems, collecting the data, finishing alternative, and find out the best solution.
8)             Fish Bowl, is a discussion with some of participants and guided by a leader and takes the decision. In a circles form.
9)             Seminar, as a discussion that often use in teaching learning process. Generally, seminar is a discussion to discuss a certain problem and give the suggestions and ideas to get the decision.
10)         Lokakarya/widya karya, is a investigation a certain problem through the meeting and delivering a suggestion and ideas and deep discussion.

2.3. Senior High School Students
2.3.1. Definition of senior high school
Senior high school is one of the education level that participated by the Indonesian young generation formally. This level is very strategic and critic for the development and feature of students. This level gives opportunity to the students to prepare the next education and prepare for working. Psychologically, this level is the process for being adult for the students. Students can identify profession and their identity. According to Buhler (2000) in that age someone is in “finding identity” that is between 13-19 years.

2.3.2. Characteristic of Senior High School Students
According to Monks (2004) phases of adolescent is 12-21 years, 12-15 years is the beginning adolescent, 15-18 years is the middle adolescent, and 18-21 years is the end of adolescent.


Characteristic of senior high school students:
1)        Unbalance between the high and weigh
2)        Appear a desire to learn and use the foreign language
3)        Disposed ambivalence between the desirability to be alone and desirability to commune with many people and desirability to be free from the domination with guidance and helpful from the parents.
4)        The labile of reaction and emotion.

CHAPTER III

Methodology of the Research

            This chapter presents the research methodology of the present study. It covers research problem, research design, research site and participants, data collection, and schedule.

3.1 Research Problem
The focus of this study is to teach students speaking trough discussion. The problem of this research is:
1)      What are the student’s responses to the application of discussion?

3.2 Research Design
The research design that is used by the writer is Pre-Experimental that is one shot case study in which the writer do the treatment to the participants in the class before and then the writer give the test to the participants based on the treatment.
This research uses some instrument like observation and interview. This research supposes to get the data from the participant’s responses directly from the treatment. Observation uses when the treatment is going on the teaching learning activity. It is intended to get the data of real progress of condition in teaching learning activity during the treatment. Interview uses when the treatment has finally done. It is intended to get the deeper information from the participants itself anything about the treatment.

3.3 Research Site and Participants
       The writer takes 20 students of the 11^st grade of SMA N 1 who be the source of data for this research. The teen students are only taken from one class, 11A.

3.4 Research Collection
The techniques uses in collecting the data will be form observation and interview.

No	Research Question	Type of Data	How to take the data	Time	How to Analyze
1.	No.1	Student’s response	Observation Interview	During treatment After treatment	Qualitative Descriptive Qualitative Descriptive

3.5 Schedule

No

Activity

MONTH

December

January

February

1

Making Instrument

2

Doing Treatment

3

Doing Observation

4

Interview

5

Reporting the Research

A COMPILATION OF AUDIO-LINGUAL METHOD IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

AUDIO-LINGUAL METHOD

1. BACKGROUND

The audio-lingual method, audio-oral method, army method, or new key, is a style of teaching used in teaching foreign languages. It was the outbreak of World War II, which created the need to post large number of American servicemen all over the world. It was therefore necessary to provide these soldiers with at least basic verbal communication skills. Unsurprisingly, the new method relied on the prevailing scientific methods of the time, observation and repetition, which were also admirably suited to teaching en masse. Because of the influence of the military, early versions of the audio-lingualism came to be known as the “army method.” The term 'audio-lingual' was proposed by Brooks (Brooks 1964:263). The theoretical bases for audio-lingualism were questioned by Carroll, Rivers, Saporta, and Anisfield as early as 1964, and there was a 'prolonged and heated debate' on the audio-lingual methods between 1966 and 1972.
It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.
This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that students be taught a language directly, without using the students' native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didn’t focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.
Applied to language instruction, and often within the context of the language laboratory, this means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction—everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. This type of activity, for the foundation of language learning, is in direct opposition with communicative language teaching.
Charles Fries, the director of the English Language Institute at the University of Michigan, the first of its kind in the United States, believed that learning structure or grammar was the starting point for the student. In other words, it was the students’ job to orally recite the basic sentence patterns and grammatical structures. The students were only given “enough vocabulary to make such drills possible.” (Richards, J.C. et-al. 1986). Fries later included principles for behavioral psychology, as developed by B.F. Skinner, into this method.


2. PRINCIPLE

This method is said to result in rapid acquisition of speaking and listening skills. The audio-lingual method drills students in the use of grammatical sentence patterns. When this method was developed it was thought that the way to acquire the sentence patterns of the second language was through conditioning or helping learners to respond correctly to stimuli through shaping and reinforcement.
The Audio-lingual Method is based on the following principles:
• Speaking and listening competence preceded reading and writing competence.
• Use of mother tongue (L1) is highly discouraged in the classroom.
• The development of language skills is a matter of habit formulation.
• Students practice particular patterns of language through structured dialogue and drill until response is automatic.
• Structured patterns in language are taught using repetitive drills.
• The emphasis is on having students produce error free utterances.
• This method of language learning supports kinesthetic learning styles.
• Only everyday vocabulary and sentences are taught. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught through association of ideas.


