Professional Documents
Culture Documents
Proposal Baru
Proposal Baru
Proposal Baru
By
Agusnawati
21213116
CHAPTER I
Introduction
A. Background
English is one of the subjects that must be learned from elementary schools to
universities, not least in the Muhammadiyah University of Kendari. There are some
Faculties In Muhammadiyah University of Kendari one of them is Teacher Training and
Education Faculty, in the faculty there are some field of studies they are Administratsi
education, Outside school education, Religious Education, Pg early childhood education and
English language department.
In the Muhammadiyah university of kendari most of the students choose english
department because In the era of globalization people had aware that the English language
has a very important position. But, as we know that many schools which have not english
teacher. Therefore, english teacher is needed in the schools. To be a good english teacher
need many knowladge about how to teach students in the classroom. However, in the
English language department there are many subjects about how to be a good teacher, they
are Foreign Learning Teaching Media, Teaching English and Foreign Language, Belajar
Pembelajaran, CMD, Teaching Englih for Young Learner and Micro Teaching (PPL).
The aim of the course the English language will be easily achieved if the teaching
activity organized and directed. Based on the theory Dariyanto S.S, Kamus Bahasa
Indonesia, 1997 in Handayani, 2012. Teaching is the activities is done by teacher to transfer
their knowladge to students. With other words, teaching is a process of interaction between
teachers and students but the teacher-centered activities. But teachers also need strategies in
the teaching.Strategy according by (Wikipedia, 2015) is idea, planning, execution of activity
in pasrticular situation. Then, (Cathy and Robert in Sutanti,2014) argued that strategy in
teaching is used to make the learning environment come alive and make the lesson learned
last beyond next text. Therefore, to achieve a goal of planning needs to be done before we
perform an action and each teacher has strategies vary according to what they believe.
Besides, the most important is how teachers can make teaching a more attractive strategy to
get students interested in following that teaching.
If we look the students who had choose some subjects about teaching and learning
process they seemed difficulty during join the classrooms because they are have to prepare
many things, one of them is lesson plan. In lesson plan there is strategy who arranged by
student to make their teaching is succes when the student practice in the classroom. In the
seventh semester PPL is one of subject that took by students and they have to prcatice in the
classroom well. One of class of PPL is class A, after researcher did interview from five
participants of class A they said that there are some students did the teaching well one of
them is student X. Thus, researcher interest to know what types is the teaching strategy
applied by student X who teach PPL I.
Teaching strategies is an activity that can not be measured by the senses alone.
Therefore, we need to do some research and digging deeper information about the teaching
strategy used by student who teach in PPL I at the Muhammadiyah University of Kendari.
Because it can help in the development and advancement of teaching and can be input for
lecturers, especially in English.
B. Research Question
Based on the background above, the research questions of this study is:
1. What types is the teaching strategy applied by student who teach in class PPL I at
Muhammadiyah university of Kendari ?
2. Why the student is more using the teaching strategy ?
CHAPTER II
Literature Review
A. Review of Related Study
1. English Teachers strategies in Maximizing Enthusiasm in Teaching at SMP Progresif
Bumi Sholawat Sidoarjo by Silfi Sutanti (2014)
The goal is to describe the teachers strategies in maximizing their antusiasm
in teaching at SMP Progresif Bumi Sholawat Sidoarjo. While the aim of this study is
to find out the strategies used by English teachers in maximizing enthusiasm and the
impact of using the strategies on teacher enthusiasm in teaching. This study had
research quetions are what are the English teachers strategies maximizing enthusiasm
in teaching at SMP Progresif Bumi Sholawat Sidoarjo and How do the English
teachers strategies impact on their enthusiasm in teaching at SMP Progresif Bumi
Sholawat Sidoarjo. The design of this study is descriptive qualitaive. The participant
of this study is teachers in SMP progresif Bumi Sholawat Sidoarjo. The data is
collected by triangulation, observation, and interview.
