Downloaded

THE PROCEEDING OF 3RD INTERNATIONAL SEMINAR ON EDUCATION AND TECHNOLOGY (ISET) Reviewers Slameto Sunawan Nurkolis Akmal Hardiwinoto Eni Winaryati Purnomo Tri Hartiti

Universitas Kristen Satya Wacana Salatiga Universitas Negeri Semarang Universitas PGRI Semarang Universitas PGRI Semarang Universitas Muhammadiyah Semarang Universitas Muhammadiyah Semarang Universitas Muhammadiyah Semarang Universitas Muhammadiyah Semarang

Editors Ghanis Putra Widhanarto Eunice W. Setyaningtyas

ISBN: 978-602-60991-1-2 @2017, Post Graduate Program of Universitas Negeri Semarang in collaboration with Post Graduate Program of Universitas Muhammadiyah Semarang, Universitas Kristen Satya Wacana Salatiga, Universitas PGRI Semarang, Universitas Negeri Gorontalo, Universitas Negeri Makasar, Universitas Negeri Yogyakarta, and Universitas Negeri Medan.

Published by: Post Graduate Program Universitas Negeri Semarang Address: Jl. Kelud III, Semarang 50237 Jawa Tengah Phone: (024) 8440516 Web: http://pps.unnes.ac.id

PREFACE

This Conference Proceedings volume contains the written version of all of the contributions presented during 3rd International Seminar on Education and Technology (ISET). The conference was taken place in Graduate Program from 10 universities, namely Universitas Negeri Semarang, Universitas Muhammadiyah Semarang, Universitas Kristen Satya Wacana Salatiga, Universitas PGRI Semarang, Universitas Negeri Gorontalo, Universitas Negeri Makasar, Universitas Negeri Yogyakarta, and Universitas Negeri Medan at 24 May 2017. The proceedings of ISET came from researchers, practitionaers, private and public stakeholders, and educators from various field. ISET ks expected to provide acceleration of technological innovation that has the potential to accelerate the progress of industry and economics growth, solve the multidimensional social problems, and revolutionize the world of education in Indonesia. We would like to thank all participans for their contributions to the Conference program and for their contributions to the Proceedings. Many thanks go as well to the all invited speakers. Our special thanks go to Rector of Universitas Negeri Semarang, Director of Post Graduate Program of Universitas Negeri Semarang, and all university collaborators (Universitas Muhammadiyah Semarang, Universitas Kristen Satya Wacana Salatiga, Universitas PGRI Semarang, Universitas Negeri Gorontalo, Universitas Negeri Makasar, Universitas Negeri Yogyakarta, and Universitas Negeri Medan).

The Proceedings Team,

Table of Contents A Study on Teachers’ Competency in Teaching English at SMA Negeri 2 Kupang Hendrik A.E. Lao, Gres Jekstman Kaipatty, Agapito da Costa Jeronimo ...................................................... 1-8 A Plan of Portfolio Assessment: Writing Skills Tri Okta Ervina ............................................................................................................................................... 9-18 Model Development of Drama Study Employing Local Art for Students of LPTK Dwi Rohman Soleh, Herman J. Waluyo, Setya Yuwana Sudikan, Nugraheni Eko Wardani .......................... 19-28 The Development of Climate Animated Map Medium for Social Science Learning in SMP N 13 Semarang Indana Zulfa, Firdaus Al Haq ........................................................................................................................ 29-38 Identification of Archaeological Surface Structure Using Geomagnetic Method in Lobu Tua Village District Andam Dewi Tapanuli Tengah Regency Asdiati Berutu, Jamaludin Hasibuan, Halimahtun Sakdiah, Rahmatsyah ..................................................... 39-46 Bringing Realistic Mathematics Education Based Ethnomathematics of Javanese Culture to Elementary School Dewi Fitriana, Nur Laesiyah Fitriyanti .......................................................................................................... 47-56 Illustrated Paper Manipulative Visual Aids in Learning Mathematics to Increase Students’ Activity Eriana, Mitasri Widyaningsih ........................................................................................................................ 57-60 Improving Motivation and Learning Results Java Language Material Reading Java Acsara with Flashcard Media Anisa Kusuma Wahdati, Farida, and Siti Mahmudah .................................................................................... 61-70 Acculturation of Islamic and Hindu Culture in Architecture of Al-Aqsa Holy Mosque (People Village Towers Holy Safe City) Chusnul Chotimah, Hanifuddin, Yana Indra Rokhmana ................................................................................ 71-78 An Analysis of Errors in Using Simple Present Tense Made by Students of PGSD Unnes Arif Widagdo .................................................................................................................................................. 79-80 An Inspiring Learning Model to Teach Dance Art for Early Childhood Class Wantoro and Hartono ..................................................................................................................................... 91-98 Apology Strategies Expressed by the Characters in “It’s Kind of A Funny Story” Movie Ummul Mawaddah Rangkuti .......................................................................................................................... 99-106 Application of Learning Model Dick and Carey Competency of Electrical Utilization in Vocational High School Baharuddin ..................................................................................................................................................... 107-122 Characteristic of Community Empowerment on Urban and Sub Urban Region in Nutritional Status Improvement Efa Nugroho, Oktia Woro Kasmini H, Sri Ratna Rahayu, Bambang Budi R, and Bertakalswa H ................. 123-130 Correlation between Student’s Perception of School Climate and Bullying Tendency at SMP 2 Sepuluh November Semarang Lysa Amorita R, Mitasari Widyaningsih, Eriana............................................................................................ 131-136

Culture Organization and Motivation Work Effect on Teacher Productivity Work in SMK Muhammadiyah Brebes M.A. Ma’ruf .................................................................................................................................................... 137-148 Culture-Oriented Learning to Promote Intercultural Competences in English Learning Faoyan Agus Furyanto ................................................................................................................................... 149-158 Design of Instructional Materials Based on Critical Thinking Activity Mathematically on the Material Limit Function of Algebra Devi Nurul Istiqomah, Nelly Ivva Ruhaina, Ahmed Yogie Nurwahid ............................................................. 159-174 Designing Multimedia Applications as Instructional Materials for Thematic the Curriculum of 2013 in Elementary School Tirani Mahartini, Sri Anitah Wiryawan, Riyadi ............................................................................................. 175-178 Grammatical Features Variation Used by Elementary and Senior High School Students in Writing Yuni Khairina ................................................................................................................................................. 179-188 Improved Listening Capability of Speaking Tales Java through Think Pair Share Model Audio Assisted Student Fifth Grade Asma Azizah Nurilla, Sri Lestari, Yeni Anggraini .......................................................................................... 189-202 Learning Media Development Based on “Meme” as Efforts to Prevent Miscellanee Drug Abuse in Class VI of Elementary School Farihah, and Faisal ........................................................................................................................................ 203-212 Need Analysis of “Perdikan Cahyana” Local Wisdom-Based Fiction Teaching Material to Primary School Students Rani Darojah, Tri Murwaningsih, Retno Winarni .......................................................................................... 213-220 Patterns of Academic Procrastination Behavior in Doing Final Project on Athlete Students Faculty of Sports Science Semarang State University Soegiyanto, Ipang Setiawan, Moch. Fahmi Abdulaziz, Dhimas Bagus Dharmawan, Vivi Septiana Parista ............................................................................................................................................................ 221-228 Student Perception on the Implementation of Industrial Field Activities in the Business/Industrial World on the Study Program of Education of Clothing, Department of Family Welfare Education Dina Ampera .................................................................................................................................................. 229-236 The Contribution of Cartoon Film to Promote Speaking Skill Viewed from Students’ Self-Confidence Himmah Ulyana.............................................................................................................................................. 237-248 The Correlation between Vocabulary and Grammar toward Listening Ability At Eight Grade Students Of MTSN Model Pare- East Java In Academic Year 2014/2015 Rina Ayu Indriyanti, Nafisatul Chaliyyah, Muslikhin ..................................................................................... 249-262 The Effect of Principal School Managerial Competence and Teacher Motivation toward Teacher Professionality in Elementary School Brebes Toto Ujiarto .................................................................................................................................................... 263-272 The Effect of Using Question-Answer Relationships (QAR) on the Students’ Achievement in Reading Recount Text Rinda Sari Putri .............................................................................................................................................. 273-278

The Effectiveness of Using Interactive Media for Listening Learning of Drama with Contextual Approach in Vocational High School of Muhammadiyah 1 in Klaten Regency, Central Java Province, Indonesia Sumarni, Sarwiji Suwandi, Soediro Satoto , Andayani ................................................................................... 279-284 The Inhibiting Factors in Achieving Quality Improvement in Functional Position Stage in University (Case Study of Proposing Professor of Health and Sport Field at Faculty of Sport Science, Universitas Negeri Semarang) Oktia Woro Kasmini H, Soegiyanto KS, Bertakalswa Hermawati ................................................................. 285-292 The Profile of Scientific Literacy Skills Junior High School Students in Soppeng South Celebes A. Rusilowati , F. Basam ................................................................................................................................ 293-300 The Quality and Need of the Development of Authentic Assessment Model for Indonesian Language Learning in Middle Schools Muhlis Fajar Wicaksana, Sarwiji Suwandi, Retno Winarni, Ngadiso ............................................................ 301-310 The RESEM Counseling Model for Bajawa Female Clients Yoseph Pedhu ................................................................................................................................................. 311-320 The Role of Parents and Group Counseling Services in Improving Student Discipline Ririn Tius Eka Margareta ............................................................................................................................... 321-330 Application of Contextual Teaching and Learning (CTL) Model on Integrative Thematic Learning In Elementary School Students Rio Chandra, Astin Dwi Setyasih, Rifka Ayu Anratriningrum, Trinil Wigati ................................................. 331-338 The Implementation of Think Talk Write Model with Audio-visual Media to Improve the Poetry Writing Skills Annisa Rochmawati, Erika Sulistya Nugraha, Pondra Kusuma Wardani ...................................................... 339-346 The Implementation of Scanning Technique in Reading Comprehension the Tenth Grade Students at Senior High School Trisyagil, Farchatin Ulya, Bayu Iskandar, Ema Rahma Melati ..................................................................... 347-356 Improving Motivation And Learning Results Java Language Material Reading Java Acsara With Flashcard Media In Class Students V Semester II Elementary School Negeri 2 Puguh Sub District Pegandon District Kendal Lesson Year 2016/2017 Anisa Kusuma Wahdati, Siti Mahmudah, and Farida .................................................................................... 357-366 The Influence of Reading Difficulty to the Students Learning Result Ardi Partawiguna, Hendy Mahardhika .......................................................................................................... 367-378 The Influence of Visual Learning Media Picture Card Pictured) To Learning Social Studies Grade 4 Students at SDN 03 Klegen Kartoharjo Sub-Kota Madiun Lessons Year 2014/2015 Darpia Taadi and Faradiza Ainnur Deviyanti ............................................................................................... 379-390 Financial Education Based On Technology on SMEs in Central Java Anindya Ardiansari, Achmad Slamet .............................................................................................................. 391-400 Mind-Mapping plus Model in Developing Value-based Thematic Teaching Material for Primary School Students Abd. Haling, Rohana, Abd. Halik ................................................................................................................... 401-412 Creative Thinking Ability of Students Trought Using Brain Based Learning Approach Agus Suprianto, Ahmad Saiful Mirza ............................................................................................................. 413-418

Improving Quality of Science Learning Used Contextual Teaching and Learning Models with Spare Rubita Harisna and Tutut Mahardika ............................................................................................................ 419-428 Analysis of Writing Children’s Story Learning Model in Elementary School of Cilacap Regency Koko Gesang Ratoyo, Winarno, St. Y. Slamet ................................................................................................ 429-434 The Use of Task-Based Language Teaching in Teaching Writing Malasari, Wahyul Huda ................................................................................................................................. 435-444 The Attitude of Learning and Students Learning Achievement on Mathematics of The Seventh Grade Boarding School Students of Saint Aloysius Junior High School, Turi, Yogyakarta In The Academic Year 2013/2014 Yuliana Retno Dwi W, Yayuk Prihidayanti ..................................................................................................... 445-452 Leadership, Teamwork and Mentoring as Solutions for PRAKERIN Meyvie Yolanda Lopis, Apriyani Lisnawati Mowendu, Febrian Christyansen Nara Djo, Slameto ................ 453-464 Increasing Social Learning Quality through Students Teams Achievment Division Model (STAD) Using Audiovisual Handal Setyo Adi Prakoso, Esti Triyani ......................................................................................................... 465-474 Audio Visual Learning Media Analysis in Cube and Cuboid Solid Shapes Materials of Grade IV Primary School In Bendosari Subdistrict Nur Suci Setiyawan, Budi Usodo, Soegiyanto ................................................................................................ 475-480 Interactive Learning Multimedia Analysis of Computer Assembly Subject in Computer and Network Engineering program Grade X SMK Tamansiswa Sukoharjo Heri Budi Raharjo, Mulyoto, Samsi Haryanto ............................................................................................... 481-486 Discovery Learning Basis Integration by Using Traditional Games Mathematics in Learning Materials Development Sam Isnardiantini, Budi Usodo , Soegiyanto .................................................................................................. 487-494 The Use of Picture Word Inductive Model (PWIM) in Teaching Vocabulary (A Pre-Experimental Research at Eight Grade Student of MTsN. Molona Siompu Barat academic year 2014/2015) Darusallam Kosam, Eliyana, Sri Hanipah , M. Khoirul Fahrudin................................................................. 495-506 Improving Social Studies Instructional Through Mind Mapping Model with Audio Visual Meutia Anis, Lina Kumalasari, Farid Ahmadi ............................................................................................... 507-514 Gender Construction in Coastal Culture Oktaviani Adhi Suciptaningsih ....................................................................................................................... 515-524 The Effectiveness of Implementation of the Cooperative Learning Model Type Student Team Achievement Division (STAD) Based Information and Communication Technology (ICT) to Improve the Learning Results of Science Grade VII Junior High School Bayu Iskandar, Ema Rahma Melati, Wisnu Wijaya, Trisyagil, Farchatin Ulya ............................................. 525-536 Moral Reasoning and Personality in Child Stories in Kompas Daily And Bobo Magazine Heru Kurniawan, Herman J. Waluyo, Soediro Satoto, Budhi Setiawan......................................................... 537-552 Math and Journalism Molli Wahyuni ................................................................................................................................................ 553-566

Media Development Design Of Fun Frame In Physics (FFP) As Evaluation Tool For Flat Mirror Subject Material Abednego, Alvama Pattiserlihun, Made Rai Suci Shanti ................................................................................ 567-574

Design Of X-Ray Diagnostic Examination Room With Simulation MCNP Ardian F. Padji Mamo, Suryasatrya Trihandaru, Giner Maslebu , Yohannes Sardjono ............................... 575-584 The Role Of Leadership In Moderating Effect Of Curriculum On Creativity Of PPS Alumni Bambang Suteng Sulasmono, Slameto, Krisma Widi Wardani ....................................................................... 585-594 The Model Of College Research Policy Development Bramastia, Baedhowi, M. Furqon Hidayatullah, Haris Mudjiman ................................................................ 595-602 The Profile Of Student Satisfaction As An Education Consumer On Physics Learning Process Services In School Estrisia Angu Bima, Wahyu Hari Kristiyanto, Nur Aji Wibowo ..................................................................... 603-610 Quality Improvement Of Eklesia PPA Salatiga Using Deming Cycle Purwanto, Wirastiani B. Yusup, Semion Hamba Karenga Humba ................................................................. 611-628 Motivation Relations And The Use Of Student Work With Learning Achievement Of Learning Mathematics VII Semester II Class Marifatun, Eko Rudy Windrajaya .................................................................................................................. 629-634 Deflection Magnetometer Modeling With The Use Of Optical Mouse As A Motion Sensor Risha Prawira Adhe Sutrisna, Diane Noviandini, Surya Satriya Trihandaru ................................................ 635-642 Enrichment In K13: Assessment From Knowledge To Worship, A Celebration Of God-Given Students’ Diversity Romandito Mahendrayudha, Hanna F.M. Parapat ........................................................................................ 643-662 The Role Of Parents And Group Counseling Services In Improving Students’ Discipline Ririn Tius Eka Margareta ............................................................................................................................... 663-672 Educators Challenge In Creating Teaching Modules To Improve Integrated Quality Management Vidriana Oktoviana Bano ............................................................................................................................... 673-682 Ethno-mathematics Implementation in the Learning of Double Loop Problem Solving in Primary School Fidiana A, Zaenuri ......................................................................................................................................... 683-688 Laser Ultrasound Technique and the Industrial Applications Seng-Po Tseng, Cheng-Hung Yeh and Che-Hua Yang ................................................................................... 689-704 Analysis of quality workbook student social science subjects Artha Mahindra Diputera, Vera Wahyuni, Kakung Prasetyo ........................................................................ 705-710 Educational Value Form of Ethnic Bugis Tradition Dance in Developing Learners Character in Primary School Wahira, Andi Jamila, Andi Padalia, Abdullah Sinring................................................................................... 711-718 Human Resource Development for Green Sustainability Supharuk Aticomsuwan .................................................................................................................................. 719-724

The Effect of Total Physical Response (TPR) Method on Students’ Achievement in Reading Procedure Text Zulpan, Ana Sholihatin Septiningsih, Bella Safira Fiyali Putri ...................................................................... 725-732 Technology in Language Teaching: Using Pro-board Discussion Forum (ODF) to Enhance Students’ Writing Skill Akmal .............................................................................................................................................................. 733-738 Implementation of Conservation Education through Information Technology and Communication Tri Joko Raharjo............................................................................................................................................. 739-744 Punctuation Use In Writing a Paragraph of The Second Semester Students of The English Education Department of Universitas PGRI Semarang ................................................................................................... 745-752 Ngasbun Egar and Siti Musarokah The Neccesity of School Management toward the Successful Program of Child-Friendly School Implementation Prof. Dr. Sunandar, Dr. Yovitha Yuliejantiningsih, and Ririn Ambarini, M.Hum. ........................................ 753-758 The Correlation Between Smoking Intensity And Insomnia To The College Students In The Program Of Study Nursing Science In Stikes Ngudi Waluyo Ungaran Noorma Fitriana, Oom Komariyah, PrahasMaulana .................................................................................... 759-766 Technology, Instructional Design, and Empowerment Jonan Phillip Donaldson ................................................................................................................................ 767-772

A Study On Teachers’ Competency In Teaching English at SMA Negeri 2 Kupang Hendrik A.E. Lao*, Gres Jekstman Kaipatty, Agapito da Costa Jeronimo Study Program of Educational Management, Postgraduate Program Universitas Negeri Semarang *Corresponding author email: [email protected] Abstracts This study was conducted to identify the teachers’ competencies in teaching English at SMA Negeri 2 Kupang. The methodology of this study was qualitative method. The research instruments of this study were interview and observation. The research subject of this study were four English teachers at SMA Negeri 2 Kupang. The result of this study showed there were four competencies owned by the English teacher in teaching English at SMA Negeri 2 Kupang. The pedagogic competence was performed by the teachers in some manners such as, know the learner characteristic, understand learning theories, develop lesson plan, facilitate the students’ potential, communicate with the students, organize the process of assesment and evaluation, utilize the result of assesment and evaluation, take action to improve the quality of reflective learning. Then, the personal competence was performed by acting in accordinance with the norms of religious, legal, social, and national culture of Indonesia, and present self as being steady, noble, and rule models for the students, and also showed the work ethic as a teacher. Social competence was performed by the teachers with some manners such as; act objective, be inclusive, and not discriminative, communicate effectively, adapt on duty in entire territory of Indonesia. Finally, the professional competence was performed by the teachers with some manners such as; understand the material, structure, concepts, and scientific mindset that support the subject matter and know the competency standards and basic competencies mastered basic subject or field of t e a c h i n g development. Those are the competencies were performed by the English teachers at SMA Negeri 2 Kupang based on their ability and capability in teaching English. Key Words:Teacher, competency, teaching.

1. Introduction The quality of teaching competency plays an important role to make and establish the quality of learning process for the students and also to perform the professinalism level of the teacher relate to his/her field master in order to be contribute for improving the learning performance of the students. Teaching competency is the role of teacher to act in the classroom, therefore directly linked with the craft of teaching ( Harger and McIntyre 2006 in Caena 2011,p.7). A teacher carries a big responsibility in hi/her classroom. One reason is that all students depend on teacher. Everything the teacher says will have an effect on the students. If the teacher feels joy of feels anger, it will be spread among students. The attitudes of the teacher gets contagious (Akhyak at al 2013,p.1). According to Koster and Dengerink (2008,p.7) teacher’s competency can be defined as the combination of knowledge, skills, attitude, values and personal characteristics, empowering the teacher to act professionally and appropriately in a situation, deploying them in coherent way. While Mulyasa in Roza (2014, p.173) sateted that, teacher competency is a qualitative description of teachers’ meaningful behavior. Acorrding to Hakim (2015, p.1)A teacher is a key to develop quality of education. 1

He/she is one of the main pillars of a sound and progressive society. The success of the students in teaching leraning process in the classroom can not be sepparated from the action of teacher as an educator, therefore teacher or educator is pressed to have competency to educate or in teaching. Teacher’s competency in teaching is signifant factor for the development of the learners. To become a professional teaching in performing their duties, it is required to have the competence and ability of transferring knowledge in accordance with the substance of science the scientific field Realizing the importance of quality teachers, the government take teachers into account in any policy of education. As a part of effort to enhance the competence of the teacher Goverment Regulation No. 19 year 2005 on national education standard about the teacher’s competence. More clearly in the act of the RI No.14 Year 2005 on teacher and lecturer, the competency of teachers can be classified into four areas of competencies; pedagogical, personal, social and professional. The pedagogical competency is a teacher’s ability to manage students’ learning. It includes the lesson plan, learning evaluation, and the development of the students to actualize their potential ability (Mulyasa in Hakim 2015,p.2). The personal competency includes demonstrating certain characteristics such as faith and devoutness, stability, maturity, and sensibility. The social competency is teacher’s ability to be part of the community such as communicating and socializing effectively with students, teachers, teaching staff, and students’ parents. The professional competency is teacher’s ability to master science, engineering or other subjects. By having these competencies, teachers can run their profession as professional educators. Based on the concept above mentioned by some writers it can be defined as the ability to respond successfully to a requirement that contain attitude, values, knowledge, capabilities and capacities in a effective way. In other words, it is the strategy that the teacher posses to determine his/her performance in teaching learning process. According to the Regulation of Education No. 23 year 2006 about National Standard Education in general the purpose of learning English in Indonesia is that students or a student should be able to demonstrate skill listening, reading, writing, and speaking. This means that success of student in mastering four language skills and passed final examination is depend on the teacher during teaching process. A teacher is a profession that hoped to increase the quality of education in Indonesia. The argumentation is that the quality of education will have a goal on the qualification of human recourses physically, psychological, intellectual, affective, and spiritual. Teacher is an individu who is very influential in the teachinglearning process. Teacher's roles and responsibilities in education are very heavy and hard. Therefore, teacher should really bring his/her students to achieve the learning objective (Setyarahajoe and Irtanto, 2013, p.40). The Reasons why the writer conducts the research on teachers’ competencies is due to some phenomena in the field, based on the writer experience when he wa in senior high school the teachers assume that they have enough competencies in teaching such as, understand the learning material, know the students characteristics, be polite with thestudents and etc but they did not competent in teaching because the writer as a students on that time aften seem the teachers use dirty language to 2

the students, and the students did not passed National final exam especially for English achievement. Based on the background of this research, The writer is interested to conduct a research under the title A Study On Teachers’ Competency In Teaching English At SMA N 2 Kupang. The research problem of this study can be formulated as follow: “What are the teachers’ competencies in teaching English at SMA N 2 Kupang?” 2. Results and Discussion 2.1 Pedagogic competence The pedagoic competence was owned by the first teacher in teaching English were: knowing the students characteristics by physical, moral, social, intelectual by observed the students day by day, from the classroom management. The teacher gave an example how to know the characteristics of the students. Grouped them in small group and gave tests to rearrange the jumbled words. It means that he wanted to know how the students behave in their group, build good communication with classmate, it was a manner to performed the pedagogic competence which have by the teacher. Another aspects of pedagogic competence was owned by the teacher based on the result of interviewed and and observation were the understanding of the learning theories and principles of learning that educates. The teacher knew it from his collegue, experiences, lecturer when he was university student, and from the source book that he learnt and read. Then the teacher developed lesson plan related to his field of teaching, he also used information and communication technology for the sake of learning such as, infocus, computer because it more intersting for example in teaching procedural text, how to make a bread, how to make a glass of cofee. Then, facilitated the students potential to actualize their potential by giving the students individual work like homework and etc. Then, the teacher communicated effectively , emphatic, and manner with the students by using bilingual teaching method depen on the classroom situation in order the material can be comprehend and understood correctly by the students. To organized the process of assesment and learning. Evaluation by corrected the students answer and gave mark or value, while for the evaluation he informed the students about the weakness and strongest related to the material which had learnt by them. The last aspect of pedagogic competence that possed by the teacher in his teaching was taking an action to improve the quality of reflective learning by giving chanche to the students to understand the material before he expalined the material, gave inividual task such as, describing their family in the fron of the class. The pedagogic competence was possed by the second teacher named, there were some manners that possed by the teacher to perform his pedagogic competence. First of all was knowing the students characterisic of physical, moral, social, cultural, emotional, and intellectual from the class was thaugh by him, understood the learning theories and principles of learning that he got and knew from his experience. The teacher developed his own lesson plan related subject or field of teaching development, used information and 3

communiation thecnology or the sake of learning, facilitated the students development of students’ potential to actualize their potential as like make the material simple in order to be understood easily by the students, did effective communication, emphatic and manner with the students eventhough did not use formal language or regular grammar but he used daily language to talk with the students because it was more effective to talk with them. To organize the process of assesment and eveluation of learning outcomes by giving test and evaluating the result. For the students who got lowest score he gave them remedial then review about the material and for them who got higest score would be given praise. Then utulize the result of assesment and learning evaluation for the sake of learning, took action to improve the quality of reflective learning. In additon, the third English teacher at SMA N 2 Kupang had been interviewed and observed about her competence in teaching English. Based on the result of interview and observation, the pedagogic competence of the teacher were performed with some manners. First, knowing the learners characteristic of physical, moral, social, cultural, emotional and intellectual from the class was thaugh and from their behaviours in the classroom and outside the classroom and understood the learnin theories, principles of learning that educates from what had be learnt, from collegue, lecturer, and the source book had been read. The teacher developed lesson plan related subject or field of teaching, used information and communication thecnology for the sake of learnining, facilitated the development of the students’ potential to actulize their potential and organized the process of assesment and evaluation of learning outcomes by giving test. Then, utilize the resulst of assesment and evaluation for the sake of learning and took an action to improve the quality of reflective learning. The last English teacher at SMA 2 Kupang had interviewed and observed about her competencie in teaching English. The pedagogic competence was possed by her, it was performed with some ways. First, knew the learners characteristics of physical, moral, social, cultural, emotional, and intellectual by observing the students charateristics when the classroom activity for example, how the students used polite sentence or language to criticize the teacher and their friends, and also observed the students attitude when they communicated with their friends do they built good communication or not. Understanding the learning theories and principles of lerning that educated from internet, experience, and source book which related to field of teaching for creating good lesson plan related to subject of teaching. The teacher sometime used information and communication technology for the sake of learning, facilitated the development of the students’ potentials to actualize their potentials, built effective communication, emphatic, and manner with the students. 2.2 Personal competence Personal competence is the strenght of teacher personality as a mature and outstanding person who sets model to followed by the studens. Based on the result of interview and obsevation of English teachers at SMA N 2 Kupang named FA, DR, AP, and ID about their competencies in teaching English, it can be stated that the teachers 4

possesed personal competence in teaching English in which the facts presented in tables on previous pages. The first the teacher mentioned. The ways were taken to perform personal competence in teaching English were: The first one, acting in accordinance with the norms of religious, legal, social, social, and national culture of Indonesia,more specially with the East Nusa Tenggara culture. The second way, presenting himself as being honest, noble, and rules models for students and community such as used uniform, came on time, be the students’ friends, be the students’s parents and obey the rules of the school. He also presented himself as being stable, mature, wise, and authoritative such as, democracy the students, and act based on the real situation. The last way was taken to perform his personal competence, showing the work ethic, high level of responsibility, a sense of pride to be a teacher and showed the selfconfidence such as spoke English to the students eventhough outside ofthe classroom, came toclass on time. The second English teacher had been interviewed and observed by the researcher about personal competence in teaching English. There were some ways performed to show the personal competence as a teacher who taugh English. First, act in accordinace with the norms of religious, legal social, and national culture of Indonesia such as, prayed before the class activities, having fun with the students, be the students’s friends, be the parents for the students and act like a brother for them to present the honesty, noble, and role models for the students and the cummunity. Giving awarness and support the students to present self as being stable, mature, wise and authoritative. Then, to show the work ethic, hig level of responsibility, a sense of pride to be a teacher, and self confindence were done sometime by the teacher because sometime came late to shool and sometime started the lesson late. Then, for presenting self as bieng stable, mature, wise and authoritative was performed by giving the students advice, asking the students to spent their time to study correctely, and motivate the students for getting the goal of life and show the work ethic, high level of responsibility, a sense of pride to be a teacher was performed by dicipline, checked the students’ work, and spent manage the time for family and teaching. Based on those expainations, the personal competence was owned by English teachers at SMA N 2 Kupang can be stade that personal competence is the action was performed by the teachers in their community and as the models to follow by the students and the other teachers. The personal competence of the teachers also can fulfil the Regulation of Minister of National Education No. 16 /2007 about Teacher Academic Qualification and Competency Standard that stated Personal competence is the strength of teacher personality as a mature and outstanding person who sets model to be followed by students. 2.3 Social Competence Social competence is the ability of the teacher as apart of social group to communicate effectively and efficiently with the students, fellow teachers, students’ parents, and the nearby community. Based on the result of interview and observation with the 5

English teachers at SMA N 2 Kupang named FA, DR, AP,and ID, it can be stated that the social competence was owned by the teachers in their teaching and learning process especially in teaching English at SMA Negeri 2 Kupang. There were some manners that performed by the firsr teacher show the social competence in teaching English. The first of all was, act objectively, be inclusive, and not diskriminatif due to the consideration of gender, religion race, physical condition, famly background and socioeconomic status of the students and the other teachers. He respecte the students and the other teacher and also looked that all students were equal nor different with others. Another way that performed by the teacher to show social competence to the students, and the other teachers were, communicate effectively, emphatic, and courteous to fellow educators, staff, parents and community such as talk with the students, hellped the studens to solve their problem but, he had limmited time to talk with the students’s parents. The teacher adapted on duty in the entire territory of Repoblic Indonesia which had social culture diversity and did communication with the community and other professions orally and in writing form. The second teacher who had been interviewed about social competence in teaching English. The social competence in teaching English was performed in some manners. First, act objectively, be inclusive, and not diskriminatif due to the cossideration of gender, religion, race,physical condition, family background, and socio economic status by cosidering the students equal. The second way to performed social competence as an English teacher was building effective communication, emphatic, and courteous to fellow educators, staff, students’ parents and the community. Another ways was performed to show the social competence were: adapt on duty in the entire territory of Republic of Indonesia which has social cultural diversity and communicate with the community and other professions orally and writing from eventhough it was done by email and feacebook. In addition, the third teacher and the last teacher, as the last respondent who had been interviewed and observrd about social competence in teaching English. The manners were performed to show social competence as a teacher in teaching English was similar, such as: act ojectively, be inclusive, and not diskriminatifdue to the consideration of gender, religion race, ohysical condiion , family bacground and self confidene by considering that the students were equal, build effective communication emphatic, and courteous to fellow educators, staff, students’ parents, and the community. Then, adapt on duty in the entire territory of Republic Indonesia which has social and cultural diversity and the last manner was performed to show the social competence as a teacher who thaugh English was, built good communication with the community and the other profession oraly and writen form. 2.4 Professional Competence Professional competence is the ability of the teacher for mastering educational material a whole and deeply that arrange possibility to bring the education partcipant fulfil the standard of competence which establish on national standard of education. From the result of interview and observation about the professional competence with the English 6

teachers at SMA N 2 Kupang named FA, DR, AP, and ID had been interviewed and observed about professional competence, it can be stated the professional competence was owned by the teachers in their teaching and learning process especially in teaching English at SMA Negeri 2 Kupang based on the fact whih presented in the tables on previous pages about their professional competence. The ways that performed to show professinal competence were: understanding the material, structure concept and scientific mindset that support the subject mater from what had be learnt, experience, and source book to deliver to the students. The other way that performed to show professional competence in teaching English was knowing the competency standard and basic competence, mastered basic subject of field of teaching develoment which he created lesson plan based on the curriculum was used in the school and applied the the students in teaching learning process. From the explaination it can be considered as the ability of the teachers on mastering educational material a whole and deeply that arrange possibility to bring the education participant fulfill the standard of competence established on national standard of education that stated on Government Regulation number 19 years of 2005 clause number 28 subsection 3 point c. It also can be cocluded that professional competence is the ability of the teacher to understand whole about the subject of field of teaching that appilied in the class activity based on curriculum was used. 3. Conclusion Teachers’ competencies can be defined as the ability to respond successfully to a requirement that contain attitude, values, knowledge, capabilities and capacities in a effective way. In other words, it is the strategy that the teacher posses to determine his/her performance in teaching English at SMA Negeri 2 Kupang. There were some comepetencies owned by the English teachersfor teaching English such as pedagogic competence, personal competence, social competence, and professional competence. Pedagogic competence was owned by the English teachers at SMA Negeri 2 Kupang were the ability of the teachers to organize the learning of the students include the understanding of the students’s characteristic, instructional design, implemntation, ealuation of learning outcomes and the development of the students. Then, the Personal competence was owned by the English teachers at SMA Negeri 2 Kupang were the ability of the teachers to be apart of the community, and the strenght of the teachers personality as a mature who sets models to be followed by the students and the community. Another competence was owned by the teachers was social competence. The social competence of the teachers were the ability of the teacher as a part of social group, to communicate effectively, efficient with the students and the community and the other profession. the last competence was owned by the teachers was professional competence. The professional competence of the English teachers included the ability of the teachers to understand and comprehen the subject deeply abut the sructure, concept, and scientific mindset tha support 7

the subject or field of teaching. Those are the competencies owned by the English teachers in teaching English. 4. References [1] Caena, Francesca. (2011). Literature Review Teachers’ Core Competences: Requirements And Development,Education And Training Thematic Working Group Professional Development Of Teachers’, Directorate-General For Education And Culture European Commission [2] Creswell, J.W. (1994). Research Design Qualitative And Quantitative Approach. USA: SAGE Publication,inc [3] European Profile for Language Teacher Education.(2004). a frame of reference. Government Regulation No. 20. 19 Year 2005 on National Education Standards, National Education Standards Agency. Jakarta [4] Hakim, Adnan. (2015).Contribution of Competence Teacher (Pedagogical, Personality, Professional Competence and Social) On the Performance of Learning.Lecturer at the Faculty of Economics, Halu Oleo University Kendar. IJES [5] Harger and McIntyre 2006 in Caena.(2011). Literature Review Teachers’ Core Competences: Requirements And Development, Education And Training Thematic Working Group Professional Development Of Teachers’, Directorate-General For Education And Culture, European Commission [6] Komaria,E.(2007).Competencies required of a Master, http://saifuladi.wordpres.com/ competency-teacher. [7] Koster and Dengerink.(2008). Literature Review Teachers’ Core Competences: Requirements And Development,Education And Training Thematic Working Group Professional Development Of Teachers’, Directorate-General For Education And Culture European Commission [8] Lidyasari, Tina Aprilia.(2013). Developing PGSD students character through experience learning theory, Selection and peer-review under responsibility of the Organizing Committee of TTLC2013.doi: 10.1016/j.sbspro.2014.01.1414 Yogyakarta State University, Yogyakarta, Indonesia Published by Elsevier Ltd. ScienceDirect [9] Ministry of National Education. .(2007). Peraturan Mentri Pendidikan Nadional Republik Indonesia Nomor: 16 tahun 2007. Retrieved from the Directorate General of Higher Education Ministry of National Education Indonesia http://www.dikti.go.id/files/atur/ permen16-2007/KompetensiGuru.pdf [10] Spencer, LM and Spencer, SM, .(1993). Competence at work: models for superior performance. john wiley & sons. new york. [11] Syahruddin, Andi Ernawati, Muh. Nasir Ede. (2013). Teachers’ pedagogical competence in school-based management. journal of education and learning. vol.7 (4) pp. 213218 [12] World Data Education. (2011). United nations education scientific and Cultural organization, vii edition, unesco, pdf 8

A Plan of Portfolio Assessment: Writing Skills Tri Okta Ervina Universitas Negeri Semarang Corresponding author email: [email protected] Abstract This paper is about a plan of a portfolio assessment in writing skills. The plan is going to be implemented to graduate students of English Department at one of State Universities in Semarang. It is going to be implemented because portfolio assessment is an alternative assessment which has some positive effects, such as showing students’ improvement, having less anxiety, and leading students to be autonomous learners. To achieve the aim of this writing portfolio, there is an objective addressed. In the end of the course, students are able to produce academic journal articles that meet academic standard of English in citation, including rules of quoting, paraphrasing, summarizing and listing references. The objective is taken from the syllabus proposed by English Department of the graduate program. It is also to fulfill the need of graduate students who are lack of knowledge about citation. This writing portfolio will be held for about two months. This writing portfolio is embedded in process-approach to writing so that it requires feedback and revision. There will be possible challenges faced by the lecturer. Yet, the greatest challenge that might be faced is time. However, the challenge can be addressed by some points, namely, taking extra-time outside classroom in reading, assessing and giving feedback, giving a clear instruction to students, finding after hour time to talk with students, and having high self-efficacy and integrity in implementing writing portfolio.