Key Features

Here is a summary of the key features of the Audio-lingual Method, taken from Brown (1994:57) and adapted from Prator and Celce-Murcia (1979).
1. New material is presented in dialog form.
2. There is dependence on mimicry, memorization of set phrases, and over learning.
3. Structures are sequenced by means of contrastive analysis and taught one at a time.
4. Structural patterns are taught using repetitive drills.
5. There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation.
6. Vocabulary is strictly limited and learned in context.
7. There is much use of tapes, language labs, and visual aids.
8. Great importance is attached to pronunciation.
9. Very little use of the mother tongue by teachers is permitted.
10. Successful responses are immediately reinforced.
11. There is great effort to get students to produce error-free utterances. There is a tendency to manipulate language and disregard content.


3. AIM

The emphasis is placed on the four language learning skills. Listening and speaking are given priority and these precede reading and writing. Audio-Iingualism tries to develop target language skills without reference to the mother tongue. The ideal outcome of this method is a co-ordinate command of the second language.

4. USUAL TEACHING TECHNIQUE

Typical Techniques

Larsen-Freeman, in her book Techniques and Principles in Language Teaching (1986:45-47) provides expanded descriptions of some common/typical techniques closely associated with the Audio-lingual Method. The listing here is in summary form only.

1. Dialog Memorization
Students memorize an opening dialog using mimicry and applied role-playing

2. Backward Build-up (Expansion Drill)
Teacher breaks a line into several parts, students repeat each part starting at the end of the sentence and "expanding" backwards through the sentence, adding each part in sequence


3. Repitition Drill
Students repeat teacher's model as quickly and accurately as possible.

4. Chain Drill
Students ask and answer each other one-by-one in a circular chain around the classroom.

5. Single Slot Substitution Drill
Teacher states a line from the dialog, then uses a word or a phrase as a "cue" that students, when repeating the line, must substitute into the sentence in the correct place.

6. Multiple-slot Substitution Drill
Same as the Single Slot drill, except that there are multiple cues to be substituted into the line.

7. Transformation Drill
Teacher provides a sentence that must be turned into something else, for example a question to be turned into a statement, an active sentence to be turned into a negative statement, etc.

8. Question-and-answer Drill
Students should answer or ask questions very quickly.

9. Use of Minimal Pairs
Using contrastive analysis, teacher selects a pair of words that sound identical except for a single sound that typically poses difficulty for the learners - students are to pronounce and differentiate the two words.

10. Complete the Dialog
Selected words are erased from a line in the dialog - students must find and insert.

11. Grammar Games
Various games designed to practice a grammar point in context, using lots of repetition.

Leela Mohd. Ali (1989) explains that New vocabulary and structures are presented through dialogues. Dialogues are learned through imitation and repetition. Drills/pattern drills are presented in the dialogue. The correct responses of pupils are positively reinforced. Grammar rules are not provided. Cultural information is contextualized in the dialogues or is presented by the teacher. Students' reading and written work is based upon the oral work they did earlier.



Dr Mora (2008) tells the hints for using ALM drills in L2 teaching as follows:

1. The teacher must be careful to insure that all of the utterances which students will make are actually within the practiced pattern. For example, the use of the AUX verbs have should not suddenly switch to have as a main verb.
2. Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system.
3. Ignore all but gross errors of pronunciation when drilling for grammar practice.
4. Use of shortcuts to keep the pace o drills at a maximum. Use hand motions, signal cards, notes, etc. to cue response. You are a choir director.
5. Use normal English stress, intonation, and juncture patterns conscientiously.
6. Drill material should always be meaningful. If the content words are not known, teach their meanings.
7. Intersperse short periods of drill (about 10 minutes) with very brief alternative activities to avoid fatigue and boredom.
8. Introduce the drill in this way:
a. Focus (by writing on the board, for example)
b. Exemplify (by speaking model sentences)
c. Explain (if a simple grammatical explanation is needed)
d. Drill
9. Don’t stand in one place; move about the room standing next to as many different students as possible to spot check their production. Thus you will know who to give more practice to during individual drilling.
10. Use the "backward buildup" technique for long and/or difficult patterns.
--tomorrow
--in the cafeteria tomorrow
--will be eating in the cafeteria tomorrow
--Those boys will be eating in the cafeteria tomorrow.
11. Arrange to present drills in the order of increasing complexity of student response. The question is: How much internal organization or decision making must the student do in order to make a response in this drill. Thus: imitation first, single-slot substitution next, then free response last.

Examples
Inflection:
Teacher : I ate the sandwich.
Student : I ate the sandwiches.
Replacement:
Teacher : He bought the car for half-price.
Student : He bought it for half-price.
Restatement:
Teacher: Tell me not to smoke so often.
Student : Don't smoke so often!
The following example illustrates how more than one sort of drill can be incorporated into one practice session.
Teacher: There's a cup on the table ... repeat
Students: There's a cup on the table
Teacher: Spoon
Students: There's a spoon on the table
Teacher: Book
Students: There's a book on the table
Teacher: On the chair
Students: There's a book on the chair

5. ROLE OF TEACHER AND STUDENTS

There is student-to-student interaction in chain drills and when students take different roles in dialogues, but this interaction is teacher-directed. Most interaction is between teacher and students and is initiated by the teacher. The teacher is like an orchestra leader, directing and controlling the language behavior of her students. She is responsible for providing her students with a good model for imitation. Students are imitators of the teacher's model or the tapes she supplies of model speakers. They follow the teacher's directions and respond as accurately and as rapidly as possible.


