rauziansyah te 090395
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PROPOSAL SKRIPSI
NAME : RAUZIANSYAH
NIM : TE.090395
JURUSAN : TADRIS – BAHASA INGGRIS
SEMESTER : VI
TITLE : THE EFFECT OF USING LEARNING COOPERATIVE METHOD
EFFORT IMPROVING STUDENTS LEARNING OF ENGLISH
MATERIAL IN SMP 8 JAMBI
A. Background
People need education in life. Education is an effort for humans to develop her
potential through a learning process or other means known and recognized by the
community.
According to law number 20 of 2003 article 1 paragraph 1, of the national education
system, "Education is a conscious and planned effort to create an atmosphere of learning
and the learning process so that learners are actively developing the potential for him to
have a religious spiritual, self controlling, personality, intelligence , noble character and
his skills in the community, nation and State.
Development of science and technology and socio-cultural developments taking place
rapidly has been a member challenge to every individual, every individual is always
challenged to continue to always learn to be able to adapt best to the development of
civilization. Opportunity to learn more and open through various sources and media, the
teacher is only one among a variety of learning resources. To facilitate the objectives to
be achieved in education and to support teaching and learning process required adequate
facilities and infrastructure, one of which is the availability of textbooks.
1.(Abu Ahmad dkk, 2004:232)
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English is an important subject for study, because English is international. The main
purpose is to communicate the English language. In discussing learning English, there are
some skills that should be owned as speaking, writing, reading, and listening. But from
the fourth element is the listening (listening) is the hardest part is experienced by almost
all pupils at the school, sometimes even teachers also experienced the same thing on the
part of this listening.
English Subject is a compulsory subject that has been taught from primary school
level (SD). It is intended that students are not experiencing difficulties in learning English
when reaching the next educational level.
Listening is one of the most important factor in English, because this will determine
the success of listening when spoken by native speakers (native speakers) from foreign
countries. If the ability to listen to both the success to establish communication with
native speakers is also good, thus also vice versa.
As we know that the media greatly affect the learning outcomes of learning and
student motivation in learning English language school. Because some students often
assume that English is a difficult subject to study.
The relationship of teachers with students in teaching and learning is a very
determining factor, how well a given study materials if the student teacher relationship is
not harmonious then the goal of learning can not fully be achieved, in addition to also use
methods, instructional media is an attempt to create a situation learn a better and easier
for students to take up the materials submitted by teachers and prevent students do not
become bored and make the learning process more active and interesting.
According to Ausubel's Expository methods that can be organized and presented well
will be able to generate understanding and good reviews too1. Expository approach in
learning, does not mean that students become increasingly smaller role, they still have to
play optimally in order to master and understand the subject matter presented by the
teacher.
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The Expository methods, teaching materials are presented to students in the form of
finished and students are required to master the material. Through the method of
Expository expected more students to digest the subject matter well and can improve
academic achievement in the field.
Teachers as workers professional, at least have to master four competencies well.
The four component sare as follows:
1. Mastering the substance, namely matter and competence-related teaching subjects
2. Mastering the teaching methodology,
3. Mastering the techniques of evaluation well.
4. Understand, appreciate, and practice moral values dank ode of professional conduct.2
Once the authors made some observations early in SMP 8 Kota Jambi authors view,
that teachers of English language studies has not played an active role in the process of
learning. You can see that students spend more time studying with noted compared with
listening to explanations from the teacher. If this condition is left to linger it will lead to
lower students' understanding of the material and cause boredom for students. With the
use of instructional media Audiovisual expected students better understand course
material.
Expository teaching Method implementation is inseparable from the use of
instructional media as a supporter in teaching and learning, especially in English language
learning that requires an explanation, a direct understanding and practice so that the role
of instructional media pronoun absolutely necessary Audio visual media such as
television, radio. And other media in accordance with the material that will be studied.
