S T N E D U T S G N I V O R P M
I ’PARTICIPATIONI NSPEAKINGINCLASS C
X OFSMA PANGUD ILUHURSANTOYOSEFSURAKARTA H
G U O R H
T PAIKEM
ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u f l a it r a P s a d e t n e s e r P
n i a t b O o
t SarjanaPendidikanDegree n
o it a c u d E e g a u g n a L h s il g n E n i
y B
o t o y u S a ti v o N e n i h p e s o Y
4 1 2 1 7 0 : r e b m u N t n e d u t
S 0 72
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
D E S T R A D N A E G A U G N A L F O T N E M T R A P E
D UCATION
S R E H C A E T F O Y T L U C A
F TRAININGANDEDUCATION D
A T A N A
S HARMAUNIVERSITY A
T R A K A Y G O
Y 2
i S
T N E D U T S G N I V O R P M
I ’PARTICIPATIONI NSPEAKINGINCLASS C
X OFSMA PANGUD ILUHURSANTOYOSEFSURAKARTA H
G U O R H
T PAIKEM
ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u f l a it r a P s a d e t n e s e r P
n i a t b O o
t SarjanaPendidikanDegree n
o it a c u d E e g a u g n a L h s il g n E n i
y B
o t o y u S a ti v o N e n i h p e s o Y
4 1 2 1 7 0 : r e b m u N t n e d u t
S 0 72
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
D E S T R A D N A E G A U G N A L F O T N E M T R A P E
D UCATION
S R E H C A E T F O Y T L U C A
F TRAININGANDEDUCATION D
A T A N A
S HARMAUNIVERSITY A
T R A K A Y G O
Y 2
v i
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
y r a u n a J , a tr a k a y g o
Y ,9th 2012
r e ti r W e h T
v
h
a
d
n
i
e
s
g
n
a
y
n
a
g
n
a
n
e
m
e
K
“
–
i
n
d
a
h
n
y
a
d
a
n
r
a
k
u
s
e
s
–
s
u
k
a
r
n
y
a
y
a
n
g
b
o
l
e
h
d
i
r
e
b
u
t
o
l
e
h
k
u
d
n
u
n
e
m
h
a
l
a
i
a
i
s
u
n
a
m
k
a
n
d
i
r
i
s
e
n
d
i
r
i
.
”
)
i
n
i
t
r
a
K
u
b
I
(
:
o
t
s
i
s
e
h
t
s
i
h
t
e
t
a
c
i
d
e
d
I
,
f
l
e
s
y
M
,
s
t
n
e
r
a
p
y
M
e
s
o
l
c
d
n
a
,
r
o
s
i
v
d
a
,
y
l
i
m
a
f
e
m
o
c
e
b
o
h
w
e
s
o
h
t
d
n
A
w
o
r
r
o
s
d
n
a
y
o
j
n
i
s
d
n
e
i
r
i v T C A R T S B A . 1 1 0 2 , a ti v o N e n i h p e s o Y , o t o y u
S Improving Students ’Paritcipaiton i n Speaking a t r a k a r u S f e s o Y o t n a S r u h u L i d u g n a P A M S f o C X s s a l C n
i Through PAIKEM .
. y ti s r e v i n U a m r a h D a t a n a S : a tr a k a y g o Y e s u a c e b , a r e s i h t n i l a i c if e n e b y r e v s i h s il g n E g n i k a e p s n i t n e t e p m o c g n i e B t n e d u t s e h t p l e h n a c t
i sin getitng high qualtiy educaiton .Learning speaking s t n e d u t s , h s il g n E g n i k a e p s r e t s a m o t e l b a e b o t r e d r o n I . s s e c o r p d e d e e n h s il g n E e t a ir p o r p p a e h t t n e m e l p m i o t s d e e n r e h c a e t h s il g n E e h t , e r o f e r e h T . e c it c a r p d e e n p o s t n e d u t s e v i g h c i h w s d o h t e m g n i n r a e
l po truniitest opracitceEngilshi nclas .s n o it a v r e s b o s ’ r e h c r a e s e r e h t n o d e s a
B and interview wtih the Engilsh
r e h c a e
t in the preilminary study ,a problem tha toccurred in the proces so f a e p s o t d i a r f a l li t s e r e w y e h t t a h t s a w C X s s a l c n i h s il g n E g n i n r a e
l k Engilsh ,so
g n i k a e p s n i d e v l o v n i t o g y l e r a r y e h T . r o o p y r e v s a w s n o s s e l n i n o it a p i c it r a p r i e h t o t r e h c a e t e h t y b d e t a v it o m d n a d e g a r u o c n e t o n e r e w y e h T . e g a u g n a l h s il g n E d e t n e m e l p m i r e h c r a e s e r e h T . s s a l c n i h s il g n E k a e p
s PAIKEMinconducitngaciton
a e s e
r rch .PAIKEM stand sfo rAcitve ,Innovaitve ,Creaitve ,Effecitve ,and Joyfu l . g n i n r a e
L PAIKEM i san approach o flearning which i sused by implemenitng s i h c i h w g n i n r a e l f o s s e c o r p a e t a e r c o t r e d r o n i a i d e m d n a s d o h t e m e m o s h ti w , e v it a e r c , e v it a v o n n i , e v it c
a effecitve and joyful .I twould answe rthe quesiton : n
a c w o
H PAIKEMimprovet heparitcipaiton o fstudentsi n clas sXC o fSMAPL ? s s e c o r p g n i n r a e l e h t g n ir u d h s il g n E g n i k a e p s n i a tr a k a r u S f e s o Y . t S f o s s e c o r p e h T . h c r a e s e r n o it c a m o o r s s a l c a s a w y d u t s s i h
T implemenitng
M E K I A
P wa sconducted on May 3rdand13th ,2011 .The researche rcollectedt he w e i v r e t n i d n a , s e ri a n n o it s e u q , s e t o n d l e if , s t e e h s n o it a v r e s b o h g u o r h t a t a d p u o r g e k il s e it i v it c a g n i n r a e l e h t d e s u r e h c r a e s e r e h t , e c it c a r p n I . s e n il e d i u g o i s s u c s i
d ns ,clas sdiscussions ,games ,and sel fstudy .Theresearche ralso used a h c u s , h s il g n E g n i n r a e l n i n o it a v it o m ’ s t n e d u t s e v o r p m i d l u o c t a h t a i d e m f o y t e ir a v .s o e d i v d n a s e r u t c i p g n i s u s a ,s t e e h s n o it a v r e s b o , n o i n i p o ’ s t n e d u t s m o r f d e n i a t b o a t a d e h t n o d e s a
B and
ii v K A R T S B A . 1 1 0 2 , a ti v o N e n i h p e s o Y , o t o y u
S Improving Students ’Paritcipaiton i n Speaking a t r a k a r u S f e s o Y o t n a S r u h u L i d u g n a P A M S f o C X s s a l C n
i Trough PAIKEM.
. a m r a h D a t a n a S s a ti s r e v i n U : a tr a k a y g o Y , i n i g n a r a k e s n a m a j i d t a a f n a m r e b t a g n a s s ir g g n I a s a h a B a r a c i b r e b u p m a M a w s i s u t n a b m e m t a p a d a n e r a
k dalam mendapatkan pendidikan yang berkualtia s t a p a d k u t n U . s e s o r p n a k h u t u b m e m s ir g g n I a s a h a B a r a c i b r e b r a j a l e B . i g g n it . n a h it a l h u t u b a w s i s , s ir g g n I a s a h a B a r a c i b r e b u p m a
m Oleh karena
, u
ti guru p ue lr untuk menerapkan metodebelaja ryang tepa tuntuk membeirkan a w s i s a d a p e k n a t a p m e s e
k untuk belraithberbicaraBahasaI ngg ir sd idalamkela .s m a l a d i d a jr e t g n a y h a l a s a m , w e i v r e t n i n a d n a t a m a g n e p l i s a h n a k r a s a d r e B k u t n u t u k a t h i s a m a k e r e m h a l a d a C X s a l e k i d s ir g g n I a s a h a B n a r a j a l e b m e p s e s o r p h a B a r a c i b r e
b asa Ingg irs ,sehingga paritsipas imereka dalam pelajaran sanga t m a l a d u r u G . s ir g g n i a s a h a B a r a c i b r e b m a l a d i s a p i s it r a p r e b g n a r a j a k e r e M . g n a r u k m a l a d a r a c i b r e b f it k a k u t n u a w s i s a d a p e k n a t a p m e s e k i r e b m e m g n a r u k i n i l a h M . s ir g g n I a s a h a B n a r a j a l e b m e p s e s o r
p ereka kurang diber i semanga t dan
n a k i s a t n e m e l p m i g n e m i ti l e n e P . s ir g g n I a s a h a B a r a c i b r e b i n a r e b k u t n u i s a fi t o m r e t M E K I A P . s a l e k n a k a d n it n a it il e n e p n a k u k a l e m m a l a d M E K I A P n a t a k e d n e p n a n e y n e M n a d , fi t k e f E , fi t a e r K , fi t a v o n I ,f it k A n a r a j a l e b m e P i r a d n a t a k g n i
s gkan .