6. WEAKNESSES

The Weaknesses of Audio-Lingual Metohd:

1. Separating the language skills into different items.
2. Paying less attention to the grammatical rules of the language.
3. Most interaction is between teacher and students and is initiated by the teacher.
4. Lack of effectiveness of techniques in the long run and the boredom engendered among the students in the short run.

7. REFERENCES

Mohd. Ali, Leela. 1989. A Concise Overview of some ESL Methods. A journal in The English Teacher Vol. XVIII, http://www.melta.org.my/ET/1989/main2.html
Mora, Jill Kerper. 2008. Second Language Teaching Methods; Principles and Procedures. http://edweb.sdsu.edu/people/jmora/almmethods.htm (Mon. 14/03/10; 03:00 am)
http://www.saskschools.ca/curr_content/hutt/esl/amtheory.htm (Mon. 14/03/10; 04:00 am)
http://en.wikipedia.org/wiki/Audio-lingual_method (Sat. 13/03/10 at 20:55)
http://www.englishraven.com/method_audioling.html (Mon. 14/02/10; 06:44am)

PART OF SPEECH

Cara mudah belajar bahasa Inggris - Part of speech adalah bagian inti dari sebuah bahasa, termasuk bahasa Inggris. Anda tidak mampu mengerti maksud sebuah perkataan, tidak ada bacaac yang jelas, tidak ada yang bisa diucapkan, dan tidak ada kata yang bisa dirangkai tanpa part of speech. Ini adalah inti kalimat, bahkan frase kumpulan kata.

Di dalam bahasa Inggris, part of speech dibagi ke dalam delapan jenis. Ada yang menyebutnya Sembilan, tetapi kami memilih konsep tradisional dimana terdapat angka delapan. Di bawah ini, ada penjelasan singkat mengenai satu demi satu bagian dari speech itu sendiri. Silakan simak dan perhatikan dengan sangat baik.

Verb (Kata Kerja)

Sebuah kata yang digunakan untuk menyatakan tindakan. Contohnya adalah, like, go, play, drink, eat, dan read.

Contoh kalimat :

I play football in every morning.

I like apple.

I dream big.

Noun (Kata Benda)

Kata atau nama tentang sebuah benda atau seseorang. Contohnya adalah, dog, mouse, book, Denny, home, television, dan cat.

Contoh kalimat :

I watch television.

Denny asks me a question.

We have two dogs.

Adjective (Kata Sifat)

Kata yang menjelaskan atau mendeskripsikan kata benda. Contohnya adalah, beautiful, mad, crazy, handsome, bad, good, kind, dan thin.

Contoh kalimat :

I have a beautiful cat.

We meet a mad dog.

This is a bad idea.

Adverb (Kata Keterangan)

Mendeskripsikan atau menjelaskan kata kerja, kata sifat, atau kata keterangan itu sendiri. Contohnya adalah, quickly, really, continuously, cruelly, correctly, dan easily.

Contoh kalimat :

I run quickly.  

My friend answers all questions correctly.

This event will be held continuously.

Pronoun (Kata Ganti)

Berperan menggantikan kata benda baik itu sesuatu atau seseorang. Pronoun mempunyai tujuh anggota yang kesemuanya adalah, they, we, I, you, she, he, dan it.

Contoh kalimat :

Doni is my friend and he is older than me.

Jaka told me a nice story. He was so great to tell every story.  

We go to the park before it closed.

Preposition (preposisi)

Berfungsi untuk mengkaitkan kata-kata dalam kalimat. Contohnya adalah, at, on, in, to, against, after, dan but.

Contoh kalimat :

I will leave this city on Monday.

I am hungry but this food is really bad to eat.

We went to the campus together.

Conjuction (Konjungsi)

Digunakan untuk mengaitkan klausa atau kata-kata pada sebuah kalimat. Contohnya adalah, and, but, when, because, dan before.

Contoh kalimat :

We have to ride fast, before it rain.

I will come here next week and you will follow me subsequently.

I remember when the first time I saw you.

Interjection (Interjeksi)

Seruan pendek yang seringkali dimasukkan dalam sebuah kalimat. Contohnya adalah : hi!, well, oh!, ouch!.

Contoh kalimat :

Well, I don’t know what’s going on here.

Ouch! That’s a great Idea.

Itulah 8 jenis part of speech beserta penjelasan singkat yang ada didalamnya. Semoga memberikan pemahaman terbaik kepada Anda. 

Pendekatan, Strategi, Metode, Teknik, dan Model Pembelajaran

Dalam proses pembelajaran dikenal beberapa istilah: (1) pendekatan pembelajaran, (2) strategi pembelajaran, (3) metode pembelajaran; (4) teknik pembelajaran; (5) taktik pembelajaran; dan (6) model pembelajaran. 