Keywords: Portfolio plan, assessment, writing skills 1. Introduction This paper is about a plan of a portfolio assessment. The plan is going to be implemented to graduate students of English Department at one of State Universities in Semarang. The students are placed in classes in which each class consists of thirty students. Those students come from different age. They are in the age of 23 up to 30s (no mentioning the oldest one). From the age point of view, they are admitted as adult learners who take responsibility of their own learning. However, some of them are still reluctant to read before class, to speak in the class, to listen others in the class and the worst thing is to write properly in- and outside the class. Those things can be seen from the facts that some students still could not catch up the discussion of the topic of the day. It happened when they were asked about their opinion about particular points in the topic; they spoke randomly and answered generally to the questions. The awareness of speaking actively and appropriately is also low. It can be seen from their response in discussion, Q & A session (question and answer session), and presentation. They are also unenthusiastic in listening others when speaking. They preferred having other discussion while they were in class discussion. Finally, some of them do not write properly and ethically. They knew and understood that writing was frustrating and time consuming. Therefore, they said that they did not have plenty of time to do it properly.

9

Thus, unethical way was done to accomplish the assignment so that they could save the time and write appropriately as professionals. The act is often supported by giving no response to those who did it. Some assessors and the institution did not take firm action to them. Meanwhile, those students (the ones who did unethical work) often got highest grade or mark rather than the students who really did the work fairly by considering the ethical thing in academic field. Knowing the facts, we (educators) need to worry about the habit they make not to work honestly and full of integrity. Thus, designing portfolio assessment in a course (class) named advanced writing is one of the solutions to raise their awareness on how to write appropriately. The class is held once a week with the allocation of time 150 minutes. 2. The Plan Since portfolio is the chosen solution, there should be a clear and brief explanation on why this is worth to be conducted. Kim and Yazdian (2014, p. 222) define portfolio as “a collection of student work samples from classroom activities to understand student learning in classrooms”. The kind of portfolio that is going to be implemented to the target students is language portfolio. Then, it is being specified into writing portfolio. That portfolio will be a collection of students’ written works about a particular topic. Portfolio is also an alternative assessment to inform students’ capabilities and it has great characteristic which is less anxiety than other tests (Delgoshaei, Kharrazi, & Talkhabi, 2011). It is because portfolio does not rely on the final result of a test but rather appreciate the process. The importance of writing portfolio leads to the investigations in real classrooms. There have been several studies conducted and the result revealed that writing portfolio gave positive effects to the students (Yurdabakan & Tolga, 2009). One of the positive effects is able to show students’ improvement (Barabouti, 2012). The improvement of students writing will be seen from the entries they made and submitted to the lecturer. Yurdabakan & Tolga (2009) also say that portfolio help students to take responsibility about their own learning. It is in line with the background of the students that they are adult learners who need to be and must be responsible for their own learning. In other words, portfolio will help them to be more responsible of their own learning. This portfolio assessment focuses on writing skills. It is to correspond the purpose of the expected result that is a journal article. Writing a good piece of article is not only about content, flow of the idea and error-free text but also about supporting evidences and theories to enlighten the article. In order to do it, the students need to be able to do citation (e.g: quotation, paraphrase, summary). However, the students do not have proper ability and knowledge to do those things. Based on observation, informal interview, stories from students and lecturers, some students just copy and paste from the source text without giving credit and the other ones do improper citation. In other words, they are committed to plagiarism which is unethical. It is also to consider that

10

the students who are going to be taught are future leaders, teachers, lecturers, educators, and practitioners. Thus, writing portfolio about citation need to be conducted. To achieve the aim of this writing portfolio, there is an objective addressed. In the end of the course, students are able to produce academic journal articles that meet academic standard of English in citation, including rules of quoting, paraphrasing, summarizing and writing references. There are five indicators that can be measurements of the objective in this portofolio: (1) Students are able to quote related references from others’ work properly; (2) Students are able to summarize related literature appropriately; (3) Students are able to paraphrase using their own words; and (4) Students are able to write references based on APA styles. This writing portfolio will be held for about two months. The procedures are adapted from Barabouti (2012) and Kim and Yazdian (2009). Step 1: Purpose of portfolio The purpose of this writing portfolio is to assess students’ writing skills which emphasize on process-approach to writing (planning, drafting, editing, and final version) (Harmer, 2006). Step 2: Use of assessment information This writing portfolio is used to gather students’ information about writing skills including the rules of quoting, paraphrasing, summarizing and listing references. Hence, the information gained are able to be used by students and lecturer. For the students, it will be used to know what goes well and what does not go well in their writing so that they are able to do what they are going to do next. For lecturer, it will be able to know what action she/he takes in the following session. Besides, this writing portfolio is also used to identify students’ strength and weaknesses. Step 3: Match entries to purpose The objective of this writing portfolio is written based on the syllabus proposed by English Department of graduate program of Semarang State University. It includes the rules of quoting, paraphrasing, summarizing and listing references. It is also to fulfill the need of graduate students who are lack of knowledge about citation. Besides, this writing portfolio is to correspond the purpose of process-approach to writing with the expected result (journal articles). Step 4: Record students’ progress and get students involved The students’ entries or works are assessed to know the improvement of students’ writing skills. The main assessor of this writing portfolio is the lecturer. Yet the lecturer also invites students to get involved in giving feedback to others’ writings after they finish brainstorming and drafting. It is conducted to sharpen their awareness of errors made by their peers so that it leads them to unconscious learning. Besides, before giving final mark/grade to students in final version, the lecturer also invites other proof readers (can be other lecturers/staffs/outsider) to give other view points of

11

students writing. It is conducted to avoid subjectivity in assessing students’ work although the lecturer has already prepared grading checklist. Step 5: Review and reflect on delivered lesson and design appropriate follow-up activity Review and reflection about delivered lesson can be done directly after class or after school. Those are important to do because the lecturer needs to analyze whether or not the students gain new knowledge about the topic taught (citation). If it is needed, a brief review about the lesson is required in the following session. That is why the appropriate follow-up activity is done to fulfill the incomplete lesson and also betterment for the following lesson. Step 6: Communicate the purpose and result The last step here is to make sure whether the purpose is matched with the result of the implementation. In this step also consists of a testimony, feeling and future planning from the students about the portfolio. There are six core entries in this writing portfolio. The portfolio is embedded in writing process. The reasons why those entries are included because those are in one umbrella named citation. Those entries have its strong relation to support facts and sharpened the authors’ idea. The detail of each entry and the focus is on the following Table 1.

No. of entry 1.

2.

Table 1. Entry, activities, and focus Activities Planning (Brainstorming) Choose one topic that you are interested in about the current issues in English Language Teaching. Make the whole picture of the idea, including supporting theories and studies. Drafting Read articles and take the important part (phrase, sentence, or paragraph) in those articles by considering the name of the author, year of publication and page number. Relate the important part with your writing (journal article). Editing (Revising) Edit (revise) your writing based on the feedback given by lecturer.

Focus

General Idea (the students might have thought and written the supporting theories and studies in their written elaboration.)

Quotation

12

No. of entry 3.

4.

5.

6.

Activities Drafting Read articles and take the important or interesting part (phrase, sentence, or paragraph) in those articles by using your own words and taking notes of the name of the author and year of publication. Relate it with your writing (journal article). Editing (Revising) Edit (revise) your writing based on the feedback given by lecturer. Drafting Read one article and write summary with your own word. The length of the summary is no more than 1/3 of the original article. Don’t forget to write the name of the author and year of publication. Compose it to your writing. Editing (Revising) Edit (revise) your writing based on the feedback given by peers. Drafting Take a note of author(s), year of publication, title of article, title of journal. or Take a note of author(s), year of publication, title of book, location and publisher. Write it in the end of your article. Editing (Revising) Edit (revise) your writing based on the feedback given by lecturer. Final version This is your last entry in citation (quotation, paraphrase, summary and writing / listing references). Do your best, good luck!!! 

Focus Paraphrase

Summary

Reference

Quotation, Summary reference.

Paraphrase, and listing

There are two supplementary or optional entries to complete the core entries. The students choose their supplementary entry based on their weaknesses and strength. The students are asked to be critical on their own entries. By writing based on their own 13

weaknesses, they are able to improve their skills. Meanwhile, by writing based on their own strength, they are able to sharpen their writing. The first optional entry is chosen based on the questions: (1) what is your weakest area in citation (quotation, paraphrase, summary and references) that you need to improve? , (2) why do you choose it as your optional entry? The second optional entry is chosen based on the following questions: (1) What is your strength area in citation (quotation, paraphrase, summary and references) that you need to point up to strengthen your idea?; and (2) Why do you choose it as your optional entry? Doing writing portfolio which focuses on citation is exausting though it is going to be implemented to graduate students. The lecturer has to be creative in preparing each required entry including preparing learning activities that are suitable for the core entry. One of the suitable activities is reading. It is because the entries require the students to write citation. It is impossible to do if the students do not read before writing. However, the lecturer is able to design other activities for reading so that it will not be boring, such as jigsaw. The other strategy is discussion. The students will gain new knowledge from discussion about particular topic from particular book. Then, they will practice to do citation with their friends (orally) before writing their entries. Setting the criteria for this portfolio is important due to the complexity of writing. It is also to avoid the pitfall of portfolio which is hard to measure. It is also to decrease the subjectivity made in assessing the portfolio. The criteria or grading checklist for the whole portfolio is devided into three which is adapted from Barabouti (2012). First, it is primary trait scoring. It is a scoring technique which sees the whole picture of students’ work. Second, it is analytic rating scale. It assesses students’ drafts and it requires revision. Finally, it is final mark or score. It is given in the last entry or final version of students’ work (see Table 2). Table 2.Entry, scoring area, and scoring techniques No. of entry Scoring area Scoring techniques 1. General idea of ELT issues and also Primary trait supporting theories and studies 2. Quotation Analytic rating scale 3. Paraphrase Analytic rating scale 4. Summary Analytic rating scale 5. Listing references Analytic rating scale 6. Quotation, paraphrase, summary, listing Final score references In implementing the portfolio, the students are involved in the planning and implementation. It means that the students also involve in assessing other students’ works. Peer-assessment is included in this portfolio to train students becoming good assessors for their friends. It also decreases students’ anxiety in getting feedback 14

(usually done by lecturer). Peer-assessment exists in planning or brainstorming stage of process-approach to writing (first entry) and third draft (fourth entry). It is because the first entry is about the whole picture of students’ idea. Thus, they can comment on their friends’ works, such as what need to be included, what need to be added, and why the study need to be conducted, etc. Furthermore, the reason why the other peer-assessment is in the fourth entry because the students have known how to assess and how to give feedback (the first two entries are done by the lecturer). There are several criteria for each required entry. This criteria are more specific than the criteria set for the whole portfolio. The detail criteria or grading checklist is in Table 3. Table 3. The criteria or grading checklist No. Points Explanation 1 The originality It is original of students’ works. 2 The source taken The students write their own words (paraphrase and summary), the same as the source taken (direct quotation), refer to APA style (listing references). 3 The validity of the source The sources taken are valid. 4 Technical The technical procedures, such as the mechanical one (full stop, comma, parentheses, italic, etc.), chronological order, etc.

The feedbacks that will be given to the students are corrective feedback. There are four types of corrective feedback given, namely unfocused feedback, direct feedback, indirect feedback, and metalinguistic feedback (Ellis, 2008). The feedbacks are given in each entry because the portfolio is embedded in process-approach to writing. Later, after getting the feedback, the students need to revise it. The revision made by the students will lead to the reflection. It is because the students use their critical thinking in the revision from the feedback given by the lecturer. They will find their strength and weaknesses so that they know what area they need to improve and what area they have mastered. Those points in planning will not run well if the students are unwilling to complete all the entries. It needs a strong commitment in conducting portfolio. One of the strategies that can be done by the lecturer to promote students’ commitment is designing the portfolio along with the students, for example, choosing the entries, setting the rules, and defining the criteria for assessing. By involving the students in the planning and the implementation of the portfolio, it means that they have heavy responsibilities to accomplish all the entries.

15

3. Looking Forward There will be possible challenges faced by the lecturer in implementing this writing portfolio. Yet, the greatest challenge that might be faced is time. The lecturer will struggle in managing the time to read all the entries submitted by the students. In each entry, the lecturer needs to read 30 planning or 30 drafts or 30 final versions. The lecturer will grade each entry with the grading checklist provided. Furthermore, she/he will give feedback in all drafting stages. Besides, she/he needs to find the time to evaluate her/his own teaching and instruction in the day (what need to be improved in the next teaching). It is because of the students’ characteristic that they are reluctant to write properly, so that they choose the unethical way in accomplishing the assignment. Thus, it leads to the extra-time to give instruction how to do each entry appropriately. The lecturer also needs to find the appropriate time to talk with the students (Kim & Yazdian, 2014). Barabouti (2012) also confirmed after implementing her study that time was one of the challenges she faced. After looking at the challenges that will be faced in term of time, we might think that those look like frustrating, irritating and annoying works. However, those challenges can be addressed by some points. First, the lecturer should take extra-time in their home in reading, assessing and giving feedback. Second, she/he needs to give clear instruction to students on how to accomplished each entry and (if needed) she/he needs to set a firm rule along with the students about the consequences if they do unethical work. Third, she/he needs find after hour time to talk with students. Finally, she/he needs to be patient, need to have high self-efficacy and integrity in implementing writing portfolio. 4. Conclusion To sum up, portfolio is not a meaningless assessment. It is an alternative assessment that raises students’ awareness of their own learning, students’ critical thinking, students’ writing skills, and students’ positive habit of studying (Yurdabakan & Tolga, 2009, p. 528). Although it has its challenges, the educators should not be afraid of implementing the portfolio, especially writing portfolio. For those new comers to portfolio assessment, making mistake in the first trial is normal. The mistake can be a reference to the betterment of the following portfolio. The last but not the least is creating a clear procedure before implementing it. It helps a lot.

16

5. References [1] Barabouti, M. (2012). The writing portfolio: an alternative assessment tool with young learners of English. Research Papers in Language Teaching and Learning 3(1), 123‐145. [2] Delgoshaei, Y., Kharrazi, K. &Talkhabi, M. (2011). The impact of portfolio evaluation method on the development of children’s reading skills. Procedia - Social and Behavioral Sciences, 32, 356 – 360. [3] Ellis, R. (2008). A typology of written corrective feedback types. ELT Journal, 2, 97-107. Retrieved on Tuesday, January 28, 2014 from http://lrc.cornell.edu/events/09docs/ellis.pdf [4] Harmer, J. (2004). How to teach writing. England: Pearson Education Limited. [5] Kim, Y. &Yazdian, L. S. (2014). Portfolio assessment and quality teaching. Theory into practice, 53, 220–227. DOI: 10.1080/00405841.2014.916965 [6] Yurdabakan, I. & Tolga, E. (2009). The effects of portfolio assessment on reading,listening and writing skills of secondary school prep class students. The Journal of International Social Research, 2 (9).

17

18

Model Development of Drama Study Employing Local Art for Students Of LPTK Dwi Rohman Soleh1)2), Herman J. Waluyo2), Setya Yuwana Sudikan3), Nugraheni Eko Wardani2) 1)

Univ. PGRI Madiun (UNIPMA), Madiun, Indonesia 2) Universitas Sebelas Maret, Surakarta, Indonesia 3) Universitas Negeri Surabaya, Surabaya, Indonesia

Corresponding author email: [email protected] Abstract The purposes of this research are: (1) to describe the recent learning of drama in LPTK, which includes describing the application of existing drama textbooks; (b) describing the lecturers’ and students’ necessity associated with the improvement of drama textbooks in LPTK. (2) to describe the development of drama textbooks which based on local arts, which includes: (a) describing the development of a prototype (draft) into the drama textbook based on local arts by expert judgment, (b) to describe the development and improvement of the drama textbooks based on local arts regarded to limited assesment in the research field. (3) to describe the effective level of drama textbooks based on the local arts than conventional textbooks in LPTK. (4) to describe the dissemination of drama textbook based the local arts. The research and development stages include product development, the field, assesment and correction of products based on the data obtained after the products are tested in the research field. The outcomes of this research are: (1) learning devices including: syllabus, SAP, (2) drama textbooks are based on local arts. Keywords: drama, local arts

1. Introduction The study of drama in LPTK especially in Program Studi Pendidikan Bahasa dan Sastra IKIP PGRI Madiun is a-3 SKS compulsary subject to learn for every student. Waluyo (2006, p.159) stated that the study of the subject is devided into two; that is the study of the theory which means the script of the play and that is the study of performing the play. The material given should suit the grades. The higher the grade the more complicated the material will be. It contains the theory and the performance as well. The theory of drama will be a handbook explaining about what, how and what for drama is. Then the material of the performance or the appreciation will be the script itself. The purpose and the evaluation of the lesson have been tought so far cognitively. However, drama as a work of art should also be performed. This need must find its way moreover when there is a demmand that teaching drama should emphasize the practice than the theory. And so the trategy of the teaching method must be seriously evaluated.

19

Based on it, this research has a puspose to prepare students of IKIP to later be able to teach drama as it is demmanded and that suits the children's ability, world and their level of psychology maturity. The goal of the researh is also presenting a product which is a book of drama teaching method based on local art. The book will be an interesting matter to discuss, explore and to be explored as a topic of a reseach of development of teachers' drama handbook at LPTK. This research covers are; (1). Describing the teaching method of drama at LPTK at present including; (a) Describing the application of the method. (b) Describing the lecturers and the students' need in evaluating the teachers' handbook of drama in LPTK. (2) Describing the development of drama handbook based on local art which inclueds; (a) Describing the development of the draft in order to be a handbook of drama conveying local art according to experts. (b) Describing the development and the evaluation of drama handbook employing local art based on trial on field. (3). Describing the effectivity of the drama handbook employing local art compared to the coventional drama handbook in LPTK. (4) Describing the desimination of the drama handbook with local art. 1.1 The meaning of drama The term of drama has been changing through time. Harymawan (1993, p.2) was in difficulty in finding the exact meaning of drama. Two scopes of meaning chosen which drama is in a large scale and small scale are considered inadequate to determine the meaning. In large scale drama is stated to be all performance shown to a lot of people such as ketoprak, wayang orang, ludruk, reog, dagelan, acrobat etc. Meanwhile in small scale drama meets the meaning of a story of life that is presented on stage in front of audiences with dialogues, acting with or without decoration such as scenes, based on a drama script (work of art) with or without musics, songs and dances. The meaning of drama in large scale supports the three opinions explained above. But the meaning of drama in small scale seems to be doubtful which leads to many restrictions tend not to support the meaning earlier. What appears in the will of Harymawan in linking theater and drama as is explored by many experts. Basicaly, theater can't be separated from drama. The two words missuse often since the meaning is close to eachother. One said that theater refers to the building, the place, or it refers to the show itself. But drama refers to human action on stage. And this defination is too shallow without understanding the differences and similarities between the two. Rahmanto and Endah Peni Adji (2007, p.1.4) have made a conclusion of what they are. In common sense drama is a work of art made to be performed on stage by actors who present a life story with body movements. And theater is another meaning of drama in larger scale inclueding the performance, the audiences and the building.

20

Elan (2002, p.2) stated that drama is a mode of fiction designed for stage representation and constructed according to particular dramatic convention. Meanwhile theater is with the production and communication of meaning in the performance it self and with the systems under lying it. Riantiarno (2011, p.3-4) said drama is a Greek word of draomai and dran which mean to do, to act, to make and to react. Today the meaning of drama is related more to literary work. This could mean the script of drama. 1.2 The Study of Drama According to Waluyo (2006, p.162-164) the study of drama in schools is devided into two; (1) The study of script of drama which covers literature, and (2) performing drama which covers theater. In the study of the script, it is suggested to perform it eventhough in a semester this could be just twice or three times modest performances. In performing drama there will be in class to demonstrate and in school seen by all students. Class performance is directed by the teacher of Bahasa Indonesia, but school performance is by the school theater or a partnership of the teacher of Bahasa Indonesia, after school of drama and Student Body. Problems found in Study of Drama in schools are: (1) Too small number of dedicative directors; (2) Lack of drama script that are short and the topics are relevant to the school demand; (3) Lack of dedicative actors; (4) Lack of stage properties; (5) Financial problem in practicing and performing; and (6) Lack of technicians and art decorators. 1.3 The Approach, Model, Strategy, Method and Tehnic in Study. In many circumtances of the study a lot of terms are used which are basically is meant to explain the method, steps, and an approach done by the teacher to gain the goal of study. The term of strategy, method and tehnic are used interchangebly even they actually have differences from one another (Uno, 2008, p.2). 1.3.1 The approach and the model of study. According to a dictionary 'approach' is; (1) the process, the making, ways to approach; (2) effort in activity of research to conduct interactions with the subject of researches (the people), methods to attain meaning about matters of research (KBBI, 1991, p.218). By this approach of study means the process, the making, the ways and certain methods conducted by the students and the teacher in the study to obtain the goal. In other words an approach is still conceptual. Certain theories of the study still have many components such as model, method, strategy and tehnic. Model of study said Joice and Weil (1980, p.3) is Model pembelajaran menurut Joyce dan Weil (1980, p.3) is a pattern or a plan, which can be used to shape a curriculum or course, to select instructional material, and to guide a teacher action. In short, model of study is a kind of patterns or plans used to design a curriculum, to choose the material and to guide the teacher and students.

21

Model of study is one of plans or a pattern used to design the study in every class meeting or in a tutorial and to decide the instrument of study like books, films, records and a curriculum. Every model leads us to design a study to help students to achieve the purpose (Joice and Weil: 1992, p.14-16). Model and approach are often considered the same even some think they are different. Sometimes approach is meant strategy as well for an aproach is teacher and students' common pattern of activities in their study. An approach emphasizes on abstract characteristics of teacher and students' activities in an intructional activity. 1.3.2 Strategy, Method and Tehnic of Study. One dictionary said strategy of learning is a plan to get the purpose. (KBBI,1991:964). In the process teachers have to have strategies so that students could get the target of the study well. One of the aspects of the strategy is to understand tehnic of presenting the lesson or teaching method. To guide the students well teachers need to understand characteristics of every lesson (Santoso in Heni Subandiyah, 2012, p.93). The strategy of teaching is not just about procedures but the materials or the packet of the lesson as well. The scope of strategy of teaching is all components of material and procedures used to help students to get the goal. All in all strategy of teaching covers methods and tehnics that will really help students to get achievements. The study will run effectively and effeciently as supported by the teacher's ability in arranging the teaching strategy. The way the teacher arranges the strategy will effect the way the students study. In presenting the materials teachers are allowed to combine many methods. And some methods or tehnics a teacher needs to grasp are discussion, inquiry, sociodrama, questions and answers, giving assignments, storytelling, problem solving and study tour. The conclusion is 'strategy is larger than methods and tehnic. Description above suggests that strategy of study must convey explaination about methods or procedures and tehnics used as the study proceeds. And so the strategy of study has wider meaning than methods and tehnic. It means method/prosedures and tehnic of study are parts of strategy of study (Heny Subandiyah, 2012, p.93-94). Method and tehnic used in turns. Method is a way that is an instrument to reach the goal. The functions of method are; (a) as an instrument of extrinsic motivation in the study, :(b) as an instrument to deal with students' diversity in character, and (c) as an instrument to get the purpose. The more exact the method used, the more effective the study in gaining the purpose. Obviously, other aspects such as teachers, students, media and environment of study should be well examined (Fathurrahman dan Sobry, 2007, p.55). But sometimes method is considered different from tehnic. Method said to be a way used by the teacher to where it functions as an instrument to reach the goal of study. Method is more procedural which contains certain steps, but tehnic is more implementative. In other words, methods used by many teachers could be the same but the tehnics are different.

22

Tehnic is also considered similar to method. According to Gerlach& Ely, tehnic is a way or tool used by a teacher to lead students' activities to get the purpose (Uno, 2008, p.2). Inovative teacher could anytime employ many methods or tehnics effeciently. From explanations above the conclusion is that strategy of study has four components. In (1978) Dick and Carey said that those four components are; (1) Introduction to the study, (2) Delivering information, (3) Students' partisipation, (4) The evaluation and (5) The follow up. The strategy chosen has to accomodate the purpose. Besides, it has to suit the material of students' characteristic and the environment where the study will take place (Uno, 2008, p.3-7). 1.4 Model of study and the instrument. 1.4.1 Model of study Model of study has been discussed in breif earlier to specify terms of approach, strategy, method and tehnic of study. Everything about model of study is discussed in detail here since it is the essense of the research. Model of study Joice and Weil said (1980, p.3) that it is a pattern or a plan, which can be used to shape a curriculum or course, to select instructional material, and to guide a teacher action. So it is. Pattern of study is used to shape course in every class meeting or tutorial and to decide instruments like books, films, records, comutrized program and curriculum. Every pattern leads us to shape the course to help students for their achievement ( Joice and Weil, 1992, p.14-16). According to Eggen and Kauchack (1995, p.11), model of study is a perspective strategy of study designed to reach certain purposes. Model of study is such a perspective so that teachers are responsible for plans, implementation and evaluation. 1.4.2 Principles of pattern. Every pattern can be marked from the orientation or focus, steps, principles of teachera' reactions, social system characteristic and supporting system concept. 1.4.3 The instruments of study An instrument of study is a set of instruments used by teachers and students in class. It is prepared and used by the teacher to make the learning process easier and get the target of competent. These instruments are: (a) the design of study, (b) student book, (c) LKM, (d) teacher handbook, (e) and evaluation guidance.

1.4.3.1 Design of study Design of study is the main product of instruments of study of this research. The term is used as its considered fit the goal. As pattern of study, it is plans describe procedures and organize the course to attain a basic competent stated in Standar Isi and is described in syllabus. The larger realm of the design covers one basic competent of 23

one or more indicators for once or more meetings. Based on PP Nomor 19 Tahun 2005 verse 20, a design of study at least covers components of purposes of study, material, method, source, and evaluation of the result of study (Depdiknas, 2006). 1.4.3.2 Student book Student book is one of the instruments prepared for students. Many terms used for this book such as teks book or handbook. Becouse the books is used in class then its called buku ajar. The book is independent, means the students can study the book themselves for it is systematic and complete. The book is also called text book means a book written and designed according to principle of study, has systematical steps of teaching, explains the purpose of study, motivates students, gives excercises, provides summaries, and has orientation to the students individually. Bacon ( in Tarigan, 1989, p.11) explained that textbook is a book designed to use in class catefuly written by experts with certain disdipline with a purpose of study. In short, textbook is a tool used in schools to support a course. Benefits of textbook are they can arrange and plan activities of study according to the speed as described by Buckingham ( in Tarigan 1989, p.16), that some benefits of having the textbooks are; (1) students can study independently so the speed of study is hand in hand with the speed of each student, (2) there is a possibility to review, (3) there is a possibility to examine the students' ability to memorize, (4) the is an opportunity to make notes for the next users and (5) there is a chance to show visualy. Greene and Patty (in Tarigan, 1989, p. 17) explained the roles of textbook are; (1) reflexing strong and modern poits of view about the study and updating the application of material given, (2) providing sources of a subject matter that is rich, easy to read, variative and adjust the students' will and need, (3) having interesting illustration for students to use, (4) having structures of language suit the students' capability, (5) showing corelation with other disciplines, (6) avoiding unclear concepts, (7) giving emphasizes to norms or moral values for children and adults, (8) giving respect to differences among students. Information will happen as the book has meaning to readers since in can relate learning process and experiences earlier and next activity ( Hunter, 1987 in Sutiah, 2008, p.89). 2. Methods The topic of this research is drama textbook based on local art. And the object is the development of study pattern of drama as a part of curriculum in Program Study Pendidikan Bahasa dan Sastra Indonesia (PBSI) and learning process. This is an education research (Nana Syaodih Sukmadinata, 2005, p.23). From the activities and the goal of it which is improving drama textbook available today so that it will be empiricaly proven, this reaearch is catagorized as depth research and development or research-based development (Borg, and Gall, 1983, p.772). Steps of research and the development done by Borg and Gall (1983: 775) is all about; development of product, testing the product on field and steps of repairing the 24

product based on data and input gotten soon after the product is tested on field. Steps of research-based development by Borg with certain adjust is also used by Nana Saodih sukmadinata for her research about Curriculum-model development of SMK in 19972000 (Sukmadinata, 2005, p.182-183) and Rusjiono' s research with the title Pengembangan Model Evaluasi Kebijakan Kegiatan Belajar Membaca Taman kanakkanak (Rusjiono, 2006:202). Besed on it this research is done in four steps of (1) Introduction study or exploration, (2) developing prototype, (3) testing the prototype or experiment and (4) applying the product or disemination. 3. Result and Discussion To test the effectivity level of drama textbook based on local art, the data of students' final test of it is compared to the final test of the students with the conventional book. But before the treatment is given both groups have to do a pre-test and then both results are compared to know weather both groups has the same basic skill or not through a test of balance/KESETARAAN. Because the results of pre-test and final test are not internal data, numeric scale, but gain score, data analysis technique to test the balance (pre-test data) and testing the model (final test data) is done with a technique of Chi Square (X2). According to Spiegel (1986, p.213-214) conceptualy this technique (X2) is used to see if there is an obvious difference between the real number of the students (fo = observation frequency ) and the number of students theoriticaly (fo = expected frequency) to each catagory (before reaching indicator, passing the indicator and far beyond the indicator) to both groups of control and experiment. The balance test with 5% significancy by analyzing the result of pre-test to prove that the basic skill level is the same of both groups. Hypothesis suggested is (a)Ho: there is no difference skill between both groups, (2) H1: there is difference between the two. To test the model of drama study based on local art is effective or not done by comparing the result of post-test of both group of control and group of experiment with significancy level of 5%. The hypothesis will be proven is (a) Ho: there is no difference result of the test of the both groups, (b) There is a difference result of test of both groups. In necessity analysis found things as follows; first, the kind and quality of drama study in LPTK; (a) curriculum and constructing syllabus, (b) sellection of material in teaching drama, (c) implementation of procedures in teaching drama, (d) books availability (for students and lecturers) and the use of fascility, and (f) evaluation drama study (rules of evaluation). Second, lecturers' necessity analysis in teaching drama in LPTK to now teach drama based on local art inclued; (a) the lecturers' understanding of the model, (b) the lecturers' understanding of the study of drama based on local art, and (c) the lecturers' necessity to teach drama based on local art.

25

From the finding on field it is figured out that lecturers in LPTK has had understanding of models of drama study with variety and quality of their owns. Usually, the variety of model used is more than one, but the quality of lecturers' understanding of those models is different from one another. Lecturers' understanding of models of drama study should be same as the teaching method and the pattern of the application doesn't use one certain method of drama study but many. For instance, a lecturer said the model he used was a method of relating the theory and the practice, but still he used classical method. The problem the students face in studying drama is less availability of books. To have handbooks for references is important. Material is a part of sources. Source of study according to AECT and Banks (in Komalasari, 2010, p. 108) said that one component of source of study is material. Material is a software contains of advise of study presented by certain instrument..the examples are textbook, handbook, film, OHT, audio cassette, and video program. As quoted from Kim that material (instructional material) contains of knowledge, skill and behavior learnt by the students to achieve competence standart applied. In Permendiknas no. 41 2007 stated that material inclueds facts, concepts, principles, and relevant procedures and is written in verses suits the pattern of competence achievement indicator. In short, material is knowledge, skill, behavior or software with advices of study presented by certain instrument. Material is based on the advance of technology used and is devided into four kinds. It contains printed material, audio visual, multimedia interactive, and material from web. Printed matwrial are textbook, modul, handout, LKS, brocure, leaflet, etc. Material of audio visual are cassette, radio, and audio compact disk. multimedia materials are CAI (Computer assisted Instruction), compact disk (CD), interactive multimedia, and material based on web (web based learning material). From kinds of material above, textbook is a part of printed or written materials. Sugiarto (2001) said that textbook is written for a purpose of study regardless it is from researches or from a thought or a certain study which then constructed for a purpose of study. Tarigan (1986, p.13) said that textbook is a book of a certain study field written by experts of it which will be used to support the process of learning. Akbar (2010, p.193) said that textbook is a book used as as standard references of certain study. Komalasari (2010, p.43) confirmed that textbook is a standard lesson book of certain study written by experts of the study for the purpose of instructional, equiped by instruments easily understood by the users in schools and universities so that it can support a study programme. Material of study is a component of content in curriculum that has to be explained to students. This component has kinds of messages in the shape of facts, concepts, principles, procedures, cases, etc. This component has a role as content or material well understood by students in a learning process. The realm of the material was constructed systematically in the structure of curriculum organization here called standard content.

26

The characteristic of material constructed in standard content is just the point of material, and so for better learning the material has to be developed by completing it thoroughly. Before the learning process starts, a profesional teacher has to understand this character of messeges of study to avoid mistakes in choosing materials. In developing the material it is important to pay attention to models of development to ensure the quality as stated by Syaiful Sagala (2005: 136), that the use of development model of material that is systematically and suitable will guarantee the qualitu of it. These models are ADDIE, ASSURE, Hannafin and Peck, Gagne and Briggs, and Dick and Carry. These models have theirown characteristics that need further learning. 4. Conclusions This result is fit to the purpose of development formulated in Chapter 1 that is model of drama study implemented in textbook and instrument of course of drama based on local art which is right, practical and effective. Besides, this research can also creat a course of drama desired which is fun (joyful learning) since students will get experience about literature competence and to act and not just theory. The study of literature appreciation that will grow characters such as independence, democratic, selfhelp, honest, brave, teamwork, hardworking, critical and logical, responsible, to be good listener, polite, and respect other people no matter what. Generally, criteria of validity level from the content and book construction and instrument of study developed is valid. Belows are the validity of content and construction of model, study design. From above shown that this development of drama study is shaped in a form of syntaxes in a harmony with principles of local art. This research results a textbook of a course of drama employing local art and at the same time resulted instruments of study; (1) syllabus, and (2) SAP that was tested and proven on field. It is achieved instruments of study which are valid, practical and effective. Suggestions the researcher can give are: (1) This book and its instruments were tested to limited field. This book have not been implemented widely with a lot of users. To get convinced about this book and its instruments lecturers are suggested to use them in class; (2) These findings; the book and its instruments hopefuly will be one of solutions to overcome problem in literary courses especially drama so far to finally gain the purpose developing quality of drama study and the materials for teachers to be; and (3) To teachers of Bahasa dan Sastra Indonesia the results of this research can be used as model in developing the SK-KD.

27

REFERENCES

[1] Borg, W. G., & Gall, M.D. 1983. Educational Research An Introduction. Fourth Edition. [2] Effendi, S. 1967. Belajar Memahami Drama, Sebuah Penelitian Struktural. Jakarta: Universitas Indonesia.

[3] Fraenkel, J. R., & Wallen, N.E.1990. How to Design and Evaluated Research in Education. New York, NY: McGraw Hill [4] Miles, M. B., & Huberman, A.M. 1984. Qualitative Data Analysis, A Sourcebook of New Methods. London: SAGE Publication [5] Moleong, J. L. 2010. Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rodaskarya. [6] Nurgiyantoro, B. 2009. Penilaian dalam Pengajaran Bahasa dan Sastra. Yogyakarta: BPFE [7] Royce, A. P. 1976. The Anthropology of Dance. Bloomington: Indiana University Press. [8] Sumadinata, N. S. 2010. Metode Penelitian Pendidikan. Bandung: Rosda. [9] Uno, H. B. 2007. Model Pembelajaran: Menciptakan Proses Belajar Mengajar yang Efektif dan Efisien. Jakarta: PT Bumi Aksara.

28

The Development Of Climate Animated Map Medium For Social Science Learning In SMP N 13 Semarang

Indana Zulfa, Firdaus Al Haq Universitas Negeri Semarang, Semarang, Indonesia

Abstract The purpose of this study is (1) to produce and describe ‘climate animated map’, a medium of learning Social Science to grade of VII, (2) to describe the feasibility of the climate animated map as a medium of learning social science, and (3) to describe the use of the climate animated map in learning social science. This study applied a quantitative analysis and used research and development design method into several steps: (1) an analyzing the potentials and problems, (2) designing products, (3) collecting the material, (4) producing the initial product, (5) testing the expert, (6) revising the product, and (7) conducting field test. Data collection techniques used was observation, questionnaires, tests and documentation. Data in this research are quantitative and qualitative. This study produced a medium of macromedia flash animation which contains the material of atmospheric, hydrosphere and its impacts. Based on the expert test, this medium is categorized as ‘appropriate’ and based on the field test; this media belongs to ‘very appropriate’ category. This medium can be used independently and in groups.

Keywords: animation medium, learning, social science 1. Introduction One aspect that can determine the success in education quality is the learning process. The success in learning process is the main objective in implementing school education. The main components of learning process are teachers and students. The primary duties and responsibilities of a teacher are to manage teaching effectively, efficiently, dynamically and positively, which characterized by the active students’ awareness and involvement among teaching subjects, teachers as first initiators, directors, and mentors, while students as the who experienced and actively involved actively to obtain a self-change in learning (Rohani, 1995). Moreover, teachers should always be creative and innovative in teaching so that the students can more understand the material easily and enthusiastic in following the learning process, so that the learning carries out high quality and student achievement is satisfactory. Social Science is a subject that is taught to study the social life based on the study of geography, economics, sociology, history, anthropology, political science, and so on by displaying the daily problems of society. The purpose of learning social science is to develop the potential of learners to be sensitive to social problems that occur in society, having a positive mental attitude towards the improvement of all social imbalances, and skilful overcoming every problem that occurs in his life or in the community.