The result of this study is the first telling a musch humor which related to the
lesson material and improving the style of presentation are more effective used by
English teacher as practical strategies than the other seven strategies are preparing the
neweast topic of journals or articles as an additional English lesson material,
designing an interesting and different activity for each meeting in classroom,
controlling the self emotional, being a little bit hyperbola, giving special though to the
end of class meeting, and improving the style of presentation. The second, The
strategy is used in the classroom impact the teaching enthusiasm maximally.
learning activities.
Presenting knowledge clearly
Requirements that must be owned by a teacher to achieve clarity of
presentation of information, namely: to master communication techniques
with good, full control of the content of the learning material that will be
presented, and teachers also have to do the planning and preparation when
demonstration.
Guiding training
In this phase, the teacher must provide guided practice to the students
to exercise performed by the students can be more effective. There are
four principles that must be held by a teacher while doing exercises are
guided to their students: a short training but intact, skills must be
completely controlled, sustained exercise and pay attention to the early
stages of exercise.
Check for understanding
In this case, the teacher should show the part where the error occurs,
then demonstrate that skill back how it should be done. Checks
understanding teachers can do by giving some students were asked to
Phase
Activities
Teacher Activity
Students Activity
II
Guessing the
problem.
III
Establishing a new
understanding.
IV
Integration / Master
agreements.
Students gain an
advanced understanding
and establish positive
action.
VI
Action
In
addition,
more
challenges
to
be
faced
during
in learning activities.
Stage 2: Knowledge early
c.
(whole).
Learning is a transaction between the individual and the environment.
Learning is a process of creating knowledge.
Implications of Teaching Through Experiential Learning
Provide a learning experience that allows students responsible in planning
learning activities, learning, and learning outcomes obtained. Thus,
creating an atmosphere conducive learning and teaching materials are
representative of the teacher's job. Teachers should provide a number of
activities that stimulate students' curiosity and encourage them to express
for them while looking for links between schoolwork with their daily lives.
Build self-awareness
Provide motivation to the students to the limited knowledge they have.
Cooperation
Asking them to cooperate with each other so as to help students to
menemuka that their point of view just one among different viewpoints.
c. Advantages and disadvantages of independent teaching strategy
The advantages
1. Establish an independent learners and responsible
2. The students get the satisfaction of learning through tasks completed
tgas
3. The students gain experience and skills in literature search, research,
analysis, and problem solving.
4. The students can be a teacher for himself
The disadvantages
1. When applied to students who are minors, they can not be studied
independently.
2. what is obtained in independent learning is not be learning is not
necessarily true.
CHAPTER III
METHODOLOGY
A. Design of study
Design of this research is qualitative. Qualitative research mean that data is
collected to derive from document of interview and others formal document. One of kind
of kualitative research is descriptive kualitative, the aim of this research is to describe a
empiric reality deeply, specifically, and completely. According (Rahmawan, Tizar 2007)
descriptive research study about the problems in society, as well as the procedure
applicable and specific situations, including on relationships, activities, attitudes,
outlooks, processes are ongoing and influences and influences of a phenomenon.
Therefore, this research use descriptive method is matching between empirical reality
and theories
B. Subject of study
The subject of this research is student who teach PPL at Muhammadiyah
University of Kendari who teaching english. There are three classes, they are: class A, B
C. Instrument of study
1. Observation sheet.
2. Interview guideline
D. Data collection
Data collection is important step in a research, data collection is sistematic and
standar procedure to get date. In this research, researcher get the dates by two ways are,
1. Observation
Observation is the way of researcher to get date with using our eyes without
tools. The aim of this method is to write all of the activities which is done by the
teacher in PG early chilhood education major during teaching English. As proposed
by Marshall, 1995 in Nurhanna, 2014 ) that through observation the researcher learns
about behavior and the meaning attched to those behaviors.
2. Interview
According (Sugiyono, 2009 in Nurhana, 2014) state that interview provided
the researcher a means to get a deeper understanding of how the participant explained
a situation or phenomenon that could not be acquired through observation alone.