Pendekatan Pembelajaran berasal dari bahasa Inggris yaitu approach yang memiliki arti ’pendekatan’. Di dalam dunia pengajaran, approach atau pendekatan dapat diartikan cara memulai pembelajaran. Menurut pendapat Wahjoedi (1999), pendekatan pembelajaran adalah cara mengelola kegiatan belajar dan perilaku siswa agar ia dapat aktif melakukan tugas belajar sehingga dapat memperoleh hasil belajar secara optimal. Pendekatan pembelajaran dapat diartikan sebagai titik tolak atau sudut pandang kita terhadap proses pembelajaran, yang merujuk pada pandangan tentang terjadinya suatu proses yang sifatnya masih sangat umum, di dalamnya mewadahi, menginsiprasi, menguatkan, dan melatari metode pembelajaran dengan cakupan teoretis tertentu. Dilihat dari pendekatannya, pembelajaran terdapat dua jenis pendekatan, yaitu: (1) pendekatan pembelajaran yang berorientasi atau berpusat pada siswa (student centered approach) dan (2) pendekatan pembelajaran yang berorientasi atau berpusat pada guru (teacher centered approach). Fungsi Pendekatan Pembelajaran adalah sebagai pedoman umum dalam menyusun langkah-Iangkah metode pengajaran yang akan digunakan.

Macam-macam Pendekatan Pembelajaran:

1. Pendekatan Umum yaitu pendekatan yang berlaku bagi semua bidang studi di suatu sekolah. Contoh pendekatan umum yang ditetapkan kurikulum antara lain: a. Pendekatan CBSA (Cara Belajar Siswa Aktif) b. Pendekatan Keterampilan Proses c. Pendekatan Spiral d. Pendekatan Tujuan.

2. Pendekatan khusus yaitu pendekatan yangberlaku untuk bidang studi tertentu, misalnya pendekatan khusus pembelajaran bahasa Indonesia. Beberapa contoh pendekatan khusus yang pernah digunakan dalam pembelajaran bahasa misalnya: a. pendekatan komunikatif, b. pendekatan struktural, c. pendekatan Iisan, d. pendekatan langsung, e. pendekatan tak langsung, f. pendekatan alamiah.

Strategi Pembelajaran

Dari pendekatan pembelajaran yang telah ditetapkan selanjutnya diturunkan ke dalam strategi pembelajaran. Kemp (Wina Senjaya, 2008) mengemukakan bahwa strategi pembelajaran adalah suatu kegiatan pembelajaran yang harus dikerjakan guru dan siswa agar tujuan pembelajaran dapat dicapai secara efektif dan efisien. Selanjutnya, dengan mengutip pemikiran J. R David, Wina Senjaya (2008) menyebutkan bahwa dalam strategi pembelajaran terkandung makna perencanaan. Artinya, bahwa strategi pada dasarnya masih bersifat konseptual tentang keputusan-keputusan yang akan diambil dalam suatu pelaksanaan pembelajaran. Dilihat dari strateginya, pembelajaran dapat dikelompokkan ke dalam dua bagian pula, yaitu: (1) exposition-discovery learning dan (2) group-individual learning (Rowntree dalam Wina Senjaya, 2008). Ditinjau dari cara penyajian dan cara pengolahannya, strategi pembelajaran dapat dibedakan antara strategi pembelajaran induktif dan strategi pembelajaran deduktif. Strategi pembelajaran sifatnya masih konseptual dan untuk mengimplementasikannya digunakan berbagai metode pembelajaran tertentu. Dengan kata lain, strategi merupakan “a plan of operation achieving something” sedangkan metode adalah “a way in achieving something” (Wina Senjaya (2008).

Newman dan Logan (Abin Syamsuddin Makmun, 2003) mengemukakan empat unsur strategi yaitu:

1. Mengidentifikasi dan menetapkan spesifikasi dan kualifikasi hasil (out put) dan sasaran (target) yang harus dicapai, dengan mempertimbangkan aspirasi dan selera masyarakat yang memerlukannya.
2. Mempertimbangkan dan memilih jalan pendekatan utama (basic way) yang paling efektif untuk mencapai sasaran.
3. Mempertimbangkan dan menetapkan langkah-langkah (steps) yang akan dtempuh sejak titik awal sampai dengan sasaran.
4. Mempertimbangkan dan menetapkan tolok ukur (criteria) dan patokan ukuran (standard) untuk mengukur dan menilai taraf keberhasilan (achievement) usaha.

Metode Pembelajaran dapat diartikan sebagai cara yang digunakan untuk  mengimplementasikan rencana yang sudah disusun dalam bentuk kegiatan nyata dan praktis untuk mencapai tujuan pembelajaran. Metode pembelajaran adalah prosedur, urutan,langkah- langkah, dan cara yang digunakan guru dalam pencapaian tujuan pembelajaran. Dapat dikatakan bahwa metode pembelajaran merupakan jabaran dari pendekatan. Satu pendekatan dapat dijabarkan ke dalam berbagai metode pembelajaran. Dapat pula dikatakan bahwa metode adalah prosedur pembelajaran yang difokuskan ke pencapaian tujuan. Terdapat beberapa metode pembelajaran yang dapat digunakan untuk mengimplementasikan strategi pembelajaran, diantaranya: (1) ceramah; (2) demonstrasi; (3) diskusi; (4) simulasi; (5) laboratorium; (6) pengalaman lapangan; (7) brainstorming; (8) debat, (9) simposium, dan sebagainya.