29

As one of the subjects in schools, Social Science has a goal to develop knowledge, attitudes, and social skills in the form of concepts and learning experiences selected or organized in the framework of social science studies. Media is one of many problems in learning at school including in social studies subjects. This problem is relevant to the empirical evidence that occurs in the field, especially in social studies in junior high. Teachers tend to use package books and whiteboards to teach students. The existence of the package as a medium aids lesson was also not functioning optimally because students will only read the book package provided if told by the teacher to read or do the problems that are in it. Meanwhile, the media used less effective and not interesting. This resulted in the lack of liveliness and low student learning outcomes in the learning process. So it is necessary to solve the problem by applying the learning model in accordance with the condition of the students. The use of media or learning aids is an inseparable part and is an integration of the learning method used. Learning media is one of the dynamic elements in learning. The position of instructional media has an important role because it can help student learning process. The use of tools, abstract learning materials can be concretised and make the atmosphere of learning that is not interesting to be interesting. Efforts to achieve Social science education learning objectives are closely linked to the ability of teachers to utilize the media available for their students' needs, students are trained to be skilled and full of experience in media use. The learning process supported by the complete media can foster students' motivation in learning. Regarding learning objectives can be realized in the form of: 1) make the children happy, happy and cheerful in learning; 2) improve the creative thinking of children, curiosity, cooperation, self-esteem and self-esteem, especially in the face of academic life; 3) develop a positive attitude of children in learning; 4) develop affection and sensitivity to events occurring in the environment, especially changes occurring in the social and technological environment. One indicator of the success of process quality in student learning outcomes, in addition to teachers can develop materials, learning resources, methods, strategies, evaluation and media usage. Learning media is an important part in supporting learning. According to Sama atmadja (1984), the media is a tool of all objects used to help teaching and learning process. Judging from the kind, the learning media consists of: pictures, photos, graphics, posters, planel boards, visuals to real objects such as laboratories and resource people as well as maps. Map is the result of capturing the events or phenomena, objects in images, lines, symbols, or images of a particular object. In learning social knowledge, map serves to deliver material to be more easily accepted by students, so it can help the smoothness of activities and efficiency in achieving the objectives of learning materials. 30

However, in reality the utilization of learning media especially map is very less. Instead, the use of maps is useful in learning Social Science since it is used to indicate the location of a place so that students easily know where the place is meant by the teacher. In fact, teachers rarely use map on teaching and learning activities, but actually the case is if it is used intensively, it will affect students’ learning outcomes. The media of map has an important role in studying Social Science, the teacher’s explanation with related material accompanied by map will clarify and give description to students so that material will be more mastered. Map is very helpful for its user because map is the result of reduction of very complex geographical phenomenon. Map is a medium that can show all the appearance of the earth, showing the reciprocal relationship of the earth surface pattern widely and its generalization. The map also allows teachers to connect events or natural phenomena that occur in an area or between regions so that students are accustomed to thinking the cause-effect of it and able to solve problems. Therefore, by using the map, then all the data, information, and potential areas contained in it can be easily and quickly understood. Digital mapping is a technique of drawing / composing maps using computer facilities, hardware (computer, plotter / printer and digitaizer) and software (program: map info, arc info, arc view etc.) with product / Spatial information output) in the form of digital maps that can be stored in a CD, flash, or hard drive. Computer Based Multimedia (CBM) is one of the most fully computer-supported interactive learning. This multimedia combines text, graphics and other media tools such as sound, animation and visuals, and uses a series of links that allow users to select the material they want. In order to achieve a satisfactory learning achievement, it needs to develop an advanced education system and also supported technological developments. Multimedia technology has played a major role in changing the way one learns, to obtain information, adjust information and so on. Multimedia also provides opportunities for educators to develop learning techniques so as to produce maximum results. Similarly for learners, by learning through multimedia, it is expected that they will be easier to determine by what and how to be able to absorb information quickly and efficiently. Sources of information are no longer focused on the text of the book solely but broader than that. The ability of multimedia technology is getting better and growing that will add ease in getting the information expected. The formulation of the problem in this research is the implementation of learning media map of climate animation for Social Science learning about geography materials. The goal is to know the implementation of learning by using the map of climate animation in the study of geography of the subject matter to describe the symptoms that occur in the atmosphere and its impacts on life.

31

2. Methods 2.1 Participants Participants of this study were the seventh grade students at SMP 13 N Semarang in the even semester of 2012/2013 school year. Sample limited scale trials were 25 students of class VII A of SMPN 13 Semarang taken by convenience sampling that the sample chosen by the teacher. Member vast scale test samples are 2 classes of VII SMPN 13 Semarang, the students of class VII A and VII D selected by the teacher. 2.2 Instrument The instrument needs of design development models questionnaire used to retrieve the data about the needs of the development of the learning model animated maps atmospheric climate and its impact on life. The instrument validation sheet of learning models and tools is used to collect data on the appropriateness of developing a model of climate animated map learning about the atmosphere and its impact on life taken using validation tools filled by social science learning design expert and social science teacher. The data on the implementation of the development model of climate animation map of the atmosphere and its impact on life is taken using a questionnaire of the implementation of the learning model filled by the observer. Finally, pre-test and post-test questions were used to collect the data of student learning achievement. 2.3 Product Test The testing of the effectiveness the product using true experimental design research, in which only post test control group design. Before getting the atmospheric material and its impact to the life by using the media of climate animation map as the first step of learning, Pre Test was administered first in order to determine the students’ achievement before receiving the learning material. The pre-test consisted of 30 items of multiple choices. The researchers gave the Pre Test in order to trigger students’ curiosity about the material would be discussed. After conducting the pre-test, the treatments were given to the experiment group using media of climate animation map as learning media on atmospheric basic material and its impact to life, using active, creative, effective and fun learning method. The treatments were conducting in four meetings. The use of this media is expected to increase learning activities, positive response attitude, and student cognitive achievements. Almost same with the experimental class, in the control class before getting the learning of atmospheric material and its impact for life for active learning and fun as the first step of learning, Pre Test was administered first in order to determine the students achievement before receiving the learning material, the

32

pre-test consisted of 30 items of multiple choice. . The researchers gave the Pre Test in order to trigger students’ curiosity about the material would be studied After administering the pre-test, the researcher give treatments to the control group without using active and fun learning on atmospheric subject matter as well as its impact on life, using active, creative, effective and enjoyable learning methods in four meetings. Actually, the learning process between control and experiment group were same, yet the use of learning resources were different. The learning process in the experimental class used climate animation map; while, the learning process in the control class using the source of learning provided by the school. 2.4 Research Design This research is included in the category of development research because this research produces a product of Social Science Animation Map that previously did not exist. In other words, media in this research is the result of development because it produces a new product. Data acquisition in this research is quantitative and qualitative data. Quantitative data is in the form of data being expressed as numbers. The data is the result of questionnaires such as questionnaires for media experts, material experts, and research subjects. Qualitative data is used because research is also conducted through interviews and classroom observation to get the description or description of the object under study. The instruments used in data collection of learning media development were the structured questionnaire instrument, which the answer has been provided for all the questions. Questionnaire is a number of written questions that are used to obtain information from respondents. The instrument is used so that the assessments from the respondents are well-directed and stay on the product. Assessment used in this research was rating scale (graduated scale). Answers on a multilevel scale are called interval. The rating level can be seen in the appendix. Meanwhile, to obtain qualitative data in the field test stage the researcher uses the observation method. The research model used in this study was procedural model. Procedural model is a descriptive model, which outlines the steps that must be followed to produce the product. This research produces a product in the form of animated map in Social Science learning media about Atmosphere, Hydrosphere and its Impact for class VII junior high school. To develop a learning media, it was required preparation and design of the study. The model developed in this development was based on R & D model of Bog and Gall modified by Sugiyono, which consists of the following steps: (1) potential and problems, (2) data collection, (3) products design, (4) design validation, (5) design revisions, (6) testing of product, (7) product revisions, (8) testing of usage, (9) product revisions and (10) mass production (Sugiyono cited

33

in Suaidah , 2011). To simplify the research time, the researcher simplified the Research and Development Sugiyono’s model into several steps as follows: (1) potential and problem analysis, (2) designing the product, (3) gathering the material, (4) making the first product, (5) testing the product by experts, (6) revise the product, and (7) conduct field tests. 3. Results 3.1 Identify Potentials and Problems Learning Media development steps start from the analysis of need, topic selection, outline of media development contents, evaluation and revision, and finalization. The results of learning media observation in SMP N 13 Semarang were media and method used in social science class was still conventional, the lack of time allotment, yet there were many learning materials. In fact, there were so many abstract concepts in the atmosphere material which can not be shown in the class and its impact on life, demands of Standard Competence (SK) and Based Competence (KD) and also limited facilities and infrastructure. Thus the researchers made the conclusion that the lessons above were not interesting enough and need a media approach to ease the learning process. While in identifying the topic, we need to notice: a. arrange the list of topics based on analysis results, b. determine the review team of materials and media, c. determine the priority scale of the topic. In the atmospheric material and its impact on life, there are many abstract concepts which can not be shown in the classroom. So researchers need to develop a media to ease and provide more interesting learning process. 3.2 Product Design After identifying the topic to be studied next the researcher compiled out the contents of the learning media, arranged the preparation of material maps and competency maps. Outline of the program organized based on the standard competencies and then developed into the formulation of program objectives. The goal of this media are to produce an interesting media, it is easily accepted by students and teachers as well. The manuscript material was realized into a media that has been adapted to SK / KD that is the description of phenomenon in the atmosphere and the hydrosphere and its impact on life. Based on the outline of the interactive learning media content then the writing of the script is implemented. The essence of the development of instructional media is the preparation and production of learning media, and evaluated and reviewed whether it is appropriate to be applied in learning or not. After the learning media has been completed and edited the next process was the assessment by the experts. The experts’ assessment was done by using a questionnaire of expert assessment. They were the material experts and media experts who have been validated.

Script Converence

Basic Programming

Previewing

Testing and Revising

Media Supplying Advance Programming

34

Figure 1 the stages of product designing 3.3 Prototype Validity After the process creating of macromediaflash-based learning media was completed the next step taken was expert validation. In this case computer-based learning media validated by 3 learning material experts and media experts. The results of the evaluation and validation of such experts can be presented in the following description. Table 1 The results of experts’ validation and evaluation Media Experts No

Aspect Expert-1

Expert-2

Expert-3

Average

Criterion

1

Material Aspect

88%

84%

82%

84.6%

Good

2

Media display Aspect

86%

88%

78%

84%

Good

3

Attractiveness Aspect

92%

86%

80%

86%

Very Good

4

Flexibility Aspect

84%

90%

90%

88%

Very Good

87.5%

87%

82.5%

85.6%

Very Good

Classical Average

Table2. Student Achievements Experiment Mean

Pretest 42.08

Postest 82.08

Control Pretest 38.02

Postest 70.63 35

Variance SD X max X min N

134.58 11.60 63.33 16.67 32

116.13 11.19 96.67 46.67 32

105.98 10.29 56.67 16.67 32

229.02 15.13 86.67 30.00 32

4. Discussion Before being treated, the average scores of the the pretest in the experimental group were not much different. The pre-test score for both experimental and control group were presented in Table Students achievement whose values were still far below the minimal score that was 75. It happen because the students have not been given the material about atmosphere and its impact on the life. After being given the treatment using different methods, the average value of post test changed. The experimental group which was treated using active learning, innovative, creative, effective and pleasant climate aided animation media increases in value by an average of 40.00. Beside the control group which was treated using learning methods, active, innovative, creative, effective and fun experienced an average increase of 32.61. The average difference and the increase in learning achievement can be determined after the data were tested using t-test because the data was normally distributed. The aim of effectiveness of a test in learning is to determine whether the experimental group and control group can achieve learning mastery or not. To ascertain the individual learning mastery it can be seen from the data of student learning achievements. Students with learning achievements value 75 or above 75 ( ≥75) were complete the lesson. Besides calculating the individual student learning mastery, each group of experiments and controls in addition to were also calculated classical learning mastery (class successfulness). According Mulyasa (2007), class successfulness can be determined at least 85% of the number of students in the class has reached the mastery of individuals. Based on the calculation of the effectiveness of the learning achievement in the experimental group, obtained by t = 3.61, while t table = 2.04. Therefore t> t table then Ho is accepted, which means that the results of the experimental group study ≥ 75 or already achieve mastery learning achievement. Percentage of classical learning mastery in the experimental group reached 90.63%, it means that experimental group I has reached the mastery of classical learning. For the calculation of the effectiveness of the learning achievement in the experimental group, obtained by t = 3.00, while t table = 2.04. Therefore t> t table then Ho is accepted, which means that the results of the experimental group study ≥ 75 or already achieve mastery learning achievement. Percentage of the classical learning mastery in the experimental group reached 87.50%, it means that experiment group II has

36

reached the mastery of classical learning. Whereas in the control group, t = 1.63, while t table = 2.04. Hence t 0,05). These results indicate that the distribution of data tendency of bullying has a normal distribution. Normality test on student perception scale to school climate obtained result of KS-Z = 0.564 with significance level 0.908 (p> 0,05). These results indicate that the distribution of student perception data to school climate has a normal distribution. The result of the research by using correlation test shows that the proposed hypothesis is accepted. There is a significant negative correlation between students' perceptions on school climate and the tendency of bullying in students at SMP 2 Sepuluh Nopember Semarang with r value of -0.644 and p value of 0.00 (p t-table (α = 0,05 ) wit df:58 3.65 > 2.00 (α = 0.05 ) wit df:58 So, the formulated hypothesis, namely: “Students’ Achievement taught by using Question-Answer Relationship Strategy is higher than those taught by using Direct Instruction” is really true in this research. The result of the calculation showed that the reliability of the test was 0.80, which means that the reliability of the test was high. The data were analyzed by using t-test formula. The result of the analysis showed that tvalue was higher than ttable (3.65 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It means that there is an effect of using Question-Answer Relationship Strategy on the students’ achievement in reading recount text. The students who were taught by using Question-Answer Relationship Strategy (QAR) got higher mean scores than the students who were taught by using conventional method. Thus, alternative hypothesis (Ha) is accepted. 4. Discussion The purpose of this experiment study is to see effectiveness of QAR techniques in the process of teaching and learning, especially in teaching reading in Senior High School. The discussions of the finding are as follows: The result of the study reveals that QAR strategy is more effective to be used for teaching reading in the Senior High School than conventional strategy. QAR strategy encourages cooperative relationships among students. This further gives students to read and feel more comfortable to read. On the other hand, when students work in small groups, to discuss they receive will be maximized. In this way, students also learn to pay attention not only to the intended meaning, but also to the social context of the text. Presenting QAR in reading class is really hoped by the students with high achievement motivation because the activities offered by QAR technique are relevant to the characteristics of the students with high achievement motivation. Meaningful situations were established using pair work and group work. Based on the treatments, the students with high achievement motivation were more interested in learning reading using QAR technique than using conventional technique. The above findings and discussion have revealed that students‟ reading ability increases when they learn new lessons using of QAR technique in the classroom. So, teachers must revise their reading teaching strategies in order to encourage students to expand their

276

reading ability. Moreover, the language teachers can benefit from this technique in order to educate more active students in order to be better. In this way, language teachers can save great amount of energy and money. In other words, instead of wasting their time and energy on a technique which has little practical activities, the teachers can concentrate using QAR technique which is more powerful and useful in encouraging students‟ reading ability. 5. Conclusions Based on the research finding, it is concluded that there is a significant effect of applying Question-Answer Relationship (QAR) Strategy on students’ reading comprehension. The students taught by applying Question-Answer Relationship (QAR) Strategy (tobserve = 3.65) is higher than without applying Question-Answer Relationship (QAR) Strategy (ttable = 2.00). Therefore, alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. This is supported by the data analysis results in which the tobserve > ttable (3.65 > 2.00) at the significant level of 0.05. 6. References [1] Grabe, William and Stoller, L.Fredericka. 2002. Teaching and Reasearching Reading. England: Pearson Education. [2] Putri, Rinda Sari. 2015. The Effect of Using Question-Answer Relationship (QAR) on the Students’ Achievement in Reading Narrative Text. Unpublished Thesis. Medan: State University of Medan. [3] Raphael, 2006. The Steps of Question-Answer Relationships. Retrieved from http:www.tastasqua.org/superintendet/etqar.html/ accessed on 25 June 2014

277

278

The Effectiveness Of Using Interactive Media For Listening Learning Of Drama With Contextual Approach In Vocational High School Of Muhammadiyah 1 In Klaten Regency, Central Java Province, Indonesia Sumarni*, Sarwiji Suwandi, Soediro Satoto and Andayani Sebelas Maret University, Surakarta, Indonesia *Corresponding author email: [email protected]

Abstract This research was initiated from lacks of interest in drama learning media that interesting, suited the need and condition of students in vocational high school in Klaten regency. The present learning method is not stimulating as well as interesting the students to actively practice their listening skills; therefore result in the low student listening skill, especially for student of vocational high school. This paper aims to: (1) describe the needs of teachers and students in drama learning media, (2) arrange the prototype of the interactive learning media, and (3) test the effectiveness of the interactive learning media using contextual approach in improving the students’ listening skills. The field observation, interview, and questionnaire were used to collect the data. A total of 8 classes were observed, 6 teachers and 6 students were interviewed, and curricula of Bahasa Indonesia lesson for Students of Vocational High School in third class were examined. At the same time the media project aimed to help teachers and students in finding an interactive media to help them in drama learning as well as improving students’ listening skills. The findings are (1) the new interactive learning media met the needs of the students and the teachers; (2) the prototype’s development based on the description of the findings; and (3) the interactive media using contextual approach is effective in improving the students’ listening skill competence as well as the students’ understanding of drama. Keywords: effectiveness, drama learning, listening skill, interactive media, contextual approach

1. Introduction The language skill progress of students such as listening, speaking, reading, and writing are taking various elements that if to be identified these elements and their quality impacting on academic progress clearly could be found the goals of education system. Today we cannot accept that even in vocational high school, teachers of Bahasa Indonesia lesson do not only teach language skills, but also literature. Bahasa Indonesia lesson became tough and stressful for students then its educational practice should be treated differently. Furthermore, teaching language skills and literature are different. While language skills aim in improving students’ skill in communication, the literature learning aims in finding the meaning and knowledge behind literature works. Abidin[1] states that “pembelajaran sastra atau pembelajaran apresiasi sastra adalah serangkaian aktivitas yang dilakukan siswa untuk menemukan makna dan pengetahuan yang terkandung dalam karya sastra ... (the literature learning is a sequence activities that is done by students to find meaning and knowledge behind literature works)”. There is tendency for teachers, especially in Vocational High School, that language learning for Vocational High School was ordinary learning for students. They believed that students’ particular skills such as technique, secretary, computer and others are more important than their language skills. Consequently, they just taught the

279

theories of language and literature in order the students be able to answer the exam questions instead give them stimulate to explore their language skills. Compared with other skills, listening has not received much attention. Buck notes that “listening is an important skill but due to the practical complexities of providing spoken texts, it is neglected in many language learning situations”. Unfortunately, teachers especially in Vocational High School often are not aware about the process of listening and students’ problems in listening comprehension, as a result, the common in the class is that teachers focus on the outcome of the listening rather than listening itself. In addition, Field notes that success in listening is based on the criterion of correct responses to questions. Instruction focuses upon the outcome of listening, rather than on listening itself, upon product rather than process of listening. When a student gives a correct answer, there is no question and analysis as to how that answer has been reached at. The relevance of learning listening and practical skill that is important for Vocational High School students is to prepare them in order to be the best solver, make the better decision, and long life education. It is important for the students to be independent thinker since there are many jobs needed skillful workers which have critical listening ability. Today, many students is less to apply knowledge gotten from school to face their daily life problems since they cannot give some prove about some concepts and its connection to their problems. In relation to literature learning, teacher can teach students to learn and to enjoy the literary works as well as to improve their listening skill through drama with the help of interactive media. In drama, students are participants and have an opportunity to engage with material in an active way. They interpret their lesson with their own understanding. According to Dewey, every child has an unused opportunity and the teacher’s role is to create situations where talent can reach its full potential for the benefit of the child and the community. Understanding develops in situations where students can relate with experiences important to themselves. These situations need to emerge in a social context, for example in a classroom. Meanwhile, using interactive media instead a traditional practice that is without the help of any learning media or teacher-centred learning, could help students to have a better learning and a deep understanding of literary work especially drama. Based on the observation done in Muhammadiyah Vocational High School in Klaten Regency, it was found that vocational high school students of grade XII remained having difficulties in understanding the meaning behind literary works and lack of listening skill. Those problems were resulted from: (a) difficulties in expressing their ideas about the listening material, (b) difficulties in understanding the intrinsic and extrinsic elements of literature works, (c) students’ lack of motivation, (d) being passive in language teaching-learning activity, (e) the use of monotonous learning approach, and (f) lack of learning media that help students practice their listening skill directly as well as their understanding about literature works. As the consequence, the students’ listening skills using bahasa Indonesia and their appreciation of literature are low.

280

In line with the background described above, this paper aims to; (1) describe the need of teachers and students in relation to learning media in teaching listening of drama in vocational high school; (2) develop a prototype of learning interactive media using contextual approach to listening skills of vocational high school students; and (3) examine the effectiveness of the implementation of interactive media in listening skill learning using contextual approach in vocational high school students. 2. Methods 2.1 Participants The participants of this study are the students and teachers of Bahasa Indonesia in Vocational High School of Muhammadiyah 1 Klaten Utara. There were 72 students in experimental class by applying interactive media integrated in learning of drama listening, whereas 108 students were in control class by implementing learning material. In addition, there were 6 teachers of Bahasa Indonesia lesson and 6 students of XII class to be inverviewed. Also, there were 6 classes to be observed. The interview results and the observation field notes are used to analyse the needs of new learning media in listening learning of drama for Vocational High School students. 2.2 Instrument The instruments of this study include: (1) learning media of Bahasa Indonesia that the teachers and grade XII vocational high school students used in the first semester; (2) the data source in the development stage consist of teachers of Bahasa Indonesia and grade XII vocational high school students serving as the research sample; (3) the new learning media; and (4) the results of pre-test and post-test to measure the effectiveness. If post-test was higher than pre-test, interactive media was called effective. 2.3 Procedures (or research design) The stages of this study summarized and simplified from 10 stages proposed by Gall et al. into 3 stages, namely: 1) prototype arrangement phase, which consisted of: (a) literature review, (b) field studies, (c) identification of needs, (d) analysis of learning media, (e) description of the findings, and (f) prototype; 2) development stage, which covered: a) limited testing, b) evaluation, c) testing stage, i.e. examining the effectiveness of the new learning media, compared with the old ones that were analyzed quantitatively. Experiment was done in limited and extended tests both in experimental and control classes. [5]

3. Results The results of this study are presented in two stages, namely: 3.1 Prototype development stage, This stage was consisted of: (a) literature reviews useful to recognise the theories related to listening, to compare different models and approaches to preparation of learning media as the theoretical aspects, (b) field study in Vocational High School of Muhammadiyah 1 Klaten Utara as the research setting; (c) identification of the needs concerning the learning

281

media in the point of view of the students and the teachers through interviews, class observation, and questionnaire distribution. It was found that two sources of learning material which are Bahasa Indonesia book XII grade and student work sheets have been used in learning activity for years. Moreover, the teachers have problems in finding the suitable material, media, or teaching method to make their students engaged in learning activity because the students do not seem interesting in Bahasa Indonesia lesson, especially in understanding literary works; (d) analysis of the learning media, particularly in language basic competence (KD) for listening skills related to the literature aspect; and (e) the description of the findings that is the main source underlying the arrangement of the learning media prototype. 3.2 The development stage This stage was involved with developing the prototype into the learning media by following 3 stages, namely, (1) the limited testing, (2) evaluation, and (3) testing stage. Firstly, the limited testing was conducted in vocational high school 1 Klaten Utara, to 30 students of Class XII MA on 15 February until 20 February. During the testing process, some students found having difficulty in understanding the intrinsic and extrinsic elements of drama, such as: the students have difficulty to express their opinions related to moral messages of the drama, the students cannot decide the plot of the drama, and the students seem having difficulty in relating their knowledge, the story of the drama, as well as the moral values of the drama to their daily life when socialize with the community. Secondly, the evaluation was conducted after the limited testing completed. Evaluation activities using interviews with four teachers of Bahasa Indonesia and five student representatives tried to determine their response to the learning media used. Both the teachers and the students delivered suggestions concerning the needs to include the interactive quiz concerning the drama in learning media. Thirdly, the testing test or the effectiveness test was conducted on 26 February until 28 February. This test of effectiveness was carried out in 7 classes, i.e. 6 classes serving as a control which only used the old version of the learning materials and 1 class serving as experiment which used the new version of the learning media. Before the instructions began, the pre-test was conducted, while the post-test was given after the teaching and learning activities ended. The scores gained from the pre-test and the post-test then were analyzed using one-Way Anova initiated from the requirements of the tests of normality and homogenity. The test results indicated that the new learning media were more effective than the old learning materials. 4. Discussion Interactive media in this study intended to the use of media can be controlled released by the users. Nugroho[6] quote Rob Philips states that the interactive meaning is a learning process where students can control to the learning environment. The learning environment refers to the computer as a means of learning media and the interactive refers to how students respond to the stimulus which is displayed by the screen. Furthermore, students’ listening

282

ability in understanding the drama after using interactive media was effective and gave meaningful improvement. It could be seen from their performance in expressing the intrinsic and extrisic elements of the drama. 4.1 Interactive Media Prototype Interactive media for listening learning of drama using contextual approach in this study tries to accomodate the information obtained at the stage of observation, namely: (1) the material presented in interactive media includes Bahasa Indonesia curriculum for vocational high school in grade XII that are the performance of drama entitled Matahari Surau Jatinom telling about Kyai Ageng Gribig, the identification of intrinsic and extrinsic elements of the drama displayed in the form of interactive quiz, recognizing and using application of image processing, also the information in using the media properly; (2) this media combines voice, video and images to make the student more easily in understanding; (3) Learning media is interactive media so students can control this media in supporting their learning process. Interactive media for listening learning consists of the “Opening Section” which contains the introduction of the story of the drama, the history and cultural values, also the drama players; the “Drama performance” which contains the the story of Kyai Ageng Gribig; the “Quiz” which contains interactive quiz about the intrinsic and extrinsic elements of the drama, the “Yaqowiyu” which contains the tradition of Yaqowiyu in Klaten regency, the “Help” menu, and the “Closing Section”. 4.2 The effectiveness of Using Interactive Media for Listening Learning of Drama This study found that, in general, the interactive media in learning the drama was more effective than printed module. However, print was preferred for pre-test, post-test and summary, then the use of interactive media for activities and discussions. Here four positive effects for learners after using interactive media in learning the drama: a. Student-centred learning was suitable for classroom learning envronment In this study, student-centred learning with the help of interactive media was used to focus on student’s needs and interests to stengthen their motivation with more control in the learning process. It shows that with the encoragement, students were able to take benefit from the features in self-directing their learning process, and hence making the classroom learning experience more meaninful for different students. b. Student’s understanding and learning outcomes were improved The increase of mean score from 53 to 67 displayed a statiscally significant difference in students’ learning outcomes, which suggested in the majority of students progressed towards better learning outcomes. This improvement shows when interactive media is employed in the development for assisting students learning in drama, students’ learning outcomes and their understanding can be improved. c. Students became more engaged and self-directed learners The change of students’ learning attitude also came from engaging students in the learning process and being able to interact with the developed interactive media. As more 283

understanding can be reinforced, the students more engaged to the learning environment. Hence, students are transformed into a self-directed learner and become pro-active towards their learning process. d. Interactive media makes the learning experiences more meaningful In learning the literary works such as drama, students need space for their own critical thingking and understanding. Therefore, it would be important for teachers to provide them an alternative means, so they have more choices when learning in the student centred learning environment. The attitudes changed as the students realised that learning with interactive media was more flexible in exploring and constructing new knowledge. It has engaged the students and enhanced their learning interest in this student-centred environment. 5. Conclusions Listening learning to understand the meaning behind literary works like drama should be independent learning and putting teachers as facilitators. Interactive media that is designed using contextual approach is in need of independent exercises of students. However, in grade XII vocational high school still rely heavily on the teacher and material book as means to learn. Teachers of Bahasa Indonesia rely more self-taught capabilities when providing drama learning material. This interactive media effectively help student’s grade XII to learn drama as well as enhance their listening skill independently.

[1] [2] [3] [4] [5] [6]

6. References Abidin, Y. (2013). Pembelajaran Bahasa Berbasis Pendidikan Karakter. Bandung: PT Refika Aditama. Buck, G. (2001). Assessing Listening. United Kingdom: Cambridge University Press. Field, J. (1998). Skills and Strategies: Toward a New Methodology for Listening. ELT Journal, 52, 110 – 118. Dewey, J. (1938). Experience and education. New York: Capricorn. Gall, Meredith D., Joyce P. Gall and Walter Borg. (2003). Educational Research: An Introduction (Seventh Edition). Boston: Pearson Education, Inc. Nugroho, S. 2008. Pengembangan Media Pembelajaran Interaktif Mata Diklat Dasar Listrik dan Elektronika di SMK. Laporan Proyek Akhir, Jurusan Pendidikan Teknik Elektro FT UNY.

284

The Inhibiting Factors in Achieving Quality Improvement in Functional Position Stage in University (Case Study of Proposing Professor Of Health And Sport Field At Faculty of Sport Science, Universitas Negeri Semarang) Oktia Woro Kasmini H*, Soegiyanto KS, Bertakalswa Hermawati Department of Public Health, Faculty of Sport Science, Universitas Negeri Semarang *Corresponding author email: [email protected]

Abstract A pilot study conducted through interviews and document study of head of subsection of personnel and general equipment at Faculty of Sport Science (FIK) in January 2017 found that the number of professors in FIK was only 3.05%, and a number of issues related to the implementation of rank and position promotion. The formulation of the problem in this study was "What are the inhibiting factors in achieving quality improvement of human resources through the functional position stage to the professors in university at FIK, Semarang State University (UNNES)?”. This study used qualitative approach. The informant was initially determined by purposive sampling technique, but then more informants were added with snowball technique, so the total number of informants was 8 people. The research instrument was in-depth interview and observation guidelines, and the data was analyzed using analysis model from Miles and Huberman. The study showed the inhibiting factors in quality improvement of human resources from the lecturers to the professors in the field of public health and sport on FIK UNNES have different characteristics. In the field of public health, the main obstacle was in the field of educational activities, in which the public health department was a relatively new department and its human resources were still in doctoral studies (33%). Another disturbing factor was the limited inside and outside reviewer who had expertise in the same field. The main concerning obstacle in improving human resources of sports field professors was publication to the journal, this was worsen by low motivation, although the number of lecturers meeting the educational requirements (already passed doctoral degree) was sufficient (9 people). Characteristics of each field in FIK required a mentoring model to be able to improve the quality of human resources, especially to the level of professor. Keywords: HR, Inhibiting factors, professors

1. Introduction Improvement of education quality in Indonesia is influenced by various factors; one that plays an important role is human resources, including lecturers. According to Government Regulation No. 37/2009, lecturers are professional educators and scientists with a main task of transforming, developing, and disseminating science, technology, and arts through education, research, and community service. Lecturers who can carry out their main duty and function professionally and in an effort to improve their work performance and dedication, the government gives awards in the form of promotion, either rank or functional position, or both. Lecturers can propose promotion at least every 2 years as regulated in Ministerial Regulation Utilization of the State Apparatus and Bureaucratic Reform of the Republic of Indonesia No 46 of 2013 Article 26 paragraph (1) and paragraph (2). Lecturers, in conducting various professional activities and scholarship, were packed in the form of Three Pillars of Higher Education (Tri Dharma Perguruan Tinggi), which

285

includes education, research, and community service. This study was limited to human resources with qualifications of professors, and was conducted at Faculty of Sport Science (FIK), Semarang State University. Based on a pilot study conducted through interviews and document study of head of subsection of personnel and general equipment in January 2017, we found the number of professors in FIK was only 3.05%. We also found a number of issues related to the implementation of promotion of these professors’ rank and position. The problems found were as follows: 1) The limited number of professors that was unequal to the number of lecturers, the number of students, and the age of the faculty, 2) Long proposal time to become professor after completion of required education, 3) Lecturers occupation with teaching, researching, and serving the community, which led to uneven knowledge and understanding on how to document and propose a rank and position promotion, especially in calculating credit figures independently in accordance with implemented rules, 4) Archiving that still used physical documents form increases the likelihood of document loss, 5) Lecturer’s assumption that department personnel contributed to delay in the proposed rank and position promotion process, including the proposal to become professor, and 6) Seventy two percent of lecturers that were not ready to complete the required requirements, especially in terms of publication in reputable journals. Head of employment and household affairs, whose duties is to manage proposals for rank and position promotion of lecturers, have a high workload. Two staffing officers have to handle 119 lecturers, consisting of 106 permanent lecturers (PNS and CPNS), 1 BLU lecturer and 12 contract lecturers (1 personnel served 59 lecturers). Several models for obtaining effective and efficient processes, such as those undertaken in counseling practices in some institutions were aligned with current developments and organizational needs to enhance the potential and success of the tasks and responsibilities (Ismail, 2009; Bozionelos, 2004; Inzer, 2005). Assistance was carried out in a variety of ways, including in the form of E-Mentoring which is a current model of mentoring that had started to be developed, which could work anytime and was not limited by distance, but still need to be adjusted to the needs and conditions of the institution (Williams S, 2012). On the other hand, many factors could affect the quality of human resources, such as motivation and environmental factors, both internal and external (Nataliia, 2013; Kurtulus, 2014). In addition, HR management factors including proper human resources management determined the quality and efficiency of the success to be achieved (Zehra, 2014, Stefani, 2006). The undertaking of efforts and the selection of model should be based on the situation and conditions, including causative factors in the field. Therefore, the formulation of the problem in this study was "What are the inhibiting factors in the achievement of improvement of quality of human resources through functional position staging to professor at university in Faculty of Sport Science, Semarang State University?"

286

2. Methods This study used a qualitative approach, focusing on the inhibiting factors in achieving a quality improvement of human resources through functional position staging to professors in university in Faculty of Sport Science, Semarang State University. Purposive sampling technique determined the informants, initially 6 people consisting of 3 lecturers who fulfilled the education requirement and the time for proposal to the professor, 1 staffing officer who had served in the field for at least 1 year, a senate chairman and a senate member of FIK who have served for at least 1 year. During data collection, we decided to add some informants using snowball technique, resulting in 2 lecturers who had met the educational and time requirements for proposal to become professor. Therefore, the total number of informants was 8 people. The research instruments included in-depth interview and observation guidelines. In this study, to obtain valid data conclusion, we conducted Focus Group Discussion (FGD) with participants consisting of research team, 4 members of the university representative senate from the department and 2 lecturers of FIK. Data analysis techniques used analytical model from Miles and Huberman, which included three concurrent activities consisting of data reduction, data presentation (display), and conclusion (verification) (Basrowi, 2008). 3. Results Faculty of Sport Science which consists of 4 departments, namely; Department of Physical Education Health and Recreation (PJKR), Department of Sports Coaching Education (PKLO), Department of Sport Science (IKOR), and Department of Public Health (IKM). This study showed general description of the number of lecturers as many as 119 people and the number of educational staff as many as 54 people with other support personnel such as cleaning service personnel as many as 28 people, with the number of students as much as .... The distribution of functional rank and positions was as follows: Table: Distribution of ranks and functional in Faculty of Sport Science No

Department

1

Physical Education, Health, and Recreation

2

Instructor

Assistant Expert

Lecturer

Associate Professor

Professor Amount

10

5

9

14

1

39

Coaching Education

7

2

11

8

0

28

3

Sport Science

8

4

4

4

2

22

4

Community Health Science

3

12

9

5

1

30

28

23

33

31

4

119

Source: Unnes Faculty of Sport Science HRD Team

287

Obstacle data on educational activities was the obstacles related to the minimum educational requirements, such as the educational requirements for professors is a Doctoral Degree (S3). In 2017, Chancellor's policy required that all lecturers who were 50 years old and have not obtained Doctoral Degree to take courses in Unnes, whereas other lecturers should immediately plan to take the courses. By 2020, all lecturers of Unnes are expected to have Doctoral Degree. No data were obtained on the obstacles in implementing education and teaching, all with exaggerated assessment. This is due to the relatively long (over 2 years) submission period and a fair amount of teaching or other educational activities of the lecturers based on the standard load limits. Assessments collection in the research and the dissemination of Science, Technology and the Arts (IPTEKS) was part of the main obstacle on almost all proposers of Professor status, especially those related to publications in international journal as well as accredited national journals. These obstacle rose because of: 1) the difficulty in preparing high quality articles, 2) lack of skills in submitting articles to online-based journal system, 3) lack of understanding of online processes that must be followed by authors to publish, 4) expensive publishing cost, 5) lack of motivation in preparing good quality article, mainly from the sports science department, 6) difficulty in translating articles from Bahasa to English, 7) the absence of accredited national journals of sports and public health. Several training to enable lecturers make a good quality article had been attempted in the form of workshop, inviting expert from outside of Unnes. However, the result was less than expected, because articles were only published or submitted by those who already wrote. Motivational step in the form of aiding publication was also less encouraging (only added up to 0.5% of total existing lecturers). The faculty’s efforts this year was in line with the Ministry of Research and Technology of Higher Education and Unnes that requires all research funding to be measured and financed by the research outputs in the form of publication in journal. Obstacles in carrying out implementation of community service was not considered a serious problem, because almost annually (several lecturers may biennially) lecturers performed community service either independently financed or by Non-Tax Revenue Fund of Unnes, Faculty Fund, as well as from Ministry of Research and Technology of Higher Education funds. In addition, the small minimum credits number needed was a reason why this department had the fewest obstacles. In terms of nomination process, obstacles found were: 1) difficulty in preparing the proposal forms to the professor accreditation, due to several changes in rules, particularly related to field of research and journal publications. Furthermore, the lecturers were impatience and lack the skills in arranging the forms, as well as in the assessment of each item, 2) Internal or external assessment or review in research and dissemination of IPTEKS to the field of public health was still limited, 3) the submission process and assessment by faculty senate encountered no problem.