n a g n e d a m a s r e b n a k a n u g i d g n a y r a j a g n e m n a t a k e d n e p h a u b e s h a l a d a M E K I A P n a r a j a g n e p a i d e m i a g a b l e p n a d u t n e tr e t e d o t e
m aga rprose spembelajaranmenjad i . n a k g n a n e y n e m n a d , fi t k e f e , fi t a e r k , fi t a v o n i , fi t k
a In i untuk menjawab
M E K I A P a n a m i a g a B : n a a y n a tr e
p dapa tmeningkatkan paritsipas isiswakela sXC n a r a j a l e p t a a s a r a c i b r e b m a l a d a tr a k a r u S f e s o Y o t n a S r u h u L i d u g n a P A M S s ir g g n I a s a h a B e d o t e m n a p a r e n e p s e s o r P . s a l e k n a k a d n it n a it il e n e p h a l a d a i n i n a it il e n e P P . 1 1 0 2 i e M 3 1 n a d 3 l a g g n a t a d a p n a k u k a li d M E K I A
P enelti imengumpulkan
n a u d n a p n a d , r e n o i s e u k , n a g n a p a l n a t a t a c , i s a v r e s b o r a b m e l i u l a l e m a t a d i tr e p e s r a j a l e b s a ti v it k a n a k a n u g g n e m i ti l e n e p , a y n n a p a r e n e p m a l a D . a r a c n a w a w i ti l e n e P . ir i d n a m r a j a l e b n a d , s i u k , n a n i a m r e p , s a l e k i s u k s i d , k o p m o l e k i s u k s i d a g u
j menggunakan berbaga imedia yang dapa tmeningakatkan moitvas isiswa . o e d i v n a d r a b m a g n a k a n u g g n e m i tr e p e s ,s ir g g n I a s a h a B a r a c i b r e b m a l a d n a d , i s a v r e s b o r a b m e l , a w s i s i n i p o i r a d t a p a d i d g n a y a t a d i r a d n a k r a s a d r e B k o c o c i n i n a t a k e d n e p , u r u g n a g n e d w e i v r e t n
i dan sesua idalam meningkatkan
ii i v N A U J U T E S R E P N A A T A Y N R E P R A B M E L S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P a d n a tr e b g n a
Y tangand ibawahi n,is ayamahasiswaUniverstia sSanataDharma:
a m a
N :YosephineNovtiaSuyoto a w s i s a h a M r o m o
N :071214072
n a a k a t s u p r e P a d a p e k n a k ir e b m e m a y a s , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e D d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n
U u :l
S S A L C N I G N I K A E P S N I N O I T A P I C I T R A P ’ S T N E D U T S G N I V O R P M I F O C
X SMAPANGUD ILUHURSANTOYOSEFSURAKARTA H G U O R H
T PAIKEM
n a k ir e b m e m a y a s , n a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e b k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e
k menyimpan ,
n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m u a t a t e n r e t n i i d a y n n a k i s a k il b u p m e m n a d , s a t a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a d n u p u a m a y a s i r a d n i z i a t n i m u lr e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e m o r n a k ir e b m e
x i T N E M E G D E L W O N K C A S n i g n i s s e l b d n a e v o l s i h r o f t s ir h C s u s e J o t e s i a r p y m e v i g o t e k il d l u o w I . s i s e h t s i h t f o n o it e l p m o c e h t g n ir u d y ll a i c e p s e e fi l y m n d l u o w I t a h t e r a w a m a
I o thavebeenablet ocompletet hist hesi swtihou t l d l u o w I , e r o f e r e h T . e l p o e p y n a m m o r f p l e h e h
t ike to expres s my deepes t
tr o p p u s o h w e l p o e p e h t o t n o it a i c e r p p a d n a e d u ti t a r
g ed medu irngt hecompleiton
.s i s e h t s i h t f o , r o s i v d a y m o t s e o g e d u ti t a r g d n a n o it a i c e r p p a l a i c e p s y M , . d P . S , i n a y it s i r K a n it s i r h
C M.Pd.Ir eallyappreciated he rguidance ,assistance , d l u o c I . s i s e h t s i h t f o n o it e l p m o c e h t g n ir u d e c n e it a p d n a , tr o p p u s , t n e m e g a r u o c n e .r e h t u o h ti w t i o d t o n k n a h t d l u o w
I Drs .R .Rohandi ,M.Ed. ,Ph.D.,t heDeanoft heFacutlyo f ; n o it a c u d E d n a g n i n i a r T ’ s r e h c a e
T Caeciila Tutyandari , S.Pd. , M.Pd. ,
; m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E f o n o s r e P r i a h C e h t d P . S , a il u Y a d i r F e d a
M ., M.Pd. ,the Vice Chai rPerson o fEngilsh Language : m a r g o r p y d u t S n o it a c u d
E Drs .J.B .Gunawan ,M.A. ,andalll ecturer so fEngilsh . e m d e tr o p p u s d n a e g d e l w o n k r i e h t d e r a h s e v a h o h w , n o it a c u d E e g a u g n a L g n it c u d n o c n i e m d e tr o p p u s o h w e l p o e p e m o s k n a h t o t e k il o s l a d l u o w I k n a h t o t e k il d l u o w I . a tr a k a r u S f e s o Y o t n a S L P A M S n i h c r a e s e r y
m Bruder
o n o y r a d u S s e n a h o
x s s i M k n a h t o s l a I . h c r a e s e r e h
t Maria Oilse Charisma Hanani ,S.Pd. ,the w a tr a k a r u S f e s o Y o t n a S . L P A M S f o r e h c a e t h s il g n
E hohass uppo tredandguided
f o s t n e d u t s l l a k n a h t o t e k il o s l a d l u o w I . h c r a e s e r e h t f o s s e c o r p e h t g n ir u d e m g n ir u d e v it a r e p o o c d n a e c i n g n i e b r o f a tr a k a r u S f e s o Y o t n a S L P A M S C X s s a l c . h c r a e s e r e h t e k il d l u o w I . y li m a f y m o t s e o g n o it a i c e r p p a t s e p e e d y
M to thank my
, s t n e r a
p Vincenitu sSuyoto and Chrisitna Nuning Sr iPadmia it, for t heri l ove , e c n a d i u g s s e l d n e r i e h t h g u o r h T . tr o p p u s l a i c n a n if d n a , e r a
c , understanding ,
a t s o t e l b a e b l li t s d n a e v i v r u s d l u o c I , s r e y a r p d n a , e c n e it a p , tr o p p u
s nd tall . I
k n a h
t Stevanu sNovianto Suyoto ,my brother ,fo rhi ssuppo tr , a love , and . t n e m e g a r u o c n
e Ithank Yohane sSujoto ,my uncle ,fo rhi ssuppo tr ,care ,and . y d u t s y m r o f tr o p p u s l a i c n a n if
Iwould ilket o t hank Fransisku sGaluhPrakoso,f o rhi saffeciton i nmy e
fi
l . Iam t hankfulf o rhi scompanionship ,suppo tr ,paitence ,care ,and t heway he .s t n e m o m e s r o w y m n i n e v e h g u a l e m s e k a m
I would a lso ilke to thank Dra .Em i Indriart,iS.Pd,.M,Pd., Engilsh d e t a i c e r p p a y ll a e r I . e c n a d i u g r e h r o f n a m e l S , k il g a g N 2 N P M S f o r e h c a e
t he r
n e , e c n a t s i s s a , e c n a d i u
g couragement ,suppor tandpaitencedu irng t hecompleiton .r e h t u o h ti w t i o d t o n d l u o c I . s i s e h t s i h t f o n o it a c u d E e g a u g n a L h s il g n E e h t n i s e t a m s s a l c y m l l a o t s e o g e d u ti t a r g y M r o f y ll a i c e p s e 7 0 0 2 f o s s a l c m a r g o r P y d u t
i x
y b e n o n o it n e m t o n n a c I m o h w e l p o e p e h t o t s e o g e d u ti t a r g y m , y ll a n i F
e v a h t u b , e n
o madeagrea tcontirbu iton i nmyl fie. I t hank t hemf o rgiving mea t
m o r f n r a e l o t e c n a h
c hemal.lMayGodbles sthem.
ii x
T N E T N O C F O E L B A
T S
e g a P E
G A P R E V O
C ... i ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E G A P L A V O R P P
A ... ii ..