Teknik Pembelajaran

Selanjutnya metode pembelajaran dijabarkan ke dalam teknik dan gaya pembelajaran. Dengan demikian, teknik pembelajaran dapat diatikan sebagai cara yang dilakukan seseorang dalam mengimplementasikan suatu metode secara spesifik. Misalkan, penggunaan metode ceramah pada kelas dengan jumlah siswa yang relatif banyak membutuhkan teknik tersendiri, yang tentunya secara teknis akan berbeda dengan penggunaan metode ceramah pada kelas yang jumlah siswanya terbatas. Sementara taktik pembelajaran merupakan gaya seseorang dalam melaksanakan metode atau teknik pembelajaran tertentu yang sifatnya individual. Misalkan, terdapat dua orang sama-sama menggunakan metode ceramah, tetapi mungkin akan sangat berbeda dalam taktik yang digunakannya.

Model Pembelajaran.

Apabila antara pendekatan, strategi, metode, teknik dan bahkan taktik pembelajaran sudah terangkai menjadi satu kesatuan yang utuh maka terbentuklah apa yang disebut dengan model pembelajaran.Pada dasarnya model pembelajaran merupakan bentuk pembelajaran yang tergambar dari awal sampai akhir yang disajikan secara khas oleh guru. Model Pembelajaran adalah suatu perencanaan atau suatu pola yang digunakan sebagai pedoman dalam merencanakan pembelajaran di kelas. Dengan kata lain, model pembelajaran merupakan bungkus atau bingkai dari penerapan suatu pendekatan, metode, dan teknik pembelajaran. Kendati demikian, seringkali penggunaan istilah model pembelajaran tersebut diidentikkan dengan strategi pembelajaran.

Unsur-Unsur Model Pembelajaran Joyce dan Weil (1986: 14-15) mengemukakan bahwa setiap model belajar mengajar atau model pembelajaran harus memiliki empat unsur berikut: a. Sintak (syntax) b. Sistem sosial (the social system) c. Prinsip reaksi (principles of reaction) d. Sistem pendukung (support system). Macam Model Pembelajaran Menurut Karli dan Yuliariatiningsih (2002) adalah: (a) model pembelajaran kontekstual (CTL), (b) model pembelajaran berdasarkan masalah, (c) model pembelajaran konstruktivisme, (d) model dengan pendekatan lingkungan, (e) model pengajaran langsung, (f) model pembelajarn terpadu, dan (g) model pembelajaran interaktif. Fungsi model pembelajaran adalah sebagai pedoman perancangan dan pelaksanaan pembelajaran. Karena itu, pemilihan model sangat dipengaruhi oleh sifat dari materi yang akan dibelajarkan, tujuan (kompetensi) yang akan dicapai dalam pembelajaran tersebut, serta tingkat kemampuan peserta didik.

Di bawah ini akan diuraikan secara singkat dari masing-masing model pembelajaran :

A. Pembelajaran Kontekstual (Contextual Teaching Learning)

Pembelajaran Kontekstual (Contextual Teaching Learning) atau biasa disingkat CTL merupakan konsep pembelajaran yang menekankan pada keterkaitan antara materi pembelajaran dengan dunia kehidupan nyata, sehingga peserta didik mampu menghubungkan dan menerapkan kompetensi hasil belajar dalam kehidupan sehari-hari. Dalam pembelajaran kontekstual, tugas guru adalah memberikan kemudahan belajar kepada peserta didik, dengan menyediakan berbagai sarana dan sumber belajar yang memadai. Guru bukan hanya menyampaikan materi pembelajaran yang berupa hapalan, tetapi mengatur lingkungan dan strategi pembelajaran yang memungkinkan peserta didik belajar. Dengan mengutip pemikiran Zahorik, E. Mulyasa (2003) mengemukakan lima elemen yang harus diperhatikan dalam pembelajaran kontekstual, yaitu : Pembelajaran harus memperhatikan pengetahuan yang sudah dimiliki oleh peserta didik. Pembelajaran dimulai dari keseluruhan (global) menuju bagian-bagiannya secara khusus (dari umum ke khusus). Pembelajaran harus ditekankan pada pemahaman, dengan cara: (a) menyusun konsep sementara; (b) melakukan sharing untuk memperoleh masukan dan tanggapan dari orang lain; dan (c) merevisi dan mengembangkan konsep.

B. Bermain Peran (Role Playing)

Bermain peran merupakan salah satu model pembelajaran yang diarahkan pada upaya pemecahan masalah-masalah yang berkaitan dengan hubungan antarmanusia (interpersonal relationship), terutama yang menyangkut kehidupan peserta didik. Pengalaman belajar yang diperoleh dari metode ini meliputi, kemampuan kerjasama, komunikatif, dan menginterprestasikan suatu kejadian. Melalui bermain peran, peserta didik mencoba mengeksplorasi hubungan-hubungan antarmanusia dengan cara memperagakan dan mendiskusikannya, sehingga secara bersama-sama para peserta didik dapat mengeksplorasi parasaan-perasaan, sikap-sikap, nilai-nilai, dan berbagai strategi pemecahan masalah. Dengan mengutip dari Shaftel dan Shaftel, E. Mulyasa (2003) mengemukakan tahapan pembelajaran bermain peran meliputi : (1) menghangatkan suasana dan memotivasi peserta didik; (2) memilih peran; (3) menyusun tahap-tahap peran; (4) menyiapkan pengamat; (5) menyiapkan pengamat; (6) tahap pemeranan; (7) diskusi dan evaluasi tahap diskusi dan evaluasi tahap I ; (8) pemeranan ulang; dan (9) diskusi dan evaluasi tahap II; dan (10) membagi pengalaman dan pengambilan keputusan.