Based on the background of the above problems, the writer interested to do research with
the : " THE EFFECT OF USING LEARNING COOPERATIVE METHOD
EFFORT IMPROVING STUDENTS LEARNING OF ENGLISH MATERIAL IN
SMP 8 JAMBI
2.(A nonymous, 2003:1)
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B. Limitation Problem
For the purpose of this study more clearly the author felt the need to limit the subject
matter of this research, namely:
a) learning method in question is the method of learning Expository
b) The study in question is the result of students' mastery of the material in the English
language subjects in the form of values and testing provided teachers after students
were given learning method Expository
c) English Language Lessons are taught on the subject of Reading in the class VIII
d) Variables studied were:
X1 : learning by using learning methods Expository
X2 : Learning by not using the learning method Expository
Y1 : Results of study using the method Expository
Y2 : Results of study that do not use learning method Expository
Y1: Y2 : Results of study using the learning method Expository compared with
not using a method Expository.
C. Problem Formulation
Based on the background of the above problems, then to direct more problems and
simplify the detection problem in this research, which are at issue in this research are:
1. How big is the score of student learning outcomes and are taught by using the
Expository of Learning method in SMP 8 kota JAMBI?
2. How big is the score of student learning outcomes that are not taught to use Expository
teaching methods in SMP 8 kota JAMBI?
3. Is there a significant effect of the use of Expository teaching methods to learning
soutcomes of students in English language subjects in the SMP 8 kota JAMBI?
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D. Objectives And Purpose Research
1. Research Objectives
The purpose of this study is as follows:
a. Want to know how big a score of student learning outcomes that are taught using
the Expository learning method on the Reading Subject.
b. Want to know how big score learning outcomes of students who were taught not
to use of the Expository learning method on the Reading subject.
c. Want to find out whether there are significant effects from the use of Expository
teaching methods to learning outcomes of students in English language subjects
in the SMP 8 kota JAMBI.
2. Usability Research
The purpose of this study are as follows:
a. To prove the existence of the effect of applying the learning method of learning
outcomes Expository English students at SMP 8 kota JAMBI
b. To see how big score English language learning outcomes of students who were
taught using of the Expository learning method on the Reading subject.
c. For an input for teachers to use methods appropriate to the subject matter so that
it can improve student learning outcomes, especially teachers of English
language study in turn the learning process.
d. To add insight and experience for the writer who presumably can be used as
reading material in the days to come and in order to complete the requirements in
the process of obtaining a bachelor's degree (S1) at the Faculty Tarbiyah Tadris
English Programs in STS IAIN Jambi.
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E. Theory Framework
1. Conceptual Definition
a. Expository Learning Methods
According to Ausubel's Expository teaching is systematic with the present
meaningful information3.
Expository teaching method is a form of learning-oriented approach to the teacher.
(teacher centered approach)4.
b. Expository teaching is systematic with the delivery of meaningful information5.
Expository is a learning model in which classroom behavior and the spread of
knowledge in the control by the teacher or teachers6. Expository teaching method
is a method of learning that emphasizes the process of delivering the material
verbally from a teacher to a group of students in order for students to master the
course material optimally7. The steps in the implementation of learning strategies
Expository:
1. Preparation (preparation)
a. Provide positive suggestion and avoid the negative suggestion
b. Start with the express purpose to be achieved
c. Open files in brain student
2. Presentation(presentation)
a. Use of language
b. Voice intonation
c. Maintain eye contact with students
3. Correlation (correlation)
4. Concluding (generalization)
5. Apply (application)8.
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3.(Abu Ahmad dkk, 2004:32), 4. (Vienna sanjaya, 2007: 179)
Expository contains three principle phases of delivery:
The first phase :
Presentation of advance organizers. Initial setup guide students on material they
will learn and help them to recall related information, and can be used in helping to
still new knowledge.
Second phase :
presentation of learning tasks or material. In the second part of a lesson with the
new material submitted by members lectures, discussions, films, or a member of the
task to the students.
Phase Three :
presentation cognitive organization. The third phase of the lesson Ausubel
suggests, teachers should try to incorporate new information into the structure of the
lessons that have been planned for the beginning of the lesson by reminding students
how each specific details related to the big picture9.
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5.9(Sri Esti,2006:175). 6.(Ahmad Sabri, 2005:11) 7.8.(Vienna sanjaya, 2007:179)
Table. An important components in Expository style teaching :
The first fhase:
Submission of
advance organizer
The second fhase :
The submission of
learned task or subject
matter
The third fhase:
Strengthen the cognitive
organization
- Explain the
learning
objectives
- Delivering
organizer
- Identify the
definition of a
particular
characteristic
- Member samples
- Member context
- Repeat
- Immediately
aware of the
knowledge and
experience of
students
- Create an
Explicit
organizer
- Assisting the
subject matter
in a logical and
explicit
- Demand
attention
- Deliver
materials
- Promote active
reception learning
- Expanding the
subject matter
- Linking new
information to the
advance organizer.