.. .. .. .. .. .. .. .. . Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... vi
E G A P N O I T A C I D E
D ... v T
C A R T S B
A ... iv
K A R T S B
A ... iv i H
A I M L I A Y R A K I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E L
S I M E D A K A N A G N I T N E P E K K U T N
U ……….. v ii i
.. .. .. .. .. .. .. .. .. . S T N E M E G D E L W O N K C
A ... x i ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S T N E T N O C F O E L B A
T ... iix
O T S I
L FTABLE……… v x E
R U G I F F O T S I
L ... ix v ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C I D N E P P A F O T S I
L ... iix v
N O I T C U D O R T N I .I R E T P A H C
d n u o r g k c a B h c r a e s e R .
A ... 1 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a l u m r o F m e l b o r P .
B ... 4
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a ti m i L m e l b o r P .
C ... 5
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s e v it c e j b O h c r a e s e R .
D ... 5
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s ti f e n e B h c r a e s e R .
E ... 5
.
ii i x
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o it p ir c s e D l a c it e r o e h T .
A ... 1 0
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. g n i n r a e L e v it c A .
1 ... . 1 0
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o it a p i c it r a P ’ s t n e d u t S .
2 ... 16
c A .
3 itve ,Innovaitve ,Creaitve ,Effecitve,andJ oyfull earning ... 21 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. g n i k a e p S .
4 ... 28
l o o h c S h g i H r o i n e S n i g n i k a e p S f o m u l u c ir r u C . 5
r o
f XGrader s……….… 3 0 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . k r o w e m a r F l a c it e r o e h T .
B ... 3 1
Y G O L O D O H T E M . I I I R E T P A H C
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. d o h t e M h c r a e s e R .
A ... 3 5
s t n a p i c it r a P h c r a e s e R .
B ... 3 7 d
n a s t n e m u rt s n I h c r a e s e R .
C DataGathe irngTechnique... 3 7 ..
.. .. .. .. e u q i n h c e T s i s y l a n A a t a D .
D ... 3 9 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. e r u d e c o r P h c r a e s e R .
F ... 4 1
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R . V I R E T P A H C
.. .. .. .. .. .. .. .. .. .. .. e n O e l c y C .
A ... 4 5 .
1 Plan... 4 5 .
2 Aciton ... 4 6 .
3 Observaiton ... 4 8 .
v i x
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . o w T e l c y C .
B ... 5 1
.
1 nP la ... 5 1 n
o it c A .
2 ... 5 1 n
o it a v r e s b O .
3 ... 5 3 4 .Re lfeciton... 5 4
… … … … … … o w T e l c y C d n a e n O e l c y C g n it c u d n o C f o t l u s e R e h T .
C … 5 6
.. .. t l u s e R e ri a n n o it s e u Q .
1 ... .... 5 7 .
2 InterviewResutl. ... 5 7
N O I S U L C N O C . V R E T P A H
C ANDRECOMENDATION
.. .. .. .. n o i s u l c n o C .
A ... 59 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a d n e m m o c e R .
B ... 6 1
S E C N E R E F E
v x
E L B A T F O T S I L e
l b a
T Page
… … … … … … … … … s tl u s e R s t n e m e v o r p m I o w T e l c y C o t e n O e l c y C 1 .
i v x
E R U G I F F O T S I L e
r u g i
F Page
1 .
ii v x
S E C I D N E P P A F O T S I L x
i d n e p p
A Page
r e tt e L n o i s s i m r e P .
A ... .66 7 6 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s t n e m u rt s n I h c r a e s e R . B
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . t e e h S n o it a v r e s b O .
1 ... .68 0 7 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . s e ri a n n o it s e u Q . 2
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. e d i u G w e i v r e t n I .
3 ... 72
3 7 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . s l a ir e t a M g n i n r a e L . C
6 8 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. a t a D w a R . E
a v r e s b O e l c y C t s ri F .
1 itonCheckilsts. ... .87 9 8 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s t s il k c e h C n o it a v r e s b O e l c y C d n o c e S . 2
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . s e t o N d l e i F e l c y C t s ri F .
3 ... .90
1 9 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . s e t o N d l e i F e l c y C d n o c e S . 4
2 9 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . s tl u s e R e ri a n n o it s e u Q . 5
t l u s e R w e i v r e t n I .
1 R E T P A H
C I
N O I T C U D O R T N I
e h t , r e t p a h c s i h t n
I researcher wli ldiscus sthe in rtoduciton o fthe study . b
l li w n o i s s u c s i d e h
T e divided into seven main pa trs .Th y e are Background , m
e l b o r
P Formulaiton , Problem Limtiaiton , Research Objecitves , Research d
n a , s ti f e n e
B Deifniitono fTerm .s
.
A Background
e l b a e b o t d e t c e p x e e r a s t n e d u t s l l A . ll i k s t n a tr o p m i n a s i g n i k a e p
S to
. h s il g n E k a e p
s An Engilsh t eacher i salso expected t o beable t o t each speaking .