Interview is asking answer question process between questioner and respondent
directly using interview guide to get information for a research. The aim of this
method is to get date clearly and concretely about teaching strategy in PG early
chilhood education at Muhammadiyah University of Kendari. In this research,
researcher will be doing interview to teacher in PG early chilhood education.
E. Data Analysis
Data analysis is process of organize and sequence dates are documents,
comentar of researcher, picture, photos, biography, article and others in a model and
category. Then, researcher will be processed the dates by using descriptive kualitative
analysis. Descriptive kualitative analysis is a technique that describe and interpret the
meaning of the dates which have collected, then record all aspects of situation which is
researched at the time. Therefor, it can be found the general description about the real
situation. The result of this research was analyzed through three major types of analysis
in qualitative research.
Data reduction is the direction that the data is simplified and centered on the
main points. The important data and relevant data will be determined in order to
minimize the unecessary data. This refers to the process whereby the mass of qualitative
data you may obtain-interview transcripts, field notes, observations etc. is reduced and
organised, for example coding, writing summaries, discarding irrelevant data and so on.
Data display is the second step on data reduction. Generically, display is
organised, compressed, and assembly of information that permit conclusion drawing and
action (Miles and Huberman, 1984, p.11) in Zalfin (2015). Miles and Huberman suggest
that good display of data, in the form of tables, charts, networks and other graphcal
formats is essential. This is a continual process, rather than just one to be carried out at
the end of the data collection. This involves creating an organized, compressed way of
arranging data ( such as through a diagram, chart, matrix, or text). The display should
help facilitate identifying themes, patterns and connections that help to construct
conclussion.
The last analysis activity was conclussion/drawing/verification in which also
process of answering the research problem. During this last step, the writer revisited the
data many times to verify, test or confirmed the themes and patterns that have been
identified. Hence, in this study the writer used these threee steps to analyze the data from
observation and semi structured interview.
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
1. Finding of observation sheet from the first meeting (25 October 2016)
In the first meeting is the second meeting for the teacher and it is the first and
the last finding because the researcher did once observation only. In the second
meeting the teacher gave the topic descriptive text focus on describing family.
Before the teacher started the lesson, the teacher greet the students and check their
attandance. Next activity, the teacher brainstorm the topic with asked to students
about their members of family. After that, the teacher asked students to guess what
the theme based on the question and the teacher gave appreciation for students
answer with say very good students.
In the main activity teacher explained the defenition, purpose, generic
structure and language feature to students. Then, the teacher asked students
comprehension. After that, the teacher gave example of descriptive text and teacher
tell about her family. In the next activity the teacher put students in pair after that the
teacher gave reading text and asked students to read and underline the generic
structure and the language feature of the text with their friend. The teacher helped
students during student did the exercise, then the teacher asked students to answer
the question togeteher and gave review to students answer.
In the next activity, teacher teacher asked students to sit individual, then the
teacher asked them to write down about their family expecially about the charactebv
ristic of their family based on the exercise before was using simple present tense. It
is mean that the teacher not only want to know your understanding about reading but
also your production in writing. And then teacher collected their answer. After that,
the teacher asked some of students to tell about their family in front of class. It mean
also the teacher want to know their speaking ability.
In the post activity, Teacher concluded the material but before the teacher
choosed one of students to conclude the material and then teacher gave motivation to
students to keep study hard in their home and said see you. The characteristics above
refer to direct and interactive teaching strategy. While characteristic which refers to
indiret and experiental teaching strategy is teacher did brainstrom to students by
asked students about their family. Then, characteristics which refer to independent
teaching strategy are teacher divided students in some groups and teacher give
students chance to ask question about the material.
2. Finding of interview guideline from depth interview (26 October 2016)
In this part researcher tell about the result of interview to answer the second
question why the teacher is prefer using the teaching stargey ?.