288

4. Discussion Based on the results, it could be said that the inhibiting factor in human resource development of lecturer to professor in the field of public health and sports in Unnes Faculty of Sport Science has distinctive characteristics. In the field of public health, the main obstacle was in the field of education, where the Community Health Education (IKM) department majors was relatively new and the human resources were still studying for Doctoral Degree (33%). In terms of credits number associated with writing of articles in accredited national publications as well as in international journals, it could still be solved because almost all lecturer in the Community Health Education department conduct researches funded from internal Unnes and outside as capital to write good quality articles, and the existence of accredited national journals of public health (KEMAS) in this department. Another concerning factor is the limited amount of reviewers from inside and outside Unnes with similar field of knowledge. Improvement of human resource to a professor of sport science had obstacle concerning journal publication, motivation, and mentoring assistance which is necessary, given the condition that most lecturers were better achievers in their field of sports. Limited amount of research and obtained funds resulted in the limited article demands and quality output. This was worsen by low motivation despite sufficient number (9 people) of qualified lecturer (has Doctoral Degree). The characteristics of each field in this Faculty of Sport Science required mentoring program to improve the quality of human resources, particularly to the level of Professor. As stated by Inzer (2005), future organization would require mentoring system culture for career development program and as an important part of organizational strategy. Mentoring program was a work undertaken by the facilitator, which could act as a driver, mover, catalyst, and motivator, while the main actors in the activity were those who concerned themselves. Mentoring programs should have a clear objective not to abandon principles of professionalism (Nail H, 2007; Julio, 2004). Mentoring program was a strategy that could greatly affected and accelerated the success of a program and the development of community in order to achieve the maximum goal (Budiyanto, 2011). Mentoring program could improve performance, including achievements, and avoid waste in terms of economy and time (Joy, 2006). Various methods of approach to mentoring are: 1) Socio-caricative, an approach which viewed society as those who are weak, poor and helpless, to be pitied and given assistance, 2) Socio-economist, an approach which viewed the weak and the poor would be able to overcome their problems when their economic capabilities improved, for example with the aid of capital or technical skills, 3) Socio reformist, which viewed weak and poor people existed due to the ineffectiveness of the existing social functions, such as loss of sense of security and loss of resources to natural disasters. Therefore, the efforts made were to restore their social function, and 4) Socio transformative, an approach which viewed society already demonstrated outstanding ability and they simply needed to be motivated and given the opportunity, knowledge, and skills to develop their full potential.

289

5. Conclusion Inhibiting factor in human resource development of lecturer to professor in the field of public health and sports in Unnes Faculty of Sport Science has distinctive characteristics. In community health science, the main obstacle is in the field of education, where the Department of Community Health Science is a relatively new department and the human resources are still undergoing Doctoral Degree study (33%). Another factor of concern is the limited amount of reviewers from inside and outside Unnes who have similar field of sciences. In the human resources upgrade to a professor of sport, the obstacles that need major attention is the journal publication, and compounded by low motivation, although the number of qualified lecturer (Doctoral Degree) is sufficient (9 people). The characteristics of each field in this Faculty of Sport Science models require mentoring program to improve the quality of human resources, particularly to the level of a Professor. 6. References [1] Bazionelos Nikos. (2004). Mentoring Provided: Relation to Mentors Career Success, Personality, and Mentoring Received, 64: 24-46 [2] Budiyanto H. (2011). Pendampingan Dalam Proses Perencanaan Partisipatif Program Penataan Lingkungan Pemukiman Berbasis Komunitas (PLPBK). Jurnal Local Wisdom, 3(1): 34-40 [3] Direktorat Jendral Pendidikan tinggi. (2014). Pedoman Operasional Penilaian Angka Kredit Kenaikan Pangkat/Jabatan Dosen. Jakarta, Dirjendikti [4] Ismail. A, Khian Jui.M.K, Abdullah.M.M. (2009). Formal Mentoring, Gender, Type and Mentorship and individuals, Phsycosocial: A Moderating Model Approach. Pakistan Journal of Commers & Social Sciences, 3: 10-24 [5] Inzer Ionnie D, Crowford.C.B. (2005). E Review of Formal and Informal Mentoring: Processes, Problems, and Design. Journal of Leadership Education, 4(1):31-50 [6] Joy Penman, Frances White. (2006). Peer Mentoring Program Pop-Up Model For Regional Nursing Student. Journal of University Teaching and Learning Practis, 3(2): 123-135 [7] Julio J Ramirez. (2012). The Intentional Mentor: Effective Mentorship of Undergraduate Science Students.The Journal of Undergraduate Neuroscience Education, 11(1): A55-A63 [8] Kurtulus Yilmaz Genc. (2014). Environ Mental Factors Affecting Human Resources Management Activities Of Turkish Large Firms. International Journal of Busines and Management 9(11): 102-122 [9] Nail Hamilton and Lisa Montpetit B. (2007). Fostering Profesionalism Through Mentoring. Journal of Legal Education, 57(1):1-29 [10] Nataliia Hunko. (2013). Factors Influencing The Formation of Human Resources. Economic & Sociology 6(2); 65-72 [11] Stefane M Kabene, et.al. (2006). The Importance of Human Resources Management in Health Care: A Global Next. Human Resources For Health 4(20): 1-17 [12] Sugiyono, P.D. (2014). Populasi dan sampel. Metode Penelitian Kuantitatif, Kualitatif dan R&D.

290

[13] Williams Sandra, Judith Sunderman, Justin Kin. (2012). E Mentoring In An Online Course: Benefits and Challenges to E-Mentors. International Journal of Evidence Based Coaching and Mentoring, 10(1): 109-123 [14] Zehra Alakoc Burma. (2014). Human Resource Management and Its Importantce For Today’s Organizations. International Journal of Education and Social Science 1(2): 85-94

291

292

The Profile of Scientific Literacy Skills Junior High School Students In Soppeng South Celebes A. Rusilowati and F. Basam Post Graduate Program, Universitas Negeri Semarang Corresponding author email: [email protected]

Abstract The study aimed to photograph the profile of scientific literacy skills of junior high school students in Soppeng South Celebes. The students' ability in scientific literacy includes four aspects, namely science as a body of knowledge, science as a way of thinking, science as a way to investigate, and interaction of science, environment, technology and society (SETS). This survey research used test instruments (scientific literacy assessments) as collecting data technique. The subjects were students of class IX Soppeng academic year 2016/2017, with 63 numbers of students. The analysis shows the achievements of students scientific literacy skills classified as poor category with performance less than 50%. The highest aspect is shown on science as a way of thinking and aspects of the interaction of science, environment, technology and society (SETS) as the lowest aspect. Keywords: Scientific literacy, junior high school, scientific literacy assessments

1. Introduction Science education in the world is having reformation to focus on scientific literacy achievement before children graduate from high school (Liu, 2009).The purpose of science education is to understand and to use the concept of science and technology in everyday life (Rusilowati et al., 2016a). Learning scientific literacy is the development ability and creativity based on the scientific knowledge that is relevant to everyday life and career decision-making for problems solving (Holbrook & Miia, 2009). Scientific literacy has become a necessity to have, for a variety of activities filled with the products of scientific work. Scientific literacy is considered to have an important role in facing the challenges of the 21st century. Various problems in daily life can not be separated from science, so it is important to train the ability of scientific literacy (Mahardika et al., 2016). Each activity requires scientific information to be used as consideration to run daily life. According to Archer-Bradshaw (2014), to produce individuals who have the ability of scientific literacy is important to prepare for their future so that students who are able to adapt to social life can change quickly Scientific literacy according to the Organization for Economic Cooperation and Development (OECD, 2013) is the ability to use scientific knowledge, to identify questions to acquire new knowledge, to explain scientific phenomena, and to draw conclusions based on scientific evidence. Scientific literacy refers to the competent ability to participate in environmental problems(Tobin, 2015). Study result of the Programme for International Student Assessment (PISA) regarding to the level of scientific literacy of students achievement organized by the OECD to the age of 15 years at the international level from 2000 to 2015, looks not satisfying for Indonesian education. In 2000 Indonesia was ranked 38th out of 41 countries with a score of 393 (OECD, 2003), in 2003, ranking 38th out of 40 countries with a score of 395 (OECD, 2004), in 2006 ranked 50th out of 57 countries with a score of 393 (OECD, 2007), in 2009 ranked 60th out of 293

65 countries with a score of 383 (OECD, 2010), in 2012 ranked 64th out of 65 countries with a score of 382 (OECD, 2014), in 2015 ranked 62 out of 70 (OECD, 2016). In general, Indonesian students'scientific literacy skills are at the lowest stage (Low International Brenchmark) below the average PISA score of 500. The results of the PISA study puts Indonesia in the lower position in the list of countries in terms of quality of education. Odja and payu research results (2014) shows the early literacy skills of students in Gorontalo included in the low category. According Rusilowati (2013), the ability of Indonesian students' science, especially scientific literacy weakened compared to the previous year. The result of the studies reinforce that the literacy skills of science students in Indonesia is in the low category. The purpose of this research is to analyze the early ability of scientific literacy junior high school students of class IX in Soppeng.The results are expected to provide information about the early ability of scientific literacy of junior high school students of class IX in Soppeng, and be aware of any literacy aspects that still require suppression and also can provide treatment solutions. 2. Methods This type of research is survey. The subjects were class IX students of 3 Schools in Sopeng South Celebes, SMPN 1 Liliriau, SMPN 2 Liliriau and MTS DDI Pattojo numbered 63 students.Research subjects in each school (school random sequence) are shown in Table 1. School name School 1 School 2 School 3

Table 1. Subjects Research The number of students Accreditation Status 20 A 22 A 21 B

Instruments in this study is a set of scientific literacy called scientific literacy assessment which includes four aspects of scientific literacy developed by Rusilowati, et al (2016). The fouraspects of scientific literacy are science as a body of knowledge, science as a way of thinking, science as a way to investigate, and the interaction between science, environment, technology and society (SETS). This aspect is the development of aspects revealed by Chiapetta (1991) and Dani (2009). This instrument has been validated by several experts and tested. Research data is the result of scientific literacy. Students' answer was categorized in four categories of literacy skills in science, then presented based on scientific literacy category. Interpretation of students'scientific literacy skills can be seen in Table 2. Table 2. Interpretation of Students' Scientific Literacy Skills Percentage Category 85 < X ≤ 100 Very good 75 < X ≤ 85 Good 60 < X ≤ 75 Fair 55 < X ≤ 60 Less ≤ 54 Poor

294

3. Results and Discussion Scientific literacy component which is used as a constituent indicators of the ability of scientific literacy can be seen in Table 3. Table 3. Components Science Literacy Aspects of Science Literacy Science as a body of knowledge

Component Facts, concepts, principles, laws, hypotheses, theories, and models of science Science as a way of thinking The emphasis on thought, logical thinking, and reflection in the form of scientific knowledge and scientific work, Empirical science, Ensure objectivity in science The use of assumptions in science Reason inductively and deductively Causality The relationship between the facts and the evidence Self-role in science Science as a way to investigate Describe how scientists conduct experiments Using the methods and processes of science such as observation, measurement, classifying, inferring, recording and analysis of data, communicate using various ways such as, writing, speaking, using charts, tables, and charts, making calculations, and experiment The interaction between science, The impact of science towards environment and society environment, society, and The relevance between science, environment, society, and technology (SETS) technology career The relationship between science and social problems The usage of science in making decisions, and problem solving in everyday life The relationship between science, moral and ethical issues

The test results of 63 scientific literacy of class IX students in each school in Soppeng shown in Figure 1. In Figure 1 it appears that the ability of scientific literacy of students in School 1 is low in almost all aspects. In the aspect of science as a body of knowledge, theachievement is 47% only. For the aspects of science as a way of thinking, the achievement is 43%.,Achievement of science as a way of investigating aspect is 47%, and on aspects of the interaction between science, environment, technology, and society is 34%.The ability of students at school 1 is classified as poor category.

295

90 80 70 60 50

School 1

40

School 2

30

School 3

20 10 0 Science as a body of knowledge

Science as a way of thinking

Science as a way to investigate

The interaction between SETS

Figure 1. The ability of each aspect of Scientific literacy in Three Schools. In the School 2, students'scientific literacy skills in aspects of science as a body of knowledge ability of students is classified as fair category, with a performance of 57%. Aspect of science as a way of thinking ability of students is classified as category good with the achievement of 82%. On aspects of science as a way of investigating, the ability of students is categorized as poor with performance by 41% and on aspects of the interaction between science, environment, technology, and society's ability students is classified as poor category with a performance of 53%. School 3, students'scientific literacy skills in aspects of science as a body of knowledge achieved 12%, on aspects of science as a way of thinking, achieved 24%, on aspects of science as a way to investigate the performance, achieved 24% and on aspects of the interaction between science, environment, technology, and society, achieved 20%..The ability of scientific literacy of students in School 3 is poor. It can be concluded that the students'scientific literacy skills School 2 is he second best among the other two schools. Scientific literacy skills of junior high school students in the district Soppeng for every aspect shown in Figure 2. As shown in Figure 2, the percentage of ability of students literacy science on aspects of science as a body of knowledge is in poor category, with average of 39%, on aspects of science as a way of thinking is categorized as poor,with average of 50%, in the aspect of science as a way of investigating is categorized as poor with average 37%, and on aspects of the interaction between science, environment, technology and society is also categorized as poor with performance by 36%. It can be concluded that the average ability of junior high school students in scientific literacy in each aspect is still relatively very less, with performance of less than 50%.

296

100 80 60 40 20 0 Science as a body of knowledge

Science as a way of thinking

Science as a way to investigate

The interaction between SETS

Figure 2. Ability Junior High School Students Scientific literacy in Soppeng Every Aspect The ability of scientific literacy of students in each school is shown in Figure 3. In Figure 3 it shows the general ability of scientific literacy of students in each school. At school 1is classified as poor category with performance 43%, at School 2is classified as less category with performance 58%, while school 3 is classified as poor catogery with performance 20%. In accumulation, scientific literacy ability junior high school students in Soppeng is generally classified as poor category with a performance of 40%.

100 80 60 40 20 0 School 1

School 2

School 3

Overall

Figure 3. Ability of Scientific literacy Junior high school students in Soppeng The lowest of ability students'scientific literacy is caused by various factors. One reason is the learning process. This also happens in Soppeng. Based on interviews with

297

teachers and students in schools 1, 2, and 3, science learning is still done with a model lecture. Permanasari (2010) stated that commonly learning science in Indonesia emphasizein memorizing without understanding that can be applied to students' real life. According Gormally, et al (2009), learning by inquiry showed a greater improvement in the ability of scientific literacy in students. Beside learning process, the devices that support the learning process becomes an important factor in determining students'scientific literacy skills. Alam, et al (2015) found a low aspect of scientific literacy for Lesson Plan did not facilitate the ability to train students scientific literacy. Textbook-based scientific literacy is also not available in the district Soppeng. Though the book-based teaching scientific literacy affects much in the literacy skills of students. According Rusilowati, et al (2016a), scientific literacy textbooks is effective as stimulants to increase scientific literacy of students. Instrumentof evaluation with scientific literacy basis is also very important todevelope so that students are accustomed to solve problems based on scientific literacy (Rusilowati, et al., 2016b). Thus a solution that can be offered to improve scientific literacy junior high school students in Soppeng is the development of learning devices with science literacy basis. The device includes textbooks, lesson plans, worksheets, evaluation tools, etc which refer to the four aspects of scientific literacy. The aspects are science as a body of knowledge, science as a way of thinking, science as a way to investigate, and the interaction between science, environment, technology and society (SETS). Provide a training for teachers is one of steps, therefore teachers know how to teach and develop learning tools that can improve scientific literacy. With this step, teachers can implement in their teaching and make scientific literacy embedded the students thought. 4. Conclusion In general, students'scientific literacy skills is classified as poor category with a performance of 40%. The ability of scientific literacy each aspect, from the four aspects of science as a body of knowledge, science as a way of thinking, science as a way to investigate, and the interaction between science, environment, technology and society (SETS) for overall is poor with the achievements of all aspects of less than 50%. Based on the research results, the learning process requires to review and re-examine for a properlearning and teaching so it can be appliedessentially, in order to develop students'scientific literacy skills. The relevant learning to develop students'scientific literacy skills is the learning with scientific literacy basis itself. Therefore all the process and the device must contain all aspects of scientific literacy. 5. References [1] Alam, D. P., Utari, S., & Karim, S(2015). “Rekonstruksi Rancangan Rencana Pelaksanaan Pembelajaran Sains Melalui Analisis Kesulitan Literasi Sains Siswa SMP Kelas VII pada Topik Gerak Lurus”. Prosiding Simposium Nasional Inovasi dan Pembelajaran Sains 2015 (SNIPS 2015). Universitas Pendidikan Indonesia 8 dan 9 Juni 2015. 298

[2] Archer-Bradshaw, R. E(2014). “Demystifying scientific literacy: charting the path for the 21st century”. Journal of Educational and Social Research, 4(3), 165-172. [3] Chiapetta, E.L, Filman, D.A., &Sethna. G.H. 1991. A Method to Quantify Major Themes of Scientific Literacy in Science Textbooks.Journal of Research in Science Teaching, 28(8), 713- 725. [4] Dani, D. 2009. Scientific Literacy and Purposes for Teaching Science: A Case Study of Lebanese Private School Teachers. International Journal of Environmental and Science Education, 4(3), 289-299. [5] Gormally, C., Brickman, P., Hallar, B., & Armstrong, N (2009). Effects of inquiry-based learning on students’ scientific literacy skillss and confidence. International journal for the scholarship of teaching and learning, 3(2), 16. [6] Holbrook, J., & Rannikmae, M(2009). The Meaning of Scientific Literacy. International Journal of Environmental and Science Education, 4(3), 275-288. [7] Liu, X(2009). Beyond science literacy: science and the public. International Journal of Environmental and Science Education, 4(3), 301-311. [8] Mahardika, E. A. S., Suwono, H., &Indriwati, S. E (2016). Eksplorasi Kemampuan Awal Literasi Biologi Siswa Kelas X SMAN 7 Malang. Prosiding Seminar Nasional Pendidikan Biologi dan SAINSTEK (SNPBS 2016). Universitas Muhammadiyah Surakarta. Surakarta, 21 Mei 2016. [9] Rusilowati, A(2013). Peningkatan Literasi Sains Siswa melalui PengembanganInstrumen Penilaian. Pidato Pengukuhan Profesor Unnes Semarang. [10] Rusilowati, A., Nugroho, S. E., & Susilowati, S. M(2016a). Development Of Science Textbook Based On Scientific Literacy For Secondary School. Jurnal Pendidikan Fisika Indonesia, 12(2), 98-105. [11] Rusilowati, A., Kurniawati, L., Nugroho, S. E., & Widiyatmoko, A (2016b). Developing an Instrument of Scientific Literacy Assessment on the Cycle Theme. International Journal of Environmental and Science Education, 11(12), 5718-5727. [12] Tobin, K (2015). Handbook Pengajaran dan Pembelajaran Sains. Terjemahan M. Khozim dan Derta Sri Widoewati. Bandung: Nusa Media. [13] Odja, A. H., & Payu, C. S (2014). Analisis Kemampuan Awal Literasi Sains Siswa pada Konsep IPA. Prosiding Seminar Nasional Kimia. Jurusan Kimia FMIPA Universitas Negeri Surabaya, 20 September 2014. [14] OECD (2003). Literacy Skillss for the World of Tomorrow: Further Results From PISA 2000. OECD Publishing. [15] OECD (2004). Learning for Tomorrow’s World First Results from PISA 2003. OECD Publishing. [16] OECD (2007).PISA 2006 Science Competencies for Tomorrow’s World (Volume 1: Analysis).OECD Publishing. [17] OECD (2010). PISA 2009 Results: Executive Summary. OECD Publishing. [18] OECD(2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science,Problem Solving and Financial Literacy, OECD Publishing.

299

[19] OECD (2014).PISA 2012 Results in Focus What 15-Year-Olds Know and What They Can Do with What They Know. OECD Publishing. [20] Permanasari, A ( 2010). “Membangun Keterkaitan antara Mengajar dan Belajar Pendidikan Sains SMP untuk Meningkatkan Scientific literacy Siswa” dalam Hidayat, T., Kaniawati, I., Suwarna, R. I., Setiabudi, A., & Suhendra, Teori, paradigma, prinsip dan pendekatan pembelajaran MIPA dalam konteks Indonesia. Bandung: JICA-FMIPA UPI.

300

The Quality and Need Of The Development Of Authentic Assessment Model For Indonesian Language Learning In Middle Schools Muhlis Fajar Wicaksana*, Sarwiji Suwandi, Retno Winarni, Ngadiso Sebelas Maret University, Surakarta, Indonesia *Corresponding author email: [email protected]

Abstract This research aims at finding out the quality and preliminary needs of teacher assessment of speaking skill in Indonesian language learning in middle schools. The research design applied is R & D (Research and Development). The data were obtained from deep analysis of lesson plans, analysis of teacher and student books, and observation of the learning implementation. The data indicate that (1) the assessment applied insufficiently reflects the measured skill, (2) the assessment is not objective, (3) the assessment standard is not systematic (planned and gradually applied), (4) the teacher conducts the assessment without planning and gradual steps, and the middle school teachers do not comprehend authentic assessment in measuring speaking skill. The need of authentic assessment model for teachers to measure speaking skill is highly required. Teachers expect that further development of authentic assessment is urgently needed. It can be then concluded that the assessment applied in the learning process should not always refer to the book used at school. The quality of the existing book is not always considered to be good. Teachers should pay attention to the assessment system, objectivity, and instruments they will apply. It is expected that the components will give a clear glimpse to teachers in conducting assessment for learning. Keywords: authentic assessment, speaking skill, Indonesian language.

1. Introduction The changing curriculum from School-based Curriculum (KTSP) to Curriculum 2013 leads to some problems for teachers, one of which deals with assessment. Teachers who used to apply traditional assessment should change their assessment method to be authentic assessment. Authentic assessment in Curriculum 2013, as postulated by Mulyasa (2013, p. 66), is an assessment which firstly focuses on knowledge through output assessment to be competence-based assessment through process, portfolio and output assessment thoroughly and holistically. Although this method of assessment is appropriate to measure students’ skills on the skill aspects, not all teachers understand the implementation of the assessment. The implementation is based on what they understand. In reference to the interview result quoted from Nashrillah (2013), the teachers in target schools of Curriculum 2013 implementation claim that it is still difficult for them to comprehend the educational curriculum in 2013. The difficulty that is mostly complained by teachers is to understand the Core Competencies (KI) and Basic Competencies (KD). It is difficult for them to teach the competencies and conduct the assessment. Teachers’ comprehension of authentic assessment is merely on the understanding level, but there is still some confusion about applying and adjusting with it. Besides, the existing books are not sufficient enough to make them understand the implementation of the authentic assessment.

301

Due to discrepancy between the learning and the assessment system used, it is necessary to conduct improvement efforts in the assessment system. One of them is by developing an authentic assessment model of speaking skill aspects in middle schools. The objective of the research is to find out the teacher quality and preliminary needs of authentic assessment of speaking skill aspects in Indonesian Language learning in middle school. To do this, the research was conducted through qualitative research method. Qualitative research studies the participants’ perspective of multiple strategies; interactive strategies, such as direct observation; participant observation; in-depth interview; document analysis; and complementary techniques such as pictures, recordings, etc (Sukmadinata, 2008, p. 95). The data were collected through document analysis of lesson plan (RPP), interview with teachers and students, and the observation of learning implementation. 2. The Concept of Authentic Assessment One of the activities used to evaluate whether or not learning is successful is assessment. According to Nurgyantoro (2001, p. 3), all educational activities conducted are generally followed by assessment activities. This statement is also supported by Mueller (2003, p. 7) stating, “Assessment is an integral part of instruction and learning. When assessment is located in the classroom, it has the most immediate value. This is why assessment cannot be separated from instruction. With good assessment we can improve instruction, and with good instruction we can improve the achievement of all students”. In theory of learning, there are some types of assessment; one of which is authentic assessment. Keyser and Howell (2008, p. 19) state, “Early uses of the term authentic in education referred to any use of instruction and assessment that mirrored real-world tasks rather than a contrived learning experience of the classroom-based worksheet or test. In that context, authentic achievement was an achievement that bore some resemblance to that required to be successful in the real world and not the staid classroom environment. Furthermore, authentic assessment became assessment used to assess real-world experience and achievement”. Besides, as postulated by Johnson (2010, p. 288), authentic assessment gives opportunity to students to show their best competency while demonstrating what they have learned. This kind of assessment focuses on the learning objectives, involves direct instruction, requires relatedness and mutual aid, and commits higher level of thinking. The assignments given in authentic assessment require the use of the aforementioned strategies, so that students can show their mastery of learning objectives and the depth of their understanding, and at the same time increase knowledge and find ways for self-improvement. Smith (2007, p. 25) proposes that there are six principles in implementing authentic assessment, comprising that (1) authentic assessment is continuously conducted, especially when dealing with informing each of the learning aspects and curriculum concepts. When

302

students are involved in authentic assessment, teachers find and study what to teach and also how and when they have to teach them; (2) authentic assessment is an integral part of the curriculum. Students are assessed when they are involved in learning class experience, not just before and after the unit through pre- and post-test; (3) authentic learning is based on the appropriate development and culture; and (4) authentic assessment focuses on students’ strengths. Teachers assess what students can do, what they know, and how they use it to learn; (5) authentic assessment admits that the most important evaluation is self-evaluation. Teachers and students need to comprehend the reasons why they do and what they do, and therefore they may have some meanings of their own success and growth; (6) authentic assessment requires an active collaboration among teachers, students, and parents for a mutual aid to reflect and assess the learning. O’Malley and Pierce (1996, p. 4) propose that “Authentic assessment is an evaluation process that involves multiple forms of performance measurement reflecting the student's learning, achievement, motivation, and attitudes on instructionally-relevant activities. Examples of authentic assessment techniques include performance assessment, portfolios, and self-assessment”. The research findings of Wiggins (1993), Stiggins (1987), and Mueller (2005) in Beatson, McNamara, and Larkin (2009, p. 254) define it as “a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills”. Based on the aforementioned explanation, it can be concluded that authentic assessment is an assessment derived from the real facts in the classroom about every single thing the students do in the learning, including that related to cognitive, affective, or psychomotor domain. This sort of assessment can be in the form of written or spoken assessment, student performance assessment, portfolio, assignment, attitude, and self assessments. In addition, assessment implementation should be in accordance with the applied learning method or technique. That is why it requires teachers to be creative and innovative, so that they can develop the instruments to measure students’ skills through a better way. 3. Aspect of Speaking Skill Assessment Indonesian language learning aims at improving learners’ ability in communicating using Indonesian language properly and appropriately, both in spoken and written aspects, as well as nurturing appreciation for literary works of Indonesians (BSNP, 2006, p. 110). The four skills in Indonesian language cover listening, speaking, reading, and writing. This study focuses on the speaking skill. According to Djiwandono (2008, p. 118-119) speaking is expressing idea orally. By expressing what is in mind, an individual can make other persons or listeners understand what he or she is thinking. This kind of skill covers a number of underlying rules, including; 1) the relevance and clarity of message, problem or topic; 2) the clarity and the tidiness of the

303

content organization; 3) the proper and appropriate use of language according to the content, purpose, reality and listener. Another concept is proposed by Halidjah (2011, p. 261) in the Journal of VisiIlmuPendidikan that speaking skill is an active language skill. It is considered active for the speaker conducts an activity to select the things that are going to be revealed and the media that are going to be used. The formulation of content and media produces an utterance. Moreover, Widdowson (1978, p. 6) postulates that speaking is the movements of the speech organs to produce the sound which is perceived by the ear. In addition, Thornbury (2005, p. 4) suggests that speaking is an interactive and requires the ability of cooperate in management of speaking turns. Meanwhile, Iwashita, et.al. (2008, p. 24) states that speaking proficiency at the higher levels, four factors (vocabulary, grammar, pronunciation, and fluency) show equal contributions, with the sociolinguistics factor contributing relatively less. O’Malley and Pierce (1996, p. 59) explain that speaking means negotiating intended meanings and adjusting one’s speech to produce the desired effect on the listener. According to Brown (2004, p. 142), a similar list of speaking skills can be drawn up for the same purpose: to serve as a taxonomy of skills from which you will select one or several that will become the objective(s) of an assessment task. The micro skills refer to producing the smaller chunk of language such as phonemes, morphemes, word, collocations, and phrasal units. The macro skills imply the speaker’s focus on the large elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options. In reference to some arguments proposed by the above experts, it can be concluded that speaking skill is an active, productive skill. This skill is closely related to the relevance and clarity of message (problem or topic), the clarity and tidiness of the content organization, pronunciation (intonation, juncture, gesture, and stressing), and fluency in using language communicatively (easy to understand), including the style and cohesion. 4. Types of Authentic Assessment According to O'Malley and Pierce (1996, p. 213), the types of authentic assessment include performance assessment, observation and question, presentation and discussion, project/exhibition, experiments/demonstration, story or text retelling, self-assessment, portfolio, and journal. Meanwhile, Johnson (2010, p. 290) suggests four types of authentic assessments, including portfolio, performance assessment, project, and complete essay. In accordance to Indonesian language and literature learning, those types of assessment can be applied in learning activities. Nola (1990, p. 2) proposes that authentic assessment can be constructed for such thing as group or individual projects, lab experiments, oral presentations, demonstrations, performances, assignment, journals, essays, report, literature discussions group, reading logs, self assessment, peer assessment, and assessment of cooperative learning.

304

Furthermore, authentic assessment can be constructed in the form of performance assessments, portfolio, and self-assessment. This is in line with the types of assessment suggested by O’Malley and Pierce (1996, p. 4) Suwandi (2010, p. 200) mentions that authentic assessment is an evaluation which involves students in realistic situation in evaluating themselves (self-assessment) and an evaluation which is performance-based, realistic, and suitable with learning (performance assessment), and portfolio. On the basis of the theories postulated by some experts above, it can be concluded that the alternative or authentic assessment can be constructed by performance assessment, portfolio, and self-assessment. Those three types of evaluation can be applied for measuring real condition of students’ knowledge and skills. 5. Findings At this stage, the quality and the need analysis of authentic assessment of speaking skill in middle schools will be further investigated. The explanation is presented as the following. 5.1 The Quality of Authentic Assessment Model of Speaking Skill in Middle Schools Refers to Lesson Plan and Assessment in Class On the basis of the results of lesson plan analysis, some of the teachers do not face any difficulties. The lesson plan arrangement is carried out by the teachers by means of The Indonesian Language Teachers Professional Development Forum (MGMP Bahasa Indonesia) in middle schools. Based on the lesson plan, the documents including the school identity, theme/subtheme, the subject matter, and the assessment of learning outcomes are complete. The component of learning outcome assessment in lesson plan is completed with criteria/ rubric. Thus, it can be concluded that the lesson plan has been well arranged by teachers through The Teachers Professional Development Forum. From the observation carried out on 19 March 2014, there are some important findings. The components observed in the teachers’ evaluation include 1) the types of assessment applied; 2) criteria/ rubric; and 3) feedback from teachers. The results are presented as the followings. From the evaluation on the component of observation related to the assessment applied by the teachers, it is found that the assessment has not indicated variation of types of assessments. It can be seen from the activities in the classrooms, in which some students deliver presentation, when teacher and the other students give responses. The other students are instructed by the teacher to respond to the presentation. The students just make a conclusion that the presentation has been suitable with the theme of ‘natural disaster’. The students’ works that have been presented have already met the expectation in concluding explanation text. Hence, based on these results, it can be concluded that the model of evaluation applied by the teacher is less varied, focusing only on the last stage after the students present the results of their works.

305

Another component related to types of assessment applied by teachers is congruity between assessment and learning. The types of assessment used by the teachers during the learning process have been congruent. Teachers conduct the assessment after students are asked to communicate their assignment of explanation text composition through presentation in front of other groups. In this case, they can present well although in delivering their presentation they tend to be less serious and unprepared. The teachers, therefore, seem not to pay attention to the aspects of good presentation, such as preparation prior to the presentation, attitude when delivering presentation, articulation, volume of voice, and organization of sentences and vocabularies delivered, so that assessment on the skills is thought to be perfunctory. The next component on observation of types of assessment is related to criteria/rubric. It is found that in doing assessment, criteria/rubric and materials have been made congruent, only prior to the assessment the teachers do not give detailed explanation about the rubric to the students. This leads to students’ confusion towards the assessment which is used. The students have not understood the reasons they should include when giving scores to other groups. On the component of clarity of criteria/rubric, it can be seen that the assessment delivered by teachers is less clear. Teachers have not given clear instructions to the students prior to the assessment. After presentation, students are asked to give scores to a group delivering presentation and to include the reasons why they give particular scores ranging from 1 to 4. With certain considerations or clear reasons, students’ subjectivity can be minimized when students give scores to others. Another component existing on aspects of criteria/ rubric of assessment is the principle of transparency/ openness in score giving as the form of teachers’ responsibility towards students which is thought to be insufficient. Teachers have not been transparent when giving scores to their students. The assignments they have checked are never returned to the students so that they never have a chance to revise their assignments. Another finding indicates that teachers’ feedback shows positive results. Teachers have given a chance for students to ask something they do not understand. Besides, when doing assessment, by approaching students, teachers ask the students about the difficulties they have found. Some students, however, are found to ask quietly for explanation on the assessment rubric. In addition, based on the interview in some schools in Solo from February to April 2014, it is found that the contents of assessment guide book for middle schools have not been arranged in detail. There are three components in this book, including assessment techniques, steps to do assessment, and assessment result management. In assessment techniques, explanation on various assessments seems to be unspecific. The assessment techniques which are applied do not refer to linguistic field of study. Several other subjects are taken as examples, such as Physical Exercise for a technique to assess students’ works, Science for a technique to measure students’ attitude, and History to assess students’ projects.

306

Apart from components related to assessment techniques which have been explained, there have been less-structured steps to conduct the assessment. This can be seen from the absence of continuous examples on similar school subject in every step of doing the assessment. The last component is related to less-detailed assessment results. This implies that the scores which are shown have not been comprehended by students or other parties. There have not been clear rating scales (numbers). Besides, based on fact finding interviews with teachers, most teachers state that the authentic assessment is too complicated to implement. This means that when conducting the assessment, they should deal with administrative problems, e.g. filling many assessment drafts. They feel that the implementation of the assessment will be troublesome. On one side, teachers are supposed to make an objective assessment. On the other side, they have to do it quickly while, in fact, there are so many aspects they need to assess. 5.2 Analysis of The Need of Authentic Assessment Model of Speaking Skill Aspects in Middle High School In reference to the interview with teachers in February to April 2014, it is found that scoring guides in middle schools are felt to be in less-detailed contents. In this case, therefore, teachers require practical and efficient types of assessment to be applied. Besides, based on fact findings (interview results from February to April 2014) it is found that middle school teachers have not had sufficient comprehension on assessment model of speaking skill aspects. They have implemented speaking skill assessment by using more than one assessment model. However, quality of teachers’ mastery on this authentic assessment model of speaking skill in middle schools may vary. It is clear that the middle school teachers commonly do not recognize authentic assessment model to measure speaking skill aspects. Most teachers say to be able to identify the assessment at glance. As stated by teachers of SMP N 1 Sragen (State 1 Junior High School of Sragen) and SMP N 1 Wonogiri (State 1 Junior High School of Wonogiri), the authentic assessment model is one of assessments which aims at assessing students based on fact findings. The concept of the assessment, in fact, does not only cover what has been stated before. Other data show that teachers’ comprehension on the authentic assessment model varies. They feel that they understand but they cannot provide clear answers. Moreover, the arguments they deliver are less appropriate. Clearly, middle school teachers commonly have not recognized the authentic assessment model well. Most of them state that they recognize the model but can only provide limited explanation. Some others say that they recognize but cannot give explanation. Only one teacher gives a statement that he recognizes but does not give an exact explanation. The authentic assessment model to assess speaking skill aspects is thus highly required. This is in line with teachers’ expectation towards the model.