ll i k
s Thegoa lof t eaching speaking skillsi scommunicaitveef ifciency (Naitona l r
e t n e C e c r u o s e R e g a u g n a L l a ti p a
C [NCLRC] ,2004 .) They should rty to avoid y
tl u a f o t e u d e g a s s e m e h t n i n o i s u f n o
c pronunciaiton ,grammar ,o rvocabulary . o
s l a d l u o h s y e h
T observe the socia l and cutlura l rule s tha t apply in each n
o it a u ti s n o it a c i n u m m o
c to help student sdevelop communicaitve ef ifciency in e
s u n a c s r o t c u rt s n i , g n i k a e p
s approp irate acitviite s approach tha t combine s d
e r u t c u rt s ,t u p n i e g a u g n a
l output ,andcommunicaitveoutpu t
Speaking i susefu lfort he students .David and Roge rJohnson menitoned g
n i k a e p s g n i h c a e t n i s m e l b o r p l a r e v e s e r a e r e h
t . The problem s are studen t
c e d n o it n e tt
a rease swtih each passing minute,i tappeal sonlyt o audtioryl earners , itt endst opromotethelowerl evell earningoff actuali nformaiton,i tassumest ha t
p e m a s e h t t a d n a n o it a m r o f n i e m a s e h t d e e n s t n e d u t s l l
a l eac ,studentst endnott o
ti e k
d l o k
S (2008 )statedinherj ourna labou tspeakingwell. ll e w g n i k a e p
S i so fgreati mpo trancet o pupli swhen communicaitngwtih g n i n r a e l d n a g n i h c a e t n i y l n o t o n , e g a u g n a l d n o c e s a n i s r e h t o h t e d i s t u o o s l a t u b , s t n e m n o ri v n
e e classroom .She also said tha ti ti s p l e h n o it a c i n u m m o c t a h t t n a tr o p m
i s peopleparitcipatei nt hesocia lwo lrd e h t p o l e v e d o t w o h n r a e l o t l a rt n e c o s l a s i t I . y a d o t m e h t d n u o r a e h t s i r o t c a f t n a c if i n g i s e n O . r e k a e p s r e h t o n a h ti w t c a t n o c d e h s il b a t s e g n i e b s i t a h t n o it a m r o f n i e h t d n a t s r e d n u o t s s e n g n il li w s ’ r e n e t s il d e g n a h c x
e (p .1). s
e i v a
D (2000) ,said t hati nhi sbookspeaking come snaturallyt o human , s
i ti t u
b no ta ssimple asi tseem s(p .82 .) She also said t hat ,fo ra statr ,many y a m y e h t e s u a c e b e l p o e p f o s p u o r g e g r a l f o t n o r f n i g n i k a e p s e k il t o n o d e l p o e p t u o b a y r r o
w producing u tterance s wtih many error s o r oddiite s in them ; e k il ; e l b i g il l e t n i e b o t h c e e p s r o f y r a s s e c e n s i n o it a i c n u n o r p e l b a z i n g o c e r e v a h y ll a u s u t o n o d s r e k a e p s d n a , ’ e m it l a e r ‘ n i e c a l p s e k a t g n i k a e p s , g n i n e t s il t c u rt s n o c o t e m
it thei rutterance scarefully( p .8 2 .) y m n o d e s a
B observaitoni nt hepreilminarys tudywhichwasconductedon 5 l ir p A , y a d s e u
T th ,2011 and F irday ,Ap ir l8th ,2011 , Iobserved t he t eache rand f o C X s s a l c n i d e t c u d n o c n o it a v r e s b o e h T . s e it i v it c a ’ s t n e d u t
s SMA Pangud i
. a tr a k a r u S f e s o Y o t n a S r u h u
L Fromobservingtheteacher’ sacitviitesi nclas ,st he s a w r e h c r a e s e
r able to conclude some impo tran tthing s related to teacher’ s e h T . d o h t e m g n i n r a e
l conclusion wast hatt het eache rdid no tuse somemediat o t s t c a rt t
a udents ’paritcipaiton. Thet eache ralso did no tuse an i nteresitng method y l n o e h S . s t n e d u t s e h t h c a e t o
t explained t hemateirals and asked t he studentst o d e s u s a w t a h t d o h t e m e h T . s e s i c r e x e e h t o
d by the teache rwa sno tatrtacitve
u t s e g a r u o c n e o t h g u o n
. s t n e m n g i s s a e h t o d o t s t n e d u t s e h t d e k s a d n a l a ir e t a m e h t d e n i a l p x e t s u j r e h c a e t
. h s il g n E y d u t s o t d e t s e r e t n i t o n d n a m o d e r o b l e e f s t n e d u t s e h t e d a m d o h t e m e h T
e h t n o d e s a b , s e d i s e
B second observaiton conducted t o observe students ’ e
h t , s s e c o r p g n i n r a e l e h t g n ir u d s e it i v it c
a researche rfound the impo tran tthing s e
h t o t n o it n e tt a y a p t o n d i d s t n e d u t s s a h c u
s teacher .Theydidothert hing ssucha s u
t s i d , s e m a g g n i y a l
p rbing others ,and even falilng asleep .They also spoke too .
s s e c o r p g n i n r a e l g n ir u d h c u
m Whliet het eache rwa sexplaining ,student sdidno t t
c a d e v l o v n i t e
g ively i n t hel earning proces .s Thestudent so fclas sXC werestli l g
n i s u f o d i a r f
a Engilshdu irngt hel earningprocess .Theywereno tcon ifden twtih t
a h t s e v l e s m e h
t they were able to speak Engilsh .They were afraid o fmaking g
n i k a e p s n i s r o r r e e m o
s Engilsh .They were also afraid o fusing English du irng S
. s s e c o r p g n i n r a e l e h
t ome student swere stli lafraid t o speak Eng ilsh ,and t hey l
a u s
u lyused thei rL1t ocommunicatei nclassdu irngEngilshl earning .Theywere , n o it a i c n u n o r p g n o r w e k il , h s il g n E g n i k a e p s n i r o r r e n a g n i k a m f o d i a r f a
.s r e h t o y n a m d n a , y r a l u b a c o v
e h t o t d e t c u d n o c w e i v r e t n i e h t m o r
F teache r in the preilminary , the r
e h c r a e s e
r found teache’r sopinion abou tthe learning proces sin Engilsh clas .s y a p t o n d i d s t n e d u t s e h t t a h t s a w s s a l c n i m e l b o r p e h t ,r e h c a e t e h t o t g n i d r o c c A
n o it n e tt
a . They judged tha tEngilsh i sdfiifcutl ,so they were no tinterested in n
r a e
l i ngEngilsh . e h
T researcher beileves t hat the problem can have an in lfuence on thei r e
s u a c e b , e r u t u
f n a yow d sa ,people are forced to be able to speak in foreign ,
a r e n o it a z il a b o l g g n i c a F . h s il g n E g n i d u l c n i e g a u g n a
d lr o w e h t n i s e g a u g n a l e h t f o e n
o which i sveryi mpo trant ,so t heresearchertire s .
m e l b o r p e h t e v l o s o t
s m e l b o r p e h t l l a m o r
F PAIKEM can become a very useful approach in .
g n i k a e p s g n i h c a e
t PAIKEMconsist so facitve,i nnovaitve ,creaitve ,effecitve ,and h
c a o r p p a s i h T . g n i n r a e l l u f y o
j can improve students ’paritcipaiton in speaking c
a o r p p a e h t t a h t s n a e m t I . s s a l c n i h s il g n
E h can also maket he student sacitvei n .
s s a l
c Accordingt oSyah da n Ka iradinata(2009 ,)t herearesomer easons why t hi s d
e e n d n a l u f e s u y r e v s i h c a o r p p
a s ot beapplied. PAIKEM i saimed t o maket he v
it c a e r o m e m o c e b s t n e d u t
s eanddevelop students ’creaitvtiy ,so t hatt hel earning .
l u f y o j d n a e v it c e f f e e r o m s e m o c e
b Thi sapproachcanmaket hestudent satrtacted to follow the lesson and can also comprehend the knowledge and skli ltha ti s
. y li s a e r e h c a e t e h t y b t h g u a
t Thi sapproachca an l mso aket hestudent sdova irou s ll
i k s d n a , n o i s n e h e r p m o c , e d u ti tt a r i e h t p o l e v e d o t s e it i v it c
a p( . )1 .
e h
T researcherexpects t ha tPAIKEM can i mprove students ’paritcipaiton .s
s e c o r p g n i n r a e l n i y l e v it c a g n it a p i c it r a p y b g n i k a e p s n
i
.
B ProblemFormula iton
“ s i r e p a p e h t n i d e r e w s n a e b o t g n i o g s i h c i h w m e l b o r p e h
T How can
M E K I A
P improve students ’paritcipaiton i n speaking o fclas sXC o fSMA PLSt . a
tr a k a r u S f e s o
.
C ProblemLimtia iton
s m e l b o r p ’ s t n e d u t s g n i z y l a n a n o n o i s s u c s i d e h t o t d e ti m il s i h c r a e s e r s i h T
e s e r s i h T . ti e v l o s o t w o h d n a s s a l c n i h s il g n E g n i k a e p s n
i arch f ocuse son howt o
e v o r p m
i the tenth grade sstudents ’paritcipaiton in speaking Engilsh in pubilc g
n i s
u PAIKEM .Theresearcher wli l ifnd thesolu iton t o thoseproblem sand give n
o it s e g g u s e m o
s s toi mprovehowt ot eachs peakingandhowt oi mprovestudents ’ n
o it a p i c it r a
p ins peakingEngilshi nclass.
.
D ResearchObjec itves
w o h y fi t n e d i o t e l b a e b l li w r e h c r a e s e r , h c r a e s e r e h t g n it c u d n o c y B M E K I A
P can improve students ’paritcipaiton in speaking o f clas sXC o fSMA Pangud iLuhur S na to Yose fSurakatradu irngt hel earningprocessi nclas .s
.
E ResearchBeneftis e
h
T resul to fthi sresearch i sexpected to give some benefti sfo rthe e
l p o e p g n i w o ll o
f :
.
