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75
AN ANALYSIS OF ENGLISH SPEECH STYLE
AS REFLECTED BY THE MAIN CHARACTER
OF A TALE OF TWO CITIES
Mohammad Amiruddin
Matlub
English Department, FKIP, Madura University
Email: mohammadamiruddin_84@yahoo.co.id
Abstract: This research aims at finding out the kinds of English speech style as reflected by
Sydney Carton, the main character, of A Tale of Two Cities, the functions of the speech styles,
and the influences of social environment on English speech style as reflected by Sydney Carton
in A Tale of Two Cities. The research is descriptive-qualitative. The data were in the form of
utterances: words, phrases, clauses, and sentences uttered by Sydney Carton in A Tale of Two
Cities. The main instrument of the research was the researcher himself. The researcher also
triangulated the data to achieve trustworthiness by doing consultations and checking to friends.
The result of the analysis shows that there are four kinds of English speech style reflected by
the main character of A Tale of Two Cities. They are formal, consultative, casual, and intimate
styles. The highest percentage of the kinds of English speech style in A Tale of Two Cities
belongs to intimate style (44 %), when Sydney Carton talks to a woman he loves, Miss
Manette. The lowest percentage of English speech style belongs to consultative style (8 %),
when Sydney Carton is in a small discussion about the secret interview and the ways to save
Charles Darnay. In the novel, there are two functions of English speech style: giving
information about social status and mood. The function of English speech style reflected by
Sydney Carton with the highest percentage is giving information about mood (92 %),
especially when Sydney Carton wants to show Miss Manette that he needs her in his life (16
%). The lowest percentage is giving information about social status (8 %), when Sydney
Carton asks the officer to help Miss Manette and when he wants to show Mr.Lorry that Sydney
Carton know Miss Manette well. Giving information about mood is much more often used than
social status because the situation in that time are unrest and full of violence. Besides, the story
is about a romantic relationship between Carton and the woman he loves. There are three
influences of social environment on English speech style. They are the choice of words,
grammatical construction, and voice quality. The influence of social environment on speech
style reflected by Sydney Carton with the highest percentage is choice of words (46 %),
especially when there is no delicacy of the fellow in conversation with Miss Manette (36 %).
The next percentage belongs to voice quality (32 %), shown through his conversation with
Mrs Manette. The lowest percentage belongs to grammatical construction (4 %), when no one
gives acknowledgment to Sydney Carton.
Key Term: Speech sytle
INTRODUCTION
Style refers to the selection of incapable of style with a purpose, as when he
linguistic form to convey social or artistic is drunk, stoned, or insane. Perhaps one of
effect (Chaika, 1982: 29). Speakers will not the reasons that speakers got angry when the
always use the same style all the time. They hearer does not speak appropriately in a
have to select and change their style based on certain situation is that the speakers can not
the situation. According to Chaika (1982: figure out his or her goals. Without knowing
34), style is an integral part of social the hearers’ or the speakers’ goals, people do
functioning; the interaction cannot go ahead not know how to use the speech style when
if one party to it does not speak with the right dealing with another person. The speech style
style. used must be appropriate for the occasion.
Often, intentions are not perceived Then, too, the speakers must stand just in the
correctly, causing misunderstanding. right distance, make the right eyes contact,
According to Chaika (1982: 71), the only and the right length of time.
time that speakers are freed from the Speakers can express their emotion
obligation to carry out the social roles in through their speech style. In this case, the
speech event is when the other party is addressee can also predict whether the
76
77 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 76-83
speakers are sad, angry, or happy. Based on have to face different situations in their every
the view of the addressee, the style of the day life. When they are in formal situation,
speaker is directive, which manages the they use formal style and when they are in
attitude of the addressee. Here, style does not informal situation, they will use casual style,
only make the addressee do something as it is etc.
wished by the speakers, but also can control The second is the functions of the
her or him. English speech style as reflected by Sydney
Style gives information through Carton in A Tale of Two Cities.
words and pronunciation. The information Understanding the functions of English
revealed to the addressee is such as the speech style reflected by Sydney Carton is
speaker’s social or educational background important because people can understand the
and affiliation. It will affect the style of the purposes of the speaker. In communication, a
hearers. The style variation depends on the speaker uses style, and it conveys a purpose.
speech situation, whether it is formal or People will get difficulties to understand the
informal, and the role of the speakers as the purpose of the speaker if they do not know
members of a society. the function of the speaker’s style.
To know the style of a community, The third is how social environment
people have to understand the style of the influences the English speech style reflected
members of the society. People can use the by Sydney Carton in A Tale of Two Cities.
appropriate English speech style in the Social environment has great effect on the
Victorian period if they know the style of its style used by a speaker. The social
members. For example, through the language environment in A Tale of Two Cities is the
style of Sydney Carton, one of the characters resurrection and renewal, life, death, and
in A Tale of Two Cities, people can rebirth. In this social environment, the main
understand the English speech style in character, Sydney Carton, as the reflection of
Victorian period, since he lived in that era. English people must use different kinds of
People use different speech style in different style in different situations.
situation. For example, the characters of A The fourth is the message of the
Tale of Two Cities use different speech styles English speech style as reflected by Sydney
when they are in the trial process and in the Carton in A Tale Two Cities. The speech
party or informal situation. style of a speaker must convey messages.
A Tale of Two Cities is one of The messages give information about the
Charles Dickens’ novels. It is partly an background of the speaker to the hearer. To
attempt to show the dangers of a possible know the messages, the hearer has to pay
revolution. Moreover, Cnelson states in his attention to the speech style of the speaker.
article entitled Recalled to life In A Tale of The readers of A Tale of Two Cities will
Two Cities Religiou that it is also a story understand the messages if they pay attention
about resurrection, depicting the main to the speech style of Sydney Carton because
character, Sydney Carton, as being recalled Sydney Carton is the reflection of the English
to life people.
(http://www.allfreeessays.com/essays/Recall The fifth is the kinds of stylistic
ed-To-Life-in-A-Tale-of-Two-Cities- features used by the author, Charles Dickens,
religiou/1153.html). The problems related to in A Tale of Two Cities. Analyzing speech
this research are caused by several factors, style in novels is usually done by analyzing
both sociolinguistic and stylistic factors. the stylistic features, especially to know the
Some of them are the ways in doing the contributions of each stylistic feature to get
interaction between the main character, the aesthetic effect and to figure out the
Sydney Carton, and the society. stylistic feature that is more dominant.
The first problem is the kinds of Analyzing the stylistic features in A Tale of
English speech style as reflected by Sydney Two Cities, people will know the stylistic
Carton in A Tale of Two Cities. Different features used by the author, Charles Dickens.
kinds of speech style are needed in different The sixth is why the author, Charles
situations. It is important for human beings to Dickens, uses the stylistic features to get the
know the kinds of speech style because they aesthetic effect on the readers of A Tale of
Amiruddin, An Analysis Of English Speech Style | 78
Two Cities. Giving effects on the readers is The source of data refers to the
one of the goals and purposes of the author. subject from which the data were obtained.
The author, Charles Dickens, uses stylistic In this research, the source of data is
features to achieve his goal or purpose. The Dickens’ novel A Tale of Two Cities. The
goal or purpose of Charles Dickens in A Tale researcher uses A Tale of Two Cities since it
of Two Cities is that he wants to explain represented the kinds and functions of
about the effect of revolution and to tell English speech style, and the influences of
about the social environment of England at the social environment of England on the
that time which is reflected by Sydney English speech style represented by Sydney
Carton in A Tale of Two Cities. The social Carton in A Tale of Two Cities.
environment at that time was oppression. The method used in collecting data
in the research was documentation technique.
RESEARCH METHOD The data which were documented in the
A research is a way to find the truth research were the kinds of English speech
through scientific methods. This research is style reflected by Sydney Carton, the
a qualitative research using a naturalistic functions of the speech style, and the
approach that seeks to understand influences of social environment on speech
phenomena in context-specific setting. A style reflected by Sydney Carton in A Tale of
qualitative design refers to a research Two Cities.
procedure which produces descriptive data. The data were collected by doing
Human beings’ written or spoken words and these activities:
their observable behaviours are the examples 1. Reading the novel, A Tale of Two Cities,
of the descriptive data. A qualitative research carefully
attemps to present the data from the 2. Identifying the data which were related to
perspective of subjects or observed groups, the objectives of the research
so that the cultural and intellectual biases of 3. Writing down the data which were related
the researcher did not distort the collection, to the kinds, functions, and influences of
interpretation, or presentation of the data. social environment on speech style.
According to Bogdan and Biklen The data analysis technique used in
(1982: 29), a qualitative research tends to the research was descriptive qualitative.
analyze the data inductively. This research The following were the method of
tries to analyze the kinds, the functions of the analysis:
English speech style reflected by Sydney 1. Classifying the English speech style
Carton and the influences of social represented by Sydney Carton
environment of England on English speech 2. Understanding the functions of the
styles reflected by Sydney Carton in A Tale speech style
of Two Cities. 3. Understanding the influences of social
The main data of this research are the environment
expressions produced by Sydney Carton in A 4. Arranging the data in data sheets
Tale of Two Cities. The data are in the form Sample data sheet
of utterances: words, phrases, clauses, and
sentences.
Table 1. The Kinds and Functions of English Speech Style and the Influences of Social Environment
on English Speech Style Reflected by Sydney Carton in A Tale of Two Cities
Kinds of styles Functions Influences
N
Page Data Sit Mes So Ch
o Fro For Con Cas Int Mo Gra Voi
c o
Explanation:
Sit : Situation Int : Intimate
Mes : Message Soc : Social status
79 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 76-83
The main instrument used in the doing consultations to expert who had
research was human instrument, the competence to the case.
researcher himself. The researcher looked for
the data related to the problems of the FINDINGS AND DISCUSSION
research. This research aims at describing the
In collecting the data, the researcher kinds and the functions of English speech
needs another instrument, i.e. data sheet. The style represented by Sydney Carton, and the
researcher used the data sheet to write all the influence of the social environment on the
data related to the problems of the research. speech style. The data used in this research
The researcher applied credibility to are from a novel entitled A Tale of Two Cities
determine the trustworthiness of the data. by Charles Dickens.
Credibility aims at achieving the validity of This chapter consists of findings and
the data. The researcher performed deep and discussion sections. The findings section
detail observation of the data so that the data presents the data of the kinds of English
could be said credible. In applying this speech style as reflected by Sydney Carton,
credibility, the researcher read and re-read the functions of the English speech style
the data carefully and comprehensively. In represented by Sydney Carton, and the
this research, credibility was also reached influence of the social environment on the
through triangulation technique. speech style. Findings are discussed in detail
Triangulation was the combination of in the discussion section.
methods in the study of the same 1. The Kinds of English Speech Style
phenomenon. Triangulation utilized Reflected by Sydney Carton
something outside the data to verify the data Among the five kinds of speech
themselves or to compare them. Some basic style, frozen speech style is not found in the
elements of triangulation technique were novel. Hence, the researcher discusses the
sources, methods, observers or researchers, other four speech styles. They are formal,
and theories. consultative, casual, and intimate speech
In this research, the data validity was styles. The findings of the kinds of English
done by repeating observation of the data and speech style reflected by Sydney Carton in A
Tale of Two Cities are presented in Table 2
Table 2. The kinds of English Speech Style Reflected by Sydney Carton of A Tale of Two Cites
Perce
Kinds of Style Freque
No Situation ntage
ncy %
Fro For Con Cas Int
In court during the trial process of Charles 2 8
1. 2
Darnay
In congratulatory time when no one give
2. 3 3 12
acknowledgement to Sydney Carton
3. On drinking day when all people drunk hark 1 1 4
4. In tea-time during heavy rain 1 1 4
5. When drinking a bumper 1 1 4
In the conversation between Miss Manetteand 11 44
6. 11
Sydney Carton
On wedding day of Charles Darnay and Miss 1 4
7. 1
Manette
In the wine shop when Sydney Carton 2 8
8. 2
investigates Mr. Barsad
In a small discussion when Sydney Carton, Mr. 1 4
9. 1
Lorry, and Mr. Cruncher have a secret interview
Amiruddin, An Analysis Of English Speech Style | 80
Table 3. The Functions of the English Speech Style Reflected by Sydney Carton
Percenta
Function
N The Message of Speech Style of Sydney ge
Frequency
o Carton Social
Mood %
Status
1. Asking the officer to help Miss Manette 1 1 4
2. Asking about the condition of Miss Manette 1 1 4
3. Showing his disappoinment 1 1 4
Showing Charles Darnay that he was fine, he 1 4
4 1
was not in drunk
Showing the happiness of Sydney Carton and 1 4
5. 1
Stryver
Showing that they (Dr. Manette and Sydney 1 4
6. 1
Carton) were waiting for the heavy rain to stop
Asking Mr. Stryver to keep his principle to get 1 4
7. 1
agreeable in woman society
Showing Miss Manette that he needs her in his 4 16
8. 4
life
Showing that Sydney Carton wants to say 1 4
9. 1
something to Miss Manette
10 Showing that there is nothing in life 1 1 4
11 Showing Miss Manette that he was not suiTable 2 2 8
81 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 76-83
for her
12 Showing Miss Manette that she was not the 1 4
1
. cause of his becoming worse
13 Showing Miss Manette that her purity was the 1 4
1
. cause of his recalling to life
14 Asking Miss Manette to be under no 1 4
1
. apprehension
15 Showing Miss Manette that he will do 1 1
1
. everything for her and for anyone who dears her
16 1 1
Asking Charles Darnay to be his friend 1
.
17 Ensuring Mr. Barsad that he saw him 1 1 1
18 1 4
Asking Mr. Barsad to be calm 1
.
19 Asking Mr. Lorry to keep his interview secretly 1 4
1
. from Miss Manette
20 Showing Mr. Lorry that he has close relation to 1 4
1
. Dr. Manette
21 1 4
Asking Charles Darnay to take the pen quickly 1
.
23(92 25 100
Total Frequency 2(8 %)
%)
Based on Table 3, the English speech mood is mostly used because the situation in
style reflected by Sydney Carton conveys that time are unrest, full of violence and
information about social status and mood. destruction.
The functions with the highest percentage is 3. The Influence of Social Environment of
giving information about mood 92 %, England on the English Speech Style
especially when Sydney Carton wants to
show Miss Manette that he needs her in his The findings of the influence of
life 16 %. The lowest percentage is about social environment of England on the
social status 8 %, when Sydney Carton asks speech styles of Sydney Carton in A Tale
the officer to help Miss Manette and when he of Two Cities are presented in the
wants to show Mr.Lorry that he knew Miss following Table.
Manette well. Giving information about
Table 4. The Influence of Social Environment on Speech Style
Influences Percentage
No Social Environment Choice Grammatical Voice Frequency
%
of Word Construction Quality
In court during the trial process of 2
1. 1 1 8
Charles Darnay
In congratulatory time when no one
2. give acknowledgement to Sydney 1 2 3 12
Carton
On drinking day when all people drunk 1
3. 1 4
hark
4. In tea-time during heavy rain 1 1 4
5. When drinking a bumper 1 1 4
In the conversation between Miss 11
6. 9 2 44
Manette and Sydney Carton
On wedding day of Charles Darnay and 1
7. 1 4
Miss Manette
In the wine shop when Sydney Carton 2
8. 1 1 8
investigates Mr. Barsad
Amiruddin, An Analysis Of English Speech Style | 82
Based on Table 4, there are eleven Tale of Two Cities are giving
social environments of England which information about social status and
influence the speech style of Sydney Carton mood. The function of English
in A Tale of Two Cities. speech style reflected by Sydney
The influence of social environment Carton with the high percentage is
on speech style reflected by Sydney giving information about mood (92
Carton with the highest percentage is %), especially when Sydney Carton
choice of words 60 %, especially when wants to show Miss Manette that he
there is no delicacy of the fellow in needs her in his life (16 %). The low
conversation with Miss Manette 36 %. percentage is giving information
about social status (8 %), when
The second highest percentage Sydney Carton asks the officer to
belongs to voice quality 32 %, which is help Miss Manette and when he
shown through his conversation with Mrs wants to show Mr.Lorry that he
Manette. The lowest percentage belongs knows Miss Manette well. Giving
to grammatical construction 8 %, when information about mood is more
no one gives acknowledgment to Sydney frequently used because the situation
Carton. in that time are unrest and full of
violence. Besides, the story is about
CONCLUSION a romantic relationship between
Based on the result and explanation Carton and the woman he loves
of the research, some conclusions can be 3. The influences of social environment
formulated as in the following: of England on the speech style
1. The kinds of English speech style reflected by Sydney Carton in A Tale
reflected by Sydney Carton in A Tale of Two Cities are the choice of
of Two Cities are formal (12 %), words, grammatical construction,
consultative (8 %), casual (36 %), and voice quality. The influence of
and intimate (44 %) styles. The use social environment on speech style
the English speech style depends on reflected by Sydney Carton with the
the situation. The highest percentage highest percentage is choice of words
of the kinds of English speech style (46 %), especially when there is no
reflected by Sydney Carton in A Tale delicacy of the fellow in
of Two Cities belongs to intimate conversation with Miss Manette (36
style (44 %), when he talks to the %). The second highest percentage
woman he loves, Miss Manette. The belongs to voice quality (32 %),
lowest percentage of English speech which is shown through his
style reflected by Sydney Carton conversation with Mrs Manette. The
belongs to consultative style (8 %), lowest percentage belongs to
when he is in a small discussion grammatical construction (4 %), that
about the secret interview and the is when no one gives
ways to save Charles Darnay. acknowledgment to Sydney Carton.
2. The functions of the English speech
style reflected by Sydney Carton in A
83 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 76-83
REFERENCES
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London: Allyn and Bacon. Center in Anthropology, Folklore,
and Linguistics.
Chaer, A. 2004. Sosiolinguistik. Jakarta:
Rineka Cipta Jandt, F. E. 2004. An Introduction to
Intercultural Communication.
Chaika, E. 1982. Language The Social London: SAGE Publications.
Mirror. London: Newbury House.
Keraf, G. 2006. Diksi dan Gaya Bahasa.
Cnelson. 2008. Recalled to life In A Tale of Jakarta: Gramedia Pustaka Utama.
Two Cities Religiou. Accessed on
November 27th 2008 from Soeparno. 2002. Dasar-dasar Linguistik
http://www.allfreeessays.com/essays/ Umum. Yogyakarta: Tiara Wacana
Recalled-To-Life-in-A-Tale-of-Two- Yogya.
Cities-religiou/1153.html.
Swain, S. 2001. A Tale of Two Cities- A
Dickens, C. 1994. A Tale of Two Cities. Historical Fiction. Accessed on
London: Penguin Books. January 14th 2009 from
http://www.essay depot-a tale of two
Fasold, R. 1990. The Sociolinguistics of cities-a historical fiction.htm.
Language. Great Britain: Blackwell
Tucker G. R & Paulston C. B. 2003.
Hudson, R. A. 1982. Sociolinguistics. New Sociolinguistics. UK: Blackwell.
York: Cambridge University.
Wardhaugh, R. 1988. An Introduction to
Hornby, A.S. 1995. Oxford Advanced Sociolinguistics. Oxford: Basil
Learner’s Dictionary of Current Blackwell.
PENERAPAN METODE INQUIRY PADA SUB POKOK BAHASAN
PERBANDINGAN KELAS X SMK NEGERI 1 PAMEKASAN
Agus Kreatif
Guru Matematika SMK Negeri I Pamekasan
Email:
Abstrak : Salah satu faktor pendukung berhasilnya proses belajar mengajar matematika
adalah pemilihan metode belajar mengajar yang diterapkan oleh guru dalam pembelajaran.
Untuk itu penulis memilih metode inquiry, karena pada pembelajaran dengan menggunakan
metode inquiry siswa dapat melakukan rangkaian kegiatan pembelajaran yang menekankan
pada proses berfikir secara kritis dan analitis untuk mencari dan menemukan sendiri jawaban
suatu masalah yang dipertanyakan. Sehingga siswa cenderung aktif dalam proses
pembelajaran. Tujuan dalam penelitian ini adalah untuk mengetahui respons siswa serta
ketuntasan belajar siswa setelah diterapkan metode inquiry pada sub pokok bahasan
perbandingan.
Penelitian ini dilaksanakan di SMK Negeri 1 Pamekasan Tahun pelajaran 2011-2012 dengan
menggunakan penelitian deskriptif. Jumlah populasi sebanyak 143 siswa dan jumlah sampel
yang digunakan 35 siswa. Materi dalam penelitian ini adalah sub pokok bahasan
perbandingan yaitu perbandingan senilai dan perbandingan berbalik nilai. Untuk memperoleh
data yang diperlukan, peneliti menggunakan lembar angket untuk mengetahui respon siswa
terhadap pembelajaran dengan menggunakan metode inquiry dan lembar tes untuk
mengetahui ketuntasan hasil belajar siswa dengan metode inquiry.
Berdasarkan hasil analisis data angket respons terhadap penerapan metode iquiry pada pokok
bahasan perbandingan kelas X SMK Negeri 1 Pamekasan tahun pelajaran 2011-2012
dikategorikan positif, sebab siswa yang menyatakan ”ya” terhadap angket yang diberikan
sebesar 87,43% dan Ketuntasan belajar siswa yang pembelajarannya menggunakan
1
penerapan metode inquiry sub pokok bahasan perbandingan di kelas X-Adm SMK Negeri 1
Pamekasan tahun pelajaran 2011-2012 dapat dikatakan tuntas. Karena secara individual
siswa yang mencapai standar ketuntasan belajar minimum dengan memperoleh nilai 70
sebanyak 31 siswa dari 35 siswa dan secara klasikal diperoleh ketuntasan sebesar 88,57%.
Sehingga penerapan metode inquiry pada sub pokok bahasan perbandingan kelas SMK
Negeri 1 Pamekasan tahun pelajaran 2011-2012 dapat diakatakan tuntas.