307

6. Conclusion In reference to the aforementioned findings, it can be concluded that: (1) Difficulties are not found in constructing the Lesson Plan (RPP) drafting which refers to the Core Competencies (KI) and Basic Competencies (KD) since the RPP is well-arranged by The Teachers Professional Development Forum; (2) Most types of assessment conducted by teachers focus mainly on the end of the learning process. During the process, the teachers do not conduct the assessment; (3) The implementation of the assessment has conformed to the existing criteria/ rubric. Teachers, however, do not give clear instructions to the students prior to the assessment; (4) Teachers have given motivation and encouragement during the assessment well. They have given a chance for students to ask or to give feedbacks; (5) The authentic assessment guide book has not provided clear and detailed steps when they are applied in the class; and (6) The development of the authentic assessment model in middle schools is highly-required by teachers. 7. References [1] Badan Standar Nasional Pendidikan. (2006). Standar Isi untuk Satuan Pendidikan Dasardan Menengah. Jakarta: Depdiknas. [2] Beatson. Amanda, Judith McNamara, dan Ingrid Larkin. (2009). “Assessment in Different Dimensions Conference Papers”. Poster Presentations: Authentic Assessment of Work Integrated Learning. P.253. Melbourne: Learning and Teaching Unit, RMIT University. [3] Borg, Walter R, dan Meredith D. Gall. (1983). Educational Research An Introduction. New York: Longman. [4] Brown, H. Douglas. (2004). Language Assessment Principles and Classroom Practice. San Fransisco: San Fransisco University. [5] Djiwandono, M. Soenardi. (2008). Tes Bahasa, Pegangan Bagi Pengajar Bahasa. Jakarta: PT Indeks. [6] Halidjah, Siti. (TanpaTahun). Evaluasi Keterampilan Berbicara dalam Pembelajaran Bahasa Indonesia. Jurnal Visi Ilmu Pendidikan. FKIP UNTAN Pontianak. [7] Iwashita, Noriko, Annie Brown, Tim McNamara and Sally O’Hagan. (2008). Assessed Levels of Second Language Speaking Proficiency: How Distinct. Oxford: Oxford University Press. [8] Johnson, Elaine B. (2010). Contextual Teaching and Learning (Terjemahan Ibnu Setiawan). Bandung: Kaifa. [9] Mueller, Jonathan. (2003). Authentic Assessment Toolboxhttp://jonathan.mueller. faculty.noctrl.edu/tollbox. Diunduh tanggal 9 Oktober 2014. [10] Mulyasa. (2013). Pengembangan dan Implementasi Kurikulum 2013.Jakarta: Rosda. [11] Nashrillah, Faiz. (2013).Para Guru Masih Bingung Kurikulum 2013. (Online), (www.id.berita.yahoo.com)diaksestanggal 13 Desember2013. [12] Nurgiyantoro, Burhan.(2001). Penilaian dalam Pengajaran Bahasa Indonesia.Yogyakarta: BPFE Yogyakarta. [13] O'Malley, J. Michael, and Lorraine Valdez Pierce. (1996). Authentic Assessment for English Language Learning: Practical Approaches for Teachers. New York: Addison-Wesley Publishing.

308

[14] Smith, S.G. (2007). Lesson study as formative Assessment in secondary schools. Proceedings of the authentic assessment practices for student learning conference. Faculty of Education and Social Work University of Sydney. [15] Sukmadinata, Nana Saodih. (2005). Metode Penelitian Pendidikan. Bandung: RosdaKarya. [16] Suwandi, Sarwiji. (2010). Model Assesmen dalam Pembelajaran. Surakarta: UNS Press. [17] Thornbury, Scott. (2005). How to Teach English. New York: Longman. [18] Widowwson, L.G., (1978). Teaching Language as Communication. Oxford: Oxford University Press.

309

310

The Resem Counseling Model For Bajawa Female Clients Yoseph Pedhu Doctoral Study Program of Guidance and Counseling, Post Graduate Program Universitas Negeri Semarang, Semarang, Indonesia Corresponding author email: [email protected]

Abstract Meaningful and effective counseling require counselor to have cultural awareness, knowledge, and skills. Cultural sensitivity is an essential aspect for a counselor because counseling is a cultural encounter between a counselor and a client, the risk of cultural misunderstanding is high and it may cause the counseling to be less effective. Developing a counseling model on cultural basis is urgent to avoid cultural bias, especially from the part of the counselors, and to solve the problems of cultural encapsulation. For Bajawa female clients who are looking for solutions for their struggles and problems, adopting the RESEM counseling model to the counseling process as a conceptual framework is recommended. The RESEM counseling model is designed for clients with unique cultural values, particularly Bajawa female clients, as an answer to the urgent needs of a counseling model on cultural basis. This model uses a holistic framework to emphasize the uniqueness and the needs of Bajawa female clients. Keywords: Multicultural counseling, Bajawa female clients, the RESEM counseling model.

1. Introduction Multicultural counseling is a counseling service involving a counselor and a client from different cultural background. Sue (in Middleton, Ergüner-Tekinalp, Williams & Stadler, 2011) explains that multicultural counseling consists of practice among individuals from different backgrounds based on race, ethnicity, ability, sexual orientation, religion, national origin and culture. Thus, multicultural counseling is indispensable in a counseling service. This is in line with Kottler’s view (in Fawcett, Briggs, Maycock, & Stine, 2010) that multiculturalism is the most powerful movement in the counseling profession. The issue of multiculturalism as a fourth force as expressed by Pedersen (in Pedersen et al., 2002) needs to be described in all of social profession, including counseling profession. This movement has influenced and challenged all counselors and other social professions to more carefully pay attention while working with culturally different clients. Aredondo et al (in Fawcett, Briggs, Maycock, & Stine, 2010) point out that multicultural counseling refers to five major cultural groups in America, which are African/Black, Asian, Caucasian/European, Hispanic/Latino, and Native American or the indigenous population who originally inhabited America. However, this is different from Sue’s point of view (in Middleton, Ergüner-Tekinalp, Williams & Stadler, 2011). Sue explains that multicultural counseling involves a counseling service between a counselor and a client who are from different background (i.e. race, ethnic, ability, sexual orientation, religion, and culture). Thus, multicultural counseling becomes a crucial issue in the counseling profession. Multicultural counseling will not be effective unless counselors focus on and effectively intervene in issues of all forms of clients’ cultural background (Ivey, D’Andrea, Ivey, & Simek-Morgan, 2006).

311

Multi cultural counseling requires a counselor to be culturally aware and sensitive (Supriyadi in Adhiputra, 2013). Pedersen (in Butler, 2003) views cultural sensitivity and competence as important components in counseling. He emphasizes that cultural awareness demands a counselor to understand not only his/her clients’ culture, but also his/her own culture. Cultural skills and knowledge are essential for a counselor to develop a positive and trustworthy relationship with their clients in counseling. Multiculturalism is a natural phenomenon that requires a counselor to develop cultural understanding (Matsumoto in Akhmadi, 2013). According to Ivey, D’Andrea, Ivey, and Simek-Morgan (2006) the rise of multicultural counseling approach is to respond to the traditional approach to counseling that perpetuates the status quo rather than fostering the psychological liberation and wellbeing of clients from culturally and racially different backgrounds. The rise of this multicultural counseling leads counselors to more pay attention to the needs of clients’ cultural heritage. Counselors are demanded to have accurate cultural awareness, knowledge, and skills in working with client. Sue and Sue (in Middleton et.al, 2011; in Chao, 2012) have developed a multicultural counseling model, which is called Multicultural Counseling Competencies (MCC). They explained that counselor needs to have multicultural counseling competence. The first competence involves attitudes/beliefs of a counselor towards his/her own cultural assumptions, values, and bias that may interfere with the counseling process. Second is knowledge of his/her own view that might affect a client and knowledge of a client’s cultural group background. The third competence is skills about interventions and strategies that are necessary in doing counseling to a certain group. The degree of cultural awareness, knowledge, and skills of a counselor is a fundamental aspect since counseling is a cultural encounter between a counselor and a client, the risk of cultural bias from the part of acounselor is high and the counseling may become less effective (Supriadi in Adhiputra, 2013). The counseling profession in Indonesia is an import product from the counseling profession in Western countries, which pays less attention to the local culture of the clients.Due to multiculturalism in Indonesia; a counselor could not employ a conventional approach from Western countries, which is deemed to be ineffective when dealing with clients from different cultural background (Akhmadi, 2013). The demand for a counselor’s awareness, sensitivity, and acknowledgement towards multiculturalism is becoming more relevant to the demand for a competent and qualified counselor to fulfillthe diverse and unique counseling needs (Davis in Akhmadi, 2013). Effective counseling demands the development of a counseling service which is relevant to clients’ culture. Developing counseling on local cultural basis is urgent to avoid cultural bias from the part of counselor and to solve the issue of cultural encapsulation- a lack of multicultural understanding from a counselor that causes a counselor to adopt his/her own culture to deal with a client from different culture, who may have completely different point of views and values (Wrenn in Pedersen, 2002).

312

2. Theoretical Framework of the RESEM Counseling Model Several counseling models have been developed to fulfill the needs of clients who are of minority population, such as African-American women. Some of those models are (1) The Pathology Model, which emphasizes the aspects of the African-American population which are different from the aspects of the major population;(2) The Structural-Functional Model, which stipulates that if socioeconomic status is being controlled, there will be norm equality between the African-American and the European American middle class; and (3) The Emergent Model, which emphasizes the African-American cultural heritage. These three models are developed by Wyche (in More III & Madison-Comore, 2005). The other examples are (4) The Afro centric Model. This model, which is developed by Harris (in More III & Madison-Comore, 2005), focuses on the life experience, the history, and the traditions of the African-American people. There is also (5) The Integrated Feminist and Psychodynamic Model, which is developed by Green (in More III & Madison-Comore, 2005). This model explores the role changes in the tradition, social race, gender, and the life of African-American women. Lastly, there is (6) The HERS Model. Developed by More III dan Madison-Comore (2005), this model proposes four steps: exploring the life history of a client, empowering a client, developing rapport, and integrating spirituality or religion. This HERS Model is used as a starting model for developing the counseling model for Bajawa female clients. This model is called RESEM model with the counseling steps as follows:(1) establishing Rapport, (2) exploring the life Story of client, (3) Empowering client, (4) finding the Meaning in life, and (5) closing. 3. HERS Model Analyses and Its Contribution to the RESEM Counseling Model The HERS model, which is developed by More III and Madison-Comore (2005), is a four-step approach to do counseling with African-American women. This model is developed based on the conceptual information and some theoretical frameworks of the Pathology model, the Structural-Functional model, the Emergent model, the Afro centric model, and the Integrated Feminist and Psychodynamic model. Unlike other models, the HERS model does not claim that socioeconomic status determines the quality of one’s life, such as in the Pathology Model, and the HERS Model views ethnic groups as heterogeneous population, unlike the Structural-Functional model. Similar to the Emergent, Afro centric, and Integrated Feminist and Psychodynamic model, the HERS model focuses on the holistic needs of African-American women (e.g. cultural history, psychological needs, emotional needs, and social needs) and their unique experiences. The HERS model is an approach, on the basis of which the counseling model for Bajawa women is developed. The HERS model is a starting model to develop the RESEM counseling model, which is relevant to Bajawa culture, especially to the Bajawa women. The HERS model is developed and modified based on several considerations to create the RESEM Model. One consideration involves the contributions of the HERS model analyses to the counseling model for Bajawa women. The HERS model is considered as a first model to develop the RESEM counseling model based on the SWOT analyses.

313

The strengths of the HERS Model. The HERS Model is a holistic approach which focuses on the uniqueness and the needs of African-American women. This approach consists of four steps: exploring the life history of a client, empowering a client, developing rapport, and integrating spirituality or religion. The focuses on the uniqueness and the specific needs of women in the HERS Model give insights for the writer to develop the RESEM counseling model for Bajawa women. Bajawa women need to be accommodated with a specific model to help them solve their problems. Besides that, the fact that both African-American women and Bajawa women have experienced oppression indicates that the HERS Model can contribute to the development of a counseling model for Bajawa women - the RESEM Model. The RESEM Model consists of five steps, which are establishing rapport, exploring the life history of a client, empowering a client, finding the meaning in life, and closing. The HERS model also examines a client’s historical and spiritual aspects based on the local cultural values. These aspects are similar to the Bajawa culture, which emphasizes cultural values such as patriarchy, kinship, group orientation, harmony, spirituality, and acknowledgement. The weaknesses of the HERS model. There are some different cultural aspects which should be taken into consideration when using the HERS Model as the basis for the RESEM model. For instance, there are differences in how African-American women and Bajawa women experienced oppression. African-American women experience political and economic oppression and slavery, forcing them to leave Africa and go to the United States and being discriminated due to their skin color. However, Bajawa women experience oppression due to their patriarchal culture, in which they are being overlooked by the society. Thus, the HERS Model is designed to fulfill the needs of African-American women, who, to some extent, experienced different situations or problems from Bajawa women. Therefore, the HERS model could not be directly adopted when doing counseling with Bajawa women, but it needs further analyses of its strengths and possible contributions to Bajawa women.Due to the cultural differences between African-American women and Bajawa women, the HERS model needs to be modified to be suitable for Bajawa culture. The situations they experienced are undoubtedly different. Even though the two groups of clients experience oppression, the forms of oppression are completely different. The socioeconomic oppression of AfricanAmerican women is structured, while the social oppression of Bajawa women is rather subtle - it is not seen as oppression by the people in the group. This situation needs to be scrutinized deeper to develop an effective and meaningful counseling model on cultural basis. Opportunity for the HERS Model. The HERS model has made important contributions to counseling practice, especially with female clients. This model can be developed to suit Bajawa culture because there are some similar cultural values. It can be one of the alternative models or bases to develop a counseling model on the basis of local culture, especially for female clients. The HERS model has opportunity to be a starting model for developing a general counseling model in Indonesia, and in this case, it is developed particularly for Bajawa female clients. Threats of the HERS Model. Applying the HERS model to clients with different culture can be a threat if the model is not studied further regarding the possible weaknesses and

314

contributions. It is claimed that the HERS Model is effective for every female client, and that other counseling models do not give any contributions. This model is often seen as a comprehensive approach, meaning that it is seen as the only effective model. 4. The RESEM Counseling Model Pertaining to the RESEMCounseling Model for Bajawa female clients, there are three main aspects which need to be understood. Those are (1) Bajawa cultural values, (2) the RESEM counseling model, and (3) the RESEM counseling strategies. These three aspects are complementary to develop a complete RESEM counseling model. Multicultural counseling demands a counselor to understand and acknowledge the cultural values of his/her clients, and to be able to figure out the appropriate counseling strategies to help clients solve their problems. 4.1 Bajawa Cultural Values Bajawa tribe is one of the tribes in Ngada Regency, Flores, East Nusa Tenggara, and Indonesia. It has unique cultural characteristics which are still preserved until today. To understand the characteristics of Bajawa people as a subgroup, it is important for a counselor to understand the values that are instilled in and shared by Bajawa people. The understanding of Bajawa cultural values helps counselors to develop an effective RESEM counseling model. Some of the cultural values of Bajawa people are explained below. Bajawa people are holding firm to patriarchal system - a social system where men have higher position and more important roles than women in every social, cultural, and economic aspect. In this system, men have more dominant power to make decisions. This cultural system affects the relationship between men and women. In patriarchal culture, usually the relationship between men and women reflects subordinate/vertical relationship where men play more significant roles than women. Bajawa people have three social strata: gae, gae kisa,andhoo (Molo, 2014).Gae is a social group for noble families who have originally inhabited a certain area. Gae kisais a social group for laymen who mostly work as farmers, craftsmen, or merchants. Hoo on the other hands is a social group for servants and slaves. These social strata reflect differences in social roles and status in the Bajawa society (Sorokinin Moeis, 2008).These social layers affect Bajawa people’s view in, for instance, choosing a spouse. They have to choose a spouse from the same social strata as they are. Bajawa people emphasize the importance of family. They are group-oriented or collectivist. Families are of higher importance than individuals; thus, family needs are prioritized over individual needs. In this concept, individual roles are replaced by family roles and every family member has specific hierarchical roles and formal behavior-governing rules (Adkison & Sandersas cited in Lee, 2005).One’s obedience to these rules reflects how the conditions of and the relationship in his/her family are. Bajawa people are taught to value their traditions. The importance of family or group-oriented behavior for Bajawa people is expressed in their local phrase‘sekopo dongo mogo’, which refers to the sense of togetherness

315

in a family. From early childhood, Bajawa people are taught that every family member is responsible for the safety and the prosperity of their family and that family is their priority. Pertaining to family and group orientation is the concept of feeling ashamed and guilty, which is expressed in their local phrase ‘mae tau mea’.In Bajawa culture, if one member of a family is humiliated (e.g. due to getting in a conflict), all family members will lose respect and their community status. This is their concept of ‘losing face’. Such concept also places a burden to an individual. Each individual is then responsible for maintaining harmony in a family, obeying rules, and avoiding conflicts and problems that may cause their family to lose respect (Adkison & Sanders,as cited in Lee, 2005). Still related to the concept of family orientation or collectivism is the local term ‘papa laka’, which refers to the concept of helping, caring to, and supporting each other in order to create harmony, especially in the times of trouble. The concept of papa laka can be realized in offering help. The help can be in the form of labor, money, or psychological or moral support. The concept of papa lakaoriginates from the mindset of Bajawa people. They view other people as one family. This is expressed in their local term ‘ata kita’, which can be literally translated as ‘our people’. This term is related to their concept of family, which covers not only a nuclear family (i.e. father, mother, and children), but also an extended family. Bajawa people even consider people whom they just know as ‘ata kita’. In a nuclear family, Bajawa people places a father as the leader and the main decision maker. A father’s authority is absolute. A father is responsible for the prosperity of his family, as well as its success and failure. The roles of a mother traditionally are to take care of her husband, the children, and to manage the household (Adkison & Sanders,as cited in Lee, 2005). Respect for and devotion to parents is emphasized in Bajawa culture. Respect for parents and for older people is seen as an obligation in Bajawa society. Bajawa people respect for and are devoted to their parents or other people with higher authority. They believe that they are in debt to their parents, so their respect for them is their expression of affection and gratitude to their parents. They can show their parents respect by speaking gently and in low volume, not interrupting, answering directly when being called and approaching them, maintaining there potation and the respect of their parents and their extended family, showing good table manners when eating together, and prioritizing their parents’ needs over their own needs. They have to respect and devote to their parents physically, financially, and socio-psychologically. Related to Bajawa religious values, Bajawa people view the world as ‘Ota Ola’ (the place where humans live together). This view is expressed with the term ‘Lobo papa tozo, tara papa dhaga’, which indicates that humans are dependent to each other. Bajawa people believe that in this world there is the power of the good, which they call Dewa Zeta, and there is the power of the evil, which they callNitu Zale. Dewa Zeta is the source of mercy and goodness (REP, 2012). As a group who are majorly Catholic, Bajawa people give particular importance to a prayer, the Eucharist, devotion to, particularly, the Blessed Sacrament, and devotion to the Virgin Mary. They show their devotion by attending the Blessed Sacrament

316

celebration and a Mass service. Singing, praying, and worshiping are parts of the service. Attending the Eucharistic ceremony on Sunday is an obligatory for Bajawa people. They believe that Sunday is a holy day, so they are not allowed to do any activities besides gathering with families. 4.2 Counseling Model with a RESEM Approach Developed based on the HERS model, the RESEM counseling model consists of five steps of counseling: (1) establishing Rapport, (2) exploring the life Story of client, (3) Empowering client, (4) finding the Meaning in life, and (5) closing. The first step is establishing rapport with clients. This step is crucial when doing counseling with Bajawa people. They will not tell or reveal their problems to other people (e.g. a counselor) whom they do not trust or feel comfortable with, especially when the person is not their family or in their community. Bajawa people, especially women, do not easily trust a foreigner. Due to their experience in being ignored and subordinated in their family, Bajawa women are frightened and embarrassed to tell their problems. Thus, a counselor really needs to pay attention to establishing rapport with Bajawa clients in the beginning of the counseling. Therefore, the step of establishing repot the RESEM counseling model is placed as the initial step, and it still goes on during the counseling process. The second step is exploring clients’ life history. A client is asked to explore their experiences which cause them to think that they are helpless. The historical experiences being explored are the experiences of being ignored in their family, being helpless due to the patriarchal culture, being the victim of ‘cultural trading’, being discriminated in making decisions due to their gender, being helpless due to having to accept decisions about their future and about their spouse, and being unable to pursue higher education due to their roles in society being merely to take care of their husband, children, and the house hold.A counselor can explore further for the information about clients’ experiences by drawing a genogram to find out their relationship with their nuclear family and extended family. The information from other sources (e.g. from clients’ nuclear family, extended family, acquaintances, friends, teachers, Church staff) can be very helpful. The third step is empowering clients. In this step, clients are encouraged to develop new skills and abilities to deal with their problems. Bajawa women receive discrimination and oppression, and they are helpless due to their gender discrimination. They have to be accommodated and empowered to open and discuss the issues which are affecting their behavior. Some useful techniques to empower Bajawa clients are by providing motivational training and women empowerment. Group counseling, family counseling, and spiritual counseling are effective strategies to empower clients. In group counseling involving women, Bajawa female clients can be helped to empower themselves in dealing with their predicament. Family counseling can also be effective because Bajawa people give more importance to families than that to individuals. There is also spiritual counseling, which can be an effective strategy to empower Bajawa women. This can be effective, inasmuch as Bajawa women really pay attention to the spiritual aspects in their lives by participating in

317

religious activities in their churches, for instance joining the Legion of Mary group and prayer groups for women. The fourth step is finding the meaning of life. In this step, counselor encourages the client to explore his/her spiritual dimension to find a new meaning in his/her life. This is based on the experience and understanding that religion and spirituality have significant roles for Bajawa people to solve their problems. Religion and spirituality are the spiritual sources for Bajawa people to find meanings in their lives. Attention to spiritual dimension helps Bajawa clients find new meanings of life amid their problems. Bajawa people, as a group who are majorly Catholic, give particular importance to a prayer, the Eucharist, devotion to, particularly, the Blessed Sacrament, and devotion to the Virgin Mary. Therefore, a counselor needs to be aware of this aspect when encouraging a client to explore their spiritual dimension in order to find new meanings which can help them overcome their problems. As one of the strategies related to this step, a counselor expected to work together with the spiritual leaders of the area. In this case, the spiritual leader may be a pastor or a clergyman/woman. The fifth step is to close the counseling service. This is the last step of the counseling process in which counselor and client end the counseling process. In this step, a counselor reviews and evaluates the counseling process. A counselor can also ask his/her client to review and evaluate the counseling process that they have experienced. 4.3 The RESEM Counseling Model Strategies Pertaining to the Bajawa concept of family and group orientation which emphasizes harmony and family reputation, a counselor needs to develop and build a therapeutic relationship which is comforting and trustworthy(Adkison & Sanders as cited in Lee, 2005). This becomes important because Bajawa clients may be afraid of losing face upon telling other people their problems. They may see it as revealing their family problems to other people. They believe that individual problems are problems in one’s own family and it is not necessary for other people to know. Sharing their personal problems to other people (e.g. a counselor) is similar to revealing the bad of their family. Therefore, a counselor has his/her own struggle to develop a therapeutic relationship which is comforting and trustworthy to encourage their clients to share their problems openly without feeling afraid or guilty (Adkison & Sandersas cited in Lee, 2005). There are many Bajawa people who are not familiar with the face-to-face counseling concept to discuss about personal problems; then, it is important for a counselor to understand Bajawa cultural values in general so that they can employ counseling strategies which are culturally accurate. Traditional counseling, which is more oriented to individualists, can be quite contradicting with the values of Bajawa people, which are more family- or group-oriented. Upon considering counseling strategies, it is important to note that Bajawa people show different behavior to ask for help from other people, especially those who adopt individualistic culture, such as Westerners in general. Bajawa people would rather solve their own problems or depend on their family. They usually ask for help from their spiritual leaders, especially pastors, nuns, or friars. That is why Bajawa people are more likely to solve

318

their problems by getting involved in religious activities. Thus, good collaboration between a counselor and the religious figures is an important aspect to give effective counseling to Bajawa people. Family counseling and group counseling can also become effective strategies when doing counselingwith Bajawa women because of their culture, which emphasizes the family and the group. In group counseling, the presence of the other women, with whom they share similar problems, may give them a chance to learn from and support each other. For Bajawa people, the Church plays an important role in their lives. In counseling, a counselor can consider having a discussion on the roles of religion and the Church with their Bajawa clients. Counselor can also consult with the Church leader, especially the pastor of the local parish, because Bajawa people tend to seek help from their Church leader when they are having a conflict or problem. 5. Implications for Counselors Giving counseling to Bajawa clients, especially women, has its own challenges. There are many Bajawa women who do not want to seek help from a professional counselor when they have problems. There are many factors that make them reluctant to seek help from a professional counselor. Some of those factors are that they are afraid and too embarrassed to share their problems because they may, at the same time, reveal their family problems and that they lack the knowledge of the merits of professional counseling. This makes their problems and sufferings keep torturing them from the inside. For Bajawa women who are looking for solutions for their struggles and problems, adopting the RESEM counseling model to the counseling process as a conceptual framework is recommended. This model is particularly developed for Bajawa female clients who are eager to actualize themselves without being afraid of being discriminated by any parties. Effective counseling treatment for Bajawa women needs to focus on developing empathy/rapport, exploring life history, empowering, and finding meanings from every problem. Combining spiritual aspects and other spiritual sources in individual counseling, group counseling, family counseling, or spiritual counseling can help Bajawa women see their lives in a more meaningful way. Counseling process can be done individually, in group counseling, family counseling, or spiritual counseling by collaborating with the Church, especially the pastors. 6. Conclusion Multicultural counseling is a counseling service which takes into account different cultural background. A counselor is required to develop a counseling model which is suitable for the culture of a client. The RESEM counseling model is developed to fulfill the needs of clients, particularly Bajawa female clients, in a counseling process. This is a counseling model which uses steps as follows: developing rapport, exploring the life history of clients, empowering clients, incorporating spiritual aspects to find new meanings in life, and closing.

319

7. References [1] Adhiputra, A.A.N. (2013). Konseling Lintas Budaya. Yogyakarta: Graha Ilmu. [2] Akhmadi, A. (2013). Peningkatan Kesadaran Multikultural Konselor. Muaddib. 3 (2). 18-36. [3] Butler, S.K. (2003). Multicultural Sensitivity and Competence in the Clinical Supervision of School Counselors and School Psychologists: A Context for Providing Competent Services in a Multicultural Society. The Clinical Supervisor. 22 (1). 125-141. [4] Chao, R. C. (2012). Racial/Ethnic Identity, Gender-Role Attitudes, and Multicultural Counseling Competence: The Role of Multicultural Counseling Training. Journal of Counseling & Development. 90. 35-45. [5] Fawcett, M. L., Briggs, C. A., Maycock, G., Stine, E. (2010). Multicultural Counseling Competency Development with a Guatemala Travel Study. Journal for International Counselor Education. 2. 1-18. [6] Ivey, A.E., D’Andrea, M., Ivey, M.B., & Simek-Morgan, L. (2006). Theories of Counseling and Psychotherapy a Multicultural Perspective. Boston, MA: Pearson. [7] Lee, C. (2005). Multicultural Issues in Counseling: New Approaches to Diversity (ed.).Alexandria, VA: American Counseling Association. [8] Middleton, R.A., Ergüner-Tekinalp, B., Williams, N.F., & Stadler, H. A. (2011). Racial Identity Development and Multicultural Counseling Competencies of White Mental Health Practitioners. International Journal of Psychology and Psychological Therapy. 11 (2). 201-218. [9] Moeis, S. (2008). Struktur Sosial: Stratifikasi Sosial. Bahan Ajar. Bandung: Universitas Pendidikan Indonesia. [10] Molo, V. (2014). Potensi Wilayah Propinsi Nusa Tenggara Timur. Retrieved fromhttps://plus.google.com/+VianMolo/posts/ZgKe8wDzv9w. May 18, 2015. [11] More III, J. L. & Madison-Comore, O. (2005). Using the HERS Model in Counseling African-American Women. Journal of African American Studies.9 (2).39-50. [12] Pedersen, P. B. (2002). “Ethics, Competence, and Other Professional Issues in CultureCentered Counseling”. Dalam Pedersen, P. B. et al (Ed.). Counseling Across Cultures.Thousand Oaks, California: Sage Publications, Inc. 3-28. [13] REP. (2012). Mengenal Kebudayaan Bajawa Sekilas Pandang.Retrieved fromhttp://sosbud.kompasiana.com/2012/01/12/mengenal-kebudayaan-bajawasekilas-pandang-430278.html. May 18, 2015.

320

The Role of Parents And Group Counseling Services In Improving Student Discipline Ririn Tius Eka Margareta Universitas Kristen Satya Wacana, Salatiga, Indonesia Author Corresponding Email: [email protected]

Abstract The purpose of this research was to describe the role of parents and group counseling services in improving student discipline. This research is an action research in counseling. The form of research is simultaneously integrated, the counselor involved in the research process, especially on aspects of action and reflection. The focus of research is the discipline of students towards the time arrived at school. The subjects were 34 students. Data collection through observation, interview, and documentation study. A data analysis technique is description analysis. The results of research: 1) the role of parents can increase student discipline by 88.24% in cycle 1, and 2) group counseling service can reach 100% success rate in cycle 2. Recommendations: 1) for school, especially counselors, plan the best alternative counseling programs to improve student discipline as a whole and involve each party, especially parent; 2) for related parties and parents, willing to cooperate with the school; and 3) for subsequent researchers, conduct a comprehensive research of school programs on improving student discipline. Keywords: Group Counseling Service, Student Discipline, The Role of Parents

1. Introduction The younger generation is the determinant of the nation's future. The beginning of the success is the character of the young generation that supports the brilliant future of a nation. The character is reflected in the attitude or the attitude instilled since the individual gained an education. One attitude that needs to be instilled early on is discipline. The disciplined person is able to organize and control himself to do everything to achieve a goal. In the school context, discipline is very important and required by every student, a prerequisite for the formation of attitudes, behavior, and discipline of life discipline that will lead successful students in learning (Shofiyati, 2012, p. 16). This means that discipline is the beginning of student success. For example, students are disciplined in learning time, he can finish his education well maybe even very good. Finally, he was successful in his life. Moreover, it can also contribute to the advancement of institutions or a wider scope. But in fact, many young people are undisciplined. They exhibit attitudes contrary to the prevailing rules. For example, not obeying the time of study that has been made or agreed upon, not wearing a helmet while riding a motorcycle, or choosing to skip class. These undisciplined acts will have a direct impact on him and/or for others. One of the most frequent forms of student violation is the late school entry (Rachmawati, 2011, p. 3). This is similar to the analysis of data Nuragusta (2010, p. 55), one of the characteristics of undisciplined behavior is late to enter the class more than 10 minutes. Various reasons are expressed by students to answer the question of why it is too late, starting from logical to illogical reasons. In addition, it is difficult for schools to ensure students'

321

honesty and this delay causes students to be late to class and may interfere with teaching teachers and other students studying. This also happens with SMP Negeri 4 Salatiga, there are students who are late to school. Based on preliminary studies, it is known that the reasons are late for the students. The school has made various efforts to overcome the problem of this discipline, but there are still students who are late. This has become one of the schools' attention to finding effective, efficient, and efficacious problem-solving. Based on previous research, Hidayat (2013, p. 92) obtained the result, there is a significant and positive influence of parent and teacher cooperation on student discipline. The result of research of Astutiningsih (2012), group guidance does not increase motivation to learn student mathematics at cycle 1 and II while in cycle III increase value and spirit of learning though not prominent. Based on the exposure, problems, and previous research, the researcher wanted to describe the role of parents and group counseling services in improving student discipline. The research was conducted in 2 continuous cycles. 1.1 The Role of Parents Principals, teachers, and parents need to be involved and responsible for building student discipline and school discipline so that students become successful and successful individuals (Shofiyati, 2012, p. 22). In dealing with students' problems, sometimes the BK teacher should work with the doctor and/or involve the participation of the parents and the relevant subject teachers (Soesilo, 2012, p. 17). Agreed with Shofiyati and Soesilo, the establishment of disciplined individuals and the handling of disciplinary issues is not only the responsibility of the school but also the responsibility of the parents or family (Rachmawati, 2011, p. 4). This means that the responsibility of disciplining students is not only imposed on the school but also the parents. Parents are the first and principal educator and responsibility for the students. As educators, parents have been educating in the formation of characters including discipline before students sit on the bench of education, parents are responsible for educating students into a whole person and able to meet the positive demands of the environment. In addition, human behavior is the result of interaction between the individual and the environment (Luddin, 2010, p. 50). Before becoming a student in a school, the student is a product of her interaction with the environment including parents. After that, student interaction increases with the new environment of the school. This means that parents or families continue to influence student behavior. The literature surrounding the multiple factors affecting the parental involvement and high levels of educational success (Jeynes 2014; LaRocque et al. 2011; Núñez et al. 2015 cited in Fernández & López, 2017, p. 114). The family influences the individual's feelings, values, thoughts, and actions (Kok & Low, 2017, p. 7). Families play a key role in improving behavior and engagement, but families are often alienated from school, especially parents of children with behavioral problems (Comer & Haynes, 1991; Eccles & Harold, 1993; Friesen & Osher, 1996 cited in Osher, et al., 2010, p. 53). In addition, parents or families also can not surrender full responsibility to the school.

322

Parents are primary educators and schools as parties that help parents educate students, especially in character formation. 1.2 Group Counseling Services In the school context, counseling is an aid given to students to find the person, know the environment, and plan for the future (Arifin & Saleh, 2015, p. 20). Counseling aims to develop all potential students optimally prevent problems or solve problems students (Luddin, 2010, p. 50). The purpose of counseling, to help individuals to develop themselves optimally in accordance with the stage of development and predisposes owned, background, and in accordance with the positive demands of the environment (Priyanto, 2013, p. 114). Counseling services are services provided to an individual/group (counselee) with the aim of helping the counselee develop themselves, avoid problems, or solve problems encountered in accordance with the norms prevailing in the environment. Counseling function is understanding, prevention, improvement, maintenance, development, distribution, adjustment, and adaptation (Soesilo, 2012, p. 52; Priyanto, 2013, p. 197; Nursalim, 2015, p. 22-24). These functions are addressed as needed. In the schools context, an example of implementation of the improvement function is to help students solve problems encountered (e.g. overcoming learning difficulties). Counseling services are important elements in discipline management of people in all societies even the most primitive societies grew out of the necessity of guiding individuals’ behaviour patterns in the interests of the group (Ajowi & Simatwa, 2010, p. 1). In the school context, the intended community is the student. One of the services that can be provided to students is group counseling services. Group counseling services are counseling services performed on a group of people who have similar problems (Soesilo, 2012, p. 51). For example, a group of students who have problems managing time to learn, counselors can provide this service as an alternative. One area of education counselor service in the school is personal-social guidance that aims to realize a godly, independent, and responsible person (Soesilo, 2012, p. 51). Schools do not use a one-size-fits-all approach to instruction when students are taught discipline according to grade and ability level based on considerations student different backgrounds, capacities, and needs (Chin, et al, 2012, p. 157). Successful schools for young adolescents provide multifaceted guidance and support services (This We Believe 2003, p. 32 cited in Walter, Lambie, & Ngazimbi, 2008, p. 5). Before deciding on the type of service, the counselor needs to consider things, such as the characteristics of the students. After consideration, the counselor determines the services to be provided e.g. personal counseling or group counseling. The purpose of considering these things is effectiveness, efficiency, and efficacy, especially for students. For some cases, counselors can provide group counseling services to help students solve problems. For example, the school counselor can help students develop the knowledge, skills, and attitudes needed to positively reject or avoid peer pressure through small group counseling (Hall, Rushing, & Khurshid, 2011, p. 107). 1.3 Student Discipline

323

Discipline is the core quality of personal responsibility, enabling one to concentrate on achieving goals and producing order, timeliness, frugality, and intelligence (Garmo, 2013, p. 45-46). Discipline is important to apply in everyday life, but it is often a problem in school because almost every day there are students who violate discipline (Fiana, Daharnis, & Rida, 2013, p. 28). Student discipline is the ability of students to obey the rules or perform an action in achieving certain goals. Discipline problems can be overcome in a preventive, repressive, and curative (Shofiyati, 2012, p. 22). Administrators used punishments to prevent future misbehavior, but they also sometimes saw the disciplining of students as an opportunity to identify the root causes of student behaviors (Kennedy, Murphy, & Jordan, 2017, p. 259). Preventive is a way to prevent the occurrence of problems for example by conducting socialization of school rules, drug harm seminars, talk show how students should play a role in accordance with gender. Repressive is the way that is done after a problem occurs with the purpose of the problem does not happen again such as re-socialization of order. Curative is a way to solve problems such as students often do not do homework. The core of these three ways is to help students (counselee) to be able to prevent, fix, or solve problems encountered. 1.4 Previous Research The result of Najjar-Nim (2010) research is that after the students get counseling service from the counselor, the student becomes better than before: no truant, no smoking, not late, and well-dressed. This means that the counselor provides the right service in helping students solve or solve problems. On the contrary, the findings of Ajowi & Simatwa (2010, p. 1) show that guidance and counseling were minimally used to promote student discipline in secondary schools in Kisumu District, punishments especially corporal punishment was widely used to solve disciplinary cases in all schools. It was, however; found that there were no policy guidelines from the Ministry of Education on how the schools could use counseling to manage the student disciplinary cases. This means that there is no standard policy guideline for counseling in addressing disciplinary issues. The application of punishment has a negative long-term impact on the formation of student character. In addition, the results confirmed the importance and significance of parents 'involvement in middle school students' school engagement and performance (Mo & Singh, 2008, p. 1). This means that the role of parents contributes to better student development. If done consistently will give good results even exceed expectations. In contrast, for African American families, the degree of parental school-based involvement shows no significant relationship with discipline referrals (Hayes, 2012 cited in McElderry & Cheng, 2014, p. 242). In this case, it is important for various parties to identify and analyze the causes of the discipline problem and decide on the best solution. 2. Methods 2.1 Participants The research participants were 34 students from SMP Negeri 4 Salatiga, Central Java-Indonesia. Students consist of classes VII, VIII, and IX.

