Proposal PTK BERBAHASA INGGRIS --- demostrative method at procedure text----

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TUGAS PLPG GELOMBANG I BAHASA INGGRIS SMP KELAS B RAYON 114 UNESA TAHUN 2011

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Proposal PTK BERBAHASA INGGRIS --- demostrative method at procedure text----

  1. 1. PROPOSAL<br />CLASS ACTION RESEARCH<br />I.TITLE<br />STUDENT PERFORMANCE ENHANCING EFFORTS TO REVEALING MONOLOGUE IN THE PROCEDURE TEXT THROUGH THE DEMONSTRATION METHOD IN THE NINTH GRADE STUDENTS OF SMP NEGERI 1 SUMOBITO JOMBANG.<br />II. FIELD OF STUDY<br />Models of learning English<br />III. INTRODUCTION<br />Background<br />English language proficiency is a must in this era of communication and globalization. English lessons in junior high school serves as a means of self-development of students in science, technology and art.<br />After completing his studies, they are expected to grow and develop into individuals who are intelligent, skilled and personable and ready to play a role in national development.<br />Teaching English in junior high school that covers all four language skills: listening, speaking, reading and writing. All were supported by elements of other languages, namely: Vocabulary, Grammar and Pronunciation in accordance with the theme as a means of goal achievement.<br />Of the four language skills above, spoke of learning skills (Speaking) was less able to function properly. Ability to express meaning in a simple short monologue using a variety of spoken language accurately, fluently, and thank to interact within the context of everyday life in text form and report procedure is one of the Basic Competence (KD) that must be mastered by students Class IX High School (SMP).<br />Learning express meaning in a simple short monologue using a variety of spoken language accurately, fluently, and thank to interact within the context of everyday life in text form procedure has been done in the classical authors.<br />In learning the authors explain the subject matter contained in the following indicators:<br />a. Identify the meaning of ideas in the form of text essei procedure<br />b. Doing a short monologue in the form of procedure<br />Students read the text monologue form of procedure and asked to translate. Furthermore, students are asked to do a monologue using the procedure text.<br />Learning outcomes are found below the minimum criteria for completeness (KKM). From the results reflect the authors obtained data during the process of learning that students are very passive and the complains and the rise of insecurity. They had great difficulty in doing his duties. Obviously, learning is not very effective or in other words, learning is unsuccessful (fails).<br />The description above is a picture of the failure of the results and learning process. Failure is a problem that must be addressed immediately. To overcome the failure of learning, the writer trying to find a solution. The author realized that in the era of The Education Unit Level Curriculum, teachers are required to be creative and innovative. Teachers must be able to find a teaching technique that suits the situation and condition class. Principle PAKEM (Active, Creative, Effective and Fun) should be implemented. The teacher is no longer a feared figure nor an authoritarian figure, but the teacher must be a facilitator and a motor that is able to facilitate and mobilize students to gain knowledge that they need.<br />Based on the author's experience while attending various training and education, the authors hypothesize that the learning techniques (learning theory) constructivism is appropriate when used in learning these basic competencies. Only the authors try to combine the approach Contextual Teaching And Learning with Cooperative Learning approach. The author tries to use a model demonstration of learning. Therefore, the authors tried to plan to do research with the title of class action,<br />"STUDENT PERFORMANCE ENHANCING EFFORTS TO REVEALING MONOLOGUE IN THE PROCEDURE TEXT THROUGH THE DEMONSTRATION METHOD IN THE NINTH GRADE STUDENTS OF SMP NEGERI 1 SUMOBITO JOMBANG"<br />IV. FORMULATION AND PROBLEM SOLVING<br />Problem Formulation<br />Based on the background of the problem as stated before, the formulation of the problem posed in this proposal is: "Does the Use of Learning Model DEMONSTRATION can increase the ability of students to a short monologue Mengungkakan Meaning in the Procedure Text In the ninth graders of SMP Negeri 1 SUMOBITO?"<br />V. RESEARCH OBJECTIVES<br />Objectives to be achieved in this study are as follows:<br />1. Improve students' ability to perform a monologue form procedure.<br />2.Develop learning strategies and learning models that are effective, efficient and enjoyable<br />3. Students can actively engage in communication activities with their ideas, opinions and feelings in simple oral and written.<br />VI. BENEFITS OF RESEARCH<br />a. For teachers<br />1. Developing an effective learning model, efficient and fun to involve students actively in the process of learning English to improve their communicative competence<br />2. Helps to improve / enhance the processes of learning and teaching<br />3. Helping Increasing the quality of teachers' professionalism as an educator.