C. Pembelajaran Partisipatif (Participative Teaching and Learning)

Pembelajaran Partisipatif (Participative Teaching and Learning) merupakan model pembelajaran dengan melibatkan peserta didik secara aktif dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran. Dengan meminjam pemikiran Knowles, (E.Mulyasa,2003) menyebutkan indikator pembelajaran partsipatif, yaitu : (1) adanya keterlibatan emosional dan mental peserta didik; (2) adanya kesediaan peserta didik untuk memberikan kontribusi dalam pencapaian tujuan; (3) dalam kegiatan belajar terdapat hal yang menguntungkan peserta didik. Pengembangan pembelajaran partisipatif dilakukan dengan prosedur berikut: Menciptakan suasana yang mendorong peserta didik siap belajar. Membantu peserta didik menyusun kelompok, agar siap belajar dan membelajarkan. Membantu peserta didik menyusun tujuan belajar. Membantu peserta didik merancang pola-pola pengalaman belajar. Membantu peserta didik melakukan evaluasi diri terhadap proses dan hasil belajar.

D. Belajar Tuntas (Mastery Learning)

Belajar tuntas berasumsi bahwa di dalam kondisi yang tepat semua peserta didik mampu belajar dengan baik, dan memperoleh hasil yang maksimal terhadap seluruh materi yang dipelajari. Agar semua peserta didik memperoleh hasil belajar secara maksimal, pembelajaran harus dilaksanakan dengan sistematis. Kesistematisan akan tercermin dari strategi pembelajaran yang dilaksanakan, terutama dalam mengorganisir tujuan dan bahan belajar, melaksanakan evaluasi dan memberikan bimbingan terhadap peserta didik yang gagal mencapai tujuan yang telah ditetapkan. Tujuan pembelajaran harus diorganisir secara spesifik untuk memudahkan pengecekan hasil belajar, bahan perlu dijabarkan menjadi satuan-satuan belajar tertentu,dan penguasaan bahan yang lengkap untuk semua tujuan setiap satuan belajar dituntut dari para peserta didik sebelum proses belajar melangkah pada tahap berikutnya. Evaluasi yang dilaksanakan setelah para peserta didik menyelesaikan suatu kegiatan belajar tertentu merupakan dasar untuk memperoleh balikan (feedback). Tujuan utama evaluasi adalah memperoleh informasi tentang pencapaian tujuan dan penguasaan bahan oleh peserta didik. Hasil evaluasi digunakan untuk menentukan dimana dan dalam hal apa para peserta didik perlu memperoleh bimbingan dalam mencapai tujuan, sehinga seluruh peserta didik dapat mencapai tujuan ,dan menguasai bahan belajar secara maksimal (belajar tuntas).

E. Pembelajaran dengan Modul (Modular Instruction)

Modul adalah suatu proses pembelajaran mengenai suatu satuan bahasan tertentu yang disusun secara sistematis, operasional dan terarah untuk digunakan oleh peserta didik, disertai dengan pedoman penggunaannya untuk para guru. Pembelajaran dengan sistem modul memiliki karakteristik sebagai berikut: Setiap modul harus memberikan informasi dan petunjuk pelaksanaan yang jelas tentang apa yang harus dilakukan oleh peserta didik, bagaimana melakukan, dan sumber belajar apa yang harus digunakan. Modul merupakan pembelajaran individual, sehingga mengupayakan untuk melibatkan sebanyak mungkin karakteristik peserta didik. Dalam setiap modul harus : (1) memungkinkan peserta didik mengalami kemajuan belajar sesuai dengan kemampuannya; (2) memungkinkan peserta didik mengukur kemajuan belajar yang telah diperoleh; dan (3) memfokuskan peserta didik pada tujuan pembelajaran yang spesifik dan dapat diukur. Setiap modul memiliki mekanisme untuk mengukur pencapaian tujuan belajar peserta didik, terutama untuk memberikan umpan balik bagi peserta didik dalam mencapai ketuntasan belajar. Pada umumnya pembelajaran dengan sistem modul akan melibatkan beberapa komponen, diantaranya : (1) lembar kegiatan peserta didik; (2) lembar kerja; (3) kunci lembar kerja; (4) lembar soal; (5) lembar jawaban dan (6) kunci jawaban.