324

2.2 Instrument Data collection was done by observation, interview, and documentation study. Instruments are used to find out the number of students who are late for school and the reason for the delay. The data obtained is used as the basis for solving the problem. 2.3 Research Design The research used a research design of action counseling process model consisting of one or multiple cycles with one fixed purpose (Soesilo, 2014: 60). This research consists of two cycles. Each cycle consists of three stages: preparation stage, implementation and observation stage, and reflection and evaluation stage (Soesilo, 2014: 49). The cycle is described as follows: Planning Stage 2

Reflection and Evaluation Stage 1

Planning Stage 1

Implementation and Observation Stage 2 Reflection and Evaluation Stage Stage 2 Implementation and Observation Stage 1

Figure 1. Research Design of Counseling Action Process Model (Soesilo, 2014, p. 61) At the planning stage, researchers create a design formula to achieve research objectives. In this research, the researcher determined that the research was successful/achieving the goal if the minimum achievement of 90%. In the formulation of the design, researchers seek solutions to problem-solving based on relevant theory or research. Implementation and observation stage is the implementation of the design made by the researcher and at the same time the observation on the conformity of the implementation and the achievement of the objectives. In this case, the researcher uses the required instrument. After that followed the reflection and evaluation phase, the researcher concludes the success/failure of the expected goal. If the research has not been successful, the researcher identifies factors that cause failure to formulate the design in the next cycle.

325

3. Results This section reports the results of a research consisting of two cycles. Cycle 1 is implemented based on pre-cycle or preliminary study. Cycle 2 is implemented based on the result of cycle 1. 3.1 Cycle 1 (The Role of Parents in Improving Student Discipline) Based on observations, interviews, and documentary studies it is known that the number of students who are late to school are 34 students with the excuse of: waking up late, sleeping late at night, exhausted, nobody wakes up, traffic jams, and miscommunication between students and transport drivers. The results of interviews with counselors and principals, the school has made various efforts to provide socialization of discipline since the beginning of the school year, re-socialization of discipline, reprimands, advice, punishment and personal counseling services for mild-moderate violations, and visitation parents for grave breaches. The actors involved in improving the discipline at the school are not only counselors, but also classroom teachers, subject teachers, security guard, vice principals, even principal. 1. Planning At this stage, the researchers plan to engage parents in both minor and serious violations. In line with the results of the research, Mo & Singh (2008: 1), the importance and significance of parents 'involvement in middle school students' school engagement and performance. The formulation of the draft is to make a letter of notification addressed to every parent of 34 students who are late to school. The letter contains the student's identity and the number of delays, informing that this affects the various parties, especially students both academically and non-academically, and requests parent's cooperation to resolve the issue. Notice letters are distributed at the time of the division of learning outcomes mid-semester. The letter is made two copies and signed by counselors, homeroom, parents and students. One letter will be given to the parents and the other is returned to the counselor. At this stage, the researcher determines that the research is successful if success reaches a minimum of 90%. 2. Implementation and Observation At this stage, the researcher is assisted by counselors. The counselor signs a prepared notice. The researcher then gives it to the homeroom teacher. After being signed by the homeroom teacher, the letter is given to the parents when the division of the results mid-semester even. Parents and students signed the letter and handed one of the letters to the homeroom for submission to the counselor. Based on observations over a period of time, there are still 4 out of 34 students who are late. 3. Reflection and Evaluation At the stage of reflection and evaluation, the researcher obtained data that the research has not succeeded because of the achievement of 88.24% success. Factors that cause students to be late are parents of students who work in the market leave the house at

326

02.00 - 03.00 am and come home in the daytime. Some students are at home and sometimes they are late because no one wakes up. In addition, congestion due to road casting is another reason why students are late. 3.2 Cycle 2 (Group Counseling Services in Improving Student Discipline) 1. Planning Based on the results of cycle 1 that have not achieved a success of at least 90%. Therefore, researchers formulate other designs to achieve the expected goals. The draft formulation is to provide group counseling to students who have not been disciplined in time to enter school. Group counseling services are counseling services performed on a group of people who have similar problems (Soesilo, 2012, p. 51). In addition, the design is based on the results of Najjar-Nim (2010) research, after getting counseling service from the counselor, to be better than before (not too late). 2. Implementation and Observation At this stage, the counselor also helps researchers in the implementation. The counselor provides group counseling services. In group counseling, the teacher asks the cause of the delay and how to solve the problem. Students are committed not to be late again. Based on the observation, students are not late anymore. 3. Reflection and Evaluation Based on the observation, the research was stopped because it has achieved success in cycle 2 that is 100%. 4. Discussion Discipline is the core quality of personal responsibility, enabling one to concentrate on achieving goals and producing order, timeliness, frugality, and intelligence (Garmo, 2013, p. 45-46). Success can be achieved by individuals who are able to focus on the goals to be achieved and consistent in the implementation. Based on the results of the study initially, there were 34 students who were late for various reasons. In accordance with Shofiyati's opinion (2012, p. 22), the school has overcome the problem in a preventive way (e.g. socialization), repressive (e.g. re-socialization), and curative (e.g. punishment). 4.1 Cycle 1 (The Role of Parents in Improving Student Discipline) The success achieved in cycle 1 is the result of parental involvement in handling student discipline. This is supported by the opinion of Shofiyati (2012, p. 22) and Rachmawati (2011, p. 4), the development and/or handling of disciplinary issues is the responsibility of the school and parents. Similarly, the counselor, must cooperate and involve the participation of related parties including parents in winning students' problems at school (Soesilo, 2012, p. 17). The school should involve parents such as providing information on student development both academically and non-academically. In addition, schools need to convey to parents about the problems faced by students at school and even small problems. The result of cycle 1 is one of the evidence of Hidayat's research (2013, p. 92), there is a significant and positive influence of parent and teacher cooperation on student discipline 327

and Mo & Singh (2008, p. 1), the importance and significance of parents' involvement in middle school students' engagement and performance. This is reinforced by the literature surrounding the multiple factors affecting the parental involvement and high levels of educational success (Jeynes 2014; LaRocque et al. 2011; Núñez et al., 2015 cited in Fernández & López, 2017, p. 114). The literature surrounding several factors that influence educational outcomes often indicates that there is a strong relationship between parental involvement and high educational success rates (Jeynes 2014; LaRocque et al. 2011; Núñez et al., 2015 quoted in Fernández & López, 2017, p.114). Parents still have a significant role in educating students even up to college. 4.2 Cycle 2 (Group Counseling Services in Improving Student Discipline) The school has made various efforts to overcome the problem of discipline. This is in line with the opinion of Chin, et al (2012, p. 157), schools do not use a one-size-fits-all approach to instruction when students are taught according to student's different backgrounds, capacities, and needs. Schools do not use a one-size approximation for all instruction when students are taught to discipline according to grade level and ability based on different background, capacity, and student needs (Chin, et al, 2012, p. 157). Successful schools for young adolescents provide multifaceted guidance and support services (This We Believe 2003: 32 cited in Walter, Lambie, & Ngazimbi, 2008, p. 5). Successful schools for young adolescents provide diverse counseling and support services (This We Believe 2003, p. 32 cited in Walter, Lambie, & Ngazimbi, 2008, p. 5). One effort that schools have done to address student discipline is counseling. Counseling aims to develop all potential students optimally prevent problems or solve problems students (Luddin, 2010, p. 50). In this case, the school provides personal counseling services. The expected results of this research are at least 90% and the results obtained in cycle 2 are 100%. These results are supported by one of the results of research Najjar-Nim (2010) is after the students get counseling services from counselors; students do not delay anymore. Various counseling services can be provided according to the needs of the students. In some cases, personal counseling is better than group counseling and vice versa. Therefore, it is necessary to identify the needs of the counselee before providing counseling services to individuals/groups. 5. Conclusions The results showed that in cycle 1, the role of parents can increase student discipline of 88.24%. In cycle 2, group counseling services are provided to students who have not experienced a change in attitude. The result of cycle 2 is the success rate reaches 100%. This means that all students who become subjects of research do not experience a change in attitude that is not late to school. Based on the conclusions, the school especially counselors can plan other better alternative efforts in overcoming problems and related parties including parents can improve cooperation with schools. In addition, for further research conducted a more comprehensive research with a broad scope.

328

6. References [1] Ajowi, J. O., & Simatwa, E. M. (2010). The Role of Guidance and Counseling in Promoting Student Discipline in Secondary Schools in Kenya: A Case Study of Kisumu District. Educational Research and Reviews, 5(5), 263. [2] Arifin, A. A., & Saleh, I. (2015). Teknik Two Stay Two Stray dalam Bimbingan Kelompok untuk Meningkatkan Wawasan Siswa dalam Pemilihan Jurusan di Perguruan Tinggi [Two Stay Two Stray Technique in Group Guidance to Improve Student's Insight in University Election]. Jurnal Psikologi Pendidikan & Konseling Vol, 1(1). [3] Astutiningsih, S. (2012). Upaya Meningkatkan Motivasi Belajar Matematika melalui Bimbingan Kelompok (Studi Pada Siswa Kelas XI SMA Negeri 1 Piyungan Bantul Yogyakarta)[Efforts to Improve Motivation of Mathematics Learning through Group Guidance (Study on Class XI Students of SMA Negeri 1 Piyungan Bantul Yogyakarta)] (Doctoral dissertation, UIN SUNAN KALIJAGA). [4] Chin, J. K., Dowdy, E., Jimerson, S. R., & Rime, W. J. (2012). Alternatives to Suspensions: Rationale and Recommendations. Journal of School Violence, 11(2), 156-173. [5] Fernández, E., & López, G. R. (2017). When Parents Behave Badly: A Critical Policy Analysis of Parent Involvement in Schools. In Critical Approaches to Education Policy Analysis (pp. 111-129). Springer International Publishing. [6] Fiana, F. J., Daharnis, D., & Ridha, M. (2013). Disiplin Siswa di Sekolah dan Implikasinya dalam Pelayanan Bimbingan dan Konseling [Student Discipline in School and Its Implications in Guidance and Counseling Services]. Konselor, 2(3), 120-126. [7] Garmo, J. (2013). Pengembangan Karakter untuk Anak: Panduan Pendidik [Developing Character: Teacher’s Guide]. Jakarta: Kesaint Blanc. [8] Hall, K. R., Rushing, J. L., & Khurshid, A. (2011). Using the Solving Problems Together Psychoeducational Group Counseling Model as An Intervention for Negative Peer Pressure. The Journal for Specialists in Group Work, 36(2), 97-110. [9] Hidayat, S. (2013). Pengaruh Kerjasama Orang Tua dan Guru terhadap Disiplin Peserta Didik di Sekolah Menengah Pertama (SMP) Negeri Kecamatan Jagakarsa-Jakarta Selatan [The Effect of Parent and Teacher Cooperation on Student Discipline at Junior High School (SMP) Negeri Jagakarsa Sub-South Jakarta]. Jurnal ilmiah widya, 1(1). [10] Kennedy, B. L., Murphy, A. S., & Jordan, A. (2017). Title I Middle School Administrators’ Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline. American Journal of Education, 123(2), 000-000. [11] Kok, J. K., & Low, S. K. (2017). Proposing A Collaborative Approach for School Counseling. International Journal of School & Educational Psychology, 1-9. [12] Luddin, A. B. M. (2010). Dasar Dasar Konseling: Tinjauan Teori dan Praktik [Basics for Counseling: Theory and Practice Review]. Bandung: Citapustaka Media Perintis. [13] McElderry, C. G., & Cheng, T. C. (2014). Understanding The Discipline Gap From An Ecological Perspective. Children & Schools, 36(4), 241-249. [14] Mo, Y., & Singh, K. (2008). Parents’ Relationships And Involvement: Effects on Students’ School Engagement and Performance. RMLE Online, 31(10), 1-11.

329

[15] Najjar-Nim, H. A. (2010). Upaya Guru Bimbingan dan Konseling dalam Mengatasi Siswa yang Melanggar Tata Tertib Sekolah di MAN Lab. UIN Yogyakarta [Teacher Counseling and Counseling Efforts in Overcoming Students that Violate School Order in MAN Lab. UIN Yogyakarta] (Doctoral dissertation, UIN Sunan Kalijaga Yogyakarta). [16] Nuragusta, N. E. (2010). Studi Kasus tentang Anak yang Sering Melanggar Tata Tertib Sekolah pada Siswa Kelas VIII SMP Negeri 2 Karanganom Klaten Tahun 2009/2010 [Case Study of Children Frequently Violating School Standing Orders on VIII Grade Students of SMP Negeri 2 Karanganom Klaten Academic Year 2009/2010] (Doctoral dissertation, UNIVERSITAS SEBELAS MARET). [17] Nursalim, M. (2015). Pengembangan Profesi Bimbingan dan Konseling [Professional Development Guidance and Counseling]. Jakarta: Erlangga. [18] Osher, D., Bear, G. G., Sprague, J. R., & Doyle, W. (2010). How Can We Improve School Discipline? Educational Researcher, 39(1), 48-58. [19] Priyanto, H., & Amti, E. (2013) Dasar-dasar Konseling [Basics of Counseling]. Jakarta: Rineka Cipta. [20] Rachmawati, R. F. (2011). Sistem Pengambilan Keputusan terhadap Ketidakdisiplinan Siswa SMP di SMP YZA 1 Kota Bogor [Decision Making System for Indiscipline of Junior High School Students at SMP YZA 1 Kota Bogor]. Jurnal Ilmiah Teknologi dan Informasi Volume, 2. [21] Shofiyati, S. (2012). Hidup Tertib [Orderly Life]. Jakarta: Balai Pustaka. [22] Soesilo, T. D. (2012). Dasar-dasar Konseling [The Basics of Counseling]. Salatiga: Widya Sari Press. [23] Soesilo, T. D. (2012). Strategi Pelaksanaan Penelitian Tindakan dalam Bimbingan dan Konseling [Strategy for Implementation of Action Research in Counseling and Counseling]. Salatiga: Griya Media. [24] Walter, S. M., Lambie, G. W., & Ngazimbi, E. E. (2008). A Choice Theory Counseling Group Succeeds with Middle School Students Who Displayed Disciplinary Problems. Middle School Journal, 40(2), 4-12.

330

Application Of Contextual Teaching And Learning (CTL) Model On Integrative Thematic Learning In Elementary School Students Rio Chandra1, Astin Dwi Setyasih2, Rifka Ayu Anratriningrum3, Trinil Wigati4 Universitas Negeri Semarang, Semarang , Indonesia Email : [email protected] Abstract Students should know and understand everything that is going on in their environment, in order to maximize the learning process learning model digunakanya Contextual Teaching And Learning (CTL). The low learning outcomes Elementary School fourth grade students Kembangarum 2 Mranggen due to incompatibility of the learning model has not been used in an integrated thematic learning. The purpose of this study was to increasing activities, attitudes and learning outcomes thematic integrative fourth grade students SDN Kembangarum 2 Mranggen. Type experimental study with random cluster sampling technique sampling. IVA is a sample grade students of SDN Kembangarum 2 Mranggen totaled 30 childrens. The research instrument is an objective test totaled 30 points. The study design is a pretest-posttest control group. Analysis using t-test with a significance level of 5 %. Based on the calculation results obtained t arithmetic > ttable ( 2.51 > 2.02 ). Thus conclude that H0 is rejected and H1 is accepted, which means there is an increasing thematic integrative learning outcomes fourth grade students SDN Kembangarum 2 Mranggen. Keywords: Models of Learning CTL, learning outcomes and improvement

1. Introduction 1.1 Background Research The learning process can be said to succeed if students can show a high learning result at least above the minimum criteria. According Dimyati (2009, p. 3) learning outcomes are the result of an interaction of learning and teaching acts. Students gain knowledge from the interaction of learning process held in school. Learning interaction can take place both inside and outside in the classroom to gain knowledge. According to Hamzah (2010, p. 30) learning outcomes are all effects that can be used as an indicator of the value of the use of teaching methods under different conditions. Through various methods and ways of teaching teachers can provide different results on student learning outcomes. Indicators to know the success of students can be seen in the minimum criteria enacted in the elementary school. Based on the observations of the researcher and the report of the teacher concerned in the lesson, the teacher in explaining the material only uses the conventional method that is by lecturing. The ongoing learning is still centered on the teacher (teacher centered) and the student has not yet contributed the role in the ongoing learning. The presentation of the monotonous learning is less desirable for students so that the learning activity shown by the students is very low. When learning activities take place, the utilization of learning resources in the surrounding environment is less maximized. 1.2 Study Documentations Based on the study documentation of UTS learning result, the fourth graders of the first semester of the academic year of 2013/2014 show the classical completeness of 26.6% or only 331

8 out of 30 students who are able to reach the KKM (Criteria Minimun) established by the school that is 70. The average data of learning outcomes is shown with the lowest score of 45 and The highest value is 85. By looking at the data then the learning needs to be improved so that the learning outcomes of students can increase. 1.3 Alternative treatment Based on the above, to solve the problem, the researchers set an alternative action to improve the quality of learning that can improve teachers' creativity and student involvement in learning processes that will improve student learning outcomes through, So that the Contextual Teaching and Learning (CTL) model. Contextual teaching and learning (CTL) is a concept that helps teachers connect between materials taught to real-world situations and encourages learners to make connections between their knowledge and their appropriateness in their lives as family members and society (Agus Suprijono, 2009, p. 79). The purpose of applying Contextual Teaching and Learning (CTL) is to help students understand the meaning of the subject matter by connecting with the context of their daily life and ultimately will improve student learning outcomes. By doing Contextual Teaching and Learning (CTL) learning will make learning more meaningful by teaming up in groups and collecting their own knowledge so as to create a fun learning atmosphere. Early passive learning becomes active, and students become active, creative and critical. Learning with CTL becomes more varied and interesting so as to improve student learning outcomes. 2. Methods 2.1 Participants The population in this study is the fourth grade students of SD Negeri Kembangarum 2 Mranggen consists of two classes, namely class IVA and Class IVB. Each class consist 30 students. 1.2 Instruments The degree of ability obtained by students is manifested in the form of a numerical value with a range of 0-100 values. The research instrument used is a multiple choice test that has been tested the validity, reliability, level of difficulty and distinguishing and selected a number of 30 items. 2.3 Procedures CTL approach as independent variable and learning result as dependent variable. This type of research is True Experimental Design with Pretest-posttest control group design. The population in this study is the fourth grade students of SD Negeri Kembangarum 2 Mranggen consists of two classes, namely class IVA and Class IVB. Cluster random sampling technique, class IVA as experiment class by using learning model of CTL and class IVB without using CTL learning model.

332

Furthermore the test scores obtained by the students in the normality test using the lilliefors test and in the two-averaged equations using the t-test. In the final analysis of test values that have been normal and homogeneous then tested using a t-test to test the hypothesis. 3. Results 3.1 Data Description Pre-test is performed before the learning and post-test is implemented after the learning includes the experimental class and the control class. The results of the student’s pre-test and post-tests on the experimental and control classes were processed and shown in the following table: Table 3. 1 Recapitulation of pre-test and post-test of experiment and control grup clasess Category Control Class Experiment Class Pre-test Post-test Pre-test Pos-test 50 60 53 63 The lowest value 87 90 87 97 The highest value 17 22 17 27 Achived 13 8 13 3 Not Achived 2049 2216 2066 2406 Total 68,3 73,8667 68,63 79,633 Mean Based on table 3. 1 it can be seen that the pre-test of control and experiment class starts from the same grade having the same ability, this can be seen from the acquisition of the average control class 68.3 and the average gain of the experimental class 68 , 86 resulted in difference of value 0,37. In the pre-test grade pre-test score of 17 students and 22 students post-test. While the experimental grade of the pre-test total score of 17 students and post test of 27 students. After the implementation of the research, the average control class 73,867 and the experimental class treated using Contextual Teaching and Learning (CTL) approach obtained an average score of 79.64. The criteria of complete and incomplete students refers to the integrative thematic completeness criteria established by the school that is 70. The table above explains that the control class gets the lowest score of 50 and the highest score of 87 in the pre-test, whereas in the post-test the lowest score 60 And the highest score of 90. The experimental class gets the lowest score of 53 and the highest score of 87 on the pre-test, whereas in the post-test it gets the lowest score of 63 and the highest value 97. 3.2 Data Test Requirements Test data analysis requirements performed after the test results of learning in both groups of samples then obtained initial data and final data which then performed data 333

analysis. This data analysis includes normality test, two-point equality test, and mean difference test (t-test test). The result of data analysis is used to test the hypothesis. 3.2.1 Normality Test The value of L0 is consulted with Ltabel using α = 5% or 95% confidence level with n = 5. Normally distributed test results if Price L0 1,99. This result indicated Ho should be rejected and H1 is accepted. Therefore, it can be concluded that there is a positive effect of implementation of scanning technique in reading comprehension the tenth-grade students of SMAN 1 susukan. Keywords: Scanning Technique, Reading Comprehension

1. Introduction Reading is one of the four language skills that must be mastered by the students in learning a language. Reading is one of the most important of the four skills in a second language, particularly in English as a second language or foreign language. Reading is a set of skills that involves making sense and deriving meaning from the printed word (Nunan, 2005,p.69) The factor comes from students themselves such as lack of knowledge about reading text. In this case, the students’ knowledge have important role in reading comprehension. The problem comes from the students is caused by their lack of knowledge and vocabulary that are related to the text. For example, when a teacher discusses about type of the text in teaching reading, many students actually do not know various kinds of type of the text like narrative, recount, report, procedure, etc. They cannot understand the meaning of the text because they do not know what they are discussing about. Reading is hard work and understanding what you read is the hardest part (Nunan, 2005,p.88). This happened because students just nodded and felt ashamed to ask to the teacher when they found difficult words and not understandable materials. Although, the location of the school its very strategies in a road but it has minimum facilities for learning process. To solve this problem, it is necesary as an English teacher has to help the students to develop reading strategies, so they can confront more efficiently and comprehensively text more competitive. In teaching need some technique to comprehend the reading text. Scanning, deducing the meaning of unknown words, differentiating the main ideas from supporting details, and understanding the communicative function or value of sentence. (AlKiabi, 2015) 347

1.1 Literature review Reading According to Grabe and Stoller (2001,p.187) “Reading has multiple purpose, at least the reading to search information for general comprehension. To learn information and to synthesize and evaluate information.” Reading is one process to get new information from all medias. “Reading is an activity performed to develop an understanding of a subject or topic” Stevemckee (2012). Furthermore, Gilakjani (2016) “Reading is an interactive process in which readers construct a meaningful representation of a text using effective reading strategies. Effective reading strategies are considered as significant skills that have received the special focus on students’ reading comprehension proficiency”. Reading comprehension Reading comprehension involves much more than readers responses to text. There are many expert that define about reading comprehension. According to Klingner (2007,p.8) “Reading comprehension is a multicomponent, highly complex process that involves many interactions between readers and what one brings to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text, understanding of text types)”. Moreover, according to Snow (2002,p.11) he defines “reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language”. The students can find much information and they need extracting that information from those texts. This condition demands the students to improve their reading comprehension. Reading comprehension is the ability to create meaning from a given written text. Comprehension can be said as s purpose of reading. Harmer (2007) states that reading for detailed comprehension must be seen by students as something different from reading skill and they are also expected to concentrate on the minute of what they are reading. In this case, reading comprehension is a key aspect of reading, students can obtain an information or idea of the text. Scanning Technique Scanning is technique used by a reader to get relevant information in a text. According to Brown (2000,p.308) states that “scanning or quickly searching for some particular piece or pieces of information in a text. Scanning exercises may ask students to look for name or date, to find a definition of a key concept, or to list a certain number of supporting details.” When scanning, the reader does not start from the beginning and read to the end. Instead, what the reader does is jump around in the text, trying to find the information that is needed. Scanning involves moving eyes cross down the text seeking the specific phrases or words. According to Brown (2000,p.308) states that “the purpose of scanning is to extract specific information without reading through the whole text. According to Merkuri (2012,p.327) defines Scanning activities are introduced to teach

348

strategies of finding appropriate information in the text that would be necessary for successful reading comprehension. 2. Method 2.1 Participans Pasticipants in this study were all of tenth grade of SMAN 1 Susukan Kabupaten Cirebon. There were six classes that consisted three tenth grade of MIPA and three IIS. MIPA 1 was 45, MIPA 2 was 45, MIPA 3 was 45. And IIS 1 was 40, IIS 2 was 39, IIS 3 was 40. This reseacrh was taken the samples are two classes that were MIPA 1 and MIPA 3. 2.2 Intrument The instrumen used in this researh, was reading comprehension test will be given to measure students’ achievement in reading. This research used multiple-choice because multiple-choice was the most used form in a test. Before the instruments were used to gather the data, try out test was done to get validity and reliability of the instrument of the test. The researcher used expert jusgment to see whether the istrument was valid or not. In testing the validity of the test, the expert gave positive jugment to all of item of test in the reserach. So it can be said that all of items in the test were ready to use as the instrument in the research. In addition, measuring in reliability of the test, cronbach alpha formula was done. It was found that the coeficient Alpha obtained was 0,8236. It means that the test is reliable and it can be used as instrument to get the data for students’ reading comprehension. 2.3 Procedures The goal of this research was to know whether implemetation of scanning technique was effective in reading comprehension. There were two classes that consisted experimenal class and control class. pretest and posttest will be given by the test of reading comprehensin to each other. The treatment was given to experimental class. In experiment class was given the treatment by using scanning tecnique and control class does not use scanning tecnique. The treatment means to know whether scanning technique was significant. The treatment were conducted for one month. During the treatments, the studens engaged on three phases: pre-task, while-task, and post-task. Those were intended to emphasize the process of learning reading. 2.4 Research Design Quasi experimental design was employed and the researcher chose non randomized control group pretest posttest design. In quasi experimental, the samples were not chosen randomly (Creswell, 2009).

349

3. Result 3.1 Experiment Test Result Table 3.1 Experiment The Result Data PRE-TEST POST-TEST NGAIN EKSPERIMEN EKSPERIMEN EKSPERIMEN Valid

45

45

45

0

0

0

Mean

38.4444

79.4222

.6602

Std. Error of Mean

1.72286

1.33617

.01992

Median

33.0000

80.0000

.6600

33.00

87.00

.59a

11.55728

8.96328

.13363

133.571

80.340

.018

Range

53.00

33.00

.64

Minimum

20.00

60.00

.24

Maximum

73.00

93.00

.88

1730.00

3574.00

29.71

Missing

Mode Std. Deviation Variance

Sum

Based on the output of SPSS version 16 in the pretest and post-test experimental classes was obtained: 1. N is the amount of valid data (45 pieces / respondent) while the missing data is 0, meaning that each data is ready to be processed. 2. Mean or averaging is the sum of all values divided by the amount of data, for pre-test of 38.4444 with error standard of 1.72286 and for experimental post-test of 79.4222 with error standard of 1.33617. 3. The median is dividing the data into two parts for the pre-test of 33, meaning the learning result is 50% above 33, and 50% below 33. As for the experimental post-test of 88, meaning the learning result is 50% above 88, And 50% below 88. 4. The standard deviation of roots from the variance for the pre-test was 11.55728, and the experimental post-test of 8.96328 and the variant for the pre-test 133,571 and the variance for the experimental post-test of 80.340.

350

3.2 Control Test Result Table 3.2 Control The Result Data PRE-TEST POST-TEST NGAIN CONTROL CONTROL KONTROL Valid

45

45

45

0

0

0

Mean

37.9111

70.0889

.5140

Std. Error of Mean

1.60423

1.61927

.02513

Median

40.0000

73.0000

.5500

40.00

73.00

.67

10.76151

10.86241

.16856

115.810

117.992

.028

Range

54.00

40.00

.69

Minimum

13.00

47.00

.11

Maximum

67.00

87.00

.81

1706.00

3154.00

23.13

Missing

Mode Std. Deviation Variance

Sum

Based on the output of SPSS version 16 on the pretest and post-test control classes obtained 1. N is the amount of valid data (45 pieces / respondent) while the missing data is 0, meaning that each data is ready to be processed. 2. Mean or averaging which is the sum of all values divided by the amount of data, for pre-test of 37.9111 with standard error of 1.60423 and for post-test control of 70,0889 with error standard of 1.61927. 3. The median is dividing the data into two parts for pre-test of 40, meaning the learning result is 50% above 40, and 50% below 40. As for the post-test control of 73, meaning the learning result 50% above 73, And 50% below 73. 4. The standard deviation of the roots of the variant for pre-test is 10.76151, and the experimental post-test is 10.86241 and the variant for pre-test is 115.810 and the variance for post-test control is 117.992.

351

3.3 Normality Test Table 3.3 Tests of Normality a VAR0 Kolmogorov-Smirnov 0001 Statistic Df Sig.

NGAINEKSPERIMEN 1

.100

2

Shapiro-Wilk Statistic

Sig.

.954

45

.069

*

.968

45

.245

45 .200

.096

df

*

45 .200

a. Lilliefors Significance Correction Interpretation of SPSS Output Version 16: Making Decision Criteria: If value Significance / P-value / Sig. 0,05 means normal data Based on table 3.3, above on the experimental N-gain and N-gain control data, with a confidence level α = 0.05 obtained significance value (Sig.) In both Shapiro Wilk (Sig. 0.069 and 0.245) and Kolmogorov-Smirnov ( 0.200 and 0.200) all> 0.05, meaning that data is normally distribute

3.4 Test of Homogenety of Variance Table 3.4 Test of Homogenety of Variance Levene Statistic NGAIN EKSPERIMEN

df1

df2

Sig.

Based on Mean

3.375

1

88

.070

Based on Median

2.707

1

88

.103

Based on Median and with adjusted df

2.707

1

84.371

.104

Based on trimmed mean

3.190

1

88

.078

Interpretation of SPSS Output Version 16: Making Decision Criteria:  If value Significance / P-value / Sig. 0,05 means homogeneous data The table above can be seen that the value of Sig. Above above 0.05 (0.070> 0.05) thus it can be concluded that the data is homogeneously distributed 352

3.5 Hypothesis Testing Table 3.5 Hypothesis testing Group Statistics VAR00001 NGAINEKSPERIMEN

N

Std. Deviation

Std. Error Mean

1

45

.6602

.13363

.01992

2

45

.5140

.16856

.02513

Levene's Test for Equality of Variances F Sig.

Equal variances assumed Equal Data variances not Tes assumed Equal variances not assumed

Mean

3.375

.070

Independent Samples Test t-test for Equality of Means

T

Df

Sig. Mean Std. Error 95% Confidence (2-tailed) Difference Difference Interval of the Difference Lower Upper

4.559

88

.000

.14619

.03207

.08247

.20992

4.559

83.647

.000

.14619

.03207

.08243

.20996

4.559

83.647

.000

.14619

.03207

.08243

.20996

Hypothesis: Ha = There is a difference of N-gain score between the experimental class and the control class Ho = There is no difference in the N-gain score between the experimental class and the control class

Table 3.5 above obtained value tcount = 4.559 with degrees of freedom (df) (n1 + n2-2) = 90-2 = 88, obtained ttable = 1.99 with α = 0.05 and obtained the value of Sig. (2-tailed) = 0,000 ttable, then tcount value will be greater than ttable (4,559> 1,99), this means that Ha accepted and Ho rejected, it means there is difference of score of N-gain between experiment class and control class. Can be seen in the above table, the average N-gain of Experimental class is 0.66 (medium category), while control class is 0,51 (medium category). Thus the learning outcomes of cognitive economics in the realm of students' understanding of the experimental class is better than the control class 4. Discussion From the data analysis above, it was clear that using Scanning Technique in reading comprehension gives positive influence for students. Learning process using Scanning Technique can help the students their ability in reading and also can make them easier to comprehend reading text without reading whole text. According to Diaz, S & Laguado, J. (2013) conducted with the title “Improving Reading Skill 353

Through Skimming and Scanning Techniques at A Public School: Action Research” This research was implemented at a public school located in Pamplona Colombia. This school had about 300 students and most classes last 50 minutes, and in some cases, classes are extended to 90 minutes, that is taken once or twice a week. Most of the students were part of the lower-middle class. The students we worked with were seventh graders between nine and ten years old organized into two groups, one with thirty-three students and the other one with thirty-four students. The methodology that they use is action research. The data gendered through observation and interviews. The finding of their research are Scanning helped students change their beliefs and perception about reading and transform their reading practice for the better. Pre-test and post-test were given both of experimental and control. But the difference was on experimental class. The treatment was given to experimental class to know whether using scanning technique was effective. By explaining and practising during the treatment, the students were interested during the treatment process did. The researcher really appriciates their effort. Beside, the students also did the task in form of reading text by using scanning technique. So, it can influence their ability in reading. Scanning technique can improve students’ reading ability to get specific information in reading text. It can be showed that students have a great impact from scanning technique in reading comprehension. Students are not just passivers of information but they are active to finding appropriate information in reading text. 5. Conlusion Based on the descriptions of the data analysis, the researcher can conclude that implementation of Scanning technique is more effective more than direct intruction technique. 6. References [1] AlKialbi, A. Shakir. The Place of Reading Comprehension in Second Language Acquisition. Vol. 6. 2015. Journal of Literature, Languages and Linguistics. [2] Brown, H. Douglas. (2000). Teaching by Principles. San Francisco, California: Pearson Education. [3] Creswell, J. W. (2009). Research Design; Qualitative, Quantitative, and Mixed Method Approaches. United States of America: Sage Publication. [4] Diaz, S & Laguado, J. Improving Reading Skill Through Skimming and Scanning Techniques at A Public School: Action Research. Vol. 10, No. 1. 2013. Opening Writing Doors. [5] Gilakjani, Abbas P. & Sabouri, Narjes B. How Can Students Improve Their Reading Comprehension Skill?. Vol. 6, No. 2. 2016. Journal of Studies in Education. [6] Grabe, William, & Fredicka L. Stoller. (2002). Teaching and Researching Reading. England: Longman. 354

[7] Harmer, J. (2001). The Practice Of English Language Teaching. Harlow: Longman. [8] Klingner, Janette K. (2007). Teaching Reading Comprehension to Students With Learning Difficulties. New York: The Guilford Press. [9] Nunan, David. (2005). Practical English Language Teaching: Young Learners. New York. The McGraw-Hill. [10] Merkuri, Zamira & Boboli, Aleksander. Teaching Reading Strategies to Students who Study Foreign Languages. Vol. 4, No. 2. 2012. Interasional Journal of Linguistic. [11] Snow, Catherine E. (2002). Reading for Understanding. New York: RAND. [12] Stevemckee. Reading Comprehension, What We Know: A Review of Research 1995 to 2011. Vol. 2, No. 1. 2012. Language Testing in Asia.