1 Thes tudent so fXCSMAPangud iLuhur Santo Yose fSurakarta
f o s t n e d u t s e h t y ll a i c e p s e , s t n e d u t s e h t r o f l a i c if e n e b o s l a s i h c r a e s e r e h T
f o C X s s a l
c SMASt .Yose fSurakatra .Theresearcherhopest hatt hisr esearchwli l d n a , y lt n e u lf , y l e v it c a h s il g n E g n i k a e p s n i m e h t p l e h o t s t n e d u t s e h t r o f l u f e s u e b
y lt n e d if n o
.
2 Engilsh Teachers o f Clas s XC SMA Pangud i Luhur S na to Yose f a
t r a k a r u S
a e t h s il g n E r o
F c rh s te a SMA Pangud iLuhu rS oa nt Yose fSuraka tra in t
a h t d e p o h s i ti , l a r e n e
g ther esul toft hisr esearchcangivet hemabroade rviewo f , e v it c e f f e , e v it a e r c , e v it a v o n n i , e v it c a g n i s u y b n o it a p i c it r a p ’ s t n e d u t s g n i v o r p m i
g l li w r e h c a e t e h T . g n i n r a e l l u f y o j d n
a ett hei deaoft eachingEngilshi ni nteresitng s
t n e d u t s e h t t e g l li w r e h c a e t e h T . s y a
w to paritcipate more acitvely in Engilsh .l
l e w h s il g n E r i e h t e c it c a r p l li w s t n e d u t s e h t t a h t o s ,s s e c o r p g n i n r a e l
.
3 FurtherResearchers
n o it a m r o f n i e v i g l li w h c r a e s e r s i h
T to fu trhe r researcher s who are .
h c r a e s e r r a li m i s a g n i o d n i d e t s e r e t n
i Theresearch repo tri susefult o beused a s n w o r i e h t n i h c r a e s e r n o it c a m o o r s s a l c t c u d n o c o t t n a w o h w e s o h t r o f e c n e r e f e r
.s e s s a l c
.
F Deifniitono fTerms
d i o v a o t s i e s o p r u p e h T . y d u t s s i h t n i d e s u s m r e t e h t s e n if e d t r a p s i h T
s i h t n i s m r e t t n a tr o p m i e h t g n i v i e c r e p n i n o it a t e r p r e t n i s i m d n a g n i d n a t s r e d n u s i m
. y d u t s
h c r a e s e r e h t , y d u t s s i h t n
I e er u d s PAIKEM to solve the problem .In thi s n
i a l p x e l li w r e h c r a e s e r e h t ,t r a
p PAIKEM tisel fandt hepar to fPAIKEM ,suchas : it
c
a v e learning ,innovaitve learning ,creaitve learning ,effecitve learning ,and it
c a ’ s t n e d u t s e v o r p m i o t g n i n r a e l l u f y o
n i e v o r p m i , g n i k a e p s , n o it a p i c it r a p f o g n i n a e m e h t t u o b a s n i a l p x e o s l a r e h c r a e s e r
. y d u t s s i h
t
.
1 PAIKEM
M E K I A
P stand sfo rAcitve ,Innovaitve ,Creaitve ,Effecitve ,and Joyfu l 9
0 0 2 ( a t a n i d a ir a K d n a h a y S g n i d r o c c A . g n i n r a e
L ) ,PAIKEM si an approach o f
o t r e d r o n i a i d e m d n a s d o h t e m e m o s h ti w g n it n e m e l p m i y b d e s u s i h c i h w g n i n r a e l
d n a e v it c e f f e , e v it a e r c , e v it a v o n n i , e v it c a s i h c i h w g n i n r a e l f o s s e c o r p a e t a e r c
.l u f y o
j In t hi sstudy, t he researche rwli lconducted PAIKEMby using i nteresitng .
h s il g n E g n i n r a e l n i n o it a v it o m ’ s t n e d u t s t c a rt t a o t a i d e m d n a d o h t e m
.
2 Ac itveLearning
According to Bonwell ,acitve learning mean stha tthe learning which s
a
h somecharacteirsitc silke ,student sarei nvolvedi nmoret hanpassive ilstening , student sareengaged i n acitviites( e.g,.r eading ,discussing ,w iritng), t herei sl es s
r e t a e r g d n a n o i s s i m s n a rt n o it a m r o f n i n o d e c a l p s i s a h p m
e emphasi splaced on
s ll i k s t n e d u t s g n i p o l e v e
d , t here i sgreate remphasi splaced on t heexploraiton o f d
n a s e d u ti tt
a values,s tuden tmoitvaitoni si ncreased( especiallyf o radu tll earners) , student scan receive immediate feedback from thei rinsrtuctor ,and student sare
,s i s e h t n y s ,s i s y l a n a ( g n i k n i h t r e d r o r e h g i h n i d e v l o v n
i evaluaiton).
e h t y b d e y o l p m e e r a s t n i o p e s o h
T researche rin thi sresearch to identfiy .s
s a l c h s il g n E n i n o it a p i c it r a p ’ s t n e d u t s
.
3 Innova itveLearning o t g n i d r o c c
A Syah and Kairadinata (2009) ,innovaitve is “something rt
n i y l w e
.
p 520). Something new ori nnovaitve meanst hatt hemethod o ranything elsei s d
e s u n e e b t o n s a h r o t n e r e f fi
d beforebyothert eache ratlhoughtha ttii sno tanew .
m e h t r o f g n i h
t In thi sstudy innovaitve mean stha tthe teache rcan create an o
h t e m g n it s e r e t n
i dt ha tcani mproves tudents ’paritcipaitoni ns peaking. t
n
I hi sstudy, i nnovaitve l earning i sdone by using a newmethod such a s g
n i s
u videoandpicturea smediaofl earning. .
4 Crea itveLearning o t g n i d r o c c
A Syah da n Kairadinata (2009) ,being creaitve mean susing n
i h t e m o
s gnewo rd fiferen twtihothers .Usingsomemedia ilkepicture ,video ,and n
a c s r e h t o y n a
m make the student senjoy the learning and they can follow the g
n i n r a e
l moreeasliy .Int hi sstudy ,creaitvel earningmeanst hatt her esearche rcan a
e r
c teinteresitngwayst oi mproves tudents ’paritcipaitoni ss peaking. .
5 E ffec itveLearning h a y S o t g n i d r o c c
A and Kairadinata (2009) , effecitve learning mean s e
v e i h c a n a c r o g n i n r a e l f o m i a e h t e v e i h c a n a c t a h t g n i n r a e
l the standard
. d e il p p a s i h c i h w y c n e t e p m o
c In t hi sresearch ,effecitvel earning means t hatt he o t s t n e d u t s e h t e l b a n e d n a e l b a t s r e d n u s i t a h t g n i n r a e l a e t a e r c n a c r e h c a e t
. y l e v it c a g n i k a e p s e t a p i c it r a
p
.
6 Joyfu lLearning o t g n i d r o c c
A Syahand Kairadinata(2009) ,joyfull earning doe sno tmean ,
g n i s s y a w l
a clap ,usej oke.J oyfull earningi sal earningt ha tcanbeenjoyedbyt he .
s t n e d u t
s Student scanf ee lpleasant ,safe ,andpassionate .Joyfull earningcontain s o
ir r u c s i t a h t n o it a v it o m r e n n
o ir r u c r i e h t e v l o
s stiy byt hemselves .Int hisr esearch ,joyfull earningi sappiledby e r u t c i p g n i s u s a h c u s , y l e v it c a g n i k a e p s e t a p i c it r a p o t n o it n e tt a ’ s t n e d u t s g n it c a rt t a
. o e d i v d n a
.
7 Speaking
s n a e m y d u t s s i h t n i g n i k a e p
S thatt hes tudent swerebravet os peakEngilsh , r a m m a r g , n o it a i c n u n o r p n i s r o r r e e m o s g n i k a m f o d i a r f a g n i e b t u o h ti w s s a l c n i
. y r a l u b a c o v
.