<br />4. Assist in the preparation of scientific papers is one of the requirements of the group IVa kenanikan rank to the next level.<br />5. Assist in the preparation of scientific papers to be used as valuation allowances in order to obtain certification of teachers / educators.<br />b. For Students<br />1. Improve students' ability to unravel in short monologue using a variety of simple spoken language accurately, fluently, and thank to interact within the context of everyday life in text form procedure<br />2. Increase the pleasure and motivation to learn.<br />3. Increase student confidence in communicating.<br />4. Improving communicative competence and achievement Learning English.<br />5. Improve liveliness, creativity and student learning outcomes are higher.<br />c. For Schools<br />Through this learning method of DEMONSTRATION help to improve English learning in SMP Negeri 1 SUMOBITO.<br />VII. THEORETICAL BASIS<br />a. Text Procedure<br />Text procedure aims to provide guidance on the steps / methods / ways of doing things (Otong Djuharie Setiawan, 2006: 38).<br />Text generally contains troubleshooting procedure or series of actions or steps in making an item or perform an activity. Procedure text is also known by the term directory.<br />Text procedure generally have the structure:<br />1) goals, objectives activities,<br />2) materials, the materials needed to make a goods / perform an activity which is optional, 3) steps, a series of steps.<br />b. Contextual Teaching Learning (CTL)<br />Each student has the ability to think different. When students see something matters, then the manner and intensity and think every student is different, too. These differences result from differences in interests, capabilities, gaps, experience, learning styles, etc. (Ministry of Education, 2002:24).<br />Such differences will impact on the process and outcome of a learning. A variety of approaches, strategies and learning models have been developed by experts in order to cover students' thinking abilities are different. The most frequently used approach in the era of the Education Unit Level Curriculum (SBC) is Contextual Teaching and Learning (CTL) that was developed in the Cooperative Learning model. CTL approach itself has 7 essential elements, namely: inquiry (inquiry), question (questioning), kontruktivistik (contruktivism), modeling (modeling), community learning (learning community), authentic assessment (authentic assessment) and reflection (reflection). Experts argue that this learning model is suitable for application in an era now that more education leads to contextual, meaningful and fun.<br />Blancard (2001) developed a contextual learning strategies by:<br />1) emphasizes problem solving;<br />2) recognize the needs of teaching and learning that occurs in various contexts such as home, community and employment;<br />3) teach students to monitor and direct their own learning so that students become independent;<br />4) linking the teaching in the context of student life is different;<br />5) encourage students to learn from their peers and to learn together and<br />6) implement authentic assessment<br />The author agrees that CTL approach is suitable for use in learning in this era of SBC, only seven pillars of the CTL is considered too heavy if the lesson will be implemented all at SMP 1 SUMOBITO especially in class of IX-A. Therefore, the authors designed a teaching technique that is simpler without compromising the essence of the CTL itself.<br />In this study, the authors use the method of demonstration for learning how this method will run well in helping them doing teaching activity.<br />c. Demonstration Method<br />The demonstration method is a method of teaching by acting real instruction instructed to clarify an understanding or to show how the students comprehend the text especially for procedure text.<br />To clarify these terms practically can be done by the teacher or the students themselves.<br />The important aspect of using the Demonstration Method:<br />1. The demonstration will be the method that is not fair if the tools in Demonstrate can not be observed carefully by the students. <br />For example the tool is too small or unclear explanations.<br />2. Demonstration to be less effective if not followed by the activities in which students themselves can participate and pay attention to their activities as a valuable experience.<br />3. Not everything can be demonstrated in the classroom because the tools that are too large or located in other places that place far away from the classroom.<br />4. It should be done in the way of performing practical activity.<br />VIII. RESEARCH PLAN AND PROCEDURES<br />A. Research Plan<br />1. Subjects of research subjects in this study were grade students: IX-A SMP Negeri 1 SUMOBITO numbered 36 people.<br />2. Place of Research<br />SMP Negeri 1 SUMOBITO SUMOBITO<br />3. Time Research<br />When the study began planning to writing research reports began JULY sd OCTOBER 2011 on the 5th semester of studies 2011/2012.<br />4. Old Action<br />The time to implement the action start of the cycle I and cycle II for four months.