(Sri Esti, 2006:179)
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1. Advantages and disadvantages Expository methods:
a. Excellence
1. Teachers can control the order and breadth of learning materials
2. Very effective if the subject matter that students must master a wide, temporarily
held for a limited study
3. In addition students can hear through the narrative of a subject matter, also at the
same time students can see or observe
4. Usually is used for the number of students and large class sizes9.
b. Weakness
1. This learning method can only be made to students who have the ability to listen
and listen well
2. This method is not possible to serve every individual differences
3. Because this method is often given through lectures, it will be difficult to develop
students' skills in terms of social skills, interpersonal relationships, as well as the
ability to think critically
4. Success depends largely on what the teacher because this method of
communication style is more common in one direction10.
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9. 10. (Vienna sanjaya, 2007:190)
c. Learning outcomes
1. Conceptual Definition
Learning outcomes are the results obtained by students after participating in the
learning process11.
The result of learning is "... the ability or competence that can be measured or which
can be displayed through student performance. "
Learning outcomes can be identified from the ability to do something permanently,
can be repeated with similar results12. Learning is a process of development of human
life, by learning, people make qualitative changes to the individual that his behavior
growing. All the activities and achievements of life is nothing but the result of
learning13.
Ideal learning outcomes include psychological aspects of change as a result of
experience and student learning14.
Five kinds of skills learning outcomes:
1. Intellectual skills (which is the most important learning outcomes of the
scholastic environment system)
2. Cognitive strategies, set the "how to learn"
3. Verbal information, knowledge in terms of information and facts
4. Motor skills acquired at school
5. Attitudes and values15.
Operational Definition
Based on expert opinions, the writer can conclude that the results of learning are a
number of knowledge and specific skills that students achieved in teaching and
learning so that he can make changes in himself and change his behavior pattern.
Evaluation of achievement test to be done is to give students as much as 20 (twenty)
points the previous question will be tested the test.
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11(Vienna Sanjaya, 2007:86) 12.(Muhammad Ali, 2002:14) 13.(Abu Ahmad,2004:96) 14.(Muhibbin Syah, 1999:192) 15.(Moedjiono, 1995:)
Table. 2 the lattice problem
No Dimensions Indicator points amount
1 Results learning Understanding
Application
Analysis
Synthesis
Evaluation
Knowledge
1,2,3,4,5,6,7
8,9,10,11
12,13,14
15,16,17
18,19
20
7
4
3
3
2
1
amount 20
The tests, which the authors use the form of 20 multiple choice questions. This test
will give researchers the entire sample.
F. Hypothesis
The hypothesis is the answer while being built or in formulated based on theories of
concept studies, the results of previous research findings and or observations on the
phenomenon of field researchers who want to study16.
Ha : There is (are) a significant effect between the use of Expository teaching
methods in an effort to improve student learning outcomes in English language subject at
significant level 1% and 5% (Ha accepted if t ≥ t table).
Ho : No (not available) is significant relationship between use of Expository teaching
methods in an effort to improve student learning outcomes in English language subject at
significant level 1% and 5% (Ha accepted if t ≤ t table)
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16(Bambang, 2002:36)
G. Procedure Research
1. Approach and scope of research
The approach in this research is quantitative approach. This approach is done to
find the influence of two variables: dependent and independent variables. As for the
independent variable is the variable X (the use of learning methods Expository) while
the dependent variable is the variable Y (the result of learning English.)
This research is located within the boundaries or the environment in SMP Negeri
8 Kota Jambi. This study uses the class VIII. Learning outcomes that are used in this
study is the result of learning after being given Expository teaching methods.
2. Types and sources of data
a. Data type
1. Primary data
Primary data is the source of the data obtained directly16. Primary data is
defined in this study are the data on the subject to be discussed in this
study are: the effect of Expository teaching methods in an effort to
improve student learning outcomes in the English language subjects in the
SMP 8 Kota Jambi.
2. This data obtained directly from the value of student learning outcomes
using methods Expository and values learning outcomes of students who
do not use Expository methods.