F. Pembelajaran Inkuiri

Pembelajaran inkuiri merupakan kegiatan pembelajaran yang melibatkan secara maksimal seluruh kemampuan siswa untuk mencari dan menyelidiki sesuatu (benda, manusia atau peristiwa) secara sistematis, kritis, logis, analitis sehingga mereka dapat merumuskan sendiri penemuannya dengan penuh percaya diri. Joyce (Gulo, 2005) mengemukakan kondisi-kondisi umum yang merupakan syarat bagi timbulnya kegiatan inkuiri bagi siswa, yaitu : (1) aspek sosial di dalam kelas dan suasana bebas-terbuka dan permisif yang mengundang siswa berdiskusi; (2) berfokus pada hipotesis yang perlu diuji kebenarannya; dan (3) penggunaan fakta sebagai evidensi dan di dalam proses pembelajaran dibicarakan validitas dan reliabilitas tentang fakta, sebagaimana lazimnya dalam pengujian hipotesis.

The Difference Between: Approach, Strategy, Method, Technique, and Model

 Approach:

Approach = Assumption. An Approach is a set of correlative assumption about the nature of language and language learning. An approach is treating something in a certain way. Teaching approach is your own personal philosophy of teaching. Approach is a set of assumption (why). An approach is something that reflects a certain model or research paradigm. Approach is a set of theories and principles. Learning approach is the way teacher view the learning process, in which there are learning strategies with all his theories. Learning approaches can be divided into two approaches are student-centered approach and teacher-centered approach.

Strategy:

Strategy usually requires some sort of planning for setting goals. Learning strategies is a teacher of learning activities undertaken with the aim of the learning process that takes place in the classroom can achieve (goals) to effectively and efficiently. In principle, the learning strategy of conceptual plans that will decisions be taken in the learning process. Viewed from the side of the strategy, can be grouped into two general categories: exposition-discovery learning, and group-individual learning. Learning strategy is still conceptual, necessary for the implementation of certain teaching methods.

Method:

Method can be considered as a way of learning that must be taken to realize the plan that has been a teacher in real and practical activities in the classroom to achieve learning activities. Thus, the strategy is “a plan for achieving goals” while the method is “a way for achieving goals”. Method is a settle kind of procedure, usually according to a definite, established, logical, or systematic plan. Method is general way in which activity is conducted. A method is a plan for presenting the language material to be learned and should be based upon a selected approach. Teaching method: refers to how you apply your answer from the question stated in teaching approaches to your day to day instruction in front of your students. Method is defined as a habitual, logical, or prescribed practice or systematic process of achieving certain and results which accuracy and efficiency, usually in a preordained sequence of steps. A method is how to carry out these assumption and theories (how). A method is a set of procedures that describe how to teach a language. A method is the way you apply these theories and principles. A method is an overall plan for the orderly presentation of language material, no part of which contradict, and all of which is based upon the selected approach. There are many methods of learning: lecture, demonstration, discussion, simulation, laboratory, field experience, brainstorming, debates, symposium, and so forth.

Technique:

Technique is the various methods and process developed through knowledge, skill, and experience. Technique is a very specific, concrete stratagem or trick designed to accomplish an immediate objective. Technique is a procedure or skill for completing a specific task. Teaching technique: these are little sneaky tricks we all know and use to get the job done in the classroom. Technique means a systematic procedure, formula, or routine by which a task is accomplished. Techniques are steps to achieve certain goals. Technique is a classroom device or activity and it is more specific than method. A technique is the tools and task you use to make your method succeed. A technique is implementation. Techniques must be consistent with a method and therefore in harmony with an approach. Technique is a practical method or art applied to some particular task or skillfulness in the command of fundamentals deriving from practice and familiarity. Learning techniques is the way in which teacher in carrying out the method of learning.

Model

 Learning model is a frame from the application of an approach, strategy, methods, and techniques of learning. In learning model is series of strategies, methods, and techniques of learning in a single unified whole. Thus the learning model is basically a form of learning which is reflected from start to finish is typically presented by the teacher.

CONTOH MEDIA PEMBELAJARAN BAHASA INGGRIS SD, SMP, DAN SMA

Cara mudah belajar bahasa Inggris - Secara khusus, kami akan memberikan beberapa contoh media pembelajaran bahasa Inggris SD, SMP, dan SMA plus teknik penggunaanya. Di era pembelajaran bahasa Inggris modern ini, sudah seharusnya seorang guru keluar dari kebiasaan lama dimana mereka mengajar tanpa menggunakan media. Bahasa Inggris dewasa ini sudah sedemikian diperlukan, sehingga seorang siswa haruslah mencapai kemampuan berbahasa yang baik. Kendati demikian, prestasi tersebut akan sangat sulit dicapai apabila guru masih menggunakan cara yang sama seperti 5 atau 10 tahun yang lalu.

Dahulu, mungkin kita masih bisa mentoleransi kemampuan berbahasa Inggris siswa SD, SMP, dan SMA yang begitu rendah. Namun, saat ini semua telah berbeda. Seorang siswa akan sangat mudah menjumpai bahasa Inggris di lingkungan sekitarnya, dan apabila mereka tidak diberikan sistem pengajaran yang tepat, maka kemampuan mereka sangat buruk serta tertinggal. Ketertinggalan tersebut tentu saja berdampak langsung dengan kemajuan bangsa karena bahasa Inggris adalah kunci menuju dunia Internasional.

Kami mencoba menuangkan ide dengan cara memberikan teknik pengajaran menggunakan media pembelajaran bahasa Inggris untuk siswa SD, SMP, dan SMA untuk Anda para guru.