8 Paritcipa iton
y l e v it c a d e v l o v n i t e g s t n e d u t s e h t t a h t s n a e m y d u t s s i h t n i n o it a p i c it r a P
e h t o d , s s e c o r p g n i n r a e l n
i teacher’s i nsrtuciton ,so t he assignments ,answer t he .
n o it s e u q s ’ r e h c a e t
.
9 Improve
n i n o it a p i c it r a p ’ s t n e d u t s e v o r p m i d l u o w r e h c a e t e h t , y d u t s s i h t n I
o t s t n e d u t s e h t e l b a n e t a h t s n a e m y d u t s s i h t n i e v o r p m I .s s a l c n i h s il g n E g n i k a e p s
c n e d if n o c d n a e v a r b e
b ei n speakingEngilshi n class ,so t hatt hey can paritcipate .s
0 1 I I R E T P A H C E R O E H
T TICALREVIEW
e h t ,r e t p a h c s i h t n
I researcher wli ldiscuss t het heo ire sused t o conduc t l a c it e r o e h t e r a e r e h t ,s tr a p n i a m o w t o t n i d e d i v i d e b l li w n o i s s u c s i d e h T . y d u t s e h t . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d .
A Theoreitca lDescrip iton
d e t a l e r m o r f n o it a d n u o f g n i v i g t a d e m i a s i n o it p ir c s e d l a c it e r o e h T . y d u t s s i h t t c u d n o c o t s e c r u o s n e tt ir w d n a s e r u t a r e ti l .
1 AcitveLearning
y ll a c i s y h p d n a y ll a t n e m t i n i e v l o v n i y e h t n e h w y l e v it c a y d u t s s t n e d u t S . )i ii v . p , 8 0 0 2 , s i w e L d n a h tr o w s g n il l o H
( Thet eache rshouldbeablet o maket he s t n e d u t
s acitvei nclas ,ss ot hatt hel earningcanbeinteresitngandt hes tudentscan n i e v l o v n
i learning mentally and physically .Acitve learning i sanything tha t y l e v i s s a p y l e r e m n a h t r e h t o m o o r s s a l c a n i o d s t n e d u t
s ilstening t oani nsrtucto 'r s
s t n e d u t s e h t p l e h h c i h w s e c it c a r p g n i n e t s il m o r f g n i h t y r e v e s e d u l c n i s i h T . e r u t c e l o t t c a e r s t n e d u t s h c i h w n i s e s i c r e x e g n it ir w t r o h s o t , r a e h y e h t t a h w b r o s b a o t s t n e d u t s h c i h w n i s e s i c r e x e p u o r g x e l p m o c o t , l a ir e t a m e r u t c e
l apply course
ti s " e fi l l a e r " o t l a ir e t a
m uaiton sand/ort onewproblem .s( Paulson&Faus.t( n.d. .) h g u o h tl a , n u f t s u j t o n s i g n i n r a e l e v it c A t a h t d e t a t s ) 6 9 9 1 ( n a m r e b li S e li h w h tr o w e b l li t s d n a n u f e b n a c g n i n r a e
n a m r e b li S o t g n i d r o c c
A (1996) ,in applyingacitvel earningthestudent s d
n a , s m e l b o r p e h t e v l o s , a e d i ri e h t e u g r a d n a e v i g o t n i a r b r i e h t e s
u apply wha t
d e n r a e l e v a h y e h
t ,s ot hatt hes tudentss hould ilsten,s ee ,answert hequesitons ,and .s
r e h t o h ti w s s u c s i d
e t a rt s e m o s s d e e n r e h c a e
T gie sto make the student sacitve in clas .s o
t g n i d r o c c
A Siberman (1996) ,there are some srtategie sin acitve learning (p . )
2
3 .Theses rtategie sareasf ollows: .
a Howt oGe tStudent sAcitvef romt heSt art
m o r f e v it c a s t n e d u t s t e g o t l a i c u r c s i ti , s s a l c y n a s n i g e b r e h c a e t e h t s A
e m o c e b o t s t n e d u t s t e g t a h t s e it i v it c a g n i n e p o e r u t c u rt S . tr a t s e h
t acquainted ,
. r e tt a m t c e j b u s e h t n i t s e r e t n i ri e h t k o o h d n a , s d n i m r i e h t e g a g n e , t u o b a e v o m
o t s l a o g t n a tr o p m i e e r h t e r a e r e h t , g n i n r a e l e v it c a f o t n e m o m t s e il r a e e h t n I
: s w o ll o f s a e r a s l a o g e s e h T . h s il p m o c c a )
1 TeamBulidingStrategies o t s t n e d u t s s p l e h t
I ge tacquaintedandanyr eacquainted ort obulidt eam .r
e h t o n a e n o w o n k y d a e rl a o h w p u o r g a h ti w t ir i p
s
).
a TradingPlaces
d n a s n o i n i p o e g n a h c x e , d e t n i a u q c a t e g o t s t n e d u t s s w o ll a y g e t a rt s s i h T
o t s n o it u l o s r o , s e u l a v , s a e d i w e n r e d i s n o
c problem .s I ’t sagrea tway t opromote fl
e
s -disclosure o r an acitve exchange o f viewpoint .s The procedure sa sre a :
s w o ll o f
.
1 Gives tudent soneo rmorePost-i tnote .s .
x Avaluet heyhold
x Anexpeirencet heyhavehadr ecenlty
x Acreaitvei deaors oluitont oaproblemyouhaveposed x Aquesitont heyhaveaboutt hes ubjec tmatte roft heclass x Anopiniont heyholdabou tat opico fyou rchoosing x Af ac taboutt hemselve sort hes ubjec tmatte roft heclass
.
3 Ask student sto sitck the note(s )on thei rclothing and criculate around the s
e t o n s ’ r e h t o h c a e g n i d a e r m o o r .
4 Next ,have student smingle once again and negoitate a rtade o fPost-i tnote s r a l u c it r a p a s s e s s o p o t e ri s e d a n o d e s a b e b d l u o h s e d a rt e h T . r e h t o n a e n o h ti w
, e c n e ir e p x e , e u l a
v idea ,quesiton ,opinion ,orf actf o ras hor tpeirodo fitme. .
5 Reconvenet heclas sandasks tudentst os harewha trtadest heymadeandwhy. ).
b Who’si nt heClass?
r o f n a h t r e h t a r s e t a m s s a l c r o f t n u h r e g n e v a c s a s i r e k a e r b e c i r a l u p o p s i h T
n a c t n u h e h T . s t c e j b
o bedesignedi nanumbe ro fway sandf o raclas so fanysize . g n i n n i g e b e h t t a t h g ir g n i o g t n e m e v o m l a c i s y h p s t e g d n a g n i d li u b m a e t s r e t s o f tI
s s a l c a f
o (p .36). ).
c Groupresume e m u s e
R typically descirbe an individua’l s accompilshments . A group a
s i e m u s e
r funwayt ohelps tudent sbecomeacquaintedo rdosomet eams buliding r
e h t o n a e n o w o n k y d a e rl a s r e b m e m e s o h w p u o r g a f
).
2 ImmediateLearningI nvolvemen tStrategies
o t d e n g i s e d e r a y e h T . tr a t s e h t m o r f e v it c a s t n e d u t s t e g o t y a w e h t s i t I e g n u l
p studentsi mmediatelyi nto t hesubjec tmatteri n ordert o bulid t herii nterest , g
n i k n i h t e t a l u m it s d n a , y ti s o ir u c r i e h t e s u o r
a (p .56).
.
b Howt oHelpStudent sAcquireKnowledge ,Skills ,andA tttiude sAcitvely d
n a , s ll i k s , n o it a m r o f n i f o g n i n r a e l e v it c
A atttiude soccur sthrough a
e n o e v it c a e r a n a h t r e h t a r e d o m g n i h c r a e s a n i e r a s t n e d u t S . y ri u q n i s s e c o r
p (p .67) .
: s tr a p l a r e v e s o t n i d e d i v i d s i n o it c e s s i h T
).
1 F -u llClas sLearning s
i h
T p a trdeal swtihwayst omaket eacher-ledi nsrtucitonmorei nteracitve. ).
2 S itmula itngDiscussion
n i s e u s s i y e k f o e t a b e d d n a e u g o l a i d y fi s n e t n i o t s y a w s e r o l p x e t r a p s i h T
. r e tt a m t c e j b u s r u o y ).
