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ANALYSIS OF REMEDIAL TEACHING TECHNIQUE USED BY THE ENGLISH TEACHERS ON STUDENTS COMPETENCIES OF LOW SCORE ON STUDENTS
AT SMPN 7 SIJUNJUNG Hesti Suryani1, Suharni2, Herfina Asty2 1
Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat 2
Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Remedi dilakukan untuk memperbaiki dan mengurangi kesulitan dan kelemahan siswa pada materi tertentu. Dalam penelitian ini ditujukan untuk menemukan teknik apa saja yang digunakan guru dalam pengajaran remedi berdasarkan dengan standar pelaksanan remedi dari Permendiknas (2008), Arikunto (2005), and Sharma (2009). Penelitian ini merupakan penelitian deskriptif dan responden dari penelitian ini adalah guru Bahasa Inggris SMPN 7 Sijunjung. Adapun jumlah guru Bahasa Inggris di sekolah tersebut adalah 3 orang. Dalam menentukan responden, peneliti menggunakan purposive sampling teknik. Jadi, peneliti menetapkan 3 guru sebagai responden dikarenakan teknik pengajaran remedi yang dilakukan oleh guru selama penelitian. Dalam mengumpulkan data tersebut, peneliti menggunakan observasi ceklis, catatan, dan video. Kedua instrumen digunakan untuk menemukan teknik yang digunakan guru dalam pengajaran remedi. Hal pertama yang dilakukan peneliti adalah melakukan observasi dengan menggunakan observation checklist and field note sebagai alat selama observasi. Setelah itu, peneliti melakukan rekaman video kepada setiap guru itu sebagai penambah bukti fisik untuk membuat hasil penelitian kita menjadi akurat. Dari data penelitian, peneliti menemukan bahwa guru menggunakan teknik yang berbeda dalam pengajaran remedi. Dari 3 responden ada 2 responden yang menggunakan teknik yang sama yaitu Class Teaching, Individual Tutorial Teaching dan Assigment Teaching sedangkan 1 responden menggunakan teknik yang berbeda Supervised Tutorial Teaching. Jadi, berdasarkan hasil penelitian dapat disimpulkan bahwa guru menggunakan teknik dalam pengajran remedi yaitu Class Teaching, Individual Tutorial Teaching, Assigment Teaching dan Supervised Tutorial Teaching.
Kata Kunci : Teknik pengajaran remedi, kompetensi siswa. INTRODUCTION
Assessment is the evaluation
process of giving and deciding the score to students based on the criteria that given by teacher. To decide the score of students, the teacher needs criteria to know the comprehension of students in learning. Assessment can help teacher to know the difficulties of students in learning material. One of the ways to get access the score of students is by using a test.
Moreover, test is away that often used by teacher in measuring the knowledge and comprehension of students in learning process. Test can be divided into a group of questions that must be completed by students. Through a test, teacher can know how the comprehend of students about the material or topic in learning. Teacher can know which are the students that have understood the material and the students that not too understand
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the material. Based on the result of the test, there are two groups of students which are the students that have high competencies and the students that have low competencies. Students that have high competencies are the students that have a good score and can achieve the standard of
minimum competencies. Meanwhile,
students that have low competencies are the students that have a score which cannot achieve the standard of minimum of competencies. To improve the score of students that have low competencies, the students must follow the remedial teaching program. It can give students a chance to be more understood and improve their knowledge in learning.
The remedial teaching program is the learning program for the students which cannot reach score based on the standard of minimum competencies. In the remedial teaching program, teacher can help students to understand more and improve their score in learning. Also, teacher can give support for students to achieve the students’ study. The remedial teaching have the important role in the teaching learning process, it can help students to achieve the score based on the standard of minimum competencies which is 80. The remedial teaching is a complete of the learning process.
According to Martin (2001:8), a remedy is defined as a means of revising
or removing some errors a weakness, to make right, correct. Based on statement above, remedial is how to remove and review students’ mistake and error a good value or result.
In conducting remedial teaching, there are many technique can be applied. The explanation by Arikunto (2005:61) states the techniques of remedial teaching are: (a). Assignment Teaching : Teachers provide more exercise, task to the students. They are asked to discuss and report the result in front the class. There are many doing practice or percentage of result that do with group. Such as It may usual conversation, storytelling, dialogue term etc. In assignment teaching task is very important so that know knowledge and ability to students, in the word students should be self-confident to present, report and give opinion. Self-confident is very
need on technique this assignment
teaching. (b). Peer Tutorial Teaching : Each class has the high student’s achievement who gives much contribution in helping low students achievement to revise their difficulties. In this theory, teacher should do review the goal of material to make students more understand and improve the motivation of students in learning. So that the students get the good result. It means that the classmate/peer can provide much help, give explanation about the particular material that being areas
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problem. (c). Class Teaching : Teachers teach the particular lesson or material suit students need and teacher explain material more specific so that students understand with materialal give by teacher. Teachers repeat certain material that is being student’s area weakness. In class teaching, teachers used the media to improve the motivation of students in learning process, and then teacher explains the material specifically. So, the students can enjoy in learning and can understand the material that taught by teacher in remedial teaching. (d). Informal Teaching : The student’s weakness comes from particular lesson that is faced on previous evaluation. Based on this background, teachers find the material that should be revised by them. Teacher decide to ask students to more read book, search sources related their areas weakness. In informal teaching, teacher should have many sources to support the material in teaching remedial and also can add the knowledge of students.