The teacher said they did brainstorming to give stimulus to students to review
their knowladge because it stiil have relation with the material in the meeting. Then
the teacher give real example about the family in order students are easier to
understand the material. (See appendix 2, q3)
I give example to make them get more understanding and I give real example
which relate with their life.
Beside that, teacher also devided the students in groups in order they can share with
their friends because the teacher thought they were not really active in the classrrom.
(See appendix 2, q4)
I give them exercise in group to make them more active in the classroom and
they can share with their friends
Then, teacher gave guides to students to help students problems during they did their
exercise.
The teacher answered their exercise with students in the classroom in order the
students could know their mistakes. (See appendix 2, q6)
I answer the question with students together in order they can know what they
mistake and we can correct it together.
Then, the teacher gave exercise to students to analyse reading text to know their
understanding about the teachers explanation. And the last teacher conclude the
material in the end of the meeting to review the material in order the students can be
more understand. In this topic the teacher said that she integrated in skill reading to
read text about descriptive text, writing skill to write about their family base on
language feature and general structure and speaking skill to tell their family in front
of their friends, demonstrate skills, guiding training, check for understanding,
conduct feedback and providing advanced training opportunities and application.
B. Discussion
In this research there are two research questions, they are : What types is the
teaching strategy applied by student who teach in PPL I
at
Muhammadiyah
university of Kendari ? and Why the student is prefer using the teaching strategy ?.
The following is explanation to answer the questions based on results of observation
and interview.
Based on results of observation sheet, in the teaching the teacher did
brainstorm, explained the material, gave axample which relate about the material,
teacher gave chance to students to ask question, devided students in groups, gave
students exercise, gave students guide during the students did the exercise, answered
the exercise together in the classroom, and conclude the material in the end of
meeting.
Beside that, researcher also claim that the teacher used interactive teaching
strategy. As (Majid, 2013: 11) and (Hamruni, 2013: 8) in (Ghossani, 2014) also said
that the stage of interactive teaching strategy are :
Stage 1: Preparation
in learning activities.
Stage 2: Knowledge early
At the stage of preliminary knowledge, teachers explore students'
initial knowledge to know the things that have been known to the students
Based on the explanation above reseracher take conclussion that the student
who teach in class PPL used 2 strategy are Direct and interactive teaching strategy in
the teaching.
The result of interview , the teacher said that she use the steps of the teacing
because in the meeting she still learn the same topic but she give different theme, it is
why she gave question about their knowladge. The teacher also wants the students be
easier to reseive the material with gave real example. Beside that, the teacher want to
did approach to students by helping the students problems during they did their
exercise. Then, the teacher want the students more be active in the classroom, it is
why the teacher asked students to make groups and read their answer and tell about
their family in the front of their friend.
CHAPTER IV
CONCLUSSION
A.
Conclussion
The aims of this research is to describe about english teaching strategy is
aplied by student who teach in PPL I at Muhammadiyah University of Kendari. The
subject of this research is student who teach PPL at Muhammadiyah University of
Kendari who teaching english. There are three classes, they are: class A, B and C but
the rusult of recommendation of my counselor is student in class A student. A as my
subject.
Based on the findings from observation presented on the previous chapter,
the researcher found that from the five teaching strategy, they are: Direct teaching
strategy, indirect teaching strategy, interactive teaching strategy, experiential
learning, and independent teaching strategy, the teacher mostly used two teaching
strategy in her english teaching in class PPL, they are direct teaching strategy and
interactive teaching strategies. The direct teaching strategy is strategy that is directed
by the teacher or teacher centered, when carrying out this learning model the teacher
must demonstrate the knowledge and skills that will be drilled to the students step by
step. The teacher as the center of attention has a very dominant role. While
Interactive teaching strategy is a strategy of teaching that is implemented by way of
learning in groups that can give students more opportunities to think and argue
through their questions.
Based on findings from interview, the researcher conclude that the teacher
prefer use the direct and interactive teaching strategy it is caused from some aspects,
they are : the first is the teacher want to know the basic knowladge of students. The
second is the teacher want to make the students are easier to reseive the material.