PENDAHULUAN
Matematika sangat diperlukan baik Berdasarkan informasi yang didapat
untuk kehidupan sehari-sehari maupun dalam penulis dari beberapa guru pengajar
menghadapi kemajuan IPTEK sehingga matematika dan beberapa siswa SMKN 1
matematika perlu dibekalkan kepada setiap Pamekasan, sebagian besar guru pengajar
peserta didik mulai usia dini. Salah satu matematika masih menggunakan metode
faktor pendukung berhasilnya proses belajar ceramah dan tanya jawab. Selama proses
mengajar matematika adalah pemilihan pembelajaran siswa lebih banyak menerima
metode belajar mengajar yang diterapkan informasi yang teoritis. Sehingga siswa
oleh guru dalam pembelajaran. Penggunaan cenderung pasif dan kurang kreatif. Hal ini
metode yang baik dan benar akan menyebabkan daya fikir siswa kurang
berpengaruh baik terhadap proses belajar dan berkembang.
kemampuan peserta didik dalam memahami Salah satunya adalah metode inquiry.
mata pelajaran sehingga memungkinkan Metode inquiry merupakan rangkaian
tercapainya prestasi yang gemilang. kegiatan pembelajaran yang menekankan
84
85 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 84-88
pada proses berfikir secara kritis dan analitis Sebelum dilakukan penelitian, diperlukan
untuk mencari dan menemukan sendiri ujicoba terhadap instrumen penelitian. Pada
jawaban suatu masalah yang dipertanyakan penelitian ini uji coba instrumen tetap
(Sanjaya, 2007:194). Metode ini bertolak dari dilaksanakan di SMK Negeri 1 Pamekasan
pandangan bahwa siswa sebagai subjek dan karena merupakan satu-satunya sekolah
objek dalam belajar, mempunyai kemampuan kejuruan jurusan administrasi dan soal untuk
dasar untuk berkembang secara optimal uji coba instrumen dijamin tidak bocor. Uji
sesuai dengan kemampuan yang dimilikinya. coba instrumen dilakasanakan di SMK
Dalam hal ini guru hanya berperan sebagai Negeri 1 Pamekasan kelas X-Admin 2 untuk
fasilitator dan pembimbing siswa dalam mengetahui layak tidaknya tes, sesuai dengan
belajar. kriteria sebagai berikut: validitas tes,
Alasan penulis mengambil materi reliabilitas tes, tingkat kesukaran dan daya
perbandingan karena materi perbandingan beda.
merupakan pelajaran yang berkenaan dengan Untuk memperoleh data sesuai dengan
pengalaman nyata yang dihadapi siswa dalam kelayakan suatu penerapan metode inquiry
kehidupan sehari-hari, sehingga mudah untuk dalam pembelajaran matematika, maka
dibayangkan. Dengan hal tersebut siswa digunakan analisis data deskriptif dengan
mampu melakukan proses berfikir secara menghitung
kritis dan analitis untuk mencari dan Analisis Respons Siswa
menemukan sendiri jawaban dari suatu Respons siswa terhadap penerapan
masalah yang ada dengan mudah. pembelajaran matematika dengan
Berdasarkan rumusan masalah di atas, menggunakan metode inquiry dihitung
maka tujuan dari penelitian ini adalah: 1) dengan rumus:
Untuk mengetahui respons siswa dalam si
pembelajaran matematika dengan Ri 100%
menggunakan metode inquiry pada sub n
pokok bahasan perbandingan kelas X SMK Keterangan:
Negeri 1 Pamekasan Tahun Ajaran 2011- Ri : Prosentase siswa yang menjawab ”ya”
2012. Dan 2) Untuk mengetahui ketuntasan s i : Banyak siswa yang mengatakan ”ya”
belajar siswa pada penerapan metode inquiry
dalam pembelajaran matematika pada sub n: Banyak seluruh siswa
pokok bahasan perbandingan kelas X SMK Kategori respons siswa:
Negeri 1 Pamekasan Tahun Ajaran 2011- a. Respons siswa dianggap positif jika
2012. prosentase rata-rata jawaban siswa
60%
METODE PENELITIAN b. Respons siswa dianggap negatif jika
Penelitian ini dimaksudkan untuk prosentase rata-rata jawaban siswa
memperoleh gambaran yang mendalam dan 60%
terperinci dari fenomena yang terjadi pada
objek penelitian mengenai penerapan metode Analisis ketuntasan siswa
inquiry pada pokok bahasan perbandingan di Ketuntasan hasil belajar siswa dapat
SMK Negeri 1 Pamekasan. Dalam penelitian dilihat dari hasil tes yang dilakukan setelah
menggunakan satu kelas yaitu kelas X-Adm 1 kegiatan pembelajaran berlangsung. Seorang
sebagai kelas yang akan diberikan pelajaran siswa secara individu dikatakan tuntas
dengan menggunakan metode pembelajaran belajarnya apabila ia memperoleh nilai
inquiry. minimal 70 (KKM SMK Negeri 1
Sampel dalam penelitian ini adalah Pamekasan). Suatu kelas dikatakan tuntas
dipilih secara random sampling. Penelitian apabila kelas tersebut terdapat 85 % (Suryo
ini menggunakan teknik pengumpulan data subroto, 2009:64) siswa telah mencapai
dengan tes dan lembar angket. penelitian ketuntasan yang dapat dicari dengan
menggunakan angket kuesioner tertutup menggunakan rumus:
dimana jawabannya sudah disediakan
sehingga responden tinggal memilih.
Kreatif, Penerapan Metode Inquiry | 86
DAFTAR PUSTAKA
Alwi, Hasan. 2001. Kamus Besar Bahasa Priatna, Nanang. 2003. Problem Posing dan
Indonesia. Jakarta : Balai Pustaka. Problem Solving. Dalam
Pembelajaran Matematika. Bandung :
Arifin, Zainal. 2009. Evaluasi Pembelajaran. Pustaka Ramadhan.
Bandung : Remaja Rosdakarya.
Ratumanan, Tanwey Gerson. 2002. Belajar
Arikunto, Suharsimi. 2006. Prosedur dan Pembelajaran. Surabaya: Unesa
Penelitian Suatu Pendekatan Praktek. University Press
Jakarta : Rineka Cipta.
Sanjaya, Wina. 2007. Strategi Pembelajaran
Dimyati. 2009. Belajar dan Pembelajaran. Berorientasi Standar Proses
Jakarta : Rineka Cipta. Pendidikan. Jakarta : Kencana Prenada
Media.
Gulo, W. 2002. Strategi Belajar Mengajar.
Jakarata : Grasindo Sugiyono. 2008. Metode Penelitian. Bandung
: Alfabeta
Hudojo, Herman. 2001. Pengembangan
Kurikulum dan Pembelajaran Sukmadinata, Nana Syaodih. 2008. Metode
Matematika. Malang : Jica Penelitian Pendidikan. Bandung :
Joni, Raka. 1984. Pengukuran dan Penilaian Rosdakarya.
Pendidikan. Surabaya : Karya anda.
A SECRET OF “ALICE’S ADVENTURES IN WONDERLAND” (STUDY OF THE
MAIN CHARACTERS’ CONFLICTS AND MESSAGE)
R. Agus Budiharto
Nurul Fadila
English Department, FKIP, Madura University
Email: congbudiharto@gmail.com
Abstract: Literature constitues the imagination product of the author’s mind as the mixture
of expression of feeling and emotion based on life experiences either it is written or orally
and usually valued as work of art. One of literary work is novel or commonly known as
fiction or unfactual story which usualy read based on the readers enjoyment, pleasant,
understanding and interest. The author needs especially intrinsic elements namely plot,
setting, theme, character, point of view, and conflict to produce a nice novel. Since all of
them can be interpreted either implicitly or explicitly, intrinsic elements can be called as
secrets that hypnotize the readers to read novel until the end due to the curiousity about
something hidden in its story. The reason of taking Alice’s Adventures in Wonderlandas the
object of this study is because it has been a well known classic novel and familiar for english
novel lovers all over the world either children or adults whichenormously influencein
literature especially in the fantasy genre.
From all of the intrinsic elements on novel, the researcher discusses one element namely
conflict because it is needed to start, develop, and build up the story of novel. As the result of
comprehending the conflicts, the message also can be taken as discussion. Therefore this
study is focused on the main characters’ conflicts and message on Alice’s Adventures in
Wonderland, a novel of Lewis Carroll.
The qualitative method is choosen as the research design of this study because the data
presented in the form of sentences related to the main characters’ conflicts and message on
Alice’s Adventures in Wonderland.
As the result of this study, it had been found two inner conflicts andfifteen outter conflicts
which are grouped into three types namely Man vs. Nature, Man vs. Man, and Man vs.
Society are also found. This novel has five messages which related to the main characters’
conflicts namely Moral, Social, Religious, Educational, and Political Message.
At last, after interpreting and analyzing this novel the researcher gives conclussion and
suggestion. The conclussion is related to the data that have been analyzed and the suggestion
is related to how to comprehend the literary work especially novel, what to do in studying
literature, and how to analyze novel.
INTRODUCTION
Literature is an expression of the form of written language. English literature is
author’s feeling and emotions which valued divided into two broad classes namely fiction
as work of art. Richard Taylor in Napitupulu and non-fiction (ibid:10). Fiction constitues
(2009:1) said, “Literature like other arts is something that the author invents or imagines
essentially an imaginative act of the author’s which can be in the form of a prose, a play or
imagination in selecting, ordering, and a poem. Examples of fiction are novel, a
interpreting life experiences”. It means that short story, fairy tales, etc. While non-fiction
literature is an imagination productof the constitues kind of writing which about true
author’s mind which can be expressed either events and describe facts. It consists of
by written or orally.As statedby New biographies, essays,diaries, etc.
(2001:5)that, “Literature may exist in either Novel is an imaginative work or one
written or oral form”. of literary kinds which commonly known as
There are three types of genre in fiction. Quinn (2006:164) states that,
literary work, they are: poetry, drama, and “Fictionconstitues a general term for any
prose (Zubaidah, 2012:11). The researcher is narrative form that is invented or imagined as
more interested in novel as her research opposed to being factual”. Though fiction is
which focuses on prose. It is the ordinary not a factual story, but usually the reason of
89
Budiharto, A Secret of “Alice’s Adventures | 90
reading fiction literary work is based on the story. This novel consists of twelve chapters
enjoyment, pleasant, understanding, and and published on 1866. It also became
interest. A novel can be said good and it is popular since its first publication by the
able to arise the readers imagination if it readers of its novel are adults and children. It
consists of elements that build up in it. The was a best seller novel and ranking with the
elements of novel viz:intrinsic and extrinsic. work of Shakespeare in popular demand.
Among intrinsic elements in novel This novel has an imaginative story
interrelate one to another then can build up a and fanciful characters which inspired
story. Plot, setting, theme, character, point of numerous live performancesincluding plays,
view, and conflict are known as intrinsic operas, ballets, and traditional
elements (Hartiningsih, 2001). Those are Englishpantomimes. So it means this novel
considered as secrets because can be known has been a literary work which enormously
implicitly and explicitly. Secret itself refers influential in literatureespecially in the
to something behind or within the text fantasy genre. This novel has been translated
(Bennett, 2004:245). Although part of the into 61 languagesand alsoadapted in to film.
intrinsic elements for instance setting can be But the researcher still chooses to analyze the
known easily, but to know about other parts novel that contains the original story rather
implicitly the readers must read the story than its film version. Because in the film
until the end. “It is precisely because there usually there are some of Alice’s Adventures
are things that remain hidden from us, and in Wonderland story which left out of the
because we want to know what these things film adaptation.There areparts of story in
are, that we continue to read”(ibid:241). some chapters in the novel removed and
Therefore when the readers would like to added with some other improvement of story
analyze the intrinsic elements of a certain in its film version. Readers only know that
novel, they must read the whole of its story. this novel has conflicts without knowing
That can be the reason why novel can kinds of the conflict clearly. As kind of
hypnotize the readers to read its story until fiction, it has conflicts either outter or inner
the end. conflicts which are faced by its main
Every novel certainly has conflicts characters namely Alice, the White Rabbit,
which are faced by the main characters and the King of Heart, the Queen of Heart, and
the others. Because conflicts are needed in the Knave of Heart.After interpreting the
the novel or fiction literary work to start, main characters’conflicts which needs
develop, built up its story in which without comprehensive understanding based on their
conflict, the story is only aset of related action in the story, the readers automatically
events that may leave the readers wondering will get messages which can be informations
when something that is actually going to especially lessons related to the conflicts.
happen (Manning and O’neill in Atiyah, Based on those reason, the main
2012:3). It means conflict is the important characters’ conflicts of novel is interesting to
aspect in the story of novel. be analyzed. It makes the researcher decides
The researcher decides a novel by to conduct a study by the title A Secret of
the title Alice’s Adventures in Wonderland “Alice’s Adventures In Wonderland” ( Study
or known as Alice in Wonderland by Lewis of the Main Characters’ Conflicts And
Carroll as the object of this study. It is the Message.)
most famous novel which created by Lewis
Carroll who known as a very boring math RESEARCH METHOD
professor, a creative english writer, logician, This research used qualitative
Anglican deacon and photographer. He was method because the material object of this
born on January 27 1832 in Daresbury, study was a literary work which needed the
Cheshire, England. He had created many involvement of researcher as the interpreter
literary works especially novels and short and key instrument to analyze the main
stories but from all of them Alice’s character’s conflicts and messages of the
Adventures in Wonderland novel became his main characters’conflicts in the novel.
masterpiece and could make Queen Victoria, Therefore, the use of qualitative method in
the administrator of England enjoyed its this research deals with the data that were
91 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 89-109
collected which did not need measurement or After collecting data, the researcher
statistical data.As stated byStrauss and did the following activity:
Corbin in Ritchie (2003:3) that, “By the term 1. Analyzedthe data which had been
'qualitative research' we mean any type of collected that concerns main
research that produces findings not arrived at characters’ conflicts by using
by statistical procedures or other means of supporting paragraph then connected
quantification”. those data with theories and the
The researcher of this study analyzed researcher own explanation.
thenovel descriptively in the form of words 2. Describedwhat messages were
and sentences or paragraphs, that was conveyed in novel related to the
emphasized on main characters’s conflicts main characters’ conflicts which
and messagesrelated to the main characters’s completed with supporting
conflicts on Alice’s Adventures in paragraph.
Wonderland, a novel by Lewis Carroll. 3. Made conclusion based on the
The researcher collected the data findings.
from data source particularly novel which
was supported by some related literature FINDING AND DISCUSSION
references. The references were obtained After reading and comprehending
from library and online. this novel, the researcher found and
The steps of collecting data of this interpreted the main characters’ conflicts
study were as follow: happens in the story of this novel. The main
1. Read “Alice’s Adventures in characters of this novel namely Alice, the
Wonderland” novel repeatedly to get White Rabbit, the King of Heart, the Queen
a comprehensive understanding of Heart, and the Knave of Heart. There are
about its story. some conflicts happen in this novel either
2. Identified the data which were outter and inner and also the massage of its
needed in this study by making conflicts that would be explained as follows:
underline in supporting paragraphs. Inner conflict happens because of
It was identification of conflicts the opposition between a character or
which especially faced by the main especially the main character with self. It is
characters that found in novel. the internal problem which called as
3. Classified data related to the main psychological tension of person. In this
characters’s conflicts which hadbeen discussion, the researcher gives some
obtained. The classification consists description, explanation and point of view
of the outter conflicts which could be based on the excerpts that show the
Man vs. Man, Man vs. Nature, Man psychological conflict faced by the main
vs. Society, and inner conflict or characters. Here are the examples of inner
Man vs. Himself. conflicts found in this novel:
4. Identified the messages which The internal conflicts of Alice begin
wereconveyed by the author to the after falling asleep on the river bank and
readers through story of the novel dreams she is at the strange world. It is the
related to the conflicts faced by the begining of her adventure in the Wonderland
main characters. where she finds everything impossible in her
5. Classified the data related to real life become real in that strange world.
messages which had been obtained. She encounterts a White Rabbit and follows
The classification consists of it pops down a Rabbit hole that lead her
Religious, Social, Moral, entersa very deep well. She falls down again
Educational, and Politicalmessage. and again never come to the end. While
Because this study used descriptive falling down, she tries to think about her
analysis, so in analyzing the data, the school lesson and her pet cat which make
researcher did not only describe the data but her sleepy and asleep again in her dream and
also gave enough explanations which were falls down more deeply that is dark overhead
connected with the theories in the previous when she looks up.
chapter to arise the readers understanding.
Budiharto, A Secret of “Alice’s Adventures | 92
Suddenly she is alone in the long in this way! Stop this moment,
low hall with so many locked doors there. I tell you!” But she went on all
That strange situation makes her so sad and the same, shedding gallons of
crying. Let see the quotationbelow: tears, until therewas a large
’Come, there’s no use in pool all round her, about four
crying like that!’ said Alice inches deep and reaching half
to herself, rather sharply; ‘I down the hall.
advise you to leave off this (Carroll, 1866 : 17. P:2)
minute!’ She generally Based on that quotation, basically
gave herself very good Alice gets confussion because of unexpected
advice, (though she very thing happens. It is related to her effort that
seldom followed it), and is still done to get out from the strange hall. It
sometimes she scolded is impossible for her to take the key with her
herself so severely as to small body size, then she finds a cake with
bring tears into her eyes..... the word “EAT ME”. She eats the cake up
(Carroll, 1866:12. P: 1. L:10-12 – P: which makes her grows larger and can take
2. L:1-7) the key. But when the door can be opened,
Based on the quotation above, can be she can not get out through the door because
interpreted that Alice cries because her effort her body size is too large. She has tried hard
gives no result in that strange situation. At to escape from the hall by shrinking smaller
the time, she tries to open the locked door but and growing larger but she always gets
she can not open one of them at all. Although unexpected result. Therefore finally she cries
she has found a key on the table, but she can again to spil her sadness because of the
not do anything to get out from that strange confusion related to the strange situation
hall. That is because of the key is too small become more uncomprehensiveable.She says
or the door is too large. But then she finds a stop but she herself cannot stop shedding her
little door behind the curtain that the key is tears until causes forming of a large tears
fit with it. Unfortunately she can not get out pool.
through the door with her normal body size. She tries to think a lesson and a verse
Suddenly she finds a bottle on a table that she knows. But those thinking bring
labelled "DRINK ME" which is actually not herself in to another psychological tension in
there before. Then she drinks it up and her her mind again. Let see the supporting
body size shrinks too small. When she goes quotation below:
to the door, the key is still on the table. So “I’m sure those are not the
she tries to take it by climbing the legs of the right words,” said poor
table but it is too slippery and causes her Alice, and her eyes filled
tired. She can not control her sadness due to with tears again as she went
a queer situation and the difficulty happens to on,..............‘Who am I
her. She does not know what has to do after then? Tell me that first, and
her effort there except crying. She still tries then,if I like being that
to make herself stronger by giving advice but person, I’ll come up: if not,
she is too sad and does not follow it. As the I’ll stay down here till I’m
result, she blames herself which causes her some-body else’—but, oh
feeling become worse. dear!’ cried Alice, with a
After crying, she still tries to be sudden burst of tears, ‘I do
strong and thinks of the way to get out from wish they wouldput their
that situation. But on the way to ascape from heads down! I am so very
the trouble, another internal problem happens tired of being all alone
again in her mind then causes her cries again. here!’
Let see the quotation below: (Carroll,1866. Page 21. Par. 1)
“You ought to be ashamed of Based on that quotation above, the
yourself,” said Alice, “a great confussion is got again by Alice because she
girl like you,” (she might can not remember anything she knew before.
wellsay this), “to go on crying Besides, she also thinks about who she is
93 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 89-109
exactly and supposes she herself is another will attend a very important event. Let see
person because something impossible has the following supporting excerpts below:
happened to her. She can grow larger and There was nothing so very
even shrink tinner since getting in the remarkable in that; nor did
Wonderland and eats or drinks something Alice think it so very much
there.She also hopes another person will out of the way to hear the
know her existance in the well which brings Rabbit say to itself, ‘Oh
her in to the strange hall in order that they dear! Oh dear! I shall be
can help her gets out from that place. late!’
Therefore all of those thinking make her so It was the White Rabbit
irritated and sad together with her loneliness returning, splendidly
in that queer place. dressed, with a pair of
Alice gets a tension again with white kid gloves in one
herself when she is in the pool of her tears. hand and a large fan in the
Let see the supporting quotation below: other: he came trotting
“I wish I hadn’t mentioned along in a great hurry,
Dinah!”she said to herself muttering to himself as he
in a melancholy tone. came, ‘Oh! the Duchess,
“Nobodyseems to like her, the Duchess!Oh! won’tshe
down here, and I’m sure be savage if I’ve kept her
she’s the best cat in the waiting!’
world! Oh, my dear Dinah! (Carroll,1866 : 2-3)
I wonder if I shall ever see Based on the excerpts above,can be
you any more!”And here interpreted that the White Rabbit is afraid
poor Alice began to cry will be late attending a certain event where
again, for she felt very he will be punished if coming late. His
lonely and low-spirited. splendid appearance also shows that he is
(Carroll, 1866 : 40. P:2. L:1-7) going to attend an important event that he
Based on the quotation above, the may not miss it. His hurriness shows that he
researcher interprets that Alice regrets due to actually does not want to make somebody
her talk about her pet cat, Dinah. It is a wait for him. That is because can be
causing factor of her loosing hopeand interpreted somebody in his mind has a great
loneliness that makes her blames herself role and a very important person who has to
again. Previously, she has been so irritated to be respected. Therefore, he feels worry and
the Mouse which leaves her. Unintentionally thinks that somebody in that event will be
she talks about her pet cat to all creature very angry and cruel to him due to his
there which all of them are birds. She does lateness coming there. All of his frigtened
not realize that they are frightened to her and and worriness cause him always walks
her story about her pet cat. Therefore, she is quikly. Those feeling enduces him to think of
left alone by the others in which the situation bad possibility which will happen to him
causes her feels nobody care with her there. hence he is getting panic.