3 Promp itngQuesitons
.s n o it s e u q k s a o t g n il li w e m o c e b s t n e d u t s p l e h o t s y a w s e n i m a x e t r a p s i h T ).
4 Co llabora itvel earning s t n e s e r p t r a p s i h
T w s ay to design learning task sdone in smal lgroup so f .s
t n e d u t s
).
5 PeerTeaching
y a w s e s s u c s i d t r a p s i h
).
6 Independen tLearning
y ll a u d i v i d n i s t n e d u t s y b d e m r o f r e p s e it i v it c a g n i n r a e l o t s e t a l e r t r a p s i h T d n
a p irvately. ).
7 Affec itveLearning
d n a , e u l a v , s g n il e e f r i e h t g n i n i m a x e o t s t n e d u t s o t s n i a tr e p t r a p s i h T
.s e d u ti tt a ).
8 Sk li lDevelopment
s ll i k s g n i c it c a r p d n a g n i n r a e l h ti w s l a e d t r a p s i h
T -both technica land
l a c i n h c e t n o
n .
.
c Howt oMakeLearningUnforge ttable r
e h
T earemany posiitveacitonst ha tcan t ake placeto b irng t heclass t oa n
e v e , s p a h r e p , d n a l u f g n i n a e
m unforgettable close (p .156) .In thi sseciton i ti s .s
e ir o g e t a c r u o f n i d e r e d i s n o c
)
1 Reviewings trategies
l l a c e r s t n e d u t s p l e h o t s y a w h ti w s l a e d t r a p s i h
T whatt heyhavel earned
y ti li b a d n a e g d e l w o n k t n e r r u c r i e h t t s e t d n a
)
2 S -eflAssessment
s t n e d u t s p l e h o t s y a w h ti w s l a e d t r a p s i h
T asses swhat t hey now know ,
. d l o h w o n y e h t s e d u ti tt a t a h w d n a , o d n a c w o n y e h t t a h w
)
3 FuturePlanning
h o t s y a w h ti w s l a e d t r a p s i h
T elp student sconside rwhat t hey wli ldo t o .
)
4 Fina lSen itments
r i e h t t u o b a e c s i n i m e r s t n e d u t s p l e h o t s y a w h ti w s l a e d t r a p s i h T
.s n o it a i c e r p p a s s e r p x e d n a r e h t e g o t s e c n e ir e p x e
s e v i e c r e p g n i n r a e l e v it c a , ) 8 0 0 2 ( P M , m o r a h u m il s a T . T . s r D o t g n i d r o c c A
. n o it a v it o m d n a , y ti li b i s n o p s e r ,t n e m ti m m o c
.
a Commtiment
e v i g d l u o h s g n i n r a e l f o y g e t a rt s d n a , d o h t e m , l a ir e t a m e h t t a h t s n a e m t I
s e g a t n a v d
a fo rthe student s(meaningfu)l ,related to students ’need s(relevan)t , .l
a n o s r e p d n a
.
b Responsiblitiy
f o e n o s i y ti li b i s n o p s e
R thelearning processe stha tgive sauthortiy t o t he ti
r c e b o t s t n e d u t
s ical .The t eache rshould be ilstening more t han speaking and o t s t n e d u t s e h t o t y ti n u tr o p p o d n a e c i o h c a g n i v i g , a e d i ’ s t n e d u t s e t a i c e r p p a
.s e v l e s m e h t y b e d i c e d .
c Mo itva iton
n I . n o it a v it o m c i s n ir t x e d n a n o it a v it o m c i s n ir t n i ,s n o it a v it o m 2 e r a e r e h T
h s n o it a v it o m c i s n ir t n i ’ s t n e d u t s g n i n r a e l e v it c
a ould bedeveloped . tI i saimed i n
r a e p p a t s e r e t n i ’ s t n e d u t s e s a e r c n i o t r e d r
o by t hemselves .Acitvel earning should , e t a e r c o t y ti li b a e h t s i g n i n r a e l e v it a e r C . g n i n r a e l e v it a e r c y b d e tr o p p u s e b
t s c it ir h tr a r e h t o n a e m o s o d o s l a d n a , s n o it a v o n n i e m o s o d , e n i g a m
.
2 Students ’Paritcipa iton
n o it a p i c it r a p ’ s t n e d u t s e g a r u o c n e o t w o h d n a t s r e d n u o t s a h o s l a r e h c a e t A . s s e c o r p g n i n r a e l g n ir u
d According to Barbara (1993) , students ’ enthusiasm , s a n o i s s u c s i d s s a l c f o y ti l a u q e h t t c e f f a e t a p i c it r a p o t s s e n g n il li w d n a , t n e m e v l o v n i . g n i n r a e l r o f y ti n u tr o p p o n
a There are some genera l srtategie s to encourage . n o it a p i c it r a p ’ s t n e d u t s .
a Genera lStrategy
Davisstated somegenera lsrtategies t o encourage students’paritcipaiton : y l e m a n ).
1 Encourages tudentst ol earneachother’ sname sandi nterests
g n o m a e r a y e h t l e e f y e h t fi s s a l c n i e t a p i c it r a p o t y l e k il e r o m e r a s t n e d u t S e h t f o g n i n n i g e b e h t t a o s ; s r e g n a rt s n a h t r e h t a r s d n e ir
f term ,ask student sto
e h t n i d n u o r g k c a b r o s t s e r e t n i y r a m ir p r i e h t e b ir c s e d d n a s e v l e s m e h t e c u d o rt n i ( t c e j b u
s a sctiedi n Tibeirus ,1990) .Thesein rtoduciton smay alsogivet het eache r n i 's t n e d u t s s s e r d d a t a h t s n o it s e u q n o i s s u c s i d g n i m a r f t u o b a s e u l c e m o
s terests .
).
2 Gett oknowa smanyo fyours tudent sa sclasss izepermtis n
I classe soft hi tryorl es ,sl earnallt hestudents 'name .s( "TheFris tDayo f r e tf a s e v o r p m i n e tf o n o it a p i c it r a p s s a l C ) .s i h t o d o t s y a w l a r e v e s s t s il " s s a l C . r o t c u rt s n i ri e h t h ti w y ll a m r o f n i k l a t o t y ti n u tr o p p o n a d a h e v a h s t n e d u t s ).
3 Arranges ea itngt opromotediscussion f
o n d n e t r e h t o h c a e o
t tt ot alkt ooneanothe,rt hatt hemos tcenrtallyplacedmembe r t s a e l e h t n i t i s o t d n e t s r e d a e l t a h t d n a , r e d a e l s a e g r e m e o t s d n e t p u o r g a f o
. m o o r a f o s tr a p d e d w o r c
).
4 Allowt heclas s itmet owarmupbeforeyoul aunchi ntot hediscussion g
n i v ir r a r e d i s n o
C two to three minute s ea lry to talk informally wtih t n e r r u c t n a v e l e r t u o b a n o it a s r e v n o c f o s e t u n i m w e f a h ti w s s a l c n e p o r O . s t n e d u t s
d a r o , s e it i v it c a s u p m a c , s t n e v
e minisrtaitve matter s(a sctied in Billson ,1986 ; )
9 8 9 1 , y tl e
W .
).
5 Limi tyourowncomments
s e ir e s a r o e r u t c e l a o t n i n o i s s u c s i d a n r u t d n a h c u m o o t k l a t s r e h c a e t e m o S
r o t c u rt s n i f
o -studen tdialogues .Avoidt het emptaitont or espondt oeverystuden 't s e n o o t d n o p s e r d n a s a e d i r i e h t p o l e v e d o t s t n e d u t s w o ll a , d a e t s n I . n o it u b ir t n o c
.r e h t o n a
.
b Tacitcst oi ncreases tudents ’paritcipa iton
s a e r c n i o t s c it c a t e m o s d e t a t s s i v a D s s o r G a r a b r a
B estudents ’paritcipaiton .
s c it c a t e s e h
T areasf o llows: ).