355

356

Improving Motivation And Learning Results Java Language Material Reading Java Acsara With Flashcard Media In Class Students V Semester II Elementary School Negeri 2 Puguh Sub District Pegandon District Kendal Lesson Year 2016/2017 Anisa Kusuma Wahdati, Siti Mahmudah, and Farida Universitas Negeri Semarang, Semarang, Indonesia [email protected]

Abstract This class research aims to improve: (1) learning motivation in learning Java language using flashcard media, (2) learning result of reading Javanese script by using flashcard media. This classroom action research was conducted at SD Negeri 2 Puguh Pegandon District Kendal Regency in second semester of academic year 2016/2017. The study was conducted in three cycles, each cycle held two meetings with the activities of planning, action, observation and reflection. Based on the results of the study concluded that (1) There is an increase in learning motivation in learning Javanese language after applying Flashcard media on students of grade V SD Negeri 2 Puguh Pegandon District Kendal District Lesson 2016/2017. It is indicated from the improvement of the average score of students' learning motivation in the first cycle of 81.5 (good) increased to 84 (good) in cycle II, and increased again to 88 (excellent) in cycle III, (2) Javanese learning result of Javanese script in learning by applying flashcard media. This can be seen from the increase in learning outcomes cycle I average learning outcome of 68 with individual learning completeness reached 60% increased to 73.5 with 73% complete completeness of study in cycle II and increased to 80 with individual learning completeness reached 77% Cycle III. Keywords: motivation, learning result Java language, flashcard media

1. Introduction The Javanese script is part of the Javanese language subjects. For students the lessons of Java are quite difficult to learn. The difficulty of delivering Javanese lessons is a dilemma for teachers, especially primary school teachers who have to master all subjects. The complex of Javanese language material that has been rarely applied in the social life of the community makes learning Java language as if neglected by students than other subjects that seem more modern. The situation is also supported based on data of daily Javanese language test results in January 2017 students of class V SD Negeri 2 Puguh with KKM 61, the lowest score obtained by students is 20 and the highest score 80. Of 26 students only 6 students who scored above the KKM 61 or complete. In other words only 23% of students can write Java script while as many as 77% of students have not reached KKM. Related to the not yet optimal results of learning Java language SDN 2 Puguh researchers set an alternative action to improve learning outcomes Java language Java literature reading materials with flashcard media for solution problem solving. Media flashcard is a medium of learning in the form of picture cards measuring 25 x 30 cm (Nurseto 2012,p.8). 357

1.1 Learning Motivation Understanding of learning motivation according to Donald (in Sardiman, 2000: 73), learning motivation is the change of energy in a person characterized by the emergence of "feeling" and preceded by a response to the existence of goals. Motivation learning is also a need to develop self-efficacy optimum, so as to do better, achievement and creative (Abraham Maslow in H. Nashar, 2004,p.42). Then according to Clayton in Nashar (2004,p.42) learning motivation is an internal and external encouragement that causes a person (individual) to act or do achieve goals, so that the behavior changes in students are expected to occur. In everyday life, most motives in motivation need to be learned, including motivation in learning. According Dimyati and Mudjiono (1994,p.89-92) there are several factors that affect the motivation to learn, namely: (1) aspirations or aspirations of students. (2) Learning ability. (3) The physical and spiritual condition of the students. (4) Classroom environmental conditions. (5) Dynamic elements of learning. (6) The teacher's efforts to teach students. 1.2 Learning Results Reading Javanese script According Rifa'i (2009,p.85) states that the results of learning is a change in behavior obtained by learners after experiencing learning activities. Suprijono (2009,p. 5) explains that learning outcomes are changes in behavior as a whole rather than just one aspect of human potential alone. Learning outcomes can be seen from the attitudes, skills, and knowledge possessed by the learner after experiencing the learning process. Reading according to Hodgson (in Tarigan 2008,p. 7), reading is a process done and used by the reader to obtain a message, which would be conveyed by the author through the media words or written language. The 20-letter letters are not just born. The 20 characters are born from the Ajisaka story. The two faithful devotees of Ajisaka argued firmly in their own opinion. They both fought and then died. Ajisaka remembers the story of his two faithful servants through a series of characters. The following is the script of Javanese script and it means: ha na ca ra ka (there is a story), da ta sa wa la (a fight), pa da ja ya nya (they are both magic), ma ga ba tha nga (and Eventually all die). In the reading material of Javanese script, the researchers limit to the use of the script nglegena, sandhangan swara and panyigeg wandha. Letters nglegena the letters that have not received additional sandhangan. In the Javanese alphabet (carakan) consists of 20 letters, namely:

358

Figure 1. Javanese script (Suryadipura, 2008,p. 3) Sandangan in Javanese script is divided into two namely sandangan swara and sandhangan panyigeg wanda. Sandhangan swara is a font equipment that serves to change the basic phoneme "a" in Javanese script into other sounds. The kinds of sandhangan swara include: (1) sandhangan wulu its function to change the letters nglegena which reads "a" becomes vowel "i". (2) sandhangan suku function to change the letters nglegena which reads "a" into vowel that says "u". (3) sandhangan pepe" serves to change the letters nglegena which reads "a" to "e". Sandhangan in Javanese script means additional to complement (Suryadipura 2008,p.10). While sandhangan panyigeg wanda is a substitute of consonant or substitute of dead letter which consist of screen (replacement r), lizard (substitute ng), wignyan (substitute h), and pangkon (converter to dead letter). 1.3 Media Flashcard Media flashcard in the form of cards as much as 30 to 40 pieces, the best material to make the cards is manila paper (Ismawati 2011,p.146). Flashcard media is a learning media in the form of picture cards that are about the size of a postcard or about 25 x 30 cm. The image displayed in the card is an existing image or photo and affixed to the card sheet. The image in this media is a series of messages presented with a description on the back. Excess flashcard media are as follows: (1) Easy to carry anywhere. (2) Practical in making and using it. (3) It is easy to remember because it attracts attention. (4) Very fun as learning media (5) can be used in game form (Indriana 2011: 68).

2. Methods 359

This classroom action research was conducted in the second semester of the academic year 2016/2017 at SD Negeri 2 Puguh subdistrict Pegandon. The subjects of this study are the students of class V which amounted to 26 students. Data or information obtained from various sources and used in research include: 1) information or resource consisting of students of grade V SD Negeri 2 Puguh. 2) The results of observations of the implementation using flashcard media. Techniques and data collection tools in this study are observation and test. Learning motivation is measured by non-test technique using observation sheet. Observations were also made to teachers who were teaching Javanese using a standardized observation sheet, the Teachers 'Assessment Instrument (IPKG) I, which assessed teacher learning plans and the Teachers' Skills Assessment Instrument (IPKG II) that assessed teacher implementation. This type of research is a classroom action research conducted in three cycles. Data analysis technique used is descriptive analysis of quantitative and qualitative descriptive (Supardi, 2006,p.131). Quantitative data of this research is realized with the result of student learning in the form of reading and writing skill of Java script, analyzed by using descriptive analysis technique by determining mean or mean. The calculation of percentage using the formula above in accordance with the success indicator that will be achieved in the learning of Java language for the criteria of classical completeness is 75%. 3. Results 3.1 Initial Conditions The initial conditions in this classroom action study are based on the daily Javanese learning outcomes with an average of 63. Read more can be seen in the following table: Table 1: Average initial condition value Interval Frekuensi Percentage Category 2 8% Very good 86-100 4 15% Good 71-85 7 27% Enough 56-70 2 8% Less 41-55 11 42% Very less ≤40 26 100% Total Based on the above table it is known that as many as 2 people (8%) get Javanese learning outcomes in very good category, 4 people (15%) good category, 7 people (27%) enough category, 2 people (8%) less category, And 11 people (42%) categories are very less. When viewed from the average learning outcomes of Java Language students of 48 then it can be seen that the overall learning outcomes Java 360

language students in the daily test of Java language class V SD Negeri 2 Puguh is in the category less. 3.2 Cycle Research Results I Based on the evaluation data of learning outcomes Java language cycle I obtained data for the highest value of 100, the lowest value of 20, and the average learning outcomes of Java language of 68 with 58% learning completeness. More can be listened in the following table: Table 4.2: Frequency Distribution of Learning Outcomes of Java Language Cycle I Interval 86-100 71-85 56-70 41-55 ≤ 40 Total

Frekuensi 4 6 12 1 3 26

Percentage 15% 23% 46% 4% 12% 100%

Category Very good Good Enough Less Very less

Based on the above table it is known that as many as 4 people (15%) get the Javanese learning outcomes in very good category, 6 people (23%) good category, 12 people (46%) enough category, 1 person (4%) less category, And 3 people (12%) categories are very less. When viewed from the average learning outcomes of Java Language students of 68 it can be seen that the overall learning outcomes of Java language students of grade V SD Negeri 2 Puguh are in enough categories. Observation of students is done to know the student's learning motivation, the result as shown in the following table: Table 3: Recapitulation of Student Learning Motivation Observation Sheet Cycle I No Indicator Number of scores Total Percentage Category ability level score 5 4 3 2 1 4 10 10 2 0 94 72,31% Good 1 The courage of students in asking 5 13 8 0 0 101 77,69% Good 2 Courage students in answering questions 7 15 4 0 0 107 82,31% Good 3 Students' ability to understand the material 5 20 1 0 0 108 83,08% Good 4 Readiness of students in following lessons

361

5 6 7 8 9 10

Student readiness in flashcard game activity Student learning environment conditions Availability of learning facilities in class Acquisition of student learning experience Students are motivated to do the task Students happy with Javanese learning process Average

4

20

2

0

0

106

81,54%

Good

7

15

4

0

0

107

82,31%

Good

10

16

0

0

0

114

87,69%

7

13

6

0

0

105

80,77%

Very Good Good

4

22

0

0

0

108

83,08%

Good

9

14

3

0

0

110

84,62%

Good

106

81,54%

Good

Based on the above table it is known that the average score of learning motivation of grade V students of SD Negeri 2 Puguh in learning Java language using flashcard media of 81.54% including good category. In addition to observation of student learning motivation, also conducted observations on the learning process undertaken by teachers. Observation was done by using Teacher Performance Appraisal Instrument (IPKG) 2. Based on the result of IPKG 2 about the learning implementation obtained the average data score of 84% including good category. 3.3 Cycle Research Results II Based on data of learning result of Java Language cycle II about learning result of Java language obtained data for the highest value of 100, the lowest value of 20, and the average of Javanese learning result 73 with 73% learning completeness. More can be listened in the following table: Frekuensi

Percentage

Category

Table 4: Frequency Distribution of Learning Outcomes Java Language Cycle II Interval 86-100 71-85 56-70 41-55 ≤ 40

7 8 5 4 2

27% 31% 19% 15% 8%

Very good Good Enough Less Very less

Total

26

100%

362

Based on the above table it is known that as many as 7 people (27%) obtained Javanese learning outcomes in very good category, 8 people (31%) good category, 5 persons (19%) enough category, 4 people (15%) less category and 2 people category is very less (8%). When viewed from the average learning outcomes of Javanese Language students of 73.5 then it can be seen that the overall learning outcomes Java language grade V students SD Negeri 2 Puguh is in good category. Observation activities conducted collaboratively by involving peers to observe the behavior and attitudes of students when following the learning of Java language through flashcard media. In addition, observations were also conducted on teachers who apply flashcards in learning Java language. Observation of students is done to know the motivation of student learning. Observation result known that the average score of learning motivation of class V student of SD Negeri 2 Puguh in learning Java language using Flashcard media equal to 84,08% including good category. In addition to observation of student learning motivation, also conducted observations on the learning process undertaken by teachers. Observations were made using the Teacher Performance Assessment Instrument (IPKG). Based on the results of IPKG II about the implementation of learning to obtain an average score of 89% including excellent category. Based on the activity activity cycle II can be seen that the average learning outcomes of the Java language of 73.5 (good) with 73% completeness; Average learning motivation equal to 84,08 including good category, and average of teacher learning process equal to 89 (excellent) obtained from score IPKG II. 3.4 Cycle Research Results III Based on data of learning result of Javanese language III cycle about learning result of Java language obtained data for the highest value of 100, the lowest value equal to 40, and the average of learning result of Java language equal to 80 with learning completeness equal to 77%. More can be listened in the following table: Table 6: Frequency Distribution of Learning Outcomes Java Cycle III Interval Frekuensi Percentage Category 9 35% Very good 86-100 8 31% Good 71-85 7 27% Enough 56-70 2 8% Less 41-55 0 0% Very less ≤ 40 26 100% Total Based on the above table it is known that as many as 9 people (35%) obtained Javanese learning outcomes in very good category, 8 people (31%) good category, 7 people (27%) enough category, and 2 people (8%) less categories , And 0 people (0%) 363

category is very less. When viewed from the average learning achievement of Java Language students of 80 then it can be seen that the overall learning result of Java language grade V students SD Negeri 2 Puguh is in very good category once. Observation activities conducted collaboratively by involving peers to observe the behavior and attitudes of students when following the learning of Java language through flashcard media. The result is the average score of learning motivation of grade V students of SD Negeri 2 Puguh in learning Java language using Flashcard method of 88.08% including very good category. Based on activity activity of cycle III it can be seen that average of learning result of Java language equal to 80 (good) with completeness 77%; The average learning motivation is 88.08 including the excellent category, and the average of teacher learning process is 91 (excellent) obtained from IPKG score II. 4. Discussion Based on the results of the study note that there is an increase in motivation and learning outcomes of Java language reading material Aksaara Java through flashcard media. This is indicated from the increase of average learning achievement of the first cycle of 81.54% to 84.08 in cycle II, and 88.08% in cycle III. Similarly, the results of learning cycle I for 68 with 60% learning completeness indVidu increased to 73.5 with 73% indvidu learning completeness in cycle II, and increased again to 80 with 77% completeness. Meanwhile, the teacher's skill in Javanese learning process also increased, in the first cycle of 84 (good) increase to 89 (excellent) in cycle II, and became 91,03 (excellent) in cycle III. Further comparison of learning outcomes, learning motivation, and teacher skills in the process of learning Java language, can be seen in the following table: No. Description 1. Learning Motivation 2. Learning Outcomes of Javenese Language 3. Teacher Learning Process 4. Achievement of Performance Indicators

Cycle I 81,54 68

Cycle II 84,08 73,5

Cycle III 88,08 80

84 60%

89 73,5%

91 77%

364

Based on the above table can be illustrated with the graph below:

The occurrence of action hypothesis in this study proves that the application of flashcard media can improve student motivation and learning outcomes. In addition to the cognitive aspects of students, the application of the model is also capable of improving the affective and psychomotor aspects. Affective aspects that appear that sincerity, courage, while psychomotor aspects can be seen from the speed and accuracy of students complete task set. This is in accordance with the opinion of Sudjana (2002) that in learning there are three domains that become the focus of improviSng the quality of learning that is the cognitive domain, the effective realm, and the psychomotor domain. Thus the results of this classroom action research can be used as a reference by other researchers who want to examine and criticize as the actual phenomenon of education, especially in terms of learning innovation. Therefore teachers need to create educational interactions. Educational interaction is an illustration of the two-way active relationship between teacher and student that takes place in the educational interaction educational objective bond if consciously has an educational purpose, to deliver the students toward their maturity. The role of teachers and educational interactions is to consciously seek to change the behavior, attitudes, actions of students to be better, mature and proficient berkusila, who must be active in educational interaction is the teacher and students. Active in attitude, mentality and deeds. 5. Conclusions Based on the results of this classroom action research can be concluded that: (1) There is an increase in learning motivation in learning Javanese language after applying Flashcard media on students of grade V SD Negeri 2 Puguh Pegandon District Kendal District Lesson 2016/2017. It is indicated from the improvement of the average score of students' learning motivation in the first cycle of 81.5 (good) increased to 84 (good) in 365

cycle II, and increased again to 88 (excellent) in cycle III. (2) There is an increase of learning result of Javanese language about Javanese script in learning by applying flash card media at grade V student of SD Negeri 2 Puguh Pegandon Sub District of Kendal Regency of Lesson Year 2016/2017. This is indicated from the average increase in student learning outcomes cycle I for 68 with individual learning completeness reached 60%. In the second cycle average learning outcomes increased to 73.5 with 73% complete learning completeness and on the third cycle average learning outcomes increased to 80 with individual learning completeness reached 77%. 6. References Depdiknas. 2006. Instrumen Penilaian Kinerja Guru (IPKG). Jakarta: Depdiknas Dimyati dan Mujiono. 2009. Belajar dan Pembelajaran. Jakarta: Rineka Cipta Indriana, Dina. 2011. Ragam Alat Bantu Media Pengajaran. Yogyakarta : DVa Press. Ismawati, Esti. 2011. Metode Penelitian Pendidikan Bahasa dan Sastra.Surakarta: Yuma Pustaka [5] Nashar,H. 2004. Peranan Motivasi dan Kemampuan awal dalam kegiatan Pembelajaran. Jakarta: Delia Press [6] Nurseto, Tejo. 2011. Membuat Media Pembelajaran Yang Menarik. Jurnal Ekonomi & Pendidikan. Vol 8. No. 1. [7] Rifa’i, Achmad dan Catharina, Tri Anni. 2009. Psikologi Pendidikan. Semarang:Unnes Press [8] Sardiman. 2010. Interaksi dan Motivasi Belajar mengajar. Jakarta: Raja Grafindo Persada [9] Sari, Navila Sita. 2014. Peningkatan Kemampuan Membaca Melalui Media Flash Card Mata Pelajaran Bahasa Indonesia Bagi Siswa Kelas I Sekolah Dasar Negeri 2 Ngroto Gubug Grobogan Tahun Ajaran 2013/2014. http://eprints.ums.ac.id/29659/14/02._naskah_publikasi//diunduh tanggal 02 Februari 2015 [10] Sudjana, Nana. 2006.Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya [11] Suprijono, Agus. 2009. CooperatVe Learning. Yogyakarta: Pustaka Pelajar. [12] Suryadipura, Betta Setyowati, Gamma Setyorini. 2008. Cara Belajar Membaca dan Menulis Huruf Jawa. Bandung: Yrama Widya [13] Tarigan, Henry Guntur. 2008. Menulis Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa [14] Tiarasari, Anestasia Wahyu. 2013. Peningkatan Keterampilan Menulis AksaraBahasa melalui Modeling The Way dengan Media Flashcard Pada SiswaKelas V SDN Mangkangkulon 01 Semarang. Skripsi. Jurusan PGSD. Online http://lib.unnes.ac.id/17143/1/1401409240.pdf. diunduh tanggal 2 Februari 2017 [1] [2] [3] [4]

366

The Influence of Reading Difficulty To The Students Learning Result Ardi Partawiguna, Hendy Mahardhika Universitas Negeri Semarang, Semarang, Indonesia [email protected]

Abstract The purpose of this study is to know the influence of reading difficulty to the students' learning result. The population in this study is the second grade students of SD Negeri in Diponegoro cluster, District Taman, Pemalang Regency that total is 175 students. A sample of 116 students drawn using proportionate stratified random sampling technique. This study used a descriptive survey method. Prerequisite test data analysis in this study is a test for normality (Kolmogorov-Smirnov) and linearity test (Test for Linearity). The final analysis in this study is the correlation analysis, simple regression and determinant coefficient. All calculation were processed using SPSS version 20. Results showed coefficients of R value -0.644 categories strong and negative relationship. Simple regression equation Ŷ = 81,476-0,779X. The magnitude of the determinant coefficient of 41.5%. The results of hypothesis testing using simple regression analysis to see the value of significance (significance test) showed that the value of sig 0,000 (Sig ttabel (1,686), then the Ho was rejected and Ha accepted

6. References [1] Amalia. 2011. Pengembangan Kemandirian Belajar. Jakarta: Media Pusindo. [2] Anggarawati, A. 2014. Pengaruh Make A Match Berbantuan Media Kartu Gambar Terhadap Hasil Belajar IPS SD. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha (Online), Vol. 2, No. 1, (http://download.portalgaruda.org/article, Diunduh 02 April 2015). [3] Anitah, S. 2008. Media Pembelajaran. Surakarta: LPP UNS dan UNS Pres. [4] Arikunto, S. 2005. Manajemen Penelitian (Edisi Revisi Cetakan Ketujuh). Jakarta: Rineka Cipta. [5] _________. 2010. Manajemen Penelitian (Edisi Revisi Cetakan Kesebelas). Jakarta: Rineka Cipta. [6] _________. 2013. Manajemen Penelitian (Edisi Revisi Cetakan Keduabelas). Jakarta: Rineka Cipta. [7] Arsyad, A. 2011. Media Pembelajaran. Jakarta: Rajawali Pers. [8] Burhanuddin. 2012. Pengaruh Strategi Pembelajaran Kooperatif Dan Kemampuan Verbal Terhadap Hasil Belajar IPS Siswa Mts Ulumul Qur’an Langsa. Jurnal Tabularasa PPS UNIMED (Online), Vol. 2, No. 1, (http://digilib.unimed.ac.id/public/UNIMED-Article-23924-Burhanuddin.pdf., Diunduh 02 April 2015). [9] Daryanto. 2010. Media Pembelajaran. Jakarta: Gava Media. [10] Dimyanti dan Mudjiono. 2010. Belajar dan Pembelajaran. Jakarta: PT Asdi Mahasatya. [11] Fathurrohman, P. dan Sutikno, S. 2011. Stategi Belajar Mengajar. Bandung: PT Refika Aditama. [12] Ginting, R. 2014. Peningkatan Hasil Belajar IPS Siswa Melalui Model Pembelajaran Group Invetigation Di Kelas V-A SD Negeri 105276 Sei Mencirim. Jurnal Saintech (Online), Vol. 6, No. 4, (http://universitasquality.ac.id, Diunduh 02 April 2015). [13] Gunawan, R. 2013. Pendidikan IPS. Bandung: ALFABETA, cv. [14] Hamalik, O. 2014. Kurukulum dan Pembelajaran. Jakarta: Bumi Aksara. [15] Hasbullah. 2009. Dasar-dasar Ilmu Pendidikan. Jakarta: Rajawali Pers. [16] Ihsan, F. 2010. Dasar-dasar Kependidikan. Jakarta: PT Rineka Cipta. [17] Iryanti, P. 2004. Penilaian Unjuk Kerja. Jakarta.

389

[18] Juliansyah Noor. 2011. Metodologi Penelitian Skripsi, Tesis, Disertasi, dan Karya Ilmiah. Jakarta: Kencana Prenada Media Group. [19] Martono, N. 2010. Metode Penelitian Kuantitatif. Jakarta: Rajawali Pers. [20] Misbahuddin dan Iqbal. 2013. Analisis Data Penelitian Dengan Statistik. Jakarta: PT Bumi Aksara. [21] Munandi, Y. 2008. Media Pembelajaran. Jakarta: Gaung Persada Pers. [22] Nurhadi. 2012. Menciptakan Pembelajaran IPS Efektif dan Menyenangkan. Jakarta: Multi Kreasi Satu Delapan. [23] Nurochim,H. 2013. Perencanaan Pembelajaran Ilmu-Ilmu Sosial. Jakarta: Rajawali Pers. Purwanto. 2011. Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar. [24] Rusman. 2013. Belajar dan Pembelajaran Berbasis Komputer. Bandung: ALFABETA, cv. Rusyana, A. dan Setiawan, I. 2012. Prinsip-Prinsip Belajar Efektif. Jakarta: Trans Mandiri Abadi. [25] Rusyana, A. dan Setiawan, I. 2012. Prinsip-Prinsip Belajar Efektif. Jakarta: Trans Mandiri Abadi. [26] Sadiman, A.S.dkk. 2011. Media Pembelajaran. Jakarta: Rajawali Pers. [27] Siti, A.dkk. 2013. Tempat Tinggalku. Jakarta: Lazuardi GIS [28] Slamet, Y. 2008. Pengantar Penelitian Kuantitatif. Surakarta: LPP UNS dan UNS Pers. Slameto. 2013. Belajar dan Faktor-Faktor Yang Mempengaruhi. Jakarta: Rineka Cipta. [29] Sopiani, A. 2014. Sukses Menjadi Pendidik Karakter Siswa. Jakarta: Literatur Media Sukses. [30] Sudjana, N. 2011. Penilaian Hasil Proses Belajar-Mengajar. Bandung: PT Remaja Rosdakarya. [31] Sugiyono. 2013. Metode Penelitian Pendidikan Pendekatan Kuantitatf, Kualitatif, dan R&D. Bandung: Alfabeta. [32] Suprijono, A. 2011. Cooperative Learning Teori & Aplikasi Paikem. Yogyakarta: Pustaka Pelajar. [33] Susilana, R. dan Riyana, C. 2009. Media Pembelajaran. Bandung: CV Wacana Prima. [34] Wardani, K. 2013. Implementasi Model Pembelajaran Kooperatif Tipe Jigsaw Untuk Meningkatkan Kualitas Pembelajaran IPS Dikelas V SDN Ngangkrik Sleman. Jurnal Ilmiah Pendidikan (Online), Vol. 2, No. 2, (http://alamin-dompuntb.com/edit/elfinder/files/Jurnal.pdf, Diunduh 02 April 2015). [35] Wasilah, E.B. 2012. Peningkatan Kemampuan Menyimpulkan Hasil Praktikum IPA Melalui Penggunaan Media Kartu. Jurnal Pendidikan IPA Indonesia (Online), Vol.1, No. 1, (http:// journal.unnes.ac.id/ index.php/jpii, Diunduh 02 April 2015). [36] Yuswanti. 2013. Pengunaan Media Gambar Untuk Meningkatkan Hasil Belajar Kabupaten Donggala. Jurnal Kreatif Tadulako (Online), Vol. 3, No. 4, ( http://jurnal.untad.ac.id/jurnal/index.php, Diunduh 02 April 2015)

390

Financial Education Based On Technology On SMEs in Central Java Anindya Ardiansari, Achmad Slamet Universitas Negeri Semarang, Semarang, Indonesia [email protected]

Abstract Financial literacy is an alternative solution that can help in terms of the complexity of financial decision-making and recession and can have a positive impact on economic capabilities. Increase the financial literacy of MSMEs actors through financial education, so that the perpetrators of MSMEs have the ability to manage finances well so that access to financial institutions is not an impossible thing anymore. Technological advances in mass communication have brought many impacts and changes in society. The hope as technological progress can ease in the process of financial education of SMEs. Based on the results of research in terms of financial literacy there are 65% of respondents who have never received financial education and 35% have been following financial education both from the department of UMKM and from universities. Judging from the readiness of SMEs in obtaining technology-based financial education is still a lot of SMEs that states have not been able to implement because of the lack of facilities and infrastructure both software and hardware. The hope of the government is able to educate SMEs finance based on this technology to increase their financial literacy and SMEs can do well bookkeeping. Keywords: Financial education, Financial literacy

1. Introduction Financial literacy is an alternative solution that can help in terms of the complexity of financial decision-making and recession and can have a positive impact on economic capabilities. Financial literacy is the ability to understand and analyze financial choice s, planning for the future and responding appropriately to specific events that are happening (Taft, et al., 2013). Efforts by the government as well as others relating to financial literacy are primarily directed at the dissemination of basic messages of caution through awareness campaigns. The purpose of the basic message is to answer the questions of the importance of saving, the importance of financing through credit, insurance, timely debt repayment, thinking of old age, who is the lender and why they set high interest rates (Raina, 2014). Unfortunately, the studies that have been done show low financial literacy in the world community, especially people in developing countries and third world countries. The low financial literacy is caused by many things such as the obstacles related to the complexity of financial life, the existence of various choices when making decisions and not having enough time and money to study personal finance issues (Taft et al., 2013; Buckland et al., 2013 ). 391

Furthermore, some studies show the relationship between a person's quality of life and productivity in the workplace. Quality of life is influenced by financial problems and financial pressures. Financial problems arise when individuals do not manage their personal finance well. The main causes of financial problems are excessive credit use, excessive spending, too much debt, no spending skills and saving, low income and lack of financial knowledge (Delafrooz, Et al., 2010). This study samples individuals who are UMKM owners / actors for the reason they have difficulty access to financial institutions and banking, and the negative stigma associated with the ability to pay back the credit they receive and the willingness to pay or moral hazard issues. While on the other hand, the need to increase the scale of SMEs business requires additional business capital, which should be met from bank credit. This gap can be bridged by increasing the financial literacy of SMEs actors through financial education, so that the perpetrators of MSMEs have the ability to manage finances well so that access to financial institutions is no longer impossible. Financial education is well-regarded by policymakers and the public as increasingly important for developing financially capable societies in the era of increasing individual responsibility for finance. The global crisis and financial crisis provide further reasons to consider financial education a priority for policymakers, particularly as a way of developing financial inclusion (Cnaan et al., 2012; PISA, 2012) Evidence suggests that low-income people are better at planning their finances than other groups (Atkinson et al., 2006). Nevertheless, financial education is still needed by individuals in managing increasingly stringent resources. The more complex the financial world in our lives, especially at the time of the global financial crisis and the saving of the state's welfare, makes financial education more and more important. However, financial education can not be seen as a panacea to create a financial society or combat financial shortages. Governments, regulators and financial institutions all play a part in creating a responsible and transparent financial system for individuals to access financial products and services. Financial education is very likely to be a sensitive subject (Anderson and Nevitte, 2006). For example, a culture of frugality and saving has a strong moral tone compared to spending and consuming. Education is a powerful predictor of how much people priority to consume, while income is a strong predictor of a person's ability to store. (Anderson and Nevitte, 2006: 258). One of the challenges in teaching financial education is in ensuring that finance is a process that must be 'live' and 'real' (DfES, 2007, p. 2). In line with the definition of OECD (2005) financial education is the process by which consumers / investors improve their understanding of financial products and concepts, through information, instruction and advice developing skills and confidence to become more aware of the risks and opportunities to make informed choices Know where to get help, and 392

take other effective actions to improve their financial welfare (OECD 2005). So Financial education is an overall method to improve financial literacy. The purpose of financial education is that consumers are able to manage their money flowing rationally based on their life cycle. Knowledge, attitude and / or behavior can be overcome by financial education programs (Fox et al., 2005). OECD (2005) and FSA (2004) indicate that financial education includes information strategies as provision of meaningful facts and data, instruction in the meaning of training and guidance and advice that takes into account the personal situation of individuals without providing recommendations related to the product. One problem in evaluating the impact of Financial education is a financial education competency that aims to induce internal conditions consisting of knowledge, skills and motives that themselves are not observed. Only external conditions such as a pension system in one country and certain behaviors are visible. Therefore, competence can only be inferred by observations of specified external conditions and behavior. In the present era, technology is very closely related to the Internet. The development of the internet is affecting social life and how to communicate someone., Based on data from the Association of Internet Service Providers Indonesia (APJII), internet users in Indonesia continues to increase. In 1998 only 500ribu people who use the internet, but started in 2012 internet users skyrocketed to 63 million people. That number is even predicted to continue to rise to 139 million people in 2015. The development of mobile phones is also increasingly facilitate communication through social media and internet. Only from a mobile phone we can get so much information in brief. Smartphone that's the designation for sophisticated mobile phones that can work almost the same as a laptop or laptop computer but the size is much smaller. When viewed from this point of view, technological advancements give us the opportunity to live more easily. It is a convenience to get or to distribute the desired information. The development of technology in the present that continues to grow, thus making the Internet and many social media is also growing. Although not yet to all parts of Indonesia, but things smell of technological progress has spread to almost all levels of Indonesian society. Most people who access the internet atupun social media in Indonesia are those who use mobile phones. Based on research from AC Nielsen institutions also recorded 95% of mobile phone users in Indonesia use the tool to access the Internet. Now it feels like there is no limit with others even though they are hundreds of thousands of miles from one's location. It happens because of advances in today's technology. The concept of McLuhan is proven to be true, now especially in Indonesia, there are so many people who rely on technology and it is very difficult to get away from things about technology. Even in this era when one does not use these technologies, the person can not be well received in the environment (eg in a job, 393

some companies have special requirements about the ability to use various technologies). Technological advances in mass communication have brought many impacts and changes in society. The hope as technological progress can ease in the process of financial education of SMEs Based on the background of the problem, the formulation of research problem of technology-based financial education that is unique and according to the needs and conditions of SMEs should be given to the perpetrators of SMEs to improve knowledge and financial management skills. Based on the formulation of the problem, the research question is' how is the preparedness of technology-based financial education in accordance with the needs and conditions of SMEs in Central Java that can improve knowledge and financial management skills to access banking products?

2. Methods 2.1 Participants The population of this research is on SMEs which produce superior products in Central Java province. The data of this research were collected from respondents spread in 6 cities in Central Java namely Semarang, tegal, pekalongan, salatiga, magelang, surakarta. Selection of respondents from 6 cities with the consideration that in the six cities are concentrated small micro industries Central Java. 2.2 Instrument The types and sources of data in this study are: a. Primary data, namely the main data required in this study obtained directly through interviews and observation. Primary data source in this research is all actors of UMKM who have strong commitment to get involved in research. Respones are determined by using snowball sampling taking into account the representation of sample groups from various towns / districts in the province of Central Java. The process of recruitment of respondents is done through community and UMKM association by requesting recommendation from community management / UMKM association. b. Secondary Data is supporting data needed in this research that is documents owned by UMKM like financial report, number of employees, working capital, marketing area, etc .. The literature sources and journals that support the research theme are also secondary data that must be considered Data collection is done through: a. Documentation and literature study to obtain information related to research subject so that will be obtained profile of UMKM research focus comprehensively. b. Observation is an attempt to get a picture of a rough event (Djarwanto, 1990: 10). Implementation of observation techniques can be done in several ways that is organized 394

and systematic by looking at the guidelines as an instrument of observation, or spontaneously with the notes of researchers able to remember the findings during the observation. Observations in the location of the study aims to get a holistic picture of the subject. Observations included observation of processing, performance of the study subjects. In addition, observations are also conducted with observations of the environment and work activities, interaction with subordinates and interaction with the community as a consumer. c. Interviews are conversations with a specific purpose. Interview technique is the most logical technique of all social research techniques, because the direct interaction verbally between researchers with research subjects or informants (Black, 1999, p. 305) The purpose of this interview to add or complement data that has not been obtained from observation. Interview technique is done openly, flexible, familiar and familial. It is intended that not impressed rigid and explanation of research subjects and informants are not mere-exist or cover-up, thus obtained optimal data. 2.3 Procedures The collected data is analyzed using various techniques, both textual and contextual, domain analysis and context analysis. Then the results of the study are displayed in the form of narrative in various ways such as descriptions, ethnography, and reflection in depth with analytical techniques as follows: a. Thematic analysis, conducted by organizing data based on the relevant themes and in accordance with the focus of research. In this study also tried to find expressions, descriptions or explanations of prominent and specific, so as to give an idea of how the life experience of research subjects, personality characteristics, the way subjects think about themselves and their lives, work activities, and situational conditions Which affected their activity. b. Textual analysis is done by confirming field findings data and the answers of research subjects with existing UMKM theories and concepts of development, so that can be seen whether there are similarities with the theories of management, or there is a deconstruction of concepts and theories that gave birth to the reconstruction To finally become a redefinition. c. Contextual analysis, done by testing the data link with the external context, such as community in the form of values and outlook on life. d. Interpretative Analysis, done by looking at the meanings contained in each data collected. The meaning can be in relation to the external context as well as the internal context. 3. Results

395

The data of this research were collected from 60 respondents spread in 6 cities in Central Java. Selection of respondents from 6 cities with the consideration that in the five cities are concentrated small micro industries of Central Java. Demographic profile of respondents is gender, education level, age group and length of business management is that the respondents of this micro business are mostly women (65%) and the rest are male (35%). For the education level, 62% of the respondents are high school graduates, 23% of elementary school graduates and 12% of junior high school graduates and only 3% of respondents are undergraduate. The respondents were dominated by 31-40 year olds (40%) and 41-50 years old (47%) while respondents' experience in running their business was 11-20 years (48%). Based on the results of research in terms of financial literacy there are 65% of respondents who have never received financial education and 35% have been following financial education both from the department of UMKM and from universities. And based on the results of research shows that only as much as 15% of MSMEs who apply financial literacy, which in this case has been a simple and periodical bookkeeping. And there are still 85% of MSMEs that have not done finance. This is proven when MSMEs are asked to fill the financial diary, they do not fill because they do not know how to do bookkeeping and they also do not do bookkeeping on business. Judging from the readiness of SMEs in obtaining technology-based financial education is still a lot of SMEs that states have not been able to implement because of the lack of facilities and infrastructure both software and hardware. There are 55% of MSMEs who say there is no need for financial education and 45% of MSMEs need to do financial education. Although actually based on hardware ownership there are 80% of MSME have a computer / laptop / smartphone and the remaining only 20% of MSMEs that do not have the hardware. Ownership of this hardware is dominated by smartphone ownership. Based on readiness in software owned by SMEs only 5% of MSME who have financial software although not yet used regularly. This means there are still 95% of MSMEs who do not have financial software yet. Actually, bookkeeping using software or technology based is much easier to be applied and taught to UMKM. The hope of the government is able to educate MSMEs finance based on this technology to increase their financial literacy and SMEs can do well bookkeeping 4. Discusion 4.1 The forms and methods of financial education applied Based on the results of research, SME Central Java is not ready to obtain technology-based financial education. Therefore, the methods of financial education that can be done on SMEs are: a. Competition, quiz or games about the application of financial literacy at UMKM. Before joining the contest or quiz, the UMKM is given briefing in the form of lectures and 396

modules or materials about financial knowledge which will accelerate the process of financial education. b. The form of financial education needs to be tailored to the characteristics of the targeted participants (eg income level, education level, residential habits, type of business, etc.). The form and method of delivering the material should be made in a simple format, but still interesting and applicable, for example through social media, smartphone apps, websites, financial education seminars; Museum finance, scientific writing contest, smart financial lifestyle promotion, education in religious forum (pengajian), education through family gathering or TV program that creative and interesting. c. The form and method of financial education can be done by giving illustration about financial management which is simple but interesting and applicative. Can also be in the form of counseling, seminars, games, communication media (above and below the line). 4.2 The expected form and source of support Based on the results of research, the forms and sources of support needed by UMKM to support the acceleration of financial education programs at UMKM are: a. The main support that needs to be given to MSMEs is briefing in the form of materials (module), lecture, and mentoring by BI (OJK); Actors of financial institutions; As well as academics to improve the knowledge and readiness of MSMEs in applying financial literacy b. Support in any form that can be given to MSMEs will certainly motivate them more in the process of financial education such as in the form of modules, seminar kits, or award certificates signed BI officials (OJK) and officials of SMEs. c. The Office of MSMEs needs to cooperate with BI (OJK) to provide centers of financial education activities as a place for discussion activities, counseling, charter, experts, and others. d. Sources of support may include funding support, education modules, extension workers and experts from BI (OJK), local government, universities, public figures, religious figures and financial institutions both domestically and abroad. e. BI party (OJK) and practitioners of financial institution (bank, securities company, finance institution, and stock exchange) need to simplify the terms and minimum deposit of financial product account for students to better introduce products of financial institution for UMKM, Increase the provision of knowledge and experience for SMEs by way of direct contact with financial institutions. 4.3 Evaluation and follow-up of processes and outcomes of financial education programs

397

An activity program is expected to be successful if in the process or after achieving the outcome is always evaluated, and on the basis of evaluation results are followed up to correct the weaknesses that occur. Based on the results of research, ways to conduct evaluation and follow-up on the process and results of financial education programs. Based on interviews with respondents to this study, the information obtained can be summarized as follows: a. Evaluation needs to be done by all parties involved (BI, OJK, financial institution, department of UMKM, university, UMKM, and community figures) routinely (eg 6 months) in the form of focus group discussion) to identify the advantages and disadvantages of an already-running education program, and look for alternative follow-ups to improve the process. b. Universities cooperate with BI (OJK) and financial institutions need to conduct scientific studies (survey and Research periodically) to evaluate and improve financial education programs which has been done by UMKM. c. Parties involved in financial education programs in Indonesia need to sit together and develop a structured and systematic action plan. d. Monitoring and supervision needs to be done on MSMEs through financial education programs and program participants from the beginning to independent. e. Cross-checking should be done at every stage of financial education activities that have been done. Evaluate periodically (eg 6 months) and make improvements after the evaluation process. 5. Conclusions Based on the results of research in terms of financial literacy there are 65% of respondents who have never received financial education and 35% have been following financial education both from the department of UMKM and from universities. And based on the results of research shows that only as much as 15% of MSMEs who apply financial literacy, which in this case has been a simple and periodical bookkeeping. And there are still 85% of MSMEs that have not done finance. This is proven when MSMEs are asked to fill the financial diary, they do not fill because they do not know how to do bookkeeping and they also do not do bookkeeping on business. Judging from the readiness of SMEs in obtaining technology-based financial education is still a lot of SMEs that states have not been able to implement because of the lack of facilities and infrastructure both software and hardware. There are 55% of MSMEs who say there is no need for financial education and 45% of MSMEs need to do financial education. Although actually based on hardware ownership there are 80% of MSME have a computer / laptop / smartphone and the remaining only 20% of MSMEs that do not have the hardware. Ownership of this hardware is dominated by smartphone ownership. Based on readiness in 398

software owned by SMEs only 5% of MSME who have financial software although not yet used regularly. This means there are still 95% of MSMEs who do not have financial software yet. Actually, bookkeeping using software or technology based is much easier to be applied and taught to UMKM. Hope there is support from various parties who are able to educate MSMEs finance based on this technology to increase their financial literacy and SMEs can do well bookkeeping.