Whereas she really needs some friends in that Panic hold the power in his mind
strange world. But finally she thinks only her untill he can not control himself. Walking in
pet cat which always be the best friend for a great hurry because of panic make him
her in her mind. Realizing this, she feels sad unrealizes what he holds on his hands have
and cries again because she is afraid can not lost. Something that is important for him to
meet Dinah anymore. be brought to that important event has been
The inner conflicts of the White off from his grasp. Unluckily, he forgets
Rabbit happen since at the first time Alice where those things dropped. Therefore
comes in the Wonderland. This creature another internal tension happened again to
always looked running past in a great hurry. him. Let see the supporting quotation below:
It always appears and disappears all of It was the White Rabbit,
sudden in front of Alice in which seemed trotting slowly back again,
and looking anxiously
Budiharto, A Secret of “Alice’s Adventures | 94
about as it went, as if it had is really strange and the efforts to face that
lost something; and she strangeness are still done but the
heard it muttering to itself circumstance around her precisely become
‘The Duchess! The worse annoying her. Let see the supporting
Duchess! Oh my dear quotation below:
paws! Oh my fur and There were doors all round
whiskers! She’ll get me the hall, but they were all
executed, as sure as ferrets locked; and when Alice had
are ferrets! Where can I been all the way down one
have dropped them, I side and up the other,
wonder?’ tryingevery door,she walked
(Carroll,1866: 41. P:1. L:1-8) sadly down the
Based on the quotation above, the middle,wondering how she
White Rabbit is more getting panic since was ever to get out again.
looking for the gloves and a fan. His anxiety Suddenly she came upon a
shows how panic he is because he does not little three-legged table, all
know where those things dropped. The White made of solid glass; there
Rabbit thinks worriedly the Queen of Heart was nothingon it except a
or the person who is called the Duchess will tiny golden key, and Alice’s
give a serious punishment because he has first thought was that itmight
made a mistake. The first mistake is his belong to one of the doors of
lateness and then the last is he has lost the hall; but, alas! either the
important things to be brought. The White locks were too large, or the
Rabbit is a trumpeter in the trial where the key was too small, but at any
Queen and the King of Heart attended there. rate it would not open any of
What the Rabbit says above shows that the them.
White Rabbit supposes the Queen of Heart (Carroll,1866 : 7-8. P:2-3)
will give bad treatment that himself would be Based on that quotation above, the
beheaded due to his mistake. researcher interprets that Alice is wondering
Outter conflict happens because of in the strange hall sadly. It happens after
the opposition between a character or falling down to the White Rabbit hole and
especially the main character with something she is confused in thinking how the way to
outside. In this part, the researcher escape from that strange place. Although she
determines kinds of outter conflict that have tries hard to open the doors, but there is no
been found in this novel. The excerpts that door which fitted with the key. That place
show the outter conflict faced by the main has been already constitued strange for her at
characters especially are also quotated. Then the begining of her adventure there but then
to make comprehensive understanding in the condition becomes worse than ever. Alice
readers mind,the researcher writes down does not know the reason why the
some additional explanation and description circumstance seemed complicating her
as clarification of the conflicts and point of existance there. She only can try hard to
view based on the excerpts given.Here are escape although so often that strange
the example of the outter conflicts that are condition leads her in to a tension internally
found in this novel: with self because feels tired escaping from
Alice feels something different that situation.
happens to herself and the circumstance After getting out from that strange
around her since she enters the world names place, another outter conflict between her
Wonderland. Everything that never happens andthe strange place condition happens
to her before, she gets it directly in that again. Let see the quotation below:
world. That makes her wonder why this .......she decided on going
becomes that or why like this and so. Here into the garden at once; but,
her bravery and strength are tested. But she is alas for poor Alice! when
demanded to be strong and able to face she got to the door, she
everything happened to her there. The nature found she had forgotten the
95 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 89-109
little golden key, and when Wonderland where all unbelieveable things
she went back to the table and circumstance there can be appeared in
for it, she found she could front of her suddenly although she has hard
not possibly reach it: she effort and enough strong mentality to face
could see it quite plainly that unusual nature. Those condition actually
through the glass, and she does not hurt her at all physically but
tried her best to climb up precisely strange for her psychologically.
one of the legs of the table, After being sad because her body becomes
but it was too slippery; and too small, Alice find a little glass box that is
when she had tired herself lying under the table. She opens itand finds
out with trying, the poor in it a very small cake with the words ‘eat
little thing sat down and me’. She eats it a little bit which induces she
cried. can take the key on the table again but
(Carroll,1866:12. P:1 ) seemed the cake has made her bodysize too
Based on the quotation above, can be large gradually again more than her normal
interpreted that Alice is still trying hard to size. So although she has got back to take the
get out from the hall but failed. At the time, key, she still can not go out from that strange
Alice can open a little door which lead into a place. That condition makes her hopeless and
small passage but she still can not get out more sad than ever and her tears almost takes
from that place because of her body size is her in to a danger situation.
too large to get out through the little door. When Alice is in the pool of her
She shrinks smaller causes her can not reach tears, there are so many cretures including
the key. She is really sad and tired due to that the Mouse who is angry with her because of
strange and imposible circumstance seemed their misunderstanding. After the mouse
making a fool of her. She is forced by the leaving, Alice and the others are still there.
strange nature around her which She tries to tell something about her pet cat.
unbelieveable to face it without caring But that enduces all creatures around her also
whether she wants or not and brave or not. go away.Let see the supporting quotation:
Because not only things around her but also ’I wish I had our Dinah here, I know
she felt herself becomes strange. I do!’ said Alice aloud, addressing
After shrinking, she gets another nobody in particular. ‘She’d soon
strange situation again that makes her be fetch it back!’
more hopeless and sad. ’And who is Dinah, if I might
Just at this moment her head venture to ask the question?’ said the
struck against the roof of the Lory.
hall: in fact she was now Alice replied eagerly, for
rather more than nine feet she was always ready to
high, and she at once took up talk about her pet: ‘Dinah’s
the little golden key and our cat. And she’s such a
hurried off to the garden capital one for catching
door. mice you can’t think! And
Poor Alice! It was as much oh, I wish you could see
as she could do, lying down her after the birds! Why,
on one side, to look through she’ll eat a little bird as
into the garden with one eye; soon as look at it!’ This
but to get through was more speech caused a remarkable
hopeless than ever: she sat sensation among the party.
down and began to cry again. Some of the birds hurried
(Carroll,1866: 16-17) off at once: one old Magpie
All of the strange situation Alice began wrapping itself up
finds in Wonderland induces her more does very carefully, remarking,
not understand how come these condition ‘I really must be getting
happen to her. It takes her into a great home; the night-air doesn’t
confussion when she must be in the suit my throat!’ and a
Budiharto, A Secret of “Alice’s Adventures | 96
Canary called out in a condition shows that the White Rabbit is very
trembling voice to its angry with Alice or someone who he calls as
children, ‘Come away, my Mary Ann because she does not take
dears! It’s high time you something that has been ordered by him
were all in bed!’ On meanwhile he himself is in a hurry to get
various pretexts they all those things soon. Therefore he asks his
moved off, and Alice was accompanion to attack Alice together.
soon left alone. (Carroll, That conflict happens to Alice when
1866:39-40. P:1-5) she is in the White Rabbit’s house. The
Based on the quotation above, the creature that make a rush at her are the White
conflicts among them is caused by a dreadful Rabbit’s accompanions. They do that due to
talk of Alice’s pet cat, Dinah. At the time the White Rabbit’s command to attack Alice
actually Alice wants the Mouse who has left when she getting out. At that rush, Alice only
her away in the pool comes back again. But wants to run away because it is impossible
she also seemed irritating to the mouse since for her to against those group of animals
the Mouse behaves too sensitively to her and while she is only alone and her body size too
he feels offended easily. Therefore she talks small.
about her pet cat, Dinah and its strength Alice encounters the Caterpillar
which is able to do this and that. But Alice when she has run off pass the group of
does not realize or even forgets that her talk animal in the White Rabbit’s house and an
actually can cause another creatures around enermouse puppy attack. But that encounters
her frightened. So all of them tries to say does not really impress good and precisely
some reasons for going home and leaving takes Alice into the disputes with this
Alice. This situation showsthat Alice gets creature. Let see the supporting quotation
discrimination from all those cretures. They below:
think that leave her away like the Mouse do “I can’t explain myself, I’m
is the right way to safe them especially from afraid, sir” said Alice,
her pet cat as Alice told. “because I’m not myself,
Being in the strange world makes you see.”
Alice tries hard to against everything that “I don’t see,” said the
opposes her. There is another tension Caterpillar.
between her and others. “I’m afraid I can’t put it
.................Alice heard the more clearly,” Alice replied
Rabbit say, ‘A barrowful very politely, “for I can’t
will do, to begin with.’ understand it myself to
’A barrowful of what?’ begin with; and being so
thought Alice; but she had many different sizes in a
not long to doubt, for the day is very confusing.”
next moment a shower of “It isn’t,’ said the
little pebbles came rattling Caterpillar.
in at the window, and some “Well, perhaps you haven’t
of them hit her in the face. found it so yet,” said Alice;
‘I’ll put a stop to this,’ she “but when you have to turn
said to herself, and shouted into a chrysalis—you will
out, ‘You’d better not do some day, you know—and
that again!’ which then after that into a
produced another dead butterfly, I should think
silence. you’ll feel it a little queer,
(Carroll, 1866 : 52 P:4-5) won’t you?”
It is another the White Rabbit’s “Not a bit,” said the
method attacks Alice in which he and his Caterpillar.
friends eventually settles on throwing a “Well, perhaps your
handful of pebbles in the window which hit feelings may be different,”
Alice in her face to get her out. This said Alice; “all I know is, it
97 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 89-109
them at last, they must of the magic mushroom then it causes her
needs come wriggling body grows larger and her neck becomes
down from the sky! Ugh, long. Her body form looked like a serpent.
Serpent!’ Afterward, there is a pigeon which gets
’But I’m not a serpent, I tell misunderstanding to Alice existence there.
you!’ said Alice. ‘I’m a— It can be interpreted that the Pigeon
I’m a—’ supposes Alice is a serpent which wants to
’Well! what are you?’ said steal the Pigeon’s eggs in its nest on the top
the Pigeon.‘I can see you’re of tree. But actually Alice does not mean it at
trying to invent all. She only curves her body in a certain tree
something!’ part but she does not know that there is a
’I—I’m a little girl,’ said Pigeon hatching its eggs at the top of tree.
Alice, rather doubtfully, as Although Alice tries hard to explain the
she remembered the Pigeon about everything that happens to her
number of changes she had before,this creature can not trust her easily.
gone through that day. She has explained that she is not a
’A likely story indeed!’ serpent but only a little girl, that explanation
said the Pigeon in a tone of precisely leads the dispute becomes worse
the deepest contempt. ‘I’ve since Alice appearance is unusual as a little
seen a good many little girl. She also clarifies that actually she does
girls in my time, but never not intend stealing the Pigeon’s eggs at all.
one with such a neck as But the Pigeon still seemed angry to her and
that! No, no! You’re a talks carelessly to Alice about its suffering
serpent; and there’s no use due to serpent for safing her egges.
denying it. I suppose you’ll This creature still does not trust
be telling me next that you Alice defence and more accuses that she is
never tasted an egg!’ composing a nonsense story. it is seemed
’I have tasted eggs, really feels offended due to the serpent till
certainly,’ said Alice, who this creature can not differ between serpent
was a very truthful child; and another creature else. It only remembers
‘but little girls eat eggs the long neck of serpent, its violence when
quite as much as serpents stealing her eggs, or everything that deals
do, you know.’ with the serpent’s worst vice for her so far.
’I don’t believe it,’ said the The top of Pigeon’s uncivil behavior finally
Pigeon; ‘but if they do, why ends after extruding Alice to go away.
then they’re a kind of At the time, Alice suddenly comes in
serpent, that’s all I can a little house where the Duchess lived. She
say.’ enters a large kitchen where the Duchess, the
.................’Well, be off, Cook, and the Duchess’ cat names the
then!’ said the Pigeon in a Chesire Cat are there. The Duchess is busy
sulky tone, as it settled nursing a baby while she sneezes
down again into its nest. occasionally because there are too much
(Carroll, 1866 : 71-73. P:7- peeper in the soup cooked by the Cook. Alice
18) chooses to greet the Duchess first. But it
That conflict happens after Alice bring her into a little tension with the
finishes her talking with the Caterpillar. Duchess who is busy nursing her baby. Let
Previously, unfriendly Caterpillar has see the supporting quotation below:
directed Alice to the magic mushroom that ’Please would you tell me,’
can help her to shrink and grow as she wants. said Alice, a little timidly,
Alice does what the Caterpillar said, that she for she was not quite sure
can eat one side of the mushroom for whether it was good
shrinking and the other side for growing her manners for her to speak
body size. But she does not know which part first, ‘why your cat grins
side for each of it. So she tries to eat one side like that?’
99 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 89-109
’It’s a Cheshire cat,’ said The Mad Hatter, The March Hare and the
the Duchess, ‘and that’s Dormouse. The cat explains Wonderland’s
why. Pig!’ madness to Alice and advises her to be brave
She said the last word with and becomes mad too to face everything
such sudden violence that there. Then Alice comes to the place where
Alice quite jumped; but she those mad creatures are enjoying their tea
saw in another moment that time. But it takes her in to a dispute or
it was addressed to the tension with the March Hare. Let see the
baby, and not to her, so she supporting quotation below:
took courage, and went on The table was a large one,
again:— but the three were all
’I didn’t know that crowded together at one
Cheshire cats always corner of it: ‘No room! No
grinned; in fact, I didn’t room!’ they cried out when
know that cats couldgrin.’ they saw Alice coming.
’They all can,’ said the ‘There’s plentyof room!’
Duchess; ‘and most of ‘em said Alice indignantly, and
do.’ she sat down in a large
’I don’t know of any that arm-chair at one end of the
do,’ Alice said very table.
politely, feeling quite ’Have some wine,’ the
pleased to have got into a March Hare said in an
conversation. encouraging tone.
’You don’t know much,’ Alice looked all round the
said the Duchess; ‘and table, but there was nothing
that’s a fact.’ on it but tea. ‘I don’t see
Alice did not at all like the any wine,’ she remarked.
tone of this remark, and ’There isn’t any,’ said the
thought it would be as well March Hare.
to introduce some other ’Then it wasn’t very civil
subject of conversation. of you to offer it,’ said
(Carroll, 1866 : 82-83. P: Alice angrily.
2-9) ’It wasn’t very civil of you
Based on the quotation above, the to sit down without being
Duchess behaves rudely to Alice. At the time invited,’ said the March
it is the first time Alice encounters the Hare. (Carroll, 1866 : 95-
Duchess. She tries to speak politely to the 96. P:2-7)
Duchess but she still get unfriendly treatment
like the Caterpillar and the Pigeon did. The Based on the quotation above, Alice
Duchess uses rude word when speaking to gets a conflicts with the March Hare who
Alice. She still keep calm down and ignors takes the great pleasure in frustating Alice.
that rude word. Because Alice thinks the rude At the first time the March Hare welcomes
word is addressed to the Duchess’ baby. But Alice badly and unfriendly. The March Hare
the Duchess be more unpleasant to her and asks Alice to have some wine whereas there
speaks something impolitely as if she knows is no wine there only tea.It seems the March
everything whereas Alice knows nothing. Of hare treats Alice impolitely. But the March
course that situation indirectly shows a Hare precisely thinks that actually Alice who
tension between them since Alice dislikes is uncivil person because comes there
unfriendly person. But Alice does not blame without invitation which enduces them
the Duchess who speak unpleasantly because quarreled one another.
at the time the Duchess is very busy with her This conflict happens still when
howling baby. Alice is in tea party at the mad person place.
At the time, Alice is directed by the Alice asks the Dormouse to tell a story that
Chesire Cat to visit the mad creatures name
Budiharto, A Secret of “Alice’s Adventures | 100
sends them in a contradiction. Let see the by Alice who always asks questions related
quotation below: to what the Dormouse says due to her
’What did they live on?’ curiousity. But she is angry to the Dormouse
said Alice, who always because disatisfied with the Dormouse’s
took a great interest in answer in which the answer is not suitable
questions of eating and with Alice’s question. Meanwhile her
drinking. question seemed disturbing the Dormouse
’They lived on treacle,’ story. Because she often interrupts the
said the Dormouse, after Dormouse with her questions which enduce
thinking a minute or two. this creature warns her to be polite and has
’They couldn’t have done herfinish the story by herself. This creature is
that, you know,’ Alice also seemed a little irritated when Alice says
gently remarked; ‘they’d her interruption only in one question,
have been ill.’ whereas actually she has asked questions
’So they were,’ said the many times. She promises not interrupt it
Dormouse; ‘very ill.’ again but in the fact, she still always asks a
Alice tried to fancy to question again before the Dormouse finishes
herself what such an its story continuetion.
extraordinary ways of At the same place also there is a
living would be like, but it conflict again between Alice and the Mad
puzzled her too much, so Hatter that is related to the Dormouse story.
she went on: ‘But why did Let see the supporting quotation below:
they live at the bottom of a Alice did not wish to
well?’ offend the Dormouse again,
................then turned to the so she began very
Dormouse, and repeated cautiously: ‘But I don’t
her question. ‘Why did they understand. Where did they
live at the bottom of a draw the treacle from?’
well?’ ’You can draw water out of
The Dormouse again took a a water-well,’ said the
minute or two to think Hatter; ‘so I should think
about it, and then said, ‘It you could draw treacle out
was a treacle-well.’ of a treacle-well—eh,
’There’s no such thing!’ stupid?’
Alice was beginning very ’But they were in the well,’
angrily, ..........the Alice said to the Dormouse,
Dormouse sulkily not choosing to notice this
remarked, ‘If you can’t be last remark.
civil, you’d better finish the ................
story for yourself.’ ‘—that begins with an M,
’No, please go on!’ Alice such as mouse-traps, and
said very humbly; ‘I won’t the moon, and memory, and
interrupt again. I dare say muchness— you know you
there may be one.’ say things are ‘much of a
’One, indeed!’ said the muchness’—did you ever
Dormouse see such a thing as a
indignantly..................... drawing of a muchness?’
’What did they draw?’ said ’Really, now you ask me,’
Alice, quite forgetting her said Alice, very much
promise. confused, ‘I don’t think—’
(Carroll, 1866 : 107. P:1-6) ’Then you shouldn’t talk,’
Based on that quotation above, the said the Hatter.
conflict between Alice and the Dormouse This piece of rudeness was
happens because of the dispute. It is caused more than Alice could bear:
101 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 89-109
Based on the quotation above, can be Based on the quotation above, the
interpreted that the Gardeners name Two, conflict among them is related to the dispute
Five and Seven are hiding their mistake in cused by the King hatrred to cat. The King of
planting the flowers in the Queen’s garden. It Heart really dislikes the existance of the
is showed by Two who answers the Queen’s Chesire Cat there. It can be because he
question in a humble tone. The conflict dislikes habit of the cat in general or because
between the Gardeners and the Queen at the time the Chesire Cat appearance which
happens because of the hidden mistake is is always grinning never stop which makes
known. At the time, The three Gardeners the King hates looking at it. The King
bows their body to respect the Queen and the supposes the Chesire Cat will do the same act
King of Heart. But the Queen dislikes that as the cat in general. But actually the Chesire
polite treatment. They are busily painting red Cat never does that because he usually only
a large white rose-tree. That is because the grins and the appears or disappears suddenly.
Queen really dislikes the white roses. So it is The King of Heart negative supposition
the Gardeners mistake that has planted the toward the Chesire Cat leads them into. But
white rose and not red rose that the Queen this little dispute becomes worse since the
likes. Before the procession begins, they Chesire Cat refutes the King of Heart’s
have hidden their fear and mistake that remarks. Therefore, the King of Heart
finally their fear become more arise when the considers it is a serious case which causes the
Queen asking of what they are doing. King gets the Queen of Heart to remove the
Actually the Queen knowstheir mistake Chesire Cat. The Queen finishes their dispute
therefore she had them beheaded. by ordering the executioner to behead the
The Chesire Cat appears to meet Chesire Cat. But at the time, there is no
Alice when she is playing croquet game. Its executioner at all there.
appearance which always grinning everytime The contradiction between the Mad
takes it into a little dispute with the King of Hatter with The King of Heart happened
Heart. Let see the supporting quotation when the process of making verdict of the
below: Knave case is on progress. The tension
’I don’t like the look of it at among them only a dispute that enduces the
all,’ said the King: King so irritated. Let see the supporting
‘however, it may kiss my quotation below:
hand if it likes.’ ’Give your evidence,’ said
’I’d rather not,’ the Cat the King; ‘and don’t be
remarked. nervous, or I’ll have you
’Don’t be impertinent,’ said executed on the spot.’
the King, ‘and don’t look at ....................................
me like that!’He got behind ’Give your evidence,’ the
Alice as he King repeated angrily, ‘or
spoke.................. I’ll have you execu-
’Well, it must be removed,’ ted, whether you’re nervous
said the King very or not.’
decidedly, and he called the ’I’m a poor man, your
Queen, who was passing at Majesty,’ the Hatter began
the moment, ‘My dear! I in a trembling voice,
wish you would have this ‘—and I hadn’t begun my
cat removed!’ tea—not above a week or
The Queen had only one so—and what with the
way of settling all bread-and-butter getting so
difficulties, great or small. thin—and the twinkling of
‘Off with his head!’ she the tea—’
said, without even looking .............................
round. ’But what did the
(Carroll, 1866 : 125. P:3-8) Dormouse say?’ one of the
jury asked.