3. Secondary data
Secondary data are data sources that are not direct17. Secondary data
includes data about schools, students, teachers and employees,
organizational structure, facilities and infrastructure and any documents
related to the research problem.
b. Source of data
The meaning of the source data in this study is the subject of where the data can be
obtained. As for the source data is in the form of people and material that is the
source of man is the head of school, English teachers, students and all teachers and
staff of TU, while the data source in the form of material is extensive
documentation that presents data related to this research.
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16.17. (Husaini Usman,2006:22)
c. Data collection techniques
To easy in the collection of data, the authors use several ways,namely:
1. Observation
Observation is as an activity that takes into account something by using the
eyes in a psychological sense, also called observation or by observation of
activities, including loading of attention to an object by using all the
sensory organs18. This method I use to see the equipment facilities and
infrastructure and the situation in the SMP 8 kota Jambi and
implementation process of learning by using the method of Expository
Reading material.
2. Interview
Interviews are asked questions about a specific topic or material made
orally19.This method is used to receive data by way of direct face-to
resource. This method I use to get data about the history of the
establishment of SMP 8 kota Jambi.
3. Documentation
Documentation is a way to know something by looking at the records,
archives, documents relating to the person being investigated20. This
method is used to obtain data about the historical and geographical school,
state teachers and students, facilities and infrastructure, as well as the
organizational structure of schools.
4. Test
The test is given a set of tasks to be done by the participants, to measure
the ability of participants in solving problems or issues presented in the
test.
This method these authors use to mengui student's ability in participating
in learning activities that use English Expository method. The tests that I
use is a form of multiple-choice test of 20 questions relating to their
subject matter are: Reading. Before the test samples submitted to the first
test of validity and reliability problems and concerned about the level and
difficulty distinguishing matter.
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18(Suharsimi arikunto, 2002:146) 19.(Muhammad Ali, 2002:117) 20.(Abu Ahmad,2004:96)
a. Test validity
Validity is a measure that shows the levels of validity of an instrument.
An instrument is valid if it is said to have high validity, otherwise valid
instrument that is less meaningful to have low validity21.
The validity test that I use is the point biserial correlation formula
which can be used to find correlations between items and all the tests
that look for the validity of the item22.
Description:
r PBL : Biserial correlation coefficient
Mp : The mean score of subjects who responded well to the
item you are looking for their validity
Mt : The mean total score
St : Standard deviation of total score
P : proportion who answered correctly
Q : the proportion who answered wrong
(Q = 1-p)
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21 (Suharsimi arikunto, 2002:146) 22(Anas sudjiono, 2006:258)
b. Reliability test
Reliability means that a fairly reliable instrument. If the data is indeed
consistent with the fact it is the level of reliability of something.
Reliability means, reliable, so reliable. To save a matter of reliability
index used formula23.
Description:
Rn : Reliability whole matter
Vr : Variance respondents
Vs : Residual variance
c. Difficulty level
To determine the difficulty index used the following formula:
Description:
P : Index of difficulty
B : Number of students who answered that question correctly
Js : the total number of student participants test
Difficulty index is often classified as follows:
Problem with p 1.00 to 0.30 is difficult to score
Problem with p 0.30 to 0.70 is about being
Problem with p 0.70 to 1.00 is a simple matter
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23.(Suharsimi arikunti,2002:186-187)
d. Distinguishing
About the distinguishing features is the ability of a matter to
distinguish between high ability students with low ability students.
The formula used:
Description:
A : The number of test participants
JA : number of participants above the group
JB : the number of participants under group
BA : the number of group participants who answered
that question correctly
BB : the number of participants lower group who
answered the question correctly
PA = BA = proportion of group participants answered
correctly
JA
Pn = Bn = proportion of participants under the correct answer
Jn
Classification distinguishing features:
D: 0.00 to 0.20: bad (poor)
D: 0.20 to 0.40: adequate (satisfactory)
D: 0.40 to 0.70: good (good)
D: 0.70 to 1.00: excellent (excellent)
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H. Research Schedule
No. ActivitiesWeek To:
1 2 3 4 5 6 7 8 9 1 2 3
1 Preparation of Proposals
2Compilation of
Instruments
3
seminar proposals
and research instruments
4
Test validity
and reliability of
instruments
5 Sampling
6 Data collection
7 Data analysis
8 drafting reports
9 seminar report
10 completion report
11 copies of research reports
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