<br />B. Research Procedure<br />This research is the Classroom Action Research (Classroom Action Research) carried out by following the procedures of research based on the principle of Kemmis and Taggart (1988) which includes planning activities (planning), action (action), observation (observation), reflection (reflection) or evaluation . All four of these activities take place repeatedly in the form of cycles. The research was done by collaborating with teachers SMP Negeri 1 SUMOBITO.<br />Learning process is examined through Classroom Action Research with two cycles, with the following activities.<br />CYCLE to-1<br />Planning Phase (Planning), includes:<br />1. Identify the problem<br />2. Analyze and formulate problems.<br />3. Designing a model of classical learning.<br />4. Discussing the application of interactive learning models.<br />5. Setting up the instruments (questionnaires, observation guidelines, the final test).<br />6. Develop study groups of students.<br />7. Planning a group task.<br />Stage of Action (Action), includes:<br />1. Implement measures in the planning horizon.<br />2. Applying the model of classical learning.<br />3. Make the observation of each of the steps according to plan activities.<br />4.Noting the existing allocation of time with the many activities undertaken.<br />5. Anticipating by performing solution when encountering many obstacles during the action stage.<br />Observing stage (observation), includes:<br />1. Discussions with teachers SMPN 1 SUMOBITO and principals to plan observations.<br />2. Make observations on the application of classical learning models that do teachers grade IX.<br />3. Record every activity and changes that occur during the application of classical learning models.<br />4. Discussions with teachers to discuss kelemahankelemahan or deficiencies that teachers do and suggest improvements for the next lesson.<br />Phase of reflection (Reflection), includes:<br />1.Analyzing the findings when observing the implementation of the observation.<br />2.Analyze the weaknesses and successes of teachers when applying classical learning model and consider the next steps.<br />3. Reflect on the application of classical learning models.<br />4. Reflect on the creativity of learners in learning English.<br />5. Reflect on learning outcomes of students.<br />CYCLE-2<br />Planning Phase (Planning), includes:<br />1.Evaluating the results of reflection, discussion, and look for improvements to be applied to subsequent learning.<br />2. List the problems and constraints faced while learning.<br />3. Designing correction based on a cycle of reflection.<br />Stage of Action (Action), includes:<br />1. Conduct problem-solving.<br />2. Implement corrective action by using the application of the learning model demonstration.<br />Observing stage (observation), includes:<br />1. Make the observation of the implementation of demonstration models of learning.<br />2. Noting the changes that occur.<br />3. Discussion addresses the problems faced when learning and provide feedback.<br />Phase Reflection (Reflection), includes:<br />1. The demonstrations reflect the learning process.<br />2. Reflecting on learning outcomes of students with the application of the learning model demonstration.<br />3. Analyze research findings and final results.<br />4. Develop recommendations.<br />From the stage of activity in cycle 1 and 2, the expected outcome is that<br />(1) learners have the ability and creativity and is always actively involved in the process of learning English;<br />(2) teachers have the ability to design and implement an interactive learning model with a special group working on the subjects of English, and<br />(3) an increase in student achievement in English subjects.<br />Data Analysis<br />To further ensure accuracy of research data conducted in the video data recording photo. The data obtained were analyzed and described according to existing problems in the form of research reports. From the design of interactive learning and group work of the task performed the validation by peers and principals. For the creativity of learners in learning to use observation and questionnaires and acquisition of learning outcomes for students to use quantitative description.<br />DATA ANALYSIS<br />NOGROUPCOMPREHENSIONSEQUENCESFINAL PRODUCT12345678dst.<br />IX. Research Schedule<br />The research was conducted in fifth semesters of the school year 2011/2012, between July to October 2011 and the plan lasts for 4 months on an ongoing basis.<br />372501184834List scheduled Research Activities<br /> <br />X. REFERENCES<br />Kemmis, S. and Taggart, R. 1988. The Action Research Planner. Deakin: Deakin University.<br />Authority, Basuki. 2003. Classroom Action Research. Jakarta: Ministry of Education Director General Pendasmen Dirtendik: 2003.<br />Arikunto, Suharsimi. 2005. Classroom Action Research. Jakarta: Directorate General PMPTK.<br />Suhardjono et.al. 2005. Guidelines for Preparation of Scientific Writing in the Field of Education and Professional Development Credit Score Guru.Jakarta: DG Dikgu and Tentis.<br />Mulyana, Slamet.2007. Classroom Action Research In Teacher Professional Development. New York: LPMP.<br />

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