Media pembelajaran bahasa Inggris SD – Gambar ekspresi wajah

Salah satu contoh media pembelajaran bahasa Inggris SD adalah dengan menggunakan beragam gambar ekspresi seseorang. Anda menyiapkan banyak gambar kartun yang memberikan ekspresi wajah seseorang dalam kesehariannya. Misalkan, Anda mempunyai 5 gambar wajah dimana masing-masing menampilkan ekspresi senyum, tawa, tangis, cemberut, dan marah.

Pada tahap pertama, ambillah sebuah gambar yang memberikan ekspresi senyum, kemudian taruh gambar tersebut di dada Anda dan katakan “smile”, kemudian perintahkan siswa Anda untuk mengatakan hal yang sama yaitu “smile”. Pada tahap selanjutnya, ambillah gambar dengan ekspresi tertawa dan taruh di dada Anda sembari mengatakan “laugh”. Berikan instruksi kepada para siswa untuk mengikutinya. Kemudian, lakukan hal tersebut kepada gambar ekspresi lainnya.

Setelah Anda mencoba dengan kata-kata yang Anda contohkan, beralihlah untuk membuat mereka hafal. Namun jangan berikan sebuah catatan terlebih dahulu. Biarkan mereka berpikir untuk menghafal setiap ekspresi yang ada di gambar tersebut. Setelah mereka hafal, barulah Anda memberikan sebuah catatan khusus untuk kelima ekspresi tersebut.

Sejatinya teknik yang ada di atas, merupakan sebuah teknik yang diadaptasi dari Audio Lingual Method. Anak bukan diajarkan untuk mengetahui kosakata secara langsung, tetapi ia menjadi seseorang yang mempunyai nalar bahwa orang senyum adalah “smile” dan orang yang sedang tertawa adalah “laugh”. Mereka berpikir dengan cara menghubungkan ekspresi dengan kosakata bahasa Inggris.

Selain gambar ekspresi, Anda juga bisa memberikan kosakata lain misalnya dari kartu binatang dan buah-buahan. Tetapi ingat satu hal bahwa jangan dulu beri tulisan untuk dibaca oleh mereka. Biarkan siswa Anda berpikir secara lebih keras dalam rangka membangun nalar berbahasa.

Media pembelajaran bahasa Inggris SMP – Sepotong penggaris

Contoh media pembelajaran SMP adalah dengan menggunakan sepotong penggaris. Hanya penggaris? Ya tentu saja. Kami yakin bahwa dengan sepotong penggaris, maka seorang guru bisa menjelaskan hingga ke materi yang sangat sulit sekalipun. Bagaimana detail penggunaan penggaris tersebut? Kita lihat penjelasan media pembelajaran bahasa Inggris berikut ini.

Kali ini, buat murid atau siswa Anda belajar mengenai pronoun. Pertama, ambil sebuah penggaris dan letakkan di dada Anda. kemudian katakan “I have a ruler”, serta perintahkan semua siswa Anda untuk melakukan hal tersebut sembari berkata “I have a ruler”. Berikan instruksi kepada seorang siswa wanita untuk mengambil sebuah penggaris dan Anda berkata “she has a ruler”.

Perintahkan lagi semua siswa untuk mengatakan hal yang sama. Tahap selanjutnya, berikan instruksi kepada seorang siswa laki-laki untuk mengambil penggaris, kemudian Anda berkata “He has a ruler”. Berikan perintah kepada seluruh siswa untuk mengucapkan kalimat tersebut.

Ulangi teknik itu hingga siswa Anda bisa membedakan bahwa pria berarti He dan wanita berarti She. Kemudian lanjutkan menggunakan teknik tadi hingga mereka juga mengetahui arti dari they, you, it, her, his, our, his, her, them, us, hingga kata ganti kepemilikan.

Dengan sepotong penggaris, Anda bisa menciptakan nalar bagi setiap siswa agar mereka bisa berpikir bahwa He adalah pria, She adalah wanita, dan seterusnya. Teknik yang kami jabarkan di atas merupakan adaptasi dari sebuah metode Total physical response. Sangat simpel bukan? Cukup dengan sepotong penggaris.

Media pembelajaran bahasa Inggris SMA – Laptop/ MP3 Player/Tape Recorder

Contoh media pembelajaran bahasa Inggris SMA adalah dengan menggunakan laptop, MP3 Player, atau Tape Recorder. Milikilah salah satu dari ketiga alat elektronik tersebut untuk digunakan dalam pelajaran mendengarkan atau listening.

Pada fase SMA, seorang siswa harus diberikan materi mengenai bahasa Inggris yang diucapkan oleh orang asli dari Negara Amerika atau Inggris itu sendiri. Biarkan mereka belajar mengenai aksen sebuah bahasa dan bagaimana mengenali kata jika yang menyebutkan adalah orang-orang asli dari Negara asal bahasa Inggris tersebut.

Untuk membuat siswa Anda lebih nyaman, maka perdengarkanlah dahulu lagu-lagu bahasa Inggris. Kemudian, baru Anda putar dialog-dialog pendek yang diisi oleh native speakers atau pembicara asli.  

Itulah contoh metode pembelajaran bahasa Inggris SD, SMP, dan SMA yang kami jabarkan melalui uraian singkat. Semoga mampu membantu Anda, khususnya para guru Indonesia.