RESEARCH METHOD
The design of this research was descriptive research. According to Gay and Airasian (2000:273), descriptive study determines and describes the way thing are. The researcher choose descriptive research because the researcher wanted to describe the analysis of remedial teaching technique that used by English teachers on
students’ competencies of low achievers at SMPN 7 Sijunjung. To get the data in this
research, the researcher needed
participants. In this research, there were three English teachers at SMP N 7 Sijunjung that would be selected as participant. Many kinds of instrument that can be used by researcher in collecting the
data. Creswell (2012), stated that
researcher can collect the detail
information by using observation,
interview, questionnaire, documents audio visual materials. In this research, the researcher used observation chechklist, field note, and video record as instruments.
FINDINGS AND DISCUSSION
This part discusses the result of data was analyzed by the researcher based on the research question which stated in the chapter I, that is :”what were the remedial teaching techniques used by English teachers in remedial teaching program on Students Competencies of Low Scores on Students at SMPN 7 Sijunjung.?” The purpose of this research was to analyze the remedial teaching techniques used by English teachers in remedial teaching program on Students Competencies of Low Scores on Students at SMPN 7 Sijunjung. The researcher got the data from the English teacher of SMPN 7 Sijunjung. There were three English teachers .
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The research had been to find and analyzed what were the remedial teaching techniques used by English teachers in remedial teaching program. In the data of the research, the researcher concluded there were eight remedial teaching techniques. Those techniques was adopted from Arikunto (2005), Permendiknas (2008), and Sharma (2009). There were 1) Class teaching, 2) Individual Tutorial Teaching, 3) Group Tutorial Teaching, 4) Assignment Teaching, 5) Peer Tutorial
Teaching, 6) Supervised Tutorial
Teaching, 7) Auto Instructional Teaching, and 8) Informal Teaching.
The researcher found that the teacher A used 3 techniques were class teaching, individual tutorial teaching and assigment teaching. And teacher B used 3 techniques class teaching, individual teaching and assigment teaching. And the last, teacher c used 4 teachniques were class teaching, individual tutorial teaching,
assigment teaching and, suprvised
teaching. that dominat techniques used teacher four remedial teaching techniques that used by the English teacher of SMPN 7 Sijunjung; 1) Class Teaching Technique, and 2) Individual tutorial teaching, 3) Assignment Teaching Technique, and finally Supervised Tutorial Teaching. The Teacher A (VIII.3) class teacching,
individual tutorial teaxching, and
assigment teaching and teacher B (VIII.6) used Class Teaching Technique, individual
tutorial teaching, assigment teaching and teacher C (VII.1 ) used Class Teaching, Individual Tutorial Teaching, Assignment
Teaching, and Supervised Tutorial
Teaching Technique.
CONCLUSION
In collecting the data about what the remedial teaching techniques that used by English Teachers of SMPN 7 Sijunjung toward students of low scores, the researcher conducted the research at its classroom (VII.1, VIII.3,VIII.4) with doing observation and vidio recording during a few day to answer the research questions which stated in chapter 1. The researcher also used fieldnote to describe what the teachers did in remedial teaching process. First, the researcher filmed the teachers, asked the teacher filled the observation checklist well depend on they did and after got the both, the researcher repeated the vidio and read the observation checklist to get a fieldnote for each teachers. It made the researcher perpective
costly worked. Furthermore, every
remedial teaching techniques actually have their benefits, but it just can be used for several situations, school and students needed.
REFERENCES
Arikunto, Suharsimi. (2005). Prosedur
Penelitian Suatu Pendekatan
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Creswell, John, W. 2012. Educational Research: Planning, Conducting, and Evaluating Qualitative and Quantitative Research. Boston: Education, Inc.
Depdiknas, 2008. SistemPenilaian KTSP: PanduanPenyelenggaraanPembela jaran Remedial 1Jakarta , Dir. PSMA.
Gay, L.R, Airasian, Peter. 2000.
Educational Research, Competence for Analysis and Application, New Jersey, Prentice Hall: United States of America.
L, Martin, Joice, (2011). Light Bright ‘A Bright Idea For Bright Mind’. Waco Prufpock Press, Inc.
Sharma, Promila. (2009). Teaching Of Life Science. New Delhi. Balaji Offset. Assessment Skills: The university of Alabama.