103 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 89-109
the paper content only a verse without name, psychological condition unwell. Therefore It
but the King still accuses that it is the Knave is better for her to face and solve everything
of Heart’s hand writing in the form of there calmly and patiently without blame
another person writing style. The Knave of herself which causes herself weaker. In this
Heart tries to defend himself but it is useless. conflict she also tries to give herself good
The King of Heart still distrusts his defense advice but mostly she does not follow it. As
and interprets some of the verse. He accuses the result, her feeling be more sad whereas
the Knave of Heart more and says anything she herself knows that there is no solution
that come to his head related to the case. can be got only by crying but herself advice
Since there is a part of verse which refers to is nothing. On the other hand, being in the
the Knave of Heart accusation, so the King of queer world, she must have strong mental to
Heart is more sure that the Knave of Heart be always ready in facing everything happens
actually stole the tarts but still does not admit there. Therefore it is important to follow
it. That situation makes the Knave of Heart good edvice from self and think well before
sad because actually so far he is the only one does something so that there is no regret due
person who trusted by the King and Queen of to unexpected result got at last. Never give
Heart but this case has vanished their trust to up toward the worst condition but it must be
him without accurate evidence. As the result, the force to be more optimistic also has been
the worst punishment must be accepted by shown by Alice.
the Knave of Heart if the King and the Queen The educational Message that can be
still keep their accusation and decide their taken from this conflict is physical growth
verdict before he is truly executed. must be balanced with the pshycological
The message is information that can development. It is related to changes of
be taken by the readers of this novel as the Alice’s body size which can grow larger and
lesson. Usually the message can be known by shrink smaller. Along with her conflicts,
the readers after comprehending the story of Alice soon learns how to use the resources
this novel. In this discussion, the researcher (drink and cake) in that world to control and
describes the message that related to the manage her personal growth to solve her
conflicts happen to the main characters found problem. That growing and shrinking also
in this novel. The description and explanation has effects to herself internally. She can be
of the messages are based on the previous brave, confident and also so often she feels
discussion. Here are the examples of the frightened to face her problem due to her
main characters’ conflicts message found in body size but she still tries to be strong and
this novel: never gives up. Therefore, the growth
There are some examples of inner actually is not always only about changing of
conflict found in this novel. By finding out body size but precisely someone self must be
and then analyzing them, the message that able to fill his or her personal growth
related to those conflicts also can be physically with psychological development
interpreted. The explanation of the inner too. Because along with the human growth,
conflict messages are described as follow: of course he or she will face suspense or
There are some messages in Alice’s conflicts in the life. Therefore confident or
psychological conflict. Namely Moral, strong mentality and also sometime insecure
Educational, Social, and Religious message. in somebody phsycological condition give a
The moral message that can be taken great impact toward the way of solving the
from this conflict namely it is better for problem or finding solution. Someone with
everyone must be patience facing the strong mentality and self confident as good
problems in life. It is related to Alice who psychological development will truly try hard
tries to be strong to face what happens with to face every problem well and bravely. He
her in the strange hall. But in trying to get or she will be the true winner in the life.
solution, she often scolds herself which While the other who has weak mentality, he
influnce her mind and feeling become worse. or she will be the loser because always
By doing that, she can not think clearly to desperate and gives up before trying hard.
find the right way how to escape from that The Social message that can be taken
queer world. That also causes her from this conflict is every person absolutely
105 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 89-109
needs somebody else. It is related to Alice absolutely gives its positive impact. It is
who wish another person know her existence related to the nature which forces Alice to
in the well which takes her in to Wonderland face strange hall and demanded to be
so that they can help her to go out from that stronger again and again. Because from this
place. Besides, she also needs her pet cat to conflict, she can improve herself quality
accompany her there but unfortunately it is from weak become stronger, from careless
impossible. It means that everything will be becomes more careful, and from insecure
alright though whatever happens if somebody becomes confident to solve her problems by
has somebody else around live along with. herself there. So it means every tension or
The religious message also can be problem can force someone to behave better .
taken from the whole of Alice’s adventures But it depends on how someone faces that
in the strange world namely pray first before problem and the way to take what happens as
sleeping. Because the whole events and a lesson from that problem as self
conflicts she faced actually happen in her improvement to be better. On the other hand,
dream. Although it is not real, but everything when she suddenly has to against an
happens either in the real life or dreams enermous puppy in that strange world, it
absolutely based on God willing. shows a lesson that every person must be
The moral message can be taken in watchful and careful whenever and wherever
the White Rabbit phsycological conflict, she or he goes. Be careful and ready every
namely everybody has to think positively and time is the important one that must be done
not too worry about something which by every people to anticipate the worst
uncertain happens. It is related to the White possibility that will happen at the begining of
Rabbit fear and worriness that the Queen of problem.
heart will behead him causes him panic. Moral Message can be taken from
Whereas looking for something panicly and this conflict namely do not too sensitive
frightened feeling enduce the tension toward another person talk. It is related to the
between the White Rabbit and himself Mouse which always quarells with Alice
higher. So it is better for him to keep calm because of her unintentional talk about cat
his mind in order that what he looks for can and dog and also her misunderstanding
be found immedietly. Because every problem toward his tale.When the Mouse says “it is a
that is faced calmly and thinking positively long tale” refering to the Mouse history,
that the problem will be done, it can be Alice supposes that it says “it is a long tail”.
solved easily. Meanwhile when someone That funny misunderstanding causes Alice
does something in a hurry or panicly, he or imagines the possible history related the
she can not control his or her feeling and take Mouse real tail and does not pay attention to
him or herself into negative thinking about the mouse story then talks nonsense. It is a
the possibilty of result which uncertain tension which make the Mouse can not
happen. It can cause theirselves think that the forgive her and leaves her away forever. So
problem is too difficult for them whereas based on this case, can be interpreted that
actually the case can be solved well and the sometime a little matter can cause a big
alternative way to faced it is able to come up tension that is able to give a serious negative
in their mind easily. The important thing to impact. The right way to solve it only by
be remembered is that every problem giving clarification clearly. It is not necessary
absolutely has its own solution. Good result for every person behaves so sensitively then
will be got if someone tries hard to solve it another person talk is always considered a
and thinks positively . serious problem and unforgiveable.
There are some examples of outter Moral message can be taken in this
conflict found in this novel. By finding out conflict namely every person absolutely ever
and then analysing them, the message that makes a mistake either consciously or
related to those conflicts also can be unconsciously. It is related to the White
interpreted. The explanation of the outter Rabbit which unconsciously mistakes Alice
conflict messages are described as follow: as his maid. Beside, Alice does not clarify
Educational message can be taken who she is actually and causes another
from this conflict namely every problem conflict among them happen. It also can be
Budiharto, A Secret of “Alice’s Adventures | 106
learnt that a mistake may cause another when somebody treats somebody else badly,
mistake. Because of the White Rabbit it is not necessary for he or she who is in a
mistake, Alice also does a mistake by bad treatment also give the same treatment.
complying his request and drinking too much Because that can lead into more serious
substances in the bottle she found in his dispute among them. Therefore important
house to escape from him that precisely thing which must be known that only by
enduces her gets another problem again respecting and appreciating each other
there. among people make everything better and
There are two kinds of message in avoid them from the dispute.
this conflict namely moral and social In the problem between Alice and
message. The Pigeon there is a message namely moral
Moral message of this conflict message. it is related to Alice appearance
namely do not talk emotionally and be which her neck becomes so long and bends
careful with the words. It is related to Alice like a serpent causes the Pigeon supposes she
who feels irritated toward the mouse is a really serpent. This creature does not
behavior that so easily offended. It makes her trust Alice although she has talked honestly
can not control he temper and then talks that she is not a serpent and does not want to
carelessly about her pet cat that causes all steal its eggs. But It still talks carelessly
creatures around her go away. Therefore can whatever in its mind about its experiences
be concluded that temprament is the person’s faces the serpent and more accuses Alice
bad characteristic which can give negative does so too. Whereas Alice is only
effect either for self or other people. unintentionally bends her neck up to the tree
Everything that is faced tempramently makes where the pigeon is there, after eating a
the brain can not think clearly and control morsel of mushroom the Caterpillar directed
what the mouth says because heart feeling to. The Pigeon has judged Alice wants to
has been dominated by bad emotion. Talking steal its eggs by looking at her appearance.
emotionally mostly may hurt the other Of course it is wrong judgement that takes
persons feeling. While on the other hand them in a dispute each other. Therefore, do
people mostly may evaluate someone else not judge somebody else by only looking to
from his or her talk. So it is better for every the appearance. Since judging someone by
person to manage his or her temper so that only looking to his or her appearance does
there are no the same tension due to the not always give an accurate judgement but it
words. may give a serious mistake.
Social message that can be taken Moral message can be taken from
from this conflict namely good interaction this conflict namely do not speak rudely and
can be the begining of good relationship. It is haugtily. Because it is bad behavior which
related to the interaction between Alice with unpropper to be possessed. It is related to
another creatures around her which can be Alice who has to get unfriendly greeting
said unwell. That is because of her talk make from the Duchess. She still tries to
them discriminate her and there is no good understand the situation she finds at that
relationship again among them. Therefore if moment. But the Duchess only talks rudely
somebody wants to have good relationship although Alice greets her politely. She uses
with other in the social life, so there must be rude word “Pig” in her remark but Alice
good interaction one another. ignors it. She also talks haugtily as if she
Moral message which can be taken knows everything than Alice when talking
from this conflict namely it is better for every about the Chesire Cat.
peson to talk politely. Because the conflict In the conflict between Alice and the
between Alice with the Caterpillar is related March Hare there is a message namely moral
to the way of saying that causes them have a message. At the time Alice gets unpleasant
little dispute. The Caterpillar often talks treatment again from the March Hare after
contemptuously and unfriendly while Alice getting out from the Duchess’ house. The
still keeps calm and talks politely altought at March Hare speaks impolitely as if he chases
the last she feels loosing her temper but she her away because dislikes Alice joins in his
only ignors her feeling. It also teaches that tea time. He also offers her something
107 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 89-109
impolitely that more clarifies he really improvement must be left away or taken it as
dislikes her existence there. That situation only a lesson for upgrading knowledge.
takes them into a dispute and arguing who is From the tension between Alice and
impolite and polite one. The way of the the Queen of heart, the moral message and
March Hare welcomes his guest is not political message can be taken as a lesson.
propper to be done. Since the guest is the Moral Message of this conflict
king and also has the right to be treated well. namely do not underestimate somebody else.
Therefore it can be learnt that it is better to It is related to Alice who underestimate the
treat the guest well. Queen of heart by saying to herself that the
Moral message can be taken from Queen is only a pack of card and causes her
this tension namely do not interrupt in a serious problem with the Queen. The
somebody else talking. Because interrupts right way is keep the behavior of peson self
the person talking constitues uncivil behavior well is the important one to be done by every
that is not propper to be immitated. Although person in the world no matter whether he or
the interruption is done by the reason due to she is administrator or citizenry, so that the
dissatisfaction and curiousity, but the relationship can be harmonious.
questions can be asked at the right time so Political message of this conflict is it
that the Dormouse does not feel annoyed and is better to be wise administrator. It is related
Alice as the questioner can get clear answers to The Queen of Heart who holds the power
related to her questions. On the other hand, to regulate in the Wonderland and always
the important thing that it is better not to orders her excutioner to behead every
promise if somebody can not fulfill it. It is creatures there who try to against her willing
related to Alice who promises does not and decision. As the result, Alice can finds
interrupt the Dormouse again but she still there are so many creatures there frightenet
interrupts him again with her questions. As to the Queen because of her bad habit.
the result, when someone denies his or her Therefore It should be better for the
promise although only once, they wont be government to regulate the authority wisely
trusted by the others anymore forever. so that the citizenry do not live anxiously due
The message that can be got from to the government’s violence. In the next
this tension is moral message namely do not tension, a nonsense thing is done by the
talk and treat somebody else rudely. Because Queen that causes Alice gives sarcastic
it is related to the Mad Hatter’s behavior response. She commands the jurors to make a
which always rude to Alice. As Alice knows sentence before verdict. Whereas generally in
from the Chesire Cat before that the right the trial of course the verdict is decided first
way to face the mad creature is only by then the sentence. Therefore can be proved
behaving mad too. While in the fact, when that the Queen of Heart is not competent in
she is in that mad place, madness is not really regulating her authority.
right solution. It is precisely sends her in to a
bit worse suspense although only dispute CONCLUSION
because quarrels especially with the Mad After finishing this research, there are
Hatter. But although she often gets rude seventeen conflicts found on Alice’s
words from every mad creatures there, she Adventures in Wonderland novel, consist of
only ignors it and does not imitate it. two inner conflicts and fifteen outter
Therefore Alice’s behavior in this case is the conflicts in the form of Man vs. Nature, Man
right behavior that also can be taken as a vs. Man, and Man vs. Society. The inner
lesson. It means, every person may interact conflict namely Alice vs. Herself and the
with anyone else but she or he must be able White Rabbit vs. Himself. The outter
to filter his or herself from the influent of conflict; Man vs. Nature is Alice vs. Nature;
another person’s bad behavior. Because in Man vs. Man is Alice vs. The Mouse, Alice
the interaction there will be a person either vs. The White Rabbit, Alice vs. The
who gives possitive or negative impact. Caterpillar, Alice vs. The Pigeon, Alice vs.
Therefore what is considered good must be The Duchess, Alice vs. The March Hare,
taken as the personal improvement to be Alice vs. The Dormouse, Alice vs. The Mad
better. While what is considered bad for self Hatter, and Alice vs. The Queen of Heart;
Budiharto, A Secret of “Alice’s Adventures | 108
Man vs. Society namely Alice vs. some There are also twenty two messages
creatures, the Queen of Heart vs. the of the main characters’ conflicts found which
Gardeners, the Chesire Cat vs. the King of consist of fifteen Moral messages, two
Heart, the Mad Hatter vs. the Kiing of Heart, Social messagges, three Educational
and the Knave of Heart vs. the King of Heart. messages, one Religious, and one Political
message.
REFERENCES
Arifin, Samsul. 2012. A Literary Analysis on Lewis, Carroll. 1866. Alice’s Adventures in
Messages and Figurative Language Wonderland. New York: D. Apleton
in 135.000.000 Album by Rhoma and Co. 445. Broadway.
Irama. Unpublished Thesis.
Pamekasan. English Depatment: Kennedy, X.J and Dana Gioia. 2007.
Madura University. Literature: An Introduction to
Fiction, Poetry,Drama and Writing,
Atiyah. 2012. An Analysis Of Conflicts In Compact Edition. New York:
“The Great Gatsby” By Francis Pearson Longman.
Fitzgerald. Unpublished Thesis.
Pamekasan. English Depatment: Klarer, Mario. 2004. An Introduction to
Madura University. Literary Studies Second Edition.
London and New York: Routledge.
Ary, Donald et al. 2010. Introduction to
Research in EducationEighth Mandasari, Afri Yani. 2011. An Analysis of
Edition. United State: Wadsworth, The Main Character’s Struggle In
Cengage Learning. “Jane Eyre” By Charlotte Bronte.
Unpublished Thesis. Pamekasan.
Bangun, Ananta Politan. 2007. An Analysis English Department: Madura
of Conflicts in Three Selected Short University.
Stories of Flannery
O’connor.Published Thesis. Medan. Mustofa,Mutmainnah. 2005. Introduction To
English Department: University of Literature. Malang: Universitas
Sumatera Utara. Islam Malang.
Evha Nazalatus, S.
Imam Halili
English Department, FKIP, Madura University
Email: evhasyuaibi@yahoo.co.id
Abstract: The English language has often been described as a “living” language. This means
that it grows and renews itself by a never-ending process of taking up new worlds and
expression. However, there are many students having learnt English for years cannot
communicate in it. Our government, through the department education and culture, has always
been trying to find ways to improve the teaching system, especially the teaching of English.
Therefore, SLTP, MTs/SMA, MA English curriculum has been changing from time to time.
Skimming is the ability to identify main idea (improving reading skill in English, (Richard,
1993:308). After the students the normal speed in reading they can look for the specific
information, whether to find the main idea of the writing or to locate specific information in the
reading. While reading is activity that can make someone get some information from what they
read. Before we comprehend more about the reading we have to know the reading activity
because based on that definition we can know how to develop the reading skills There are two
problems in this research namely the first how to implement skimming technique in reading
text at MA Al-Djufri Blumbungan Pamekasan? The second what are the English teacher’s
difficulties in implementing skimming technique in reading text at MA Al-Djufri Blumbungan
Pamekasan? The researcher takes place at MA Al-Djufri Blumbungan Pamekasan. the
approach of this research is qualitative while the kind of research is descriptive, the data are
gotten by interview, observation, and documentation those are the instrument used by the
researcher to get the data from the research field in order that it can be analyzed based on
descriptive qualitative analyzes. Then the research finding showed that the English teacher
implement skimming technique at MA Al-Djufri Blumbungan Pamekasan by some stages
namely; the English teacher of MA Al-Djufri Blumbungan Pamekasan make relaxation for the
students then the students ordered to be focus to what they will read, after that the English
teacher of MA A-Djufri Blumbungan Pamekasan ordered not to read the conjunction, not read
repetedly and the English teacher ordered to read jumping-ly in order it doesn’t make the
students long time to finish reading, the next stage is the students are not allowed to make
regretion and not to stop reading at the first sentence. Then the English teacher get difficulties
in explaining the main idea of the paragraph and beside that the difficulties in the
implementation of skimming technique is the students interest because the students interest will
determine the students’ activity.
The students should be good students for example; having good behavior, always obey the
regulation at school and the students must be active students and qualified students. Then the
students should always develop their reading skill in order that they can have good skill and
master all techniques such as skimming, scanning and others.
Key Words: Implementation, Skimming, Technique, and Reading
INTRODUCTION
In learning English as a foreign dan menulis) untuk mencapai tingkat literacy
language, students have to practice the four functional.” English subject has goal to make
language skills. They are listening, speaking, the students have communication skill in
reading, and writing. Utami (2002:107) said form of oral and writen (listening, speaking,
that scientifically valid procedure in language reading and writing) to reach functional
learning involves listening first to followed lteracy level. It clarifies that the students are
by speaking then comes reading and finally expected master well both oral and written
writing. Based on 2006 curriculum states that expression at the end of the teaching learning
“mata pelajaran bahasa inggris memiliki process.
tujuan agar siswa memiliki kemampuan Based on that statement it is clear
berkomunikasi dalam bentuk lisan dan that the goal of English subject is to make the
tulisan (mendengarkan, berbicara, membaca students able to communicate well and the
110
111 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 110-116
students can be easy in communicating with fact it may not be necessary. But introduction
other people in abroad and they can use the can certainly helpful.
international language they have studied at The English language has often been
school therefore the curriculum put English described as a “living” language. This means
subject in all degrees of education in that it grows and renews it self by a never-
indonesis. It is as the effort of the ending process of taking up new worlds and
government in order that the students can expression. However, there are many
compete with the students in other countries. students having learnt English for years can
And they can share what they have with the not communicate in it. Our goverment,
students in other countries. trhough the departmant education and
As we know reading comprehension culture, has always been trying to find ways
is very important skill to teach in the to improve the teaching system, especially
classroom, because it can be used to achieve the teaching of english. Therefore, SLTP,
the ability to read for further information. It MTs/SMA, MA English curriculum has been
is a tool for those who wants to large their changing from time to time.
achievement in reading comprehension. Instrinsically studying on language is
Evans (2003:100) said that comprehension a study on communication. Therefore the
may be regarded as relating what we attend study should be oriented to improve students
to in word aroubd us, the visual information ability in communication language well.
of print in the case of reading to what we Study on language covers listening, speaking,
already have in our head. And learning can reading and writing. Language is scientific
be considered as modifying what we already study could be presented meaningfully.
have in our head as consequence of attending Language leaarning reaching is to sharpen
the words around us. students a attention, so that they are not able
As an English language, all of the to know information which is broacasted
important books or magazine is written in directly or indirectly. Language learning
english, so reading ability is very important. teaching is also expected to increase ability
In senior high school level, the students to think, to reason, widen knowledge and to
would be trained their reading improve students appreciation on literature.
comprehension. The teacher would teach Material of language covers, pronunciation,
their students how to read English and then spelling and structure, vocabulary, paragraph
create. The teacher would always prepare and discourse.
their lesson carefully and their techniques of One of teaching language principle
teaching reading comprehension well. studying language should be returned to its
Tarigan (1992:8) said that in the teaching and main function as communication tools and
learning process, the teacher should have reading is one of the imfortant thing in
methods for the students to buid an ideal language, because without mastering reading
education system. This is not easy, it needs every student will get difficult to understand
some component such as professional and what the text means. Skimming technique is
qualified teacher, motivated learners, one of roles train reading fast text. It is
sophesticated media, conducive environment impossible for the students knowing the
and clear target and objective. question in the book without reading the text
English language teacher at MA Al- in advanced. The reseacher believes that
Djufri used method to teach reading skimming technique is the best role to solve
comprehension by skimming, scanning to the students’ problem in understanding the
improve their reading comprehension they text. Learning language can use some
used prediction and guessing from the resources so that the resources are not only
context for a better comprehension too. This book butn also using everything as long as it
method strategy takes by teacher’s over there can make learning proccess running
because many students over there just read smoothly.
the text in the passage without knowing the In this study, the reseacher tends to
meaning of the words. Many teachers feel observe the using of skimming teachnique in
that they must introduce every text before teaching the text at MA Al-Jufri Blumbungan
allowing the students to start the word. In
Nazalatus, The Implementation Of Skimming | 112
Pamekasan because this area is known by the selection of participants through to the
reseacher well. ending of the interview encounter. Each of
these stages is important and will have an
RESEARCH METHOD impact, for better or worse, on how research
The researcher will use descriptive participants experience the research process
method with the specification on the study, it and on the overall quality of the research.