[1] [2]

[3] [4] [5]

[6]

[7] [8] [9]

[10]

6. References AndersonC. L and Nevitte, N(2006) ‘Teach your children well: values of thrift and saving’, Journal of Economic Psychology, 27, 247–61. Atkinson, A., McKay, S., Kempson, E. and Collard, S. (2006) Levels of Financial Capability in the UK: Results of a Baseline Survey, London: Financial Services Authority. Braunstein, S., & Welch, C. (2002). Financial literacy: An overview of practice, research, and policy. Federal Reserve Bulletin, November, 445–457. Cnaan, R. A., Moodithaya, M. S. and Handy, F. (2012) ‘Financial inclusion lessons from rural South India’, Journal of Social Policy, 41, 1, 183–205. Delafrooz, N.; Paim, L.H.; Sabri, M.F. & Masud, J., 2010, Effects of Financial Wellness on the Relationship Between Financial Problem and Workplace Productivity, World Applied Sciences Journal 10 (8), pp. 871-878 DfES (2007) Primary and Secondary National Strategies: Pedagogy and Personalisation, London: Department for Education and Skills, http://nationalstrategies.standards.dcsf.gov.uk/node/85123. Fox, J., Bartholomae, S., & Lee, J. (2005). Building the case for financial education. Journal of Consumer Affairs, 39, 195–2 14. FSA. (2004). Building financial capability in the UK: The role of advice. London: Financial Services Authority Garman, E.T.; Kim, J.; Kratzer, C.Y; Brunson, B.H & Joo, S., 1999, Workplace Financial Education Improves Personal Financial Wellness, Financial Counseling and Planning, volume 10 (1) pp. 79 – 88 Hansen, U., Rezabakhsh, B., & Bornemann, D. (2005). Market transparency via the internetA new challenge for consumer policy. In K. G. Grunert & J. Thшgersen (Eds.), Consumers, policy and the environment: A tribute to Folke Цlander (pp. 233–249). Berlin: Springer.

399

[11] [12]

[13] [14]

[15]

[16]

[17] [18]

[19]

[20]

Huston, S., 2010, Measuring Financial Literacy, Journal of Consumer Affairs, 44, pp. 296-316 Micklitz, H. -W., & Oehler, A. (2007). Consumer policy in the digital world. Statement by the scientific advisory board for consumer, food, and nutrition policies to the federal ministry of consumer protection, food, and agriculture. Germany. OECD. (2005). Improving financial literacy. analysis of issues and policies. Paris: OECD. Pinto, L.A., and Chan, H., 2010, Social Justice and Financial Literacy : Are Gender and Socio-Cultural eguity missing from the discussion ?, our schools/our selves, winter 2010, pp. 61- 77 Prawitz, A.D. & Cohart, J., 2014, Workplace Financial Education Facilitates Improvement in Personal Financial Behavior, Journal of Financial Counseling and Planning, volume 25, issue 1, pp. 5-26 Raina, N, 2014, Financial Literacy and Credit Counselling a Demand -side Solution to Financial Inclusion (A Study of Initiatives by Select Scheduled Commercial Bank in India ), Journal of Commerce & Management Thought, vol. 5-4, pp. 659 - 675 Reifner, U. (2006a). Financial education. In U. Reifner (Ed.), Financial literacy in Europe (pp. 9–14). Baden-Baden: Nomos. Remund, D.L., 2010, Financial Literacy Explicated : The Case for C learer Definition in an Increasingly Complex Economy, Journal of Consumer Affairs, 44, pp. 276-295 Taft, M.K., Hosein, Z.Z., Mehrizi, S. M. and Roshan, A., 2013, The Relation Between Financial Literacy, Financial Well-being and Financial Concern, International Journal of Bussiness and Management, Vol. 8 No. 11, pp. 63 - 75 Wahid, N, 2014, Keuangan Inklusif : Membongkar Hegemoni Keuangan, Jakarta : KPG (Kepustakaan Populer Gramedia)

400

Mind-Mapping Plus Model in Developing Value-based Thematic Teaching Material for Primary School Students Abd. Haling, Rohana, and Abd. Halik State University of Makassar, Makassar, Indonesia [email protected]

Abstract This research aimed to develop thematic teaching material based on the first value for primary school students by using valid, practical, and effective Mind-Mapping Plus model. The research design was research and development with the work procedures: (1) information collection, (2) planning, (3) development, (4) assessment, (5) product revision, and (6) dissemination and implementation. Teaching material product valued was thematic teaching material concept based on value using Mind-Mapping Plus model, guide book, and students’ worksheet. The resulted product assessment was done through 3 steps that were validation assessment, practicality, and effectiveness. This research was held in 3 years. The subjects of field trials were the first grade teachers and students of 3 primary schools in Bone regency: SD Inpres 6/80 Kawerang (A accreditation); SDN 28 Usa (B accreditation); and SD 5/81 Macope (C accreditation). The data collection was done using questioner of teaching material validation, questioner of teacher and students’ response, interview guide, and test of learning outcomes. The data in this research consisted of qualitative and quantitative data. The data analysis was done through validation, practicality, and effectiveness analyzes using descriptive analysis. The result of the research showed that the three products had met the criteria which were valid, practical, and effective to be disseminated and implemented in teaching and learning process. Keywords: Mind-Mapping Plus, thematic teaching material, value education.

1. Introduction Learners who are in I - III grades of primary school are the first grade classified as early age. In this ages, all aspects of children intelectual development grow and develop significantly. In general, the level of development is to perceive everything holistically and able to comprehend the correlation among concepts in simple way. Learning process really depends on concrete objects and direct experiences. Therefore, learning process in the first grade requires more sufficient comprehension by the teachers, not only on professional competence aspect related to basic competence, but also psychology aspect of children development. Implementation of concrete consepts in the first grade is very important as it affects the brilliance of learners’ future. The learner’s experience when they are in the first grade becomes the basics of their comprehension development in science. The teachers in these recent eras must be able to provide teaching service professionally so the learners can grow and develop based on the competence they have. When the students encounter difficulties in learning which are caused by the teacher’s teaching service that is not appropriate, it may become obstacles for the learners to compete with other learners. This confusion in implementing concepts in the first grade will lead to negative impacts for the learners’ achievement.

401

Based on 2006 primary school curriculum or what is known as School Level Curriculum[6] and 2013 curriculum[13], the learning and teaching activity in class I - III of primary school is conducted by thematic approach. The teaching with thematic approach based on a techer’s creativity for developing teaching material. The ability to develop teaching material is really needed in order to integrate subjects or basic competences of subjects taught as what is expected in curriculum. Government regulation No. 19 Year 2005 Article 20 states that teachers are expected to develop teaching material by themselves. The teacher’s ability to develope and create teaching material will inspire students to perform more creatively in learning. A teacher’s inability to develope teaching material in thematic learning should be noticed partcularly by local education authorities. Teaching material that is merely in the form of textbook is not adequate to meet the holistic elements in learning process. Teaching material in textbook is deficient and need to be developed based on the condition of learners and their situation, particularly in teaching the first grade students. Some measures have been taken by the goverment in order that the teachers are able to develop teaching material especailly for the first grade of primary school. Training a large number of teachers is an activity that is usually conducted in order to make a great positive change on the teachers’ quality. Further, fund from school operational assistance is sufficient for funding the improvement of teachers’ professionality. By the resources and the fund, the teachers are ought to be capable in developing teaching material appropriately. Moreover, the substance of teaching material for the first grade is simpler compared with the higher class teaching material. However, the teachers’ capability in developing teaching material, particularly the teachers of the first grade in primary school, has not improved and still far from the expectation. Generally, instead of implementing contextual tecahing approach based on the curriculum as what is expected, the teachers are still implementing textual teaching approach.[16] However, in fact, most of the teachers missunderstand about the implementation of thematic approach that is by using textbooks labelled as thematic material but the content is not suitable with the philosopy of thematic material. The teachers’ motivation to develop material by themselves is decreased by the use of textbook as the only teaching material source that contains merely cognitive learning aspect. Offers of textbook from many publisher also make the teachers to be less motivated as they tend to choose the more accessible ones. Change of learning system particularly in the first grade of primary school as the result of curriculum change, leads to another problem for the teachers as the front guard in education. Teaching method of the teachers based on curriculum implemented prior to School Level Curriculum is subject-based approach. It means that the teachers conduct their teaching based on the schedule they have planned before. This teaching approach has become their habit so when they are required to implement another approach, they encounter some difficulties, such as; (1) The difficulty to find easier way to create coherency among subjects or basic competences, (2) the difficulty to find linkage of concepts that associate two or three 402

basic competences with different subjects, and (3) the difficulty to implement method that retain thematic approaches during teaching process. As a result, the only way teachers can do is following the text books. These difficulties cause the teaching process dominated by subject-based approach. Hence, it is difficult to implement thematic approach. The researchers are also concerned about teachers who depend only on textbooks. Learners are still unstable as they keep growing up along with their maturity and environment. They need new issues related to their way of life as children. Although teachers rationally know that learning process must be related to the environment of learners, they are stuck at the stage of teaching material development that requires an understanding of basic competence analysis. Moreover, thematic approach becomes obstacle in mostly teaching practices of primary school, particulary in the first grade. One of creative efforts to facilitate teachers implementing thematic approach in developinjg learning material in first grade is Mind-Mapping model. Mind-Mapping model will encourage and challenge teachers to continuously develop learning material based on the content and context. Reigeluth (1992) suggested that the design of teaching materials should modify one of the standard blue prints that best suits the particular needs of the lesson[15]. A model of learning or teaching materials can be an inspiration for someone to design a new model according to the characteristics of the subject and the learner. In this study, the researchers will recreate Mind-Mapping model that has been used in the integrated learning concept in curriculum 2006 and 2013 and change it into one of the teaching materials development models of first grade named Mind-Mapping Plus Model. 1.1.

Value-Based Teaching Material In this study, value-based teaching material is defined as a way of thinking and acting to develop thematic learning material in the first grade, which is based on the praised moral values such as honesty, tolerance, cooperation, discipline, mutual respect, life sparingly, and responsibility. In developing learning material, teacher must include explicitly one or more moral values to be familiarized by students both inside and outside the school. Every applicable curriculum covers the principle of the balance between cognitive, affective, and psychomotoric domain. Problems may arise when teacher implements lesson plan in teaching process. Teacher usually focuses only on cognitive aspect of learning material on the textbooks without giving more attention to the moral aspect. This phenomenon is caused by conventional paradigm that assumed the learner’s achievement is seen through their high or low scores after test both in writing and orally. This phenomenon can be minimalized by using Mind-Mapping Plus model in developing learning material of first grade. The value-based teaching material as a result of material development contains moral values. Teaching material containing knowledge is developed by selecting moral values consisted of personality, social, religious, and other practices based on the content of developed basic competence Therefore, instead of merely depending on textbooks, teachers will integrate teaching and character building that form confident, responsible, and well-behaved students. 403

1.2. Mind-Mapping Model Mind-mapping is a creative way for every learner to generate ideas, record what is learned, or plan new tasks (Silberman, 1996). Mind mapping is an excellent way to generate and organize ideas before starting to write (Hernowo, 2003). Asking learners to create mind maps allows them to clearly and creatively identify what they have learned or what they are planning. Alamsyah (2009) stated, “explained that Mind maps work well as their visual design enables students to see the relationship between ideas, and encourages them to group certain ideas together as they proceed” [2]. Tony Buzan, an English man had invented the Mind-Mapping theory. Furthermore, Buzan (2008) argued that in the mind map, the work system of the brain is regulated naturally. Automatically the work is in accordance with the naturalness of human thinking. The mind map keeps the human brain well explored, and works according to its function. As it is known that the human brain consists of the right and left brain. In the mind map, the two brain systems are activated according to their respective portions. The brain works for visual recognition to get the most out of it (Buzan, 2008). The information from Mind-Mapping is easy to remember with visual stimulation from a combination of colors, images, and curved branches. Such situation is appropriate with first grade students of primary school. He also said that a Mind Map is a powerful graphic technique which provides a universal key to unlock the potential of the brain. It harnesses the full range of cortical skills – word, image, number, logic, rhythm, colour and spatial awareness. ( www.tonybuzan.co. 28-03-2016 ). According to DePorter dan Hernacki (2008), Mind-Mapping uses visual and sensory reminders in a pattern of related ideas, such as road maps which are used for learning, organizing, and planning. Mind-Mapping can generate original ideas and trigger easy memories[20]. In line with this, Wycoff argued that Mind-Mapping is a magical opening tool of mind. The privileges of Mind-Mapping in learning process are (1) students can analyze ideas, record a lesson ot plan new research so they can clearly and creatively identify what they have learned and what they are planning (2) Eliminate boredom of writing in the traditional way, so the brain will quickly digest and remember the records that have been made. [12] The result of the research shows that human brain does not store information in neatly lined neuronal cells but is collected on nested branching cells which, when viewed at a glance, will look like branches of a tree as well as the model of a Mind-Mapping. Basically, Mind-Mapping is very simple, simply write to follow the direction in which the brain to think, what comes, what is remembered in the form of streaks or records that relate the connections. The radiant thinking starts from the center as the focus and spreads to the edge. Mind-Mapping model can refresh brain by being a tool for expressing all ideas and thoughts, and problems that are difficult to be recorded and burden the subsconscious mind. So the concept of Mind-Mapping works in the way our brains work. (Jensen, Eric & Karen Makowitz. 2002) The results of Mind-Mapping describe a person's mindset orderly, full of colors, curves, symbols, words and images corresponding to a simple, basic, natural, and appropriate 404

sequence of workings of the brain. Mind-Mapping is not a difficult and expensive thing to do, it only requires the willingness to develop the material. In a Mind-mapping, several components to be considered are the main issues, sub-issues, and proportionality The mind-mapping model, for example, illustrates Lingkungan Bersih dan Sehat or Clean and Healthy Environment as the topic. Then three basic competencies of different subjects (Indonesian, Science and Cultural Arts) are selected. The teaching materials which are related and integrated to each other basic competence determined. When it is carefully examined, it can be seen that these materials are closely related even some of them are similar, such as the word makan in Indonesian subject, the word becomes the discussion in Science, and it closely relates to a song in Cultural Arts subject. Hence, this model can be effectively implemented in the primary school especially for the first grade and other classes that use thematic approach. 1.3. Thematic Learning Thematic learning can be interpreted as a learning activity by integrating the materials of several subjects into one theme / topic of discussion. According to Sutirjo dan Sri Astutik Mamik (2004), thematic learning is an attempt to integrate knowledge, skills, values, or learning attitudes, and creative thinking by using themes. From these statements, it can be emphasized that thematic learning is undertaken as an effort to improvethe quality of education, especially to offset the density of curriculum materials. Besides, thematic learning will provide integrated learning opportunities that emphasize more on students’ participation / involvement in learning. The integration in this learning can be seen from aspects of the process or time, aspects of the curriculum, and aspects of teaching and learning. Thematic learning is conducted using the principle of integrated learning. Integrated learning uses a theme as a unifying learning activity that combines several subjects at once in a one-on-one encounter, to provide a meaningful experience for learners. Learners can understand the various concepts they learn through direct experience and connect it with other concepts that have been mastered. The integrated thematic learning is organized based on a combination of integration processes across multiple subjects. Thematic learning has characteristics as disclosed in www. pppg tertulis.or.id. as follows; (1) learner-centered, (2) it gives direct experience to the learners, (3) the separation of subjects is not clearly seen, (4) it provides the concept from various subjects in a single teaching and learning process, (5) flexible, (6) the learning outcomes can be developed based on learners’ interest and need.

2. Methods 2.1. Participants The subjects of product testing were: (1) the expert of field of study and teaching development, (2) teachers, (3) students. The trial conducted in three primary schools whose 405

different accreditation of A, B, and C in Bone regency. Location selected based on the fact that the schools are in different accreditation level.

2.2. Instrument To collect the data, the researchers used (1) observation sheet, (2) questionnaire, (3) interview guidelines, (4) learning outcomes test, and (5) analysis of documentation. The collected data were analyzed descriptively. As a basis for decision-making, criteria used were very well, good, sufficient, deficient, and not good. 2.3. Procedures This research is research development adapting the procedural model of Borg & Gall (2003). Procedural model is a descriptive model that uses the flow or procedural steps that must be followed to produce a particular product (Setyosari 2010). This research aims to produce thematic teaching materials based on values with mind-mapping model. The development steps in this research were (1) collection of initial information, (2) planning, (3) development of the product, (4) product testing, (5) product revising, and (6) wide spreading and implementation. Through the procedures, valued-based thematic teaching materials were produced with valid, practice, and effective Mind-Mapping Plus Model. 3. Results The results of the research described in this study are the collection of initial information, planning, and development. 3.1.

Collection of Initial Information The first stage in this research was collecting the initial information. It aimed to indentify the needs of teaching material development adapting Mind-Mapping model. There were five activities done in this stage, as follows: (a) conducting survey about implementation of value-based learning in school, (b) identifying basic competences and material of Science subject through review of curriculum content, (c) interviewing the teachers in primary school, (d) reviewing character values, and (e) spreading the questionnaire among policy makers, teachers, and guides of study field to obtain the learning program needed. The result of first survey and interview with teachers and policy makers about the implementation of value education in three primary schools; SD Inpres 6/80 Kawerang Kec Cina with A grade accreditaion primary school with B grade accreditation SDN 28 Usa Kec. Palakka; and primary school with C grade accreditation SD Inpres 5/81 Macope Kec. Awangpone showed that value-based learning had been conducted in every class from first grade to sixth grade, but it had not worked appropriately. The interview result with teachers and head master on Saturday, April 8th 2017 showed that value-based learning had been conducted in every class from first grade to sixth grade, but it was obstructed by 406

unavailability of structurally constructed teaching material that can be used by teachers, especially thematic learning based on commendable values to students in primary school. In order to tackle the problem, the researchers identified the contents of first grade learning through reviewing content of 2006 curriculum as the basis to determine the basic competences, subject matter, and character values for the need of developing teaching material to first grade students in primary school. The result of curriculum analysis showed that first grade students got topic “Clean Environment” with four basic competences for the need of developing teaching material adapting mind-mapping model. The basic competences were: (1) Science: identifying the needs of body to grow healthy and strong; (2) Indonesian Language: reading syllables and words aloud with the correct pronunciation; (3) clean and healthy environment; and (4) reciting children’s song. The four basic competences were specified into some subject matters and sub-subject matters and several topics of mind-mapping. These topics consisted of supporting topics and value-based topics. Every topic was handled by teachers according to the depth of content material, students’ ability, and available learning source/media in the school. The selection and arrangement of mind mapping topics were based on the easiest to hardest learning principle, the closest children to the far ones, the simplest to the most complex, the concrete to the abstract, therefore the students’ learning experiences became more meaningful. The meaningful learning experience would develop good character, encourage mastery of concepts, increase problem-solving ability, and form creativity. 3.2. Planning Stage This stage was a process of planning draft of value-based thematic teaching material based on 2006 curriculum adapting mind-mapping model. The teaching material produced was arranged based on 4 basic competences according to result of needs analysis. Moreover, the structures of teaching material development were title, introduction, table of contents, discussion, conclusion, assignment, and evaluation. The development of guidebook was arranged into the structure: identity, general instruction, specific instruction, eligibility of content, feasibility of presentation, language and graphic feasibility. The student worksheet developed into structures; identity, guidelines, eligibility of content, feasibility of presentation, language and graphic feasibility. In order to produce teaching materials and valid and practice supporting device, the instrument of teaching material validation, guidebooks and student worksheet, instrument of testing limited to the intended target users were also produced. The products content were then validated by the expert of field of study and design expert. Validation aimed to evaluate the quality of content and construction of teaching material and devices through response, critics and suggestion for product refinement from authorized experts. As the evaluation criteria, scale 1-5 was used (very well, good, sufficient, deficient, and not good) 3.3. Development Stage

407

The target of this research was to produce valid, practice, and effective teaching material, guideline book, and student worksheet. The content and construction of product was testedby the expert and guide of education. It aimed to evaluate the quality of teaching material and its supporting device, as well as to obtain suggestion for product refinement. In the validation process, the resulted products were handed to the expert and guide of study based on their fields in conjunction with the instrument of validation using 1-5 scale (very well, good, sufficient, deficient, and not good). Every item was considered valid when it was in the category of “good or very well”. The teaching material components categorized as “not valid” would be revised based on the critics or comments in the prepared instrument columns. 3.3.1. The Result of Teaching Material Validation Teaching material product was evaluated by two experts and a subject guide. An expert evaluated the feasibility of content, presentation, language, and graphics. Based on the validator evaluation result, the textbook produced was 3,60. When it is adjusted to the criteria in the category of "very good", it means the teaching materials products are worthy of use on research goals. For more details, the result of teaching material product can be seen in the following table 5.1: Table 5.1 The Validation Result of Textbook No Component Average score Category 1 Structure 3,60 valid 2 Content 3,60 valid 3 Presentation 3,80 valid 4 Language 3,80 valid 5 Graphics 3,60 valid Average 3,68 valid In the table 5.3, the textbook developed is categorized as “valid”. The indication of evaluation on textbook consisted of feasibility of structure which includes: systematics, rationalization, material upgrading, encouraging curiosity, and not nuanced deviations from moral values. The feasibility of content indications include: understanding of concepts, the accuracy of matter, material awareness, encouraging curiosity, and not nuanced deviations from moral values. The feasibility of presentation indications include: encouraging the active involvement of learners, interrelationships between parts, alignment between sections, alignment between concepts, contextual presentation. The feasibility of language indications include: Readability, clarity of information, conformity with Indonesian rules, and the use of language effectively and efficiently. The feasibility of graphics indications include: layout and illustration. Every sub-aspects has met the eligibility criteria and makes it easy for the user's goal. 3.3.2. The Result of Guidebook Validation 408

In order to evaluate the feasibility of teachers’ guidebook, validator evaluated four aspects includes: eligibility of content, feasibility of presentation, language, and graphics. According to experts and subject guides’ evaluation, the guidebook is in the category of “valid”. The details of validation result are presented on the following table 5.2: Table 5.2 The Validation Result of Guidebook No Aspect Average Score Category 1 Content 3,60 Valid 2 Presentation 3,60 Valid 3 Language 3,70 Valid 4 Graphics 3,60 Valid Average 3,63 Valid Table 5.2 shows that the guidebook meets the demands of potential users. Content eligibility indications include; student-oriented book material, sufficient materials to guide teachers in delivering materials, material accuracy, encouraging learning stages to develop laudable values and media usage clearly. Feasibility of presentation indications include: demands, systematics, easy to understand; material does not cause moral perversion; linkages between sections, subsections, and concepts, learning stages; the material stages are clear and can be applied with clear systematics. Feasibility of language indications include: the use of standard language, easy to understand and correct use of terms. Feasibility of graphics with indications: layout and variations of interest. Each of these indications meets the criteria so that it is feasible to be used on research objectives. 3.3.3. The Result of Student Worksheet Validation In order to evaluate the feasibility of Student Worksheet (LKS), validatore gave scores on the aspects including: the feasibility of content, language, presentation, and graphics. Based on the evaluation by the experts and practicers, the developed student worksheet was categorized as “valid”. The details of validation result are presented on the following table 5.4 Table 5.4 Validation Result of Students Worksheet No Component Average score Category 1 Content 3,73 Valid 2 Language 3,67 Valid 3 Presentation 3,83 Valid 4 Graphics 3,33 Valid Average 3,64 Valid Table 5.4 shows that the developed student worksheet was in the category of “valid”. The experts evaluated the eligibility of content, feasibility of language, presentation, and graphics and they gave “very well” score. The indications of content eligibility include: conformity between core (KI) and basic (KD) competencies; conformity with students' needs; 409

conformity with teaching materials; truth substance of matter; usefulness; and conformity with the laudable value for the child. The indications of presentation feasibility include; clarity of purpose; the order of presentation; motivation; interactivity; and completeness of information. The feasibility of language indications include; legibility; clarity of information; conformity with standard indonesian rules; and the effective use of language. The indications of graphics feasibility include: the use of font type and size, layout, graphics, and design. 4. Discussion There were three products tested for validity, i.e. teaching materials, guidebooks, and student worksheet. In order to know the validity of the developed products, the assessment was given to the three prototypes. The results of the analysis on aspects of the product were that the four products produced have been approved by the experts. The assessment of aspects of the product was in “very well” category. The process of determining product validity, embracing the view of Borg and Gall (1993) showed that the results of the assessment by experts may be used as a basis to determine the validity of a product. The validity of the product development was carried out by following Borg & Gall (2003) model, which was to analyze the needs, planning, development, and testing of the product, and finally the finalization of teaching materials product. According to Marxt & Hacklin (2005) testing the validity of the curriculum product by following the established steps should be done before it is used. The target of developing teaching materials is to provide students with knowledge in developing concept maps. According to Silberman (1996), mind-mapping is a creative way for students to generate ideas, record what has been learned, or plan new tasks. Mind mapping is an excellent way to generate and organize ideas before start writing (Hernowo, 2003). Asking learners to create mind maps allows them to clearly and creatively identify what they have learned or what they are planning. Buzan (2008) argues that in mind maps, the work system of the brain is regulated naturally. Automatically the work is in accordance with the naturalness of human thinking. The mind map keeps the human brain well explored, and works according to its function. As it is known that the human brain consists of the right and left brain. In the mind map, the two brain systems are activated according to their respective portions. The brain works for visual recognition to get the most out of it (Buzan, 2008). The information from Mind-Mapping is easy to remember with visual stimulation from a combination of colors, images, and curved branches. Such situation is appropriate with first grade students of primary school. He also said that a Mind Map is a powerful graphic technique which provides a universal key to unlock the potential of the brain. It harnesses the full range of cortical skills – word, image, number, logic, rhythm, colour and spatial awareness. ( www.tonybuzan.co. 28-03-2016 ). The results of Mind-Mapping describe a person's mindset orderly, full of colors, curves, symbols, words and images corresponding to a simple, basic, natural, and appropriate sequence of workings of the brain. Mind-Mapping is not a difficult and expensive thing to do,

410

it only requires the willingness to develop the material. In a Mind-mapping, several components to be considered are the main issues, sub-issues, and proportionality. Producing teaching materials using mind-mapping model in thematic learning is expected to be used by the students to determine the interrelated and intergrated teaching materials. These teaching material product and its devices are expected to be used by teachers and students as the guide in learning in an attempt to get students create mind maps so they can identify what they have learned or they are planning in a clear and creative way. 5. Conclusions The results of data analysis show that the value-based thematic teaching material adapting mind-mapping plus model, guidebook, and student worksheet are “appropriate” to be implemented to the fifth grade students of primary school. It means that the value-based thematic teaching material is in line with the characteristics and needs of students and it provides convenience for the target research. The teaching material was developed with systematics include: (a) title, (b) introduction, (c) concept understanding, (d) content exposure, (e) language, and (f) integration of character values. The produced teaching material developed the supporting device which were guidebook and student worksheet. The results of this research are expected to meet the demand for the provision of value-based thematic teaching materials for the learning needs of the first grade primary school students, as well as one effort in exploring a model of development of innovative teaching materials that can provide academic contributions to improve the practice of virtue values in the students in primary school.

[1] [2] [3]

[4] [5] [6] [7] [8]

6. References Abdul Madjid dan Andayani, D. 2011. Pendidikan karakter perspektif Islam. Bandung: Remaja rosdakarya. Alamsyah, Maurizal. (2009). Kiat Jitu Meningkatkan Prestasi Dengan Mind Mapping. Yogyakarta :MitraPelajar Astutik, Sri (2008) dengan judul “Meningkatkan Hasil Belajar Murid dengan Model Siklus Belajar (Learning cycle 5E) Berbasis Eksperimen pada Pembelajaran Sains di SDN Patrang 1 Jember. Bobby De Poretr, Mike Hernacki. 2003. Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan. Kaifa: Bandung. Borg, W.R. & Gall, M.D. 1983. Educational Research: an introduction. (third ed.) New York: David McKay. BSNP. 2006. Panduan Kurikulum Tingkat Satuan Pendidikan. Jakarta: BSNP. Buzan, Tony. 2008. Mind Map: Untuk Meningkatkan Kreativitas. Gramedia Pustaka Utama: Jakarta. Buzan, Tony. (2010). Buku Pintar Mind Mapping untuk Anak. Jakarta : PT Gramedia Pustaka Utama.

411

[9] Gall, J. Borg W., & Gall, M. 2003. Educational research: An introduction (7th ed.) Boston: Pearson Education. [10] Hernowo. (2003). Quantum Writing: Cara Cepat nan Bermanfaat untuk Merangsang Munculnya Potensi Menulis. Bandung: MLC. [11] Jensen, Eric & Karen Makowitz. 2002. Otak Sejuta Gygabite: Buku Pintar Membangun Ingatan Super. Kaifa: Bandung. [12] Joyce Wycoff. 2002. Menjadi Super Kreatif dengan Pemetaan Pikiran. (terj.). Penerbit Kaifa. [13] Kemendikbud. 2013. Pedoman Pelatihan Implementasi Kurikulum 2013. Jakarta: Pusbang Tendik. [14] Marxt, C. & Hacklin, F. 2005. Design, Product Development, Innovation: all the same in the end? Ashort discussion on terminology. Journal f Engineering Design. [15] Reigeluth, Charles M. 1992. Instructional Design Strategies and Tacties. Educational Technology Publications. New Jersey: Englewood Cliffs. [16] Republik Indonesia. 2005. Peraturan Pemerintah RI, Nomor 19 tahun 2005 tentang standar nasional pendidikan. Jakarta: Depdiknas. [17] Setyosari Punaji. 2013. Metode Penelitian Pendidikan dan Pengembangan. Jakarta: Kencana Prenadamadia Group. [18] Silberman, M.L. (1996). Active Learning: 101 Strategies to Teach Any Subject. Boston: Allyn Bacon.

412

Creative Thinking Ability of Students Trought Using Brain Based Learning Approach Agus Suprianto, Ahmad Saiful Mirza2, Universitas Negeri Semarang, Semarang, Indonesia [email protected]

Abstract The aim of the article is to know the difference between the creative thinking ability of students learning that use Brain Based Learning approach with students who received conventional learning. Research design uses quasi-experimental research with experimental class and control class. The data collection technique is to use a pre-test and post-test. Data analysis using t-test to know the difference between the two samples the ability of the experimental class and control class. It can be concluded that Three are differences in creative thinking abilities of students who use the Brain Based Learning approach with conventional learning. Based on recapitulation of index gain in the experimental group and the control group had an average gain of 0,62 and 0,36 which revolves around the 0,3 < x 0,7. Based on the increase in the average score of pre-test and post-tes teach class showed that increasing students creative thinking abilities after receiving the learning of mathematics using brain based learning is better than the conventional learning. Keywords: Brain Based Learning, Thinking Ability, Education

1. Introduction The world challenge is growing lead to a better life. Through the process of education , people are prepared to be able to face the challenges of the world. Education in the 21st century should be able to direct people to become human who have appropriate competence in that era. Morocco (in Abidin, 2014, p. 8) argued that competencies requirement in the 21st century is the minimum four learning competencies that have to high understanding, critical thinking skills, collaborate abilities and communicate, as well as thinking creatively. Creative thinking belongs to the four basic competencies that must be owned by the elementary school students in order to take the next education level and be competitive in the local community life to increase competitive. These competencies must not be owned by the students alone but teachers of students in schools also be able to direct students to develop according to their competence expected in the 21st century one educational program to develop the ability to think, systematic, logical and creative in mathematics. Based on research Jellen and Urban (in Nurhadyani, 2010, p. 3) on the level of creativity of the children in Indonesia, after doing research and comparison with other countries that the creativity of children in Indonesia still very low. Therefore, creative thinking skills students need to be evolved. To be able to develop creative thinking abilities required of students learning approaches that support the learning process. Here the role of a teacher is indispensable in creating a mathematical learning process that can improve students' ability to think creatively. Based on these descriptions, it required to a learning approaches that can develop and empower the brain function optimally and effectively improve the ability of students creative 413

thinking, an approach that allows for it include Brain Based Learning approach. Jensen (2008, p. 12) argues that "Brain Based Learning approach is a way of learning that aligned with the brain, which is designed by nature to learn". Safa'at (2009) revealed that the "Brain Based Learning offers a concept to create learning-oriented development potential of the student brain". Brain Based Learning approach that holds to develop the potential contained in the student's brain is very important to the brain functions to learn it walk scientifically without any coercion from outside. The first stages of learning in Brain Based Learning approach according to Jensen (2008, pp. 484-490) that "pre-exposure phase, preparation, initiation and acquisition, elaboration, incubation and includes memory, verification and checking of confidence, as well as celebrations and integration". Through seven stages, Brain Based Learning approach is effective for improving students' ability to think creatively. It looks at the pre-exposure that students with the guidance of teachers fill the targets and evaluation of mathematics.

2. Methods This study uses qualitative research with quasi experiment method. In the implementation of quasi experiment study using an experiment class and control class. Design used in the study similar to the pretest-posttest design, only in this design the experimental group or the control group were not chosen at random (Sugiyono 2008, p.116). Thus, the selection is not random sample. The subjects were 30 students experimental and 30 control class at fifth class primary school in one of the cities in Bandung. Experimental class and control class quasi-given treatment in the form of pre-test and post-test about the same. Results of Posttest the experimental and control will be compared to determine the effect of creative thinking ability of students to Brain Based Learning approach with conventional learning. In the areas of assessment, the instrument used in the form of non-test and test instruments. Non-test instruments in the form of targets and evaluation. While the test instrument used in the form of questions in narrative form. Then, the data analysis technique used quantitative obtained from the pretest and post-test scores of students.

3. Results The study conducted nine times the learning in the experiment group and nine-time learning in the control group. The material provided at each meeting different and the indicators of learning to be achieved. In the experiment group, students were given the treatment in the form of approach. Brain Based Learning activities carried out in the experiment group in accordance with the steps approach. Brain Based Learning at the beginning of the activities, teachers say hello and ask the class leader to lead the prayers, after which teachers check students' attendance. At the beginning of the activities, the stage of unity Brain Based Learning approach that pre-exposure 414

phase. At this stage the teacher shows a concept map on the material to be learned by students. Teachers deliver the learning objectives to be achieved, students fill out a target and evaluation sheet with the guidance of teachers, and students do gymnastics brain (BrainGym) accompanied the music with the guidance of teachers. The second stage of preparation. At this stage the students were given several questions engagement by the teacher and the teacher tells learning steps that will be implemented Next third stage, namely the initiation and acquisitions. This stage belongs to the core activities in learning. The fourth stage is the elaboration, at this stage, the students presented the results of group discussions in class, the other listened, and teacher guides the discussion. Then the fifth stage, incubation and insert the memory. At this stage the students to stretch the form of a simple game of a material that has been studied. , The sixth stage is verification and checking of confidence. In this phase, the teacher gives the student evaluations, students are working on the evaluation sheet, then the student checking targets and evaluation sheets filled in the pre-exposure already achieved or not. Lastly, the seventh stage is a celebration and integration. At this stage the students were given the award, teachers with students doing a small celebration like clapped and cheered together. Table 1 Results Statistical Difference Two Mean Value Test Pretest Experiment Group and Control Group Class N Mean Std. Std. Mean error Deviation 4.66634 .85195 nilai_pretest experimentation 30 19.8667 Controls 30 19.6667 5.25445 .95933 To know the difference between the two samples is the ability of the experimental group and the control group mean uses difference test. Mean difference test done if the data already proven in normal distribution and homogeneous. Researchers to test the mean difference in the results of the pretest aimed to demonstrate the ability of the early students of both classes equally. Test mean difference in this study using a two-tailed. In this study, the test used t test(TestSample Independent) with the provisions of the data came from a normal distributed population. Criteria testing the hypothesis that H0 is rejected if the p value (Sig.2-tailed) result