The third is the teacher want to make the students more active in the classroom by
asking students to read their answer and practice in the front of their friend. The
fourth is teacher want to did approach by helping their problem. The fifth,the teacher
want to make the students are easier to reseive the material and the last is the
teacher want to make the students get clear understanding after she closed the class.
APPENDIX
A. Appendix 1
Observation sheet
1. Direct Teaching Strategy
N
o
1
menyampaikan
tujuan
Yes
pembelajaran
No
Note
kepada siswa
2
ada
kaitanya
dengan
materi
yang
akan
dilaksanakan.
telah dijelaskan.
5
pemahan siswa.
latihan.
Guru menjawab latihan
kerja siswa
kelas.
Yes
No
Note
1.
(Brainstorm)
2.
keluarga siswa
(topik)
3.
4.
Guru
6.
keputusan
7.
Guru
8.
meminta
memberika
siswa
siswa
untuk
mengambil
kesempatan
untuk
mengembangkan kegiatan
Yes
No
Note
1.
2.
3.
7.
dan
membacakan
pertanyaan
tersebut.
8.
9.
descriptive text.
10
telah dipelajari.
4. Experiential Learning
N
o
Yes
No
Note
1.
keluarga siswa.
mencoba
memberikan
gagasan
pengalaman
baru
yang
dengan
berhungan
Yes
No
Note
1.
pembelajaran
2.
Guru
membentuk
siswa
dalam
beberapa
kelompok
3.
membuat kelompok.
dalam
kelompok
baik
itu,
analisis,
siswa
siswa
5.
6.
Appendix 2
Interview guideline
1.
2.
3.
4.
5.
6.
7.
Transcript
Interviewer
Respondent
Interviewer
: Ini waktu yang pertama itu divideonya kita itu kita brainstorming, untuk apa
itu ?
Respondent
Interviewer
: Oh, terus itu sa lihat juga kita berikan contoh itu untuk apa ?
Respondents : Oh, itu sa berikan contoh supaya mereka lebih paham lagi, kemudian contoh
yang sa berikan itu kaya econtoh yang real yang tentang keluargaku karena
supaya apapi mereka itu yang sama dengan kehidupan sehari-hari.
Interview
: Oh, ee selanjutnya itu dalam videonya juga sa lihat itu kita berikan mereka
latihan itu dalam bentuk kelompok, itu kenapa ?
Respondent
Interviewer
: Selanjutnya itu kenapa sa lihat divideonya kita itu kita berikan bimbingan itu
untuk apa ?
Respondent
Interviewer
: Dan itu yang sa mau tanyakan juga yang selanjutnya itu kita tentang kenapa
kita menjawab sama-sama siswa didalam kelas kenapa tidak dirumah saja ?
Respondent
: Oh, gunanya itu kenapa kita harus menjawab sama supaya mereka tau
kesalahannya dimana supaya bisa diselesaikan sama-sama.
Interviewer
: Oke, selanjutnya e itu didalam video juga siswa e diberikan latihan untuk
Interviewer
: Selanjutnya itu tadi sa lihat kita berikan feedbacck itu sama students itu
untuk apa ?
Respondent
: Oh, itu feedback untuk mengingatka kembali pelajaran dari awal supaya
lebih clear lagi.
REFERENCES
Efisikawati. 2012. Strategy Pengajaran. http..... accessed on December 5, 2015.
Ghossani, Fara Citra. 2014. Teachers Teaching Strategies in English Classroom. http.... accessed on
December 5, 2015.
Handayani, Ekapuspita. 2012. Pengertian Pembelajaran, Pengajaran, Pemelajar dan
Pembelajar. http.... accessed on December 5, 2015.
Sit, Helena Hing Wa. 2013. An Investigation of How Lecturers Teaching Strategies Promote
Productive Classroom Interaction. Australia: Macquarie University. http.....
accessed on November 27, 2015.