tends to investigate and describe the existing
phenomena in depth. This study is stated in Other instrument used by the
chapter I merely attempts to investigate. researcher to collect data is documentation
Describe an interpret the phenomena is technique by collecting data through files,
learning English skill of the tenth student of note, transcript, book, and newspaper,
MA AL-DJUFRI Blumbungan Pamekasan. magazine that related to research focus above
And the result of the data inform of words or especially pictures display. In qualitative
action researched in the research field. research, this technique is a tool to collect
Qualitative research has always analyzed data provided logically through opinion or
documentary evidence, much of it non- acceptable theory.
quantitative data such as correspondence, as Data collection is a chosen aid tool
their primary source material, and through and used by the researcher in activity
oral history methods have added in-depth collecting data in order that it is become easy
interviewing to their repertoire in recent and systematic by the researcher. (Prof. Dr.
decades. Anthropology, from its conception Suharsimi Arikunto, 2007: 101). Observation
as a discipline in the mid-nineteenth century, is gotten from the research field. Observation
used qualitative methods such as field is a very effective way of finding out what
observation and informant interviewing to people do in particular contexts, the routines
understand cultural patterns and social and interactional patterns of their everyday
relationships. According to Darlington (2002: lives. In the human services, observational
2) stated that Organizational theory has been research methods could provide an
based largely on case studies created from an understanding of what was happening in the
amalgam of observation, documentary encounter between researcher and the data
material and interviews. source. There are two kinds of observation
Instrument is a chosen aid tool for namely; participant observation and non-
the researcher in collecting data, (Prof. Dr. participant observation. Participant
Suharsimi Arikunto, 2007: 134). This study observation is observation conducted where
will use some instruments of data collection the researcher participate directly in the class.
such as interview and questionnaire. It means While in this researcher the researcher is
that the research makes interview to the participant because the researcher prepare
teacher in order to know as well as to get and participate directly in teaching and
information about students. The question learning process.
used in this study consist question to the The researcher observed the activity
skimming technique in reading text. The between the teacher and the students in the
subjects are using answering the question in class. Observation was very useful because
the book. the condition is very real where the
According to Meleong (1988:3) researcher could know directly teaching and
observation that was activity used by learning process conducted by the teacher
researcher to see the phenomena, happened and the students.
in the field so that, the researcher could Interview is done by face to face
collect data. The researcher observed the between the researcher and respondent (Prof.
students and teacher activity in implementing Dr. Suharsimi Arikunto, 2007: 202).
skimming techniques in teaching reading. Probably the central value of the interview as
Interviewing in qualitative research a research procedure was that it allows both
involves much more than the actual interview parties to explore the meaning of the
interaction (Darlington (2002: 51). We now questions and answers involved. There was
consider the stages involved in setting up and an implicit, or explicit sharing and/or
conducting in-depth interviews, from the negotiation of understanding in the interview
113 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 110-116
situation which was not so central, and often Pamekasan, and the English teacher of MA
not present, in other research procedures. Al-Djufri Blumbungan Pamekasan
Any misunderstandings on the part of the implement it to the students in order to make
interviewer or the interviewee could be the students like reading. As stated by the
checked immediately in a way that was just English teacher as the following; “Skimming
not possible when questionnaires are being technique can help the students to understand
completed, or tests are being performed the reading or text because by the existence
Retrieving documents related to a of skimming technique the students try to
particular project, topic or product, from a look for the main ideas or the topic sentence
variety of sources can be very useful as an in the paragraph and the students also know
additional data-collection method. Often, a the text entirely”. As the result of observation
study in industry will start with the collection conducted by the researcher when the
and analysis of documents to understand the English teacher tougth in the class showed
organization, the background of the project, that the English teacher tried to make the
and the experience of the designers. students understand the meaning of the
Documents will be created by designers at all paragraph without reading all the words.
times. Examples are sketches, drawings, Because it took the students long time to read
notes, calculations, minutes of meetings, all the words in the paragraph. As stated by
emails, etc., and will therefore be part of the the student of MA Al-Djufri Blumbungan
data in most observational studies. Pamekasan as the result of interview with
Descriptive research is not needed him as the following; “The English teacher
the administration and the control in action teach us to read by using skimming because
and it is not meant to test a specific if we read all of the text automatically it took
hypothesis but it describes about variable us long time to finish it so that skimming is
easily (Prof. Dr. Suharsimi Arikunto, 2007: tough by the English teacher of MA Al-
234). Before the researcher preserve the data, Djufri Blumbungan Pamekasan. In
the researcher analyzed the data gotten from implementing skimming technique the
research field. It was important to know it English teacher tried to make the students
because it is to check the validity of the data. comfort in the class because it is important to
There are some steps in this data analysis. do before the English teacher teach by using
The first step is done by the writer is skimming. In understanding the reading text
collecting the data. Here the Writer collect the students try to make themselves calm and
the data based on the problems of the Study make them comfort with what they read. So
in the chapter one by using observation, that the English teacher make relaxation for
interview and documentation. It means the the students by asking the students to go out
data gotten from the research field will be from the chair and make simple relaxation in
presented in chapter IV in order that the data the class. By the existence of this relaxation
gotten valid or not. The writer classifies the the students can enjoy the class and make the
data based on the kinds of informants and students comfort and ready to have the task
based on the kinds of the sources of the data. asked by the English teacher of MA Al-
The data gotten interpreted into the research Djufri Blumbungan Pamekasan. As stated by
problems and it tried to be interpreted in the the English teacher or MA Al-Djufri
research finding.Verifying data, the next Blumbungan Pamekasan as the following;
step, the writer verify the data to make sure “The relaxation is actually focused on the
wheither the data goten are in line with the students feeling before they have reading
need to answer the problems or not. Or activity, because when the students’ feeling
whether the writer needs additional data. is in good condition so they will be ready in
Concluding Data, the writer conclude the having some activities related to reading and
data based on the research method to answer it is one of stage of skimming technique used
the problems of the study cited above. in the English class of MA Al-Djufri
Blumbungan Pamekasan”.
FINDING AND DISCUSSION The next step used by the English
Skimming technique can help the teacher of MA Al-Djufri Blumbungan
students at MA Al-Djufri Blumbungan Pamekasan in implementing skimming
Nazalatus, The Implementation Of Skimming | 114
technique is explaining what the students ly, the students needless to read all the words
should do. In English text, knowing the main but in skimming we should read the text or
idea is very important because if the students word jumping-ly, the English teacher tough
know about the main idea of the paragraph the students to read fast by reading as stated
the students can comprehend the text above. As the result of interview with the
entirely. And based on the observation English teacher of MA A-Djufri Blumbungan
conducted by the researcher in MA Al-Djufri Larangan Pamekasan as the following;
Blumbungan Pamekasan showed that the “when we read the paragraph we don’t have
English teacher told the students that most of to read word by word but we can have
main idea in English text is in the first or in jumping techniques and it is tough by
the end of the paragraph. skimming, such as when we read sentence
As the result of interview with the that consist of ten words so that we can read
English teacher MA A-Djufri Blumbungan the fist letter after that the fouth letter then
Larangan Pamekasan as the following; sevent letter and the last letter, because when
“Searching the main idea is one of steps of we read it we will read the word them that
skimming techniques used by the students of we are not read by us automatically”
MA A-Djufri Blumbungan Larangan The next stage is that the students are
Pamekasan, the English teacher ordered the avoided to read the paragraph repetedly
students to look for the main ideas of the because it will make the students need long
paragraph and if the students know the main time to read it, as the result of observation
idea of the paragraph the students can know conducted by the researcher showed that
the whole of meaning of the paragraph”. when we read by using skimming the English
Based on the observation done by the teacher explained that the students are
researcher in the research field showed that avoided to read the parapgraph or sentrences
the students look for the main idea of the repeatedly because it will waste the time for
paragraph, it is proven when the students got the students to read it and the it can make the
the main idea, the students can understand students can not get the point because the
the paragraph, then the English teacher students can be boring with the text given by
ordered the students not read the conjunction the English teacher.
because in skimming techniques the students As stated by the English teacher of
should avoid to read the conjunction because MA A-Djufri Blumbungan Larangan
it this case the students just read the Pamekasan as the following; “Repeated
paragraph at glance. reading will make the students waste the time
As stated by the students of MA A- to read and if the students read like that it is
Djufri Blumbungan Larangan Pamekasan as bot called skimming because the prinsciple
the following; “The English teacher tough as of skimming is reading at glance so that the
not to read the conjunction because if we students should not read it repeated-ly
read the conjunction it took us long time to because it trtied to train the students to read
read if it took us long time so that we can not fast so that the students sould reduce
focus on the text read by us”. It is regration when the read text so that it can be
strengthened by the English teacher of MA success”. It is strengthened by the students of
A-Djufri Blumbungan Larangan Pamekasan MA A-Djufri Blumbungan Larangan
as the following; “In skimming the Pamekasan as the following; “The English
conjunction will make the skimming useless teacher ofv MA A-Djufri Blumbungan
because skimming is reading at glance so that Larangan Pamekasan ordered us not to read
the word that is not important to read we the text repeted-ly because we can not finish
should not read it, we we read it we will to read it so that we avoided it and the
leave the main focus to the text that we want students can still get the point of the
to know”. Beside that based on the paragraph”
observation conducted by the researcher in Then the last stage is the students are
the research field showed that the students prohibited to stop reading at the first sentence
are tough by the English teacher MA A- and try to comprehend the sentence, based on
Djufri Blumbungan Larangan Pamekasan in the observation shoiwed that the students are
order that the student read the text jumping- prohibited to read the text or sentence in the
115 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 110-116
fisrt sentence because it will make the order that the students can have good interest
students try to read it and the English teacher because the English teacher did it the
of MA A-Djufri Blumbungan Larangan students will be bored to have reading
Pamekasan tough the students to read all the activity in the class. And the students of MA
sentence by the techniques stated in the A-Djufri Blumbungan Larangan Pamekasan
research finding above. can be anthusiastic in reading when the
The English teacher of MA A-Djufri English teacher give various reading text
Blumbungan Larangan Pamekasan as the such as narrative, descriptive, recount,
following; “Stoping reading at the fisrt sometime composition. As stated by the
sentence will make the students not use student of MA A-Djufri Blumbungan
skimming because we they stop reading at Larangan Pamekasan. “Actually if the
the fisrt sentence so that the students will try English teacher doesn’t have different
to read it repeated-ly, when it is done, the reading text, the students will be bored
students can make regretion and regretion is because the students will do the same activity
not good in skimming technique so the and if the students have it the students’
students should not do it” interest will be decreased”. Beside that the
Based on the interview and observation English teacher get difficulties in explaining
conducted by the researcher can be conclude the students about the position of the main
that the English teacher implement skimming idea in the paragraph, because the students
technique at MA A-Djufri Blumbungan also get difficulties in determining the main
Larangan Pamekasan by some stages namely; idea of the paragraph based on the obsevation
the English teacher of MA A-Djufri conducted by the researcher showed that the
Blumbungan Larangan Pamekasan make students feel difficult in determining the
relaxsation for the students then the students main idea of the paragraph but the English
ordered to be focus to what they will read, teacher give explanation that for descriptive
after that the English teacher of MA A- most of the sentece in the main idea, and
Djufri Blumbungan Larangan Pamekasan narrative too, but for recount and others the
ordered not to read the conjunction, not read main idea can come in the first of the
repetedly and the English teacher ordered to sentence, in the end of the sentence or at the
read jumping-ly in order it doesn’t make the fist and at the end of the paragraph.
students long time to finish reading, the next As stated by the student of MA A-
stage is the students are not allowed to make Djufri Blumbungan Larangan Pamekasan as
regretion and not to stop reading at the fisrt the following; “Determining the main idea is
sentece. one of the difficult thing to do because we
When the English teacher try to need to be carefull but the English teacher
make the students how to read the text by said that the main idea is the general
using skimming, automatically the English statement, and the other supporting
teacher of MA A-Djufri Blumbungan sentence”. So that based on the explanation
Larangan Pamekasan had difficulties in above it can be concluded that the English
implemented it one of the difficulties is the teacher get difficulties in explaining the main
students’ interest in reading, the students idea of the paragraph and beside that the
have low interest in reading, has important difficulties in the implementation of
role for the students. The students’ interest skimming technique is the students interest
will make the students better and faster in because the students interest will determine
reading English text. the students activity.
As stated by the English teacher of
MA A-Djufri Blumbungan Larangan CONCLUSION
Pamekasan as the following; “The students’ Based on the interview and
interest will make the English teacher have to observation conducted by the researcher can
try hard to use skimming and make the be conclude that the English teacher
students interesting to read either in their implement skimming technique at MA A-
house or in the school if the students did it, Djufri Blumbungan Larangan Pamekasan by
the students will be a good reader”. The some stages namely; the English teacher of
English teacher used various reading text in MA A-Djufri Blumbungan Larangan
Nazalatus, The Implementation Of Skimming | 116
Pamekasan make relaxsation for the students students are not allowed to make regretion
then the students ordered to be focus to what and not to stop reading at the fisrt sentece.
they will read, after that the English teacher Then the English teacher get difficulties in
of MA A-Djufri Blumbungan Larangan explaining the main idea of the paragraph
Pamekasan ordered not to read the and beside that the difficulties in the
conjunction, not read repetedly and the implementation of skimming technique is the
English teacher ordered to read jumping-ly in students interest because the students interest
order it doesn’t make the students long time will determine the students’ activity
to finish reading, the next stage is the
REFERENCES
Fetty Nuritasari
Program Studi Pendidikan Matematika, FKIP, Universitas Madura
Jalan Raya Panglegur Km 3,5 Pamekasan
e-mail: fettynuritasari@gmail.com
Abstrak
Penerapan pembelajaran berbasis masalah menjadikan peserta didik dapat menyusun
pengetahuan sendiri, menumbuhkembangkan keterampilan yang lebih tinggi dan meningkatkan
kepercayaan diri. Salah satu strategi pembelajaran matematika yang berorientasi pada
pandangan konstruktivis adalah belajar kooperatif Think-Pair-Share (TPS). Pada tahap think
guru memberikan permasalahan kepada peserta didik, kemudian peserta didik menyelesaikan
masalah dengan cara atau strategi mereka sendiri. Guru mengarahkan peserta didik untuk
mengkonfirmasi masing-masing jawaban dan strategi pemecahan masalah dengan pasangannya
(pair). Selanjutnya guru menunjuk salah satu kelompok untuk mempresentasikan hasil diskusi
di depan kelas (share).
Hasil penelitian menunjukkan bahwa: (1) Aktivitas peserta didik berada pada kriteria aktif
untuk siklus I dan II (meningkat dari 84,52% menjadi 88,84%), (2) Aktivitas guru berada pada
kriteria baik untuk siklus I dan II (meningkat dari 89,42% menjadi 91,83 %), (3) Ketuntasan
belajar secara klasikal mencapai 80,49% pada siklus I meningkat menjadi 85,37% pada siklus
II, nilai rata-rata hasil tes adalah 82,44 pada siklus I meningkat menjadi 82,49 pada siklus II.
PENDAHULUAN
Model pembelajaran yang sesuai di untuk mengerjakan latihan soal yang ada di
era sekarang adalah pembelajaran berbasis buku paket.
masalah (Problem Based Learning). Pembelajaran yang demikian
Pembelajaran berbasis masalah merupakan menyebabkan peserta didik kurang aktif
suatu pembelajaran yang menggunakan dalam pembelajaran di kelas dan kurang
permasalahan secara kontekstual yang terjadi dapat mengembangkan kemampuannya
di lingkungan, Arend (2008) menyatakan secara optimal, karena guru kurang
bahwa ada tiga hal belajar (outcomes) yang memberikan kesempatan kepada peserta
diperoleh pelajar dengan menggunakan PBL didik agar berfikir kreatif dan lebih aktif,
yaitu: 1) keterampilan penyelesaiaan dan guru hanya menekankan pada prosedur yang
keterampilan mengatasi masalah, 2) perilaku cenderung mengarahkan peserta didik untuk
dan keterampilan sosial sesuai peran orang berfikir secara seragam atau menerima begitu
dewasa, dan 3) keterampilan untuk belajar saja apa yang disampaikan oleh guru.
secara mandiri. Pembelajaran berbasis masalah,
Pengalaman penulis selama mengajar adalah suatu pendekatan pengajaran yang
di SMP adalah banyak peserta didik kurang menggunakan permasalahan dalam dunia
memahami masalah, sehingga tidak dapat nyata, di mana peserta didik menemukan
mencari pemecahan masalah yang situasi dengan permasalahan yang tidak
diharapkan. Hal ini disebabkan pembelajaran terbatas, informasi yang belum lengkap, dan
yang sering dilakukan di kelas adalah guru pertanyaan yang belum terjawab. Untuk
menerangkan dan memberikan rumus, cara, memudahkan dalam pemecahan masalah
prosedur berhitung atau menyelesaikan soal peserta didik dibentuk dalam kelompok-
(bukan menurunkan rumus), memberi contoh kelompok yang keanggotaannya heterogen
soal dan menyelesaikannya, kemudian guru baik jenis kelamin maupun kemampuan
memberikan soal yang mirip dengan contoh matematikanya
dan peserta didik diminta untuk Pembentukan kelompok yang
menyelesaikannya seperti yang dicontohkan dilakukan menggunakan pembelajaran
oleh guru, selanjutnya peserta didik diminta kooperatif tipe think-pair-share. Melalui
117
Nuritasari, Penerapan Pembelajaran Berbasis Masalah | 118
metode think pair share peserta didik dibagi ditentukan dengan metode yang sudah ada.
menjadi beberapa kelompok. Pada tahap Dengan pembelajaran berbasis masalah
think peserta didik diberi pertanyaan atau selesaian sistem persamaan linear dua
lembar kegiatan peserta didik. Peserta didik variabel diselesaikan dengan cara yang
diberi waktu untuk mencoba menyelesaikan sebebas-bebasnya, tanpa menggunakan
pertanyaan tersebut secara individu, metode yang sudah ada selama ini yaitu
selanjutnya pada tahap pair peserta didik (eliminasi, substitusi, campuran, dan metode
mendiskusikan jawaban dengan grafik).
pasangannya. Pada tahap akhir yaitu share Data yang dikumpulkan dari
ada kelompok yang mempresentasikan hasil penelitian ini adalah data: 1) lembar kegiatan
diskusi di depan kelas dan didiskusikan peserta didik, 2) lembar pengamatan aktivitas
secara klasikal. guru, 3) lembar pengamatan aktivitas peserta
Memecahkan masalah adalah suatu didik, 4) pedoman wawancara, dan 5) lembar
usaha yang dilakukan seseorang untuk tes. Data yang terkumpul kemudian dianalisis
menyelesaikan masalah dengan dengan teknik analisis data kualitatif
menggunakan pengetahuan, keterampilan, deskriptif.
dan pemahaman yang telah dimiliki. Instrumen untuk penelitian ini adalah
Empat langkah dalam memecahkan 1) rencana pelaksanaan pembelajaran, 2)
masalah yang dilakukan yaitu: memahami lembar kegiatan peserta didik, 2) lembar
masalah, merencanakan pemecahan, pengamatan aktivitas guru, 3) lembar
melaksanakan rencana, dan melihat kembali pengamatan aktivitas peserta didik, 4)
solusi pemecahan masalah. pedoman wawancara, dan 5) lembar tes. yang
Penelitian tentang penerapan telah divalidasi oleh 2 orang dosen
pembelajaran berbasis masalah setting matematika.
kooperatif Think-Pair-Share telah dikaji oleh
banyak peneliti, seperti Hudojo (2003), HASIL DAN PEMBAHASAN
Arends (2008), Rusman (2011). Dalam
penelitian ini akan menjawab bagaimanakah Penerapan Pembelajaran Berbasis
proses pembelajaran berbasis masalah setting Masalah Setting Kooperatif TPS Pada
kooperatif think pair share untuk Materi Sistem Persamaan Linear Dua
meningkatkan kemampuan memecahkan Variabel
masalah peserta didik kelas VIII-A SMP?. Sebelum penerapan pembelajaran
berbasis masalah setting kooperatif TPS pada
METODE PENELITIAN materi sistem persamaan linear dua variabel
Data yang dikumpulkan dalam dilaksanakan, peserta didik dikondisikan agar
penelitian ini berupa data yang bersifat benar-benar siap untuk belajar. Kegiatan ini
deskriptif karena data yang terkumpul dilakukan dengan menginformasikan materi
sebagian besar hanya berupa kata-kata atau yang akan dipelajari pada pertemuan
kalimat, sedangkan data yang berupa angka- selanjutnya dan melakukan tanya jawab
angka hanya data hasil belajar peserta didik. diawal pembelajaran tentang gambaran
Pada akhirnya angka-angka tersebut akan materi yang akan dibahas. Hal ini dilakukan
diolah dan dianalisis sehingga dapat dengan tujuan agar peserta didik benar-benar
diungkapkan dengan menggunakan kata- siap dalam belajar dan paling tidak peserta
kata atau kalimat. Penelitian ini didik memiliki gambaran tentang materi
menggunakan pendekatan kualitatif yaitu yang akan dipelajari sebelum pembelajaran
dilakukan pada kondisi yang alamiah berlangsung dan memilki bekal dalam
(langsung ke sumber data) dimana peneliti berdiskusi. Selain itu, peserta didik juga akan
adalah sebagai instrumen kunci. Penelitian termotivasi untuk mencari referensi tentang
ini dilaksanakan di SMP semester ganjil materi yang akan dipelajari.
tahun pelajaran 2013/2014 pada materi Penerapan pembelajaran berbasis
sistem persamaan linear dua variabel. masalah setting kooperatif TPS dalam
Dipilihnya materi sistem persamaan linear penelitian ini merupakan kegiatan
dua variabel karena selama ini selesaian dari pembelajaran yang dimulai dengan
sistem persamaan linear dua variabel sudah pemberian masalah sebagai konteks belajar
119 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 117-125
bagi peserta didik sehingga peserta didik prasyarat. Kegiatan persiapan fisik maupun
dapat menyusun pengetahuannya sendiri, mental ini penting dilakukan agar peserta
menumbuhkembangkan keterampilan yang didik dapat belajar secara aktif dalam
lebih tinggi, inkuiri, dan meningkatkan membangun pemahaman mereka. Hal ini
kepercayaan diri sendiri. Dalam penerapan sejalan dengan pandangan konstruktivisme
pembelajaran ini, peserta didik belajar dalam tentang pembentukan pengetahuan bahwa
kelompok-kelompok kecil yang terdiri dari belajar merupakan proses aktif dari peserta
2-3 peserta didik untuk menyelesaikan didik untuk membangun pengetahuannya.
permasalahan di LKPD dilanjutkan dengan Proses aktif yang dimaksud tidak hanya
presentasi salah satu kelompok di depan bersifat secara mental, tetapi juga secara fisik
kelas. Hal ini sejalan dengan pendapat yang (Masjudin, 2011). Dengan demikian,
disampaikan oleh Suherman dkk (2001:260) diharapkan peserta didik siap untuk belajar
yang menyatakan bahwa pembelajaran sehingga peserta didik dapat belajar dengan
kooperatif dengan kelompok kecil peserta baik dan cepat serta mendapat pengetahuan
didik yang bekerja sebagai suatu tim untuk yang lebih banyak. Hal ini didukung oleh
menyelesaikan masalah atau mengerjakan Orthon (1992:9-10) yang menyatakan bahwa
sesuatu untuk mencapai tujuan bersama.” peserta didik yang siap untuk belajar akan
Belajar secara berkelompok memberikan belajar lebih banyak daripada peserta didik
banyak keuntungan bagi peserta didik. yang tidak siap.
Dalam belajar kelompok, peserta didik saling Pada tahap kegiatan inti, guru
berdiskusi dan bertukar pikiran dalam memberikan permasalahan yang ada di
menyelesaikan masalah yang diberikan. Lembar Kegiatan Peserta Didik (LKPD)
Peserta didik saling memberikan bantuan dan sebagai bahan untuk think. Selanjutnya
masukan dalam meningkatkan kemampuan mengorganisasikan peserta didik (pair)
memecahkan masalah tentang suatu konsep dengan cara meminta peserta didik
yang dipelajari. Peserta didik yang kurang mengerjakan LKPD secara berpasangan
mampu dan agak lambat dalam memahami (berkelompok). Guru meminta masing-
materi dapat bertanya kepada temannya yang masing kelompok untuk mengumpulkan
lebih mampu mengenai hal-hal yang belum LKPD. Selanjutnya menunjuk salah satu
dipahami. Sebaliknya, peserta didik yang kelompok untuk mempresentasikan hasil
memiliki kemampuan lebih dan cepat dalam diskusi di depan kelas sebagai bahan untuk
memahami materi dapat semakin menambah share. Pada LKPD terdapat masalah yang
pemahamannya melalui proses memberikan harus diselesaikan oleh peserta didik. LKPD
penjelasan kepada temannya yang kurang merupakan suatu bentuk bantuan bagi peserta
mampu dan agak lambat dalam memahami didik dalam belajar. Peserta didik diberikan
suatu konsep yang belum dipahami. Hal ini kesempatan sebebas-bebasnya untuk
sesuai dengan pendapat Eggen dan Kauchak mengungkapkan ide dan kreativitasnya
(1996:282) yang menyatakan bahwa “ Dalam dalam menyelesaikan masalah yang
kerja kelompok peserta didik akan saling diberikan, sehingga peserta didik dapat
belajar melalui proses sling menerima dan mengkonstruksi pemahamannya sendiri.
memberi yang terjadi dalam kelompok.” Selain itu dengan bantuan LPKD peserta
Pelaksanaan penerapan pembelajaran didik dapat belajar dan berdiskusi bersama
berbasis masalah setting kooperatif TPS kelompoknya, sehingga peserta didik dapat
dilaksanakan dalam tiga tahap, yaitu kegiatan melakukan penemuan-penemuan. Hal ini
awal, kegiatan inti, dan kegiatan akhir. Pada didukung oleh Machmud (2001) yang
tahap kegiatan awal, peserta didik menyatakan bahwa lembar kerja dapat
dipersiapkan guru secara fisik maupun memberikan kesempatan kepada peserta
mental. Pada persiapan fisik, guru melakukan didik untuk bekerja secara mandiri dan
pengaturan posisi duduk dan pengaturan bekerja sama serta memberikan kesempatan
tempat masing-masing kelompok. Pada kepada peserta didik untuk melakukan
persiapan mental, guru menyampaikan penemuan.
salam, memotivasi peserta didik untuk aktif Pada tahap kegiatan akhir, Pada
berdiskusi, melakukan dialog-dialog dan tahap penutup ini guru mengarahkan peserta
menanyakan pengetahuan-pengetahuan didik untuk menyimpulkan pembelajaran
Nuritasari, Penerapan Pembelajaran Berbasis Masalah | 120
yang telah dilakukan. Hal ini sesuai dengan Berdasarkan hasil evaluasi dan
pendapat Degeng (dalam Sucipto, 2009:104) wawancara yang dilaksanakan pada akhir
yang menyatakan bahwa membuat siklus I dan II, disimpulkan bahwa
rangkuman atau kesimpulan dari apa yang pembelajaran berbasis masalah setting
telah dipelajari perlu dilakukan untuk kooperatif TPS dapat membantu
mempertahankan retensi. meningkatkan kemampuan memecahkan
masalah terhadap materi sistem persamaan
Kemampuan Memecahkan Masalah pada linear dua variabel. Hasil pada wawancara
Materi Sistem Persamaan Linear Dua yang dilakukan peneliti terhadap tiga subjek
Variabel wawancara, subjek wawancara dapat
Kegiatan pembelajaran di kelas menjawab pertanyaan peneliti dengan baik
sering textbook oriented dan kurang serta hasil tes (evaluasi) menunjukkan hasil
dikaitkan dengan lingkungan dan situasi yang baik, peserta didik menganalisis
dimana peserta didik berada. Seringkali masalah dengan berbagai cara mereka
kegiatan kelas melalui metode ceramah dan sendiri.
diikuti latihan mengerjakan soal-soal atau
pemberian tugas rumah. Guru memberikan Hasil Belajar Peserta Didik pada
contoh soal beserta pembahasannya, Penerapan Pembelajaran Berbasis
kemudian peserta didik diberikan soal Masalah Setting Kooperatif TPS
dengan satu prosedur yang sama, Guru tidak Dalam pelaksanaan penerapan
boleh hanya semata-mata memberikan pembelajaran berbasis masalah setting
pengetahuan kepada peserta didik. Peserta kooperatif TPS, guru memberikan masalah
didik harus membangun pengetahuannnya di kepada peserta didik dengan tujuan untuk
dalam benaknya sendiri. Seorang guru dapat memahamkan peserta didik terhadap sistem
membantu proses pembelajaran dengan cara- persamaan linear dua variabel. Selain itu,
cara mengajar yang membuat informasi untuk mendapatkan pemahaman juga
menjadi bermakna dan relevan bagi peserta dilakukan diskusi kelas. Manfaat
didik, dengan memberikan kesempatan dilakukannya diskusi kelompok adalah untuk
kepada peserta didik untuk menemukan atau bekerja sama, saling mengemukakan
menerapkan sendiri ide-ide dan dengan pendapat, akan mendapatkan kesimpulan
mengajak peserta didik agar menyadari dan yang sudah didiskusikan, melatih keberanian
menggunakan strategi-strategi mereka sendiri berbicara di depan kelas dalam
untuk belajar. Peserta didik akan lebih paham menyampaikan hasil diskusi dari berbagai
karena mereka terlibat langsung dalam masukan teman sekelompok, mendapatkan
pembelajaran, mereka akan lebih mampu pengetahuan-pengetahuan yang lebih banyak
mengapliklasikannya dalam semua situasi. dan memperluas wawasan, meningkatkan
Hal ini sesuai dengan pendapat Ibrahim kemampuan berpikir untuk mengatasi atau
(2000:23) yang menyatakan “Belajar memecahkan masalah dalam suatu
kooperatif mampu meningkatkan keterbukaan, sehingga didapatkan
kemampuan peserta didik untuk pemahaman terhadap materi yang dipelajari.
meningkatkan pemahaman konsep yang Hal ini sesuai dengan pendapat Eggen dan
diberikan karena peserta didik terlibat Kauchak (1996:282) yang menyatakan
langsung dalam pembelajaran.” bahwa pemahaman peserta didik akan
Selain itu peserta didik akan meningkat karena adanya interaksi dalam
mengingat lebih lama konsep yang dipelajari. kelompok. Lebih lanjut dikatakan bahwa
Hal ini sesuai dengan pernyataan Slavin tanggung jawab kelompok akan mendorong
(2009) yang menyatakan bahwa peserta didik peserta didik untuk bekerja sama dalam
secara individual harus menemukan dan rangka mencapai tujuan kelompok. Selain
mentransformasi informasi kompleks, itu, manfaat diadakannya diskusi kelas
mengecek informasi yang baru terhadap adalah bersedia menerima pendapat orang
aturan-aturan informasi yang lama, dan lain dan bersedia menerima perbedaan.
merevisi aturan-aturan yang lama bila sudah Penerapan pembelajaran berbasis
tidak sesuai lagi. masalah setting kooperatif TPS memberi
dampak positif terhadap peserta didik.
121 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 117-125
Dampak positif tersebut dapat dilihat dari berpengaruh terhadap lancarnya pelaksanaan
ketuntasan klasikal hasil tes akhir pembelajaran. Hal ini juga sesuai dengan
pembelajaran. Hal ini sesuai dengan pendapat yang menyatakan bahwa kelompok
pendapat Dunkin dan Bidle (dalam Gani, yang lebih permanan akan sangat menghemat
2006) yang menyatakan bahwa hasil suatu waktu, memudahkan pengelolaan kelas dan
pembelajaran mempunyai hubungan meningkatkan semangat gotong royong
langsung dengan proses pembelajaran. karena peserta didik sudah saling mengenal
Begitu juga pendapat yang disampaikan cukup baik dan terbiasa dengan cara belajar
Burden dan David (1998) bahwa strategi rekannya (Lie, 2002:45).
pembelajaran adalah suatu metode untuk Dalam pelaksanaan pembelajaran,
membantu peserta didik mencapai tujuan pembangkitan semangat belajar peserta didik
pembelajaran. selalu dilakukan guru. Kepada peserta didik
yang terlihat kurang aktif dalam berdiskusi,
Aktivitas Belajar Peserta Pidik Pada diberikan pertanyaan-pertanyaan pancingan.
Penerapan Pembelajaran Berbasis Pertanyaan-pertanyaan pancingan diberikan
Masalah Setting Kooperatif TPS agar peserta didik memiliki ide untuk bahan
Pada awal pelaksanaan penerapan diskusi sehingga peserta didik dapat
pembelajaran berbasis masalah setting berdiskusi dengan baik. Hal ini sesuai
kooperatif TPS, peserta didik terlihat pasif dengan pendapat Rofi’udin (1994) yang
dalam melaksanakan pembelajaran. menyatakan bahwa pertanyaan pancingan
Kebanyakan peserta didik hanya diam dan berfungsi untuk (1) menciptakan pemahaman
hanya beberapa peserta didik yang cukup yang sama terhadap topik pembicaraan, (2)
aktif, baik dalam melakukan diskusi maupun memancing opini, baik yang bersifat
dalam share hasil diskusi kelompoknya. menerima maupun yang bersifat menolak,
Peserta didik masih terlihat malu dan ragu dan (3) memancing pertanyaan lebih lanjut.
dalam menyampaikan idenya. Ketika peserta Berdasarkan data yang diperoleh dari
didik berdiskusi dengan teman kelompoknya lembar observasi aktivitas peserta didik,
(pasangannya) peserta didik belum bisa diperoleh informasi bahwa skor persentase
bekerja sama dengan baik. Peserta didik aktif rata-rata aktivitas peserta didik dalam belajar
bekerja secara sendiri-sendiri. Kondisi ini berada pada kategori aktif. Hal ini berarti,
berpengaruh pada aktivitas belajar peserta peserta didik aktif dalam mengikuti
didik. Hal ini sesuai dengan pendapat Hudojo pembelajaran sistem persamaan linear dua
(1998:109) yang mengungkapkan bahwa variabel. Berdasarkan data tersebut, dapat
pengalaman belajar peserta didik juga disimpulkan bahwa penerapan pembelajaran
dipengaruhi oleh situasi lingkungan belajar berbasis masalah setting kooperatif TPS
yang diberikan. Kondisi seperti yang dialami sangat baik untuk membangkitkan aktivitas
dalam penelitian ini juga karena masing- belajar peserta didik.
masing kelompok memerlukan waktu untuk
beradaptasi dengan kelompoknya. Setelah KESIMPULAN DAN SARAN
beberapa kali pertemuan mereka lebih Dari hasil penelitian dan pembahasan
percaya diri. Peserta didik lain juga terlihat yang telah diuraikan pada bab sebelumnya,
aktif dalam mengemukakan pendapatnya. dapat disimpulkan bahwa Penerapan
Peserta didik memberikan respon positif pembelajaran berbasis masalah setting
berupa ketertarikan terhadap pembelajaran kooperatif TPS dapat meningkatkan
yang berlangsung secara kooperatif. kemampuan memecahkan masalah peserta
Dalam proses pembelajaran, didik SMP Kelas VIII-A semester gasal pada
penyusunan kelompok hanya dilakukan materi sistem persamaan linear dua variabel .
sekali saja sehingga pada pertemuan- Adapun proses pembelajarannya pada tabel
pertemuan berikutnya peserta didik sudah berikut:
dapat berinteraksi dan bekerja sama dengan
baik bersama kelompoknya. Hal ini cukup
Nuritasari, Penerapan Pembelajaran Berbasis Masalah | 122
DAFTAR PUSTAKA
Arends, R. 2008. Learning to Teach. New As’ari, A.R. 2000. Mengapa Perlu Penelitian
York, NY: McGraw Hill Compa- Tindakan. Makalah disampaikan
nies, Inc. dalam penelitian Action Research
Tingkat Nasional bagi para instruktur
Arikunto,S. 2010. Prosedur Penelitian: inti, Cipete, Jakarta.
Suatu pendekatan Praktik. Jakarta:
Rineka Cipta.
123 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 117-125
Abstrak: Dienes mengemukakan bahwa tiap-tiap konsep atau prinsip dalam matematika yang
dijsakian dalam bentuk yang konkret akan dapat dipahami dengan baik. Ini mengandung arti
bahwa benda-benda atau obyek-obyek dalam bentuk permainan akan sangat berperan bila
dimanipulasi dengan baik dalam pelajaran matematika. Jika matematika diajarkan dengan teori
Dienes (permainan), maka siswa akan lebih tertarik untuk belajar. Teori Dienes terdapat enam
tahap berurutan dalam belajar matematika, yaitu: (1) Permainan bebas (free play), (2)
Permainan yang menggunakan aturan (games), (3) permainan mencari kesamaaan sifat
(searching for comunities), (4) Permainan dengan representasi (representation), (5) Permainan
dengan simbulisasi (symbulizaion), (6) Formalisasi (formalization).
PENDAHULUAN
126
127 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 126-131
kekeliruan kita dalam memandang proses permainan yang sedang diikuti. Untuk
pembelajaran yaitu pembelajaran sebagian melatih anak-anak dalam mencari kesamaan
besar dilakukan melalui pencapaian sifat-sifat ini guru perlu mengarahkan mereka
informasi, bukan pemprosesan informasi dengan mentranslasikan kesamaan struktur
yang mengacu kepada pembentukan skemata dari bentuk permainan yang satu ke bentuk
siswa. permainan lainnya. Translasi ini tentu tidak
Salah satu pengajaran yang boleh mengubah sifat-sifat abstrak yang ada
diorientasikan ke penanaman konsep adalah dalam permainan semula. Untuk itu, artikel
Teori Dienes, siswa akan menemukan dan ini akan dicontohkan tentang
memahami konsep dengan baikmelalui status pembelajaranmatematika dengan teori Dienes
permainan sehingga diharapkan siswa dapat dalam menemukan konsep segitiga pascal.
menyelesaikan masalah dengan
menggunakan konsep tersebut. Jadi transfer TEORI DIENES
belajarnya tinggi. Namun kelemahannya, Zoltan P. Dienes adalah seorang
siswa dapat terlalu lama menyelesaikan suatu matematikawan yang memusatkan
masalah karena terbentur dengan ketidak- perhatiannya pada cara-cara pengajaran
tampilannya, misalnya dalam menghitung terhadap anak-anak. Dasar teorinya bertumpu
(tidak hafal), karena masih harus pada teori Piaget, dan pengembangannya
menjabarkan hal-hal yang semestinya harus diorientasikan pada anak-anak, sedemikian
dengan cepat diketahui. Zoltan P. Dienes rupa sehingga sistem yang dikembangkannya
adalah seorang matematikawan yang itu menarik bagi anak yang mempelajari
memusatkan perhatiannya pada cara-cara matematika (Suherman, dkk, 2003:49).
pengajaran terhadap anak-anak. Dasar Dienes berpendapat bahwa pada
teorinya bertumpu pada teori Piaget, dan dasarnya matematika dapat dianggap sebagai
pengembangannya diorientasikan pada anak- studi tentang struktur, memisah-misahkan
anak, sedemikian rupa sehingga sistem yang hubungan-hubungan diantara struktur-
dikembangkannya itu menarik bagi anak struktur dan mengkategorikan hubungan-
yang mempelajari matematika. hubungan diantara struktur-struktur. Dienes
Dienes berpendapat bahwa pada mengemukakan bahwa tiap-tiap konsep atau
dasarnya matematika dapat dianggap sebagai prinsip dalam matematika yang disajikan
studi tentang struktur, memisah-misahkan dalam bentuk yang konkret akan dapat
hubungan-hubungan diantara struktur- dipahami dengan baik. Ini mengandung arti
struktur dan mengkategorikan hubungan- bahwa benda-benda atau objek-objek dalam
hubungan diantara struktur-struktur. Dienes bentuk permainan akan sangat berperan bila
mengemukakan bahwa tiap-tiap konsep atau dimanipulasi dengan baik dalam pengajaran
prinsip dalam matematika yang disajikan matematika.
dalam bentuk yang konkret akan dapat Hudojo (1988: 59) mengemukakan
dipahami dengan baik. Ini mengandung arti bahwa teori dalam teori Dienes terdapat
bahwa benda-benda atau obyek-obyek dalam enam tahap yang berurutan dalam belajar
bentuk permainan akan sangat berperan bila matematika.
dimanipulasi dengan baik dalam pengajaran Adapun tahapan tersebut adalah
matematika. Jika matematika diajarkan sebagai berikut:
dengan teori Dienes (permainan), amak siswa 1. Permainan bebas (free play)
akan lebih tertarik untuk belajar. Permainan bebas adalah tahap
Makin banyak bentuk-bentuk yang belajar konsep yang terdiri dari aktivitas
berlainan yang diberikan dalam konsep- yang tidak terstruktur dan tikda
konsep tertentu, akan makin jelas konsep diarahkan yang memungkinkan peserta
yang dipahami anak, karena anak-anak akan didik mengadakan eksperimen dan
memperoleh hal-hal yang bersifat logis dan memanipulasi benda-benda konkrit dan
matematis dalam konsep yang dipelajarinya abstrak dari unsur-unsur konsep yang
itu. dipelajari itu. Tahap ini merupakan
Dalam mencari kesamaan sifat anak- tahap yang penting sebab pengalaman
anak mulai diarahkan dalam kegiatan pertama, peserta didik berhadapan
menemukan sifat-sifat kesamaan dalam dengan konsep baru melalui interaksi
Jannah, Teori Dienes | 128
Berapa macam cara untuk menentukan Langkah III permainan mencari kesamaan
susunan 5 kubus dalam 1, 2, 3, 4, 5 kolom? sifat (searching for communalities)
Banyaknya cara menyusun 6 kubus dalam
kolom
Banyaknya kolom Banyaknya cara
1
2
3
4
5
6
Total
DAFTAR PUSTAKA
Hudojo, Herman. 1988 Mengajar Belajar Karso, dkk. 2008. Pendidikan Matematika I.
Matematika. Jakarta: Usaha Jakarta : Universitas Terbuka.
Nasional.
Muhsetyo, Gatot, dkk. 2008. Pendidikan
Hudojo, Herman. 2005. Pengajaran Matematika I. Jakarta: Universitas
Matematika dalam Pendidikan Abad Terbuka.
XXI. Kapita Selekt Pembelajaran
Matematika. Malang : Magelang Suherman, Erman, dkk. 2003. Strategi
Sebelas Malang. Pembelajaran Matematik
Kontenporer. Bandung : JICA
DISKRIMINASI TERHADAP PEREMPUAN DALAM BAHASA
Harsono
Program Studi Pendidikan Bahasa dan Sastra Indeesia, FKIP, Universitas Madura
Jalan Raya Panglegur Km 3,5 Pamekasan
Email : hf.ayya@gmail.com
Abstrak :
Sejatinya Allah mengkaruniakan bahasa kepada manusia bertujuan untuk menjadikan manusia
sebagai makhluk bermartabat, berbudaya, serta mampu menghargai satu sama lain. Akan
tetapi, sebagai akibat dari kontruksi sosial dan budaya, tujuan tersebut sudah menjauh dari
konsep dasar idealitasna. Bahasa sudah menjadi elemen yang ikut mengkontruksikan
keberadaan perempuan semakin terkurung dalam bingkai kekerasan. Akibat kontruksi budaya,
bahasa menjadi kekuatan bersistem dan mengakar yang dituding untuk mengekalkan dominasi
laki-laki atas perempuan melalui kata. Bahasa dengan sengaja meminggirkan kaum perempuan.
Hal tersebut dapat ditemukan pada penambahan nama sebagai penanda status perkawinan,
sebutan kemaskulinan dan kefemininan, sebutan pelecehan martabat, dan sebutan degradasi
konsep dasar martabat. Hal tersebut mengakibatkan keberadaan perempuan semakin marjinal
dan lemah. Solusi untuk menghilangkan hal tersebut adalah dengan mengkonvensikan bahasa
netral yang mengandung bias gender.
PENDAHULUAN
Pembahasan perempuan selalu Kenyataan praktis di atas
mengandung dua posisi yang berlawanan menegaskan bahwa perempuan selalu
arah, yakni menarik dan menyedihkan. menjadi objek penindasan dan kekerasan.
Menarik, karena pembahasan ini berkenaan Realitas kekerasan tersebut menghantarkan
langsung dengan diri kita sebagai manusia perempuan pada posisi yang serba sulit.
yang secara biologis dilahirkan darinya. Perempuan diberi label sifat yang cenderung
Menyedihkan, karena secara empiris- direndahkan sebagai akibat pemarjinalan dari
sosiologis tidak bisa dinafikan akan kehidupan. Gugatan yang sesekali tidak
banyaknya ketidakdilan sosial yang terjadi pernah sampai adalah keinginan perempuan
terhadap perempuan. Jika dibahasakan lebih untuk bangkit dan menjadikan dirinya setara
lanjut, dapat dinyatakan bahwa ketidakadilan dengan laki-laki. Namun kekerasan dalam
sosial terhadap perempuan merupakan hal semua sisi kehidupan menjadi hal sulit untuk
tertua dalam sejarah kemanusiaan. sekedar lepas dari kekerasan dan menjadi
Dalam perjalanan sejarah sebelum pagar penghalang sekaligus pemisah dari
turunnya Al Quran terdapat peradaban besar posisi laki-laki.
yang menempatkan perempuan pada posisi
paling buruk. Pada zaman Yunani, di Konsepsi Kekerasan
kalangan elit, perempuan disekap dalam Menurut Douglas dan Waksler
istana sedangkan di kalangan bawah (2002) istilah kekerasan digunakan untuk
perempuan mengalami nasib menyedihkan, menggambarkan perilaku, baik yang terbuka
mereka diperjualbelikan. Dalam peradaban (overt) maupun yang tertutup (covert); baik
Romawi, perempuan sepenuhnya berada yang menyerang (offensive) atau bertahan
dalam kekuasaan ayahnya. Setelah kawin, (deffensive) yang disertai penggunaan
kekuasaan tersebut pindah ke tangan kekuatan kepada orang lain. Berdasarkan
suaminya. Kekuasaan mencakup uraian tersebut, kekerasan dapat
kewenangan menjual, mengusir, menganiaya, dikelompokkan menjadi dua jenis: (a)
dan membunuh. Peradaban Hindu dan Cina kekerasan terbuka, yaitu kekerasan yang
tidak lebih baik dari peradaban Yunani dan dapat dilihat, misalnya: perkelahian,
Romawi. Hak hidup seorang perempuan pembunuhan, perampokan, pemerasan,
yang bersuami harus berakhir pada saat pencurian, pemukulan, penjambretan, dan
kematian suaminya. lain-lain, (b) kekerasan tertutup, yaitu
132
133 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 132-140
kekerasan yang tersembunyi yang tidak kekerasan itu. Negasi kekerasan ialah
menampakkan aksi secara fisik, tetapi dapat perdamaian. Untuk mencapai rasa damai
mengakibatkan penderi-taan atau kerugian manusia memiliki empat kebutuhan
kepada orang lain, misalnya perilaku mendasar, yaitu kebutuhan kelangsungan
mengancam, mem-perolok, memfitnah, hidup (negasinya: kematian, mortalitas),
membohongi, dan lain-lain. Adapun kebutuhan kesejahteraan (negasinya:
berdasarkan tujuan pelakunya, kekerasan kesengsaraan, morbiditas), kebutuhan jati diri
dapat dibedakan menjadi dua jenis: (a) (negasinya:alienasi), dan kebutuhan kebebas-
kekerasan agresif, yaitu kekerasan yang an (negasinya:represi). Kekerasan
dilakukan untuk mendapatkan sesuatu, dan dianggapnya sebagai serangan yang tak dapat
(b) kekerasan defensif, yaitu kekerasan dihindarkan pada kebutuhan dasar manusia.
yang dilakukan sebagai upaya dalam Lebih lanjut, masih menurut
perlindungan diri. Baik kekerasan agresif Galtung, kekerasan terjadi jika manusia
maupun defensif dapat bersifat terbuka atau dipengaruhi sedemikian rupa sehingga
tertutup, sehingga bentuk perilaku kekerasan realisasi jasmani dan mental aktualnya
defensif tidak berbeda dengan perilaku dalam berada di bawah realisasi potensialnya.
kekerasan agresif. Di samping itu, kekerasan Penjabaran batasan ini, kekerasan bukan
dapat bersifat kolektif atau individual. hanya menyaran pada pemukulan,
Kekerasan adalah suatu perbuatan penganiayaan, dan bahkan sampai
yang menyebabkan kerusakan atau kerugian pembunuhan, tetapi lebih luas dari itu.
secara fisik maupun psikis bagi sesuatu atau Menyalahgunakan kekuasaan merupakan
orang lain. Kekerasan juga dapat diartikan kekerasan. Mempersempit akses kehidupan
sebagai perbuatan yang mendatangkan seseorang merupakan kekerasan. Menyakiti
penderitaan, rasa haru, dan kesedihan bagi dan melukai hati dengan ungkapan-ungkapan
orang lain baik yang terlibat secara langsung bahasa vulgar adalah wujud kekerasan.
maupun tak langsung dalam perbuatan
tersebut (Douglas dan Waksler (2002). Budaya Patriarkhi
Menurut Galtung (1988) kekerasan lebih Di sepanjang sejarah manusia, pada
banyak ditentukan oleh segi akibat atau umumnya tradisi bangsa-bangsa di dunia
pengaruh suatu perbuatan atau keadaan adalah penganut paham patrialchat,
manusia. Lebih lanjut, pakar teori kekerasaan sehingga dominasi laki-laki terhadap
ini mengemukakan enam aspek pembedaan perempuan merupakan hal yang wajar.
kekerasan, yaitu kekerasan fisik dan Dominasi laki-laki salah satunya bisa
psikologis, pengaruh positif dan negatif, ada dibuktikan dengan anggapan terhadap laki-
objek yang disakiti atau tidak, ada subjek laki mempunyai dominasi lebih dan unggul
pelaku kekerasan atau tidak, disengaja atau (superior) dalam segala hal, laki-laki
tidak, tampak atau tersebunyi. mempunyai akses dan bisa lebih banyak
Galtung sosiolog yang berkosentrasi menentukan, serta berposisi sebagai manusia
pada fenomena kekerasan menyebutkan kelas satu. Sebaliknya, perempuan
bahwa pada diri manusia terbentang dua merupakan manusia yang menduduki kasta
dunia besar yang berbeda, tetapi tidak bisa kedua setelah laki-laki, ia selalu ditentukan,
dipisahkan : dunia potensi dan dunia actual. sulit mandiri, dan hak-haknya terpasung
Yang pertama terkait dengan realitas yang sebagai akibat dari dominasi laki-laki.
tidak tampak dan belum berwujud, seperti Melekatnya budaya patriarkhi pada
cita-cita, mimpi, afeksi, kehendak, memori, masyarakat, seakan menguatkan mitos bahwa
dan segala jenis yang dipegang dan perempuan secara fisik lemah, rapuh, dan
diperjuangkan. Sedangkan yang terkait tidak tegas karenanya harus dilindungi,
dengan realitas yang sudah terwujud dan disayangi dan disanjung, dan secara kodarti
tampak sebagaimana dapat dilihat, diraba, kurang pandai karenanya hanya layak
didengar, saksikan, dan rasakan (dalam mengerjakan pekerjaan yang bersifat
windu, 2000). domestik. Sepintas mitos terhadap
Untuk menjawab apakah yang perempuan seperti itu sepintas menempatkan
dimaksud dengan kekerasan, Galtung (2002) perempuan pada posisi aman karena
terlebih dahulu mencari negasi dari terlindungi.Tetapi sebenarnya keseluruhan
Harsono, Diskriminasi terhadap Perempuan | 134
atribut yang melekat pada perempuan ribuan bahasa, namun yang lebih utama tetap
tersebut melemahkan eksistensi perempuan berpangkal pada seberapa besar ketakwaan
sebagai manusia. yang diperoleh ketika seseorang
menggunakan bahasa tuturnya.
Ketidakadilan dan ketidaksetaraan
Gender Urgensi Bahasa
Ketidakadilan dan ketidaksetaraan Keberadaan bahasa dalam kehidupan
sosial antara laki-laki dan perempuan yang manusia sudah tidak bisa ditawar lagi. Ia
menempatkan laki-laki lebih tinggi dari berfungsi sebagai piranti dasar manusia
perempuan sebenarnya bermula dari muatan untuk menjalankan fungsi penciptaannya
distinsi budaya berupa ‘’gender’’. Gender sebagai khalifah di muka bumi. Ia sebagai
merupakan produk budaya dan kontruksi alat untuk menegaskan eksistensi manusia di
sosial yang diciptakan masyarakat muka bumi. Sejatinya bahasa mempunyai
berdasarkan jenis kelamin yang tidak terbawa peranan penting dalam sisi kehidupan umat
sejak lahir. Karakteristik dan peran sosial manusia.
laki-laki dan perempuan yang dihubungkan Satu dimensi penting lain dalam
atas jenis kelamin. Karakteristik dan peran bahasa adalah manusia bisa menggunakan
sosial itu merupakan kontruksi sosial atau bahasa untuk berbagai tujuan yang berbeda.
cultural, bukan kodrat. Karenanya, gender Bahasa bisa digunakan secara referensial,
sering disebut ‘’ jenis kelamin sosial ‘’. afektif, secara estetik atau secara phatic
Muara perpektif gender selanjutnya (Thomas dan Wareing, 2007:12).
menyaran pada semua sisi kehidupan Pengaruh dan fungsi dari bahasa
perempuan, mulai dari ekonomi, psikologi, sangatlah luas, bahasa mampu mencetak
antropologi, politik, dan sosial. sebuah kepribadian dan memproduksi suatu
Konstruksi sosio-budaya dalam prilaku tertentu. Hal ini dikarenakan bahwa
bangunan gender terhadap perempuan dalam pada mulanya manusia membentuk
konteks kekerasan sebenarnya ditolak secara kebiasaan melalui bahasa yang digunakannya
langsung oleh Al Quran. Al Quran dan kemuadian kebiasaan tersebutlah yang
menandaskan bahwa perempuan adalah juga membentuk manusia. Bahasa memiliki
insan/basyar yang tidak berbeda dengan laki- pengaruh pada rekayasa perilaku manusia
laki. Keduanya sama-sama memiliki hak dan “siapa yang mampu memberi nama, dialah
kewajiban, memperoleh ganjaran, dan yang menguasai”.
bahkan masuk surga. Seperti yang termaktub Bahasa adalah medium tanpa batas
dalam surat Al Hujarat :13 dengan yang membawa segala sesuatu
terjemahan sebagai berikut; didalamnya,yaitu segala sesuatu yang mampu
Hai manusia, sesungguhnya Kami termuat dalam lapangan pemahaman
menciptakan kamu dari seorang laki- manusia. Mampu memahami bahasa akan
laki dan seorang perempuan dan memungkinkan untuk memahami bentuk-
menjadikan kamu berbangsa-bangsa bentuk pemahaman manusia. Ia merupakan
dan bersuku-suku supaya kamu sarana untuk mengungkapkan sesuatu yang
saling kenal-mengenal. ada dalam pikiran manusia. Keterkaitan
Sesungguhnya orang yang paling antara bahasa, kehidupan, dan kelompok
mulia di sisi Allah ialah orang yang sosial menimbulkan bermacam cara dan
paling bertakwa di antara kamu. bentuk pemakaian bahasa.
Sesungguhnya Allah Maha
Mengetahui lagi Maha Mengenal. Bahasa Seksis
Terjemahan surat Al Hujarat :13 di Konsepsi ideal tentang fungsi
atas mengisyaratkan penempatan penilaian bahasa, dalam perkembangannya muncul
terhadap manusia tidak hanya berfokus pada wacana bahasa dikaitkan dengan jenis pria-
sisi fisik dan material, akan tetapi pada wanita, yang lazimnya disitilahkan dengan
kualitas ketaqwaannya. Secara subtansi, seksis (sexist). Wacana itu terus berkembang
perbedaan fisik adalah hal alamiah, tak seiring dengan munculnya gerakan gender
terkecuali dalam bahasa. Sepanjang sejarah maupun feminism di segala bidang termasuk
dan peradaban di penjuru dunia, terdapat linguistic yang memunculkan suatu gerakan
135 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 132-140
yang menamakan diri ‘anti sexist languege’ tahapan penting dalam kehidupan mereka.
(anti bahasa seksis). Gerakan ‘anti sexist Menurut teori perbedaan, kebiasaan-
languege’ ini sebenarnya merupakan kebiasaan bermain dengan sesama jenis
kelanjutan dari seruan persamaan hak dan sewaktu kanak-kanak hingga berteman ketika
kewajiban atas kaum pria dan wanita di dewasa akan menciptakan suatu sub-budaya.
dalam yang selama ini dianggap tidak Wanita akan lebih mengutamakan
seimbang. Gerakan ini merupakan gerakan kesalingpahaman, kesetaraan, kedekatan
yang menuntut adanya persamaan hak kaum hubungan. Sedangkan pria akan lebih
wanita di dalam bidang linguistic. Pada mementingkan status, kebebasan, dan
awalnya, gerakan ini menentang adanya ketidaksetaraan dalam hubungan (Rahardjo,
dominasi kaum pria di dalam penggunaan 2008:166). Pola sosialiasis yang diterapkan
unsure-unsur bahasa inggris, baik di dalam pada tiap gender tidak netral. Pola tersebut
gramatika, ungkapan, maupun peristilahan, sengaja mempersiapkan wanita untuk
khususnya menyangkut nama atau istilah menempati posisi sosial yang lebih rendah
bidang pekerjaan. Munculnya gerakan ‘anti kekuasaannya daripada pria.
sexist languege’ ini semakin membuktikan Cara lain untuk melihat pada
bahwa nyata-nyata bahasa itu tidak semata- perbedaan antara cara wanita dengan cara
mata sebagai alat komunikasi, tetapi juga pria dalam menggunakan bahasa adalah
senjata ampuh untuk menundukkan dengan melihat pada cara penggunaan bahasa
seseorang sebagaimana selama ini yang sebagai sarana untuk membangun persepsi
diteriakkan oleh kaum post-modernisme dan tentang gender/analisis terhadap gender
post strukturalisme (Rahardjo, 2008:166- (Wareing, 2007:134). Hal ini dapat
167). dibuktikan dengan contoh berupa
Bahasa seksis merupakan realitas penggunaan warna untuk mengindikasikan
kebahasaan yang tak terelakkan yang gender pada laki-laki yang tidak setuju
keberadaannya terdapat dalam setiap bahasa menggunakan warna merah muda pada bayi
di muka bumi. Realitas ini, disadari atau laki-laki. Pengaturan pakaian, atribut fisik,
tidak berimplikasi terhadap pemberian dan tata rias untuk mengindikasikan gender
treatment yang memarjinalkan, me- bisa menyaran pada cara penggunaan gaya
subordinatkan kaum perempuan atas kaum bicara tertentu antara pria dan wanita sebagai
laki-laki. Akibatnya dalam bidang apapun, salah satu cara untuk menunjukkan kepada
peran dan fungsi kaum perempuan di bawah dunia bahwa mereka adalah angota dari
laki-laki baik secara kuantitas maupun kelompok gender yang ini bukan yang itu.
kualitas. Hal ini terjadi karena munculnya Ketiga hal tersebut mempunyai
bahasa seksis (Rahardjo, 2007:177). pengaruh terhadap cara berbahasa dan
Bahasa seksis dapat dianalisis bahasa. Ketiganya semakin mempertegas
berdasarkan tiga hal, yaitu (1) teori dominasi, keberadaan bahasa seksisme sebagai realitas
(2) teori Perbedaan, dan (3) analisis terhadap kebahasaan yang tidak terelakkan
gender. Teori dominasi adalah terori yang keberadaannya terdapat dalam tiap setiap
menyatakan bahwa perbedaan wacana antara bahasa di muka bumi.
pria dan wanita disebabkan karena perbedaan Fenomena bahasa seksis didasarkan
kekasaan. Secara statistic, bisa dibuktikan pada muatan bahasa yang berpihak pada
bahwa pria cendrung memiliki kekuasaan suatu kekuatan gender atas gender yang lain
yang lebih besar dari wanita baik dalam di dalam unsure-unsurnya, misalnya
artian fisik, finasial, maupun dalam hiraki di kosakata, gramatika, istilah, dan yang
tempat kerja. Cara orang berbicara bisa lainnya. Atau yang menurut Miller & Shift
mencerminkan perbedaan material antarjenis sebagai bahasa apapun yang mengungkapkan
kelompok, dan bisa memperkuat perbedaan- adanya superioritas suatu gender atas gender
perbedaan ini sehingga perbedaan-perbedaan lainnya.
itu terasa normal dan wajar (Wareing, Menurut Rahardjo rumusan lain dari
2007:131). bahasa seksis adalah bahasa yang
Teori perbedaan menyatakan bahwa merepresentasikan pria dan wanita secara
perbedaan bahasa antara pria dan wanita tidak setara di mana anggota dari kelompok
karena adanya pemisahan pada tahapan- seks yang satu dianggap lebih rendah
Harsono, Diskriminasi terhadap Perempuan | 136
deretan kata-kata yang sudah jadi kemudian misalnya, sejak awal sudah terjadi
dipilih oleh pemakainya secara bebas (dalam diferensiasi. Orang tua ketika membelikan
Sumaryono, 1999:27). Kata-kata sebagai mainan anak laki-lakinya berupa mobil-
produk bahasa hendaknya dipilih mobilan, pistol-pistolan, dan sejenisnya,
berdasarkan prinsip kesantunan. Ia digunakan tetapi permainan untuk anak peremuan
dalam rangkat mencapai hubungan timbal berupa boneka, bunga-bungaan, alat
balik antara pengirim dan penerima pesan. memasak dan sebagainya. Hal semacam ini
Bahasa memiliki dua ciri utama tidak hanya menjadi sikap individu tetapi
yaitu: (a) bahasa digunakan dalam transmisi sudah menjadi sikap masyarakat yang
pesan dan (b) bahasa merupakan kode yang melembaga. Orang tua beralasan, ketika anak
penggunaannnya ditentukan oleh warga laki-laki diberi mainan semacam bunga-
masyarakat bahasa tersebut (dalam istilah bungaan dan alat memasak, maka anak
linguistic disebut konvensional). Sebab tersebut akan mempunyai kecendrungan
itulah, sebagai transmisi pesan bahasa berprilaku seperti perempuan, begitu pula
berperan dalam komunikasi dan merupakan sebaliknya, jika anak perempuan diberi
bagian dari kehidupan sosial. Bahasa sebagai mainan mobil-mobilan dan pistol-pistolan,
kode sosial dan alat untuk menilai dasar maka anak tersebut akan mempunyai
perilaku sosial, maka bahasa mempunyai tiga berprilaku laki-laki (tomboi). Karena proses
fungsi yaitu: pertama, sarana eksternalisasi yang bersifat terus-menerus
mengidentifikasi anggota kelompok sosial; dan kolektif itulah, maka terinternalisasilah
kedua, kategorisasi terhadap pengalaman, sikap semacam itu pada diri seorang anak
persepsi, berfikir, dan kegiatan kreatif yang hingga dewasa. Sikap semacam ini juga akan
mencerminkan perilaku suatu kelompok atau ditanamkan oleh individu-individu tersebut
masyarakat; dan ketiga, pengembangan kepada generasi berikutnya. Keadaan
teknologi dan transmisi pengetahuan semacam ini akan menjadi label jenis
melampaui ruang dan waktu. Sehingga kelamin tertentu, laki-laki dan perempuan.
penggunaan bahasa merupakan bagian tidak Hal ini akhirnya menjadi pandangan individu
terlepas dari perilaku kelompok tersebut. dan masyarakat terhadap individu atau
kelompok berdasar jenis kelamin. Hal inilah
Latar Belakang Stereotip Perempuan asal mula lahirnya stereotip berdasar jenis
dalam Bahasa kelamin atau stereotip seks. Kenyataan
Hegemoni laki-laki atas perempuan semacam ini tercermin dengan jelas dalam
telah melembaga sedemikian rupa sehingga bahasa yang digunakan masyarakat
kenyataan tersebut oleh perempuan penuturnya
dipandang sebagai hal yang “given“. Pada Bahasa sebagai cermin ekspresi
gilirannya, keadaan semacam itu sudah tidak penuturnya juga mencerminkan stereotip
lagi dikritisi sebagai bentuk ketidakadilan, perempuan tersebut. Tetapi, sebagai akibat
justru perempuan menikmati keadaan menguatnya nilai-nilai demokratisasi,
demikian. Kenyataan itu tumbuh subur pada kesadaran akan hak asazi manusia, dan
masyarakat yang menganut ideologi kesamaan, maka pola relasi jender yang
patriarkhi (patriarchy ideologi) (Darwin, sudah demikian mapan mulai digugat
2002). Ideologi itu telah menempatkan (Darwin, 2001). Ketidakadilan jender itu
perempuan sebagai subordinasi laki-laki dan berakar pada budaya patriarki. Budaya
inferior terhadapanya. Hal inilah yang dalam patriarkhi tersebut telah menempatkan
perjalanan waktu oleh masyarakat perempuan sebagai subordinasi laki-laki dan
melahirkan stereotip perempuan. secara struktural - kultural hegemoni laki-laki
atas perempuan telah sedemikain mapannya
Proses Stereotipisasi Terhadap sehingga kenyataan tersebut oleh perempuan
Perempuan dalam Bahasa diterima sebagai “kodrat” yang tidak
Kehadiran stereotipisasi terhadap diri dipermasalahkan lagi dan perempuan
seseorang berlangsung sejak dini yang menerima tanpa ada perlawanan dengan
dilakukan oleh orang tua dan lingkungannya. penafsiran bahwa kondisi tersebut sudah
Hal ini dibuktikan dengan pembedaan menjadi konvensi yang sulit untuk diubah
pemberian permainan kepada anak-anak apalagi dihapus.
Harsono, Diskriminasi terhadap Perempuan | 138
yang tunasusila ?’ Padahal, merupakan fakta kata penari laki-laki, koki laki-laki, perawat
bahwa "pria penghibur", memang ada. Inilah laki-laki, atau apa pun itu yang berkaitan
cermin bahasa paling buruk dari pelecehan dengan profesi khas wanita.
gender yang menempatkan perempuan Pengaruh Kekerasan Bahasa pada
pelacur pada posisi yang lebih terlecehkan, Perempuan dalam Kehidupan
sekalipun lakon yang dijalani sama persis Bermasyarakat
dengan lelaki pelacur. Dengan demikian,
layak sekali jika perempuan Indonesia Streotip bahasa terhadap perempuan
tersinggung. jelas memberikan efek domino di kehidupan
Jika istilah WTS tetap masyarakat. Akibat bahasa seksis yang
dipertahankan, harus ada kata khusus untuk mensuperiorkan laki-laki di atas perempuan
menunjuk pada lelaki pelacur. Tetapi tidak mengakibatkan perempuan semakin
mungkin diganti dengan PTS. Karena sudah terjerembab dalam kubangan kekerasan.
digunakan oleh perguruan tinggi. Maka, bisa Sebagai sebuah contoh, ketika pelacur
diganti dengan yang lain, semisal "lelaki dikatakan sebagai wanita tuna susila (WTS),
tunasusila" atau LTS. Dengan ini pembagian maka dibalik kata tersebut ada makna yang
kerja secara seksual benar-benar ada dan adil. secara gambling melecehkan martabat
Lain lagi jika dipandang tidak usah ada perempuan. Walaupun ungkapan WTS
tambahan istilah semacam LTS itu, WTS pun merupakan eufemisme, akan tetapi inilah
mesti dihapus, dan diganti dengan kata baru kedahsyatan bahasa yang mempunyai
lagi yang netral, yang mampu mewadahi baik pengaruh besar. Perempuan yang menjadi
WTS maupun LTS. Untuk persoalan ini, pemuas birahi laki-laki masih dilecehkan
wanita dan pria yang bertindak tunasusila martabatnya sebagai Tuna Susila
disebut saja "manusia tunasusila" (MTS).
Walaupun terkesan netral, akan tetapi akan Upaya Penghapusan Kekerasan terhadap
timbul persoalan baru yang akan Perempuan dalam Bahasa
memerahkan telinga orang yang belajar, Merubah kontruksi sosial dan budaya
mengajar, atau alumni madrasah tsanawiyah. bukanlah hal mudah, termasuk di dalamnya
Sebagai tawaran kosakata, WTS dan LTS kontruksi bahasa. Akan tetapi ketika
dapat diganti OTS (Orang Tuna Susila). dikembalikan pada hakikat bahasa berupa
konvensional. Maka tidak ada salahnya jika
Degradasi Martabat masyarakat bahasa mengkonvensikan bahasa
Dengan degradasi, makna kata netral yang mengandung bias gender. Terasa
menjadi enteng, remeh, bahkan ujung- sulit memang, jika yang harus diubah adalah
ujungnya bisa melenceng dari konsep kontruksi budaya berupa bahasa yang semua
dasarnya. Degradasi terhadap perjuangan orang telah menerimanya sebagai system
kerja perempuan, misalnya, akan sering komunikasi.
muncul di sekitar kita, yang memang PENUTUP
merupakan masyarakat patriarkis sebuah Uraian di atas menunjukkan bahwa
contoh seorang perempuan yang mempunyai ketidakadilan dan ketidaksetaraan akibat
penghasilan lebih tinggi dari suami akan jenis kelamin (gender) masih akan terus
mengatakan bahwa dirinya hanya sekedar berjalan, karena hampir mustahil di dunia ini
membantu pekerjaan suami. Padahal hal akan ada revolusi bahasa. Kalau masyarakat
tersebut merupakan hasil kerja keras dan menerima kekerasan terhadap perempuan
keuletannya. dalam bahasa, hal tersebut bisa diterima,
Diskriminasi juga tampak dalam hal karena itu adalah realitas bahasa.
profesi, selalu saja dalam berbagai profesi Studi tentang perempuan nampaknya
yang selama ini diasumsikan sebagai profesi akan terus terbuka. Karena membicarakan
yang khas milik kaum laki-laki akan selalu perempuan adalah hal menarik dari semua
disertai dengan akhiran wanita. Misalnya, sisi. Kajian multidisipliner masih banyak
pilot wanita, astronaut wanita, pembalap yang mampu mengulas term perempuan
wanita, petinju wanita, kernet wanita, dan dengan lebih mendalam.
lain-lain. Padahal kita tak pernah mendengar
Harsono, Diskriminasi terhadap Perempuan | 140
DAFTAR RUJUKAN
Darwin, Muhadjir dan Tukiran (ed). 2002. Rahardjo, Mudjia dan Kholil. 2008.
Menggugat Budaya Patriarki. Sosiolinguistik Qurani. Malang :
Yogyakarta: Kerja Sama Pusat UIN-Malang Press.
Penelitian Kependudukan UGM
dengan Ford Foundation. Rahardjo, Mudjia. Januari-Maret 2001.
Douglas, J. D. dan F. C. Waksler. 2002. Kekerasan terhadap Perempuan
Kekerasan. Dalam Santoso, T. (ed.), dalam Bahasa dan Media. El-
Teori-Teori Kekerasan. Jakarta: Harakah. UIN Malang. Hal.1
Ghalia Indonesia.
Sumaryono, E. 1993. Hermeunitik: Sebuah
Galtung, Johan. 1988. Kekerasan, Metode Filsafat. Yogyakarta:
Perdamaian. Dan Penelitian Kanisius
Perdamaian. Dalam Mochtar Lubis
(ed.). Menggapai Dunia Damai. Shan Wareng & Linda Thomas. 2007.
Jakarta: Yayasan Obor Indonsia. Bahasa, Masyarakat dan Kekuasaan.
Yogyakarta: Pustaka Pelajar.
Galtung, Johan. 2002. Kekerasan Budaya.
Dalam Santoso, T. (ed.), Teori-Teori Windu, I Marsana. 2000. Dimensi
Kekerasan. Jakarta: Ghalia Kekerasan, Tinjauan Teoritis atas
Indonesia. Fenomena Kekerasan, dalam
Suseno, Franz Magnis (Pengantar).
Melawan Kekerasan tanpa
Kekerasan. Yogyakarta: Pustaka
Pelajar.
PENGARUH PEMBELAJARAN KOOPERATIF TIPE NHT TERHADAP HASIL
BELAJAR SISWA SMP PADA MATERI POKOK SEGITIGA DAN SEGI EMPAT
Sri indriati Hasanah
Program Studi Pendidikan Matematika, FKIP, Universitas Madura
Alamat Jalan Raya Panglegur 3,5 KM Pamekasan
Email: najwa_kurnadi@yahoo.co.id
Abstrak : Dalam proses pembelajaran pada dasarnya merupakan suatu proses interaksi
antara guru dan siswa. Dilihat dari realita yang ada, kebanyakan seorang guru dalam
mengajar kurang memperhatikan model pembelajaran yang akan diterapkan, antara materi
yang satu dengan materi yang lainnya menggunakan metode pembelajaran yang sama,
sehingga menyebabkan siswa mengalami kejenuhan yang berakibat kurangnya minat belajar.
Minat belajar akan tumbuh dan siswa akan lebih aktif dalam mengikuti proses pembelajaran
jika guru menggunakan model pembelajaran yang sesuai dengan materi yang akan
disampaikan. Salah satu model pembelajaran yang dapat digunakan adalah pembelajaran
kooperatif tipe NHT. Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh
pembelajaran kooperatif tipe NHT terhadap hasil belajar siswa pada materi pokok segitiga
dan segi empat kelas VII SMP Negeri 1 Proppo tahun pelajaran 2011/2012.
Dalam penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen yakni
dengan mengambil dua sampel kelas. Untuk kelas VII-A dengan jumlah siswa 30 orang
sebagai kelas eksperimen yang diajar dengan pembelajaran kooperatif tipe NHT dan kelas
VII-E dengan jumlah siswa 29 orang sebagai kelas kontrol (pembanding) yang diajar dengan
metode konvensional. Teknik pengumpulan data menggunakan tes dan analisis data yang
digunakan adalah uji - t kelompok bebas.
Dari hasil analisis data diperoleh thitung = 1,94 dengan dk= 57 dan taraf signifikan 5% didapat
ttabel = 1.67, dengan demikian thitung > ttabel sehingga dapat disimpulkan bahwa pembelajaran
kooperatif tipe NHT berpengaruh positif terhadap hasil belajar siswa pada materi pokok
segitiga dan segi empat kelas VII SMP Negeri 1 Proppo tahun pelajaran 2011/2012.
PENDAHULUAN
141
Hasanah, Pengaruh Pembelajaran Kooperatif | 142
dilakukan guru kurang sesuai. Selain itu juga VII-E sebagai kelas kontrol yang berjumlah
siswa tidak mengerti dengan materi yang 29 siswa, yang diajar dengan pendekatan
diajarkannya, sehingga siswa malas untuk konvensional.
belajar matematika. Untuk menghadapi Pengumpulan data dalam penelitian ini
masalah atau tantangan tersebut diperlukan menggunakan metode tes. Untuk
keterampilan tinggi yang melibatkan memperoleh data yang valid, soal tes yang
pemikiran kritis, sistematis, logis, kreatif dan digunakan sebelumnya diujicobakan pada
kemauan kerjasama yang efektif (Soleh, siswa kelas VII MTs Bustanul Mubtadiin
1998:33). Sehubungan dengan hal tersebut Pangorayan Proppo sebanyak 10 siswa
salah satu cara agar siswa tidak gagal dalam dengan 5 soal, yang bertujuan untuk
pembelajaran matematika yaitu dengan mengetahui layak tidaknya instrumen
mengembangkan strategi belajar mengajar tersebut dipakai dalam penelitian. Instrumen
bermakna kepada siswa yaitu menggunakan yang baik harus memenuhi empat
pembelajaran kooperatif tipe NHT. Alasan persyaratan, yaitu : validitas tes, reliabilitas
yang diutarakan siswa tentang kesulitannya tes, daya beda dan tingkat kesukaran.
dalam memahami materi segitiga dan segi Teknik analisis data yang digunakan
empat antara lain guru kurang menyesuaikan adalah menggunakan kertas probabilitas
metode pembelajaran dengan materi pokok normal untuk uji normalitas dan
segitiga dan segi empat, sehingga dalam menggunakan uji F untuk uji homogenitas.
penyampaiannya kurang efektif. Dan data yang akan diuji normalitas dan
Tujuan yang akan dicapai dalam homogenitasnya, peneliti menggunakan data
penelitian ini adalah untuk mengetahui ada dokumen berupa nilai ulangan harian
tidaknya pengaruh pembelajaran kooperatif matematika pada materi pokok himpunan
tipe NHT terhadap hasil belajar siswa pada kelas VII-A (kelas eksperimen) dan VII-E
materi pokok segitiga dan segi empat kelas (kelas kontrol). Setelah uji normalitas dan uji
VII SMP Negeri 1 Proppo tahun pelajaran homogenitas dilakukan langkah selanjutnya
2011/2012. adalah menganalisis data yang diperoleh
setelah menerapkan pembelajaran kooperatif
METODE PENELITIAN tipe NHT. Untuk mengetahui nilai rata-rata
Dalam penelitian ini peneliti hasil belajar siswa dengan menerapkan
menggunakan penelitian eksperimen yaitu pembelajaran kooperatif tipe NHT, peneliti
dengan menggunakan dua sampel kelas yaitu menggunakan rumus sebagai berikut:
kelas VII-A sebagai sampel kelompok
eksperimen dan kelas VII-E sebagai sampel
kelompok kontrol. Pengujian variabelnya =
dilakukan dalam kelompok eksperimen yang Keterangan:
diajarkan dengan pembelajaran kooperatif
tipe NHT dan kelompok kontrol diajarkan = Nilai rata-rata
dengan pembelajaran konvensional. Hal ini = Nilai data ke-i (nilai tengah)
dimaksudkan agar peneliti melihat pengaruh = Frekuensi data ke-i
sesuatu treatment yang diperlakukan pada Teknik statistik yang digunakan
objek penelitian yaitu mengenai pengaruh untuk menguji hipotesis yaitu menggunakan
penerapan pembelajaran kooperatif tipe NHT teknik statistik t-tes dengan rumus Sparated
terhadap hasil belajar siswa di SMP Negeri 1 Varians sebagai berikut :
Proppo.
Populasi dalam penelitian ini adalah
adalah seluruh siswa kelas VII SMP Negeri 1 −
Proppo, yang terdiri dari 5 kelas, yang
=
berjumlah 149 siswa. Penentuan sampel +
dengan menggunakan teknik cluster random
sampling. Sampel penelitian yang terpilih
adalah kelas VII-A sebagai kelas eksperimen (Sugiyono, 2011:197)
yang berjumlah 30 siswa, yang diajar dengan
pembelajaran kooperatif tipe NHT dan kelas
143 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 141-145
DAFTAR PUSTAKA
Arikunto, Suharsimi. 1998. Prosedur Riduwan. 2009. Dasar-Dasar Statistika.
Penelitian Suatu Pendekatan Bandung : Alfabeta.
Praktek. Jakarta : PT. Rineka Cipta.
Soleh, Moh. 1998. Pokok-pokok Pengajaran
Idris, H. Zahara dan H. Lisma Jamal. 1992. Matematika Sekolah. Jakarta:
Pengantar Pendidikan. Jakarta Depdikbud.
Gramedia Widiasarani Indonesia.
Sudjana, Nana. 2010. Penilaian Proses Hasil
Joni, Raka. 1984. Pengukuran dan Penilaian Belajar Mengajar. Bandung :
Pendidikan. Malang : YP2LPM. Alfabeta
Nuharini, Dewi dan Tri Wahyuni, 2008. Sugiyono, 2011. Metode Penelitian
Matematika Untuk SMP Kelas VII. Kuantitatif Kualitatif dan R&D.
Jakarta : Pusat Perbukuan Bandung : Alfabeta.
Nurkancana, Wayan. 1986. Evaluasi Toha dkk, 2008. Metode Penelititian. Jakarta
Pendidikan. Surabaya : Usaha : Universitas Terbuka.
Nasional.
Trianto, 2011. Model-model Pembelajaran
Purwanto, Ngalim.1996. Psikologi Inovatif Berorientasi
Pendidikan. Bandung : Remaja Konstruktivistik. Jakarta : Prestasi
Rosdakarya. Pustaka Publisher.
Ratumanan. 2002. Belajar dan
Pembelajaran. Jakarta : Unesa
University Press
PERBEDAAN HASIL BELAJAR SISWA ANTARA YANG DIAJAR
MENGGUNAKAN PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE
DENGAN PEMBELAJARAN EKSPOSITORI PADA POKOK BAHASAN
TURUNAN FUNGSI DI SMA NEGERI I PAMEKASAN
Zainal Arifin
Guru Matematika SMAN 1 Pamekasan
Email:
PENDAHULUAN
146
147 | INTERAKSI , Volume 8, N0 2. Juli 2013, hlm 146-150
Sementara ini di lokasi penelitian kelas yang akan diajar dengan pembelajaran
yakni di SMA Negeri 1 Pamekasan sebagian kooperatif Tipe Think Phair Share (TPS)
tenaga pengajarnya masih ada yang sebagai kelas eksperimen, dan kelas XI IPA-
menggunakan pembelajaran yang berpusat E sebanyak 32 siswa sebagai kelas yang akan
pada guru atau strategi pembelajaran diajar dengan strategi pembelajaran
ekspositori. Dalam hal ini peneliti ingin ekspositori sebagai kelas kontrol.
mencoba untuk menggunakan model Dalam penelitian ini peneliti
pembelajaran kooperatif tipe Think Pair menggunakan teknik pengumpulan data
Share (TPS), dimana pembelajaran ini dapat dengan tes. Tes yang digunakan berupa tes
menumbuhkan kemampuan kerja sama, essai yaitu soal atau pertanyaan yang
berpikir kritis dan mengembangkan sikap diajukan pada responden berbentuk uraian
sosial siswa pada pokok bahasan turunan (essay), sehingga dengan demikian jawaban
fungsi. yang diinginkan adalah berbentuk uraian
Tujuan dari penelitian ini adalah untuk bebas. Sebelum digunakan sebagai alat
mengetahui ada tidaknya perbedaan hasil pengumpulan data, tes terlebih dahulu diuji
belajar siswa antara yang diajar dengan cobakan dengan tujuan untuk mengetahui
menggunakan pembelajaran kooperatif tipe kelayakan dari soal – soal tes yang dibuat uji
Think Pair Share (TPS) dengan pembelajaran coba. Uji coba tes dilaksanakan di SMA N 3
ekspositori pada pokok bahasan turunan pamekasan sebanyak 10 siswa dengan 5 soal.
fungsi Kelas XI IPA SMA Negeri 1 Hasil uji coba instrument ini kemudian di
Pamekasan Tahun Pelajaran 2010/2011. analisis untuk mengetahui layak tidaknya
dengan menggunakan: Validitas tes,
METODE PENELITIAN reliabilitas tes, tingkat kesukaran dan daya
Penelitian ini adalah penelitian beda.
eksperimen. Eksperimen adalah suatu cara Pengujian ini dilakukan untuk
untuk mencari hubungan sebab akibat mengetahui apakah ada dan seberapa besar
(hubungan kausal) antara dua faktor yang perbedaan hasil belajar siswa antara kelas
sengaja ditimbulkan oleh peneliti dengan eksperimen dengan kelas kontrol berdasarkan
mengeleminasi atau mengurangi atau hasil tes yang telah dilakukan, sehingga dapat
menyisihkan faktor-faktor lain yang menunjukkan apakah hipotesis yang diajukan
mengganggu. Dalam penelitian ini sampel diterima atau ditolak.
dipilih dengan menggunakan teknik cluster
purposive sampling (pengambilan sampel PEMBAHASAN DAN HASIL
dengan tujuan).
Sampel bertujuan dilakukan dengan Think Pair Share (TPS)
cara mengambil subjek bukan didasarkan Think Pair Share (TPS) atau berpikir
atas strata, random atau daerah tetapi berpasangan berbagi adalah jenis
didasarkan atas adanya tujuan tertentu. pembelajaran kooperatif yang dirancang
Teknik ini dilakukan karena berdasarkan untuk mempengaruhi pola interaksi siswa
beberapa pertimbangan yaitu kelas XI IPA (Trianto, 2010:81). Think Pair Share adalah
SMAN 1 Pamekasan telah dikelompokkan pembelajaran yang memberi siswa
berdasarkan kemampuan dan minat siswa kesempatan untuk bekerja sendiri dan
sehingga perlu dihitung tingkat homogenitas bekerjasama dengan orang lain. Dalam hal
dari kelas-kelas tersebut. Dari homogenitas ini, guru sangat berperan penting untuk
yang telah diperoleh, dipilih dua kelas membimbing siswa melakukan diskusi,
homogen yang memiliki ciri-ciri, sifat-sifat sehingga terciptanya suasana belajar yang
dan karakteristik yang merupakan ciri-ciri lebih hidup, aktif, kreatif, efektif dan
pokok populasi dan merupakan subjek yang menyenangkan.
paling banyak mengandung ciri-ciri yang Pembelajaran kooperatif tipe Think
terdapat dalam populasi. Sehingga Pair Share (TPS) dalam penelitian ini adalah
berdasarkan wawancara dengan guru SMAN jenis pembelajaran kooperatif yang dirancang
1 Pamekasan dan nilai raport matematika untuk mempengaruhi pola interaksi siwa
siswa kelas XI IPA semester ganjil, terpilih dimana terdiri dari 3 langkah yaitu: Thinking
kelas XI IPA-D sebanyak 32 siswa sebagai
Arifin, Perbedaan Hasil Belajar| 148
DAFTAR PUSTAKA
Kartini, dkk. 2005. Matematika program Syah, Muhibbin. 2010. Psikologi Pendidikan.
studi ilmu sosial. Klaten:PT intan Bandung: PT Remaja Rosdakarya
pariwara Offset
Ratumanan, Tanwey Gerson. 2002. Belajar Tim Penyusun Kamus Besar Bahasa
dan Pembelajaran. Surabaya: Unesa Indonesia. 1990. Kamus Besar bahasa
University Press Indonesia. Jakarta: Balaia pustaka