1 Make certain each studen tha san opportuntiy to talk in clas s n
i r u
d gt he ifrstt woort hreeweeks e
h
T longe ra studen tgoe swtihou tspeaking in class ,the more r i a p r o p u o r g l l a m s e s i v e D . e t u b ir t n o c o t r e h r o m i h r o f e b l li w t i tl u c if fi d
m r e t e h t n i y lr a e k r o
w , so tha tal lstudent scan paritcipate and hea rthei r .s
).
2 Asks tudentst oi dentfiycharacterisitc so faneffecitvediscussion . s n o i s s u c s i d l l a c e r o t s p u o r g l l a m s n i r o y ll a u d i v i d n i s t n e d u t s k s A s c it s ir e t c a r a h c e h t t s il o t d n a d e t a p i c it r a p e v a h y e h t h c i h w n i s r a n i m e s d n a e r e w t a h t e s o h t f
o wo trhwhlie .Then ask students t o ilst t hecharacteirsitc s s m e ti e s o h t g n i y ll a t , d r a o b e h t n o s m e ti e h t e ti r W . s n o i s s u c s i d r o o p f o e r o l p x e , s s a l c e ri t n e e h t h ti W . p u o r g r o t n e d u t s e n o n a h t e r o m y b d e n o it n e m a r o f e k a m t a h t s t c e p s a e s o h t e z i m i x a m n a c s r e b m e m s s a l c h c i h w n i s y a w
good discussion and minimize those aspect s tha t make fo r a poo r . n o i s s u c s i d ).
3 Periodicallydivides tudentsi ntos mal lgroup .s
Student s ifndi teasiert os peakt ogroup soft hreeorf ourthant oan g n i k s a y b l u f e s u e b n a c s p u o r g l l a m s o t n i s t n e d u t s e h t g n i d i v i D . s s a l c e ri t n e o t m e h
t discus saquesiton ori ssuef o r ifveort en minutes ,andt hen r eturn y a m y e h t ,s p u o r g l l a m s n i n e k o p s e v a h s t n e d u t s e c n O . t a m r o f y r a n e l p a o t n a t c u l e r s s e l e
b tt os peakt ot heclas sa sawhole. ).
4 Assignrolest os tudents . a y b r e tt e b s i t
I s gki n two o rthree student sto lead a discussion n o i s s u c s i d t n e d u t s e h t h ti w t e e M . m r e t e h t g n ir u d e m it e m o s n o i s s e s f d e s o p o r p d n a s n o it s e u q r i e h t r e v o o g o t d n a h e r o f e b s r e d a e
l ormat .Have
k e e w a s s a l c e h t o t s n o it s e u q n o i s s u c s i d x i s o t e e r h t e t u b ir t s i d s r e d a e l e h t r o f y ti li b i s n o p s e r e m u s s a s r e d a e l e h t s s a l c g n ir u D . n o i s s u c s i d e h t e r o f e b n g i s s a , d a e l u o y s n o i s s u c s i d r o F . n o i s s u c s i d e h t g n it a ti li c a f d n a g n it a r e n e g e d u t s o w t r o e n
c i d o ir e p e d u l c n i s e l o r t n e d u t s r e h t O . n o i s s u c s i d e h t n o g n it n e m m o c s e m it e e r h t r o o w t s t n i o p e v it n a t s b u s n i a m e h t e z ir a m m u s o t( r e z ir a m m u s k e m it , ) y r o m e m s ' p u o r g e h t s a e v r e s o t( r e d r o c e r ,) n o i s s e s e h t g n ir u
d eepe r
a , ) e l u d e h c s n o s s a l c e h t p e e k o
t( nd designated fris tspeake r(a sctied i n ) 0 8 9 1 , n a m y H . .
c Tacitcst okeeps tudentst alking e c if f o g n ir u d s t n e d u t s o t k l a
T hours ,in hallways ,and around e e s o t t s ri f m e h t h ti w k c e h c , t n e m m o c d o o g a e k a m y e h t f I . s u p m a c e r e w u o y , a n a J " : y a s n e h t ,s s a l c n i a e d i e h t e s i a r o t g n il li w e r a y e h t r e h t e h w r o f t i t a e p e r u o y d l u o W y a d r e t s e y l l a h e h t n i t a h t t u o b a g n i h t e m o s g n i y a s " .s s a l c e h t f o t s e r e h
t Thet acitcst okeepss tudentst alkingareasf ollows: ).
1 Usenonverba lcuest oencourageparitcipa iton
e y e n i a t n i a M . k l a t s t n e d u t s s a d o n d n a y lt n a t c e p x e e li m s , e l p m a x e r o F . d e t s e r e t n i d n a d e x a l e r k o o L . s t n e d u t s h ti w t c a t n o c ).
2 Drawalls tudentsi ntot hediscussion r e h c a e T
A can i nvolvemorestudent sby asking whether t hey agreewtih o t e l p m a x e r e h t o n a e d i v o r p n a c e n o e m o s r e h t e h w r o d i a s n e e b t s u j s a h t a h w " ? t a h t t u o b a l e e f u o y f o t s e r e h t o d w o H " : t n i o p a t c i d a rt n o c r o t r o p p u
s . T he
g n i w a r d , d r a w t u o d n a p u k a e p s l li w t n e d u t
).
3 Givequiets tudentss pecia lencouragement
o t s tr o f f e e v i s s e c x e d i o v a o s , d e v l o v n i n u y li r a s s e c e n t o n e r a s t n e d u t s t e i u Q
s t n e d u t s t e i u q e m o S . t u o m e h t w a r
d , t hough ,arej us twaiitng f o ranonthreatening : s e i g e t a rt s g n i w o ll o f e h t r e d i s n o c , s t n e d u t s e s e h t p l e h o T . k a e p s o t y ti n u tr o p p o
).
a Arranges mal lgroup t(wot of ours tudents )discussion .s ).
b Posecasua lquesitonst ha tdon' tcallf o radetaliedcorrectr esponse: ).
c "Wha t are some reason s why people may no t vote?" o r "Wha t do you t s o m d n if u o y d i d s e l c it r a e h t f o h c i h W " r o " ? g n i d a e r e h t m o r f t s o m r e b m e m e r
( " ? tl u c if fi
d a sctiedi nMcKeachie ,1986.) ).
d Assignasmal lspeci ifct askt o aquie tstudent :"Carire ,would you ifndoutf o r "
? r a e y t s a l s a w P N G s 'e li h C t a h w n o i s s e s s s a l c t x e n ).
e Rewardi nfrequen tcontirbutor swtihas mlie. ).
f Bolste rstudents 'sefl-con ifdence by wiritng t hei rcomment son t he board ( sa n
i d e ti
c Wetly ,1989 .) ).
g Stand o rsi tnex tto someone who ha sno tcontirbuted ;you rproximtiy may .
n o i s s u c s i d e h t o t n i t n e d u t s t n a ti s e h a w a r d
).
4 Discourages tudent swhomonopoilzet hediscussion
d e t n u o c c a s t n e d u t s e e r h t r o o w t ,s t n e d u t s y tr o f n a h t e r o m h ti w s e s s a l c n I
e l d n a h o t s y a w e m o s e r a e r e H . s e g n a h c x e e h t f o t n e c r e p 1 5 r o
f dominaitng
: s t n e d u t s
x Breakt heclassi ntos mal lgroup so rassignt askst opari sofs tudent .s
x Ask everyone to jo t down a response to you rquesiton and then choose .
x I fonly the dominan tstudent sraise thei rhand ,restate you rdesrie fo rgreate r ".
s s a l c e h t n i s r e h t o m o r f r a e h o t e k il d 'I " : n o it a p i c it r a p t n e d u t s
x Avoidmakingeyecontac twtiht het alkaitve.
x I fonestuden tha sbeen dominaitng t hediscussion ,ask othe rstudent swhethe r .t
n e d u t s t a h t h ti w e e r g a s i d r o e e r g a y e h t
x Explaint hatt hediscussion ha sbecomet ooone-sided andask t hemonopoilze r y lf e ir b u o y d l u o w , n o e v o m t s u m e w e c n i s , y r r a L " : t n e li s g n i n i a m e r y b p l e h o t
p u o r g r e h t o f o s n o it c a e r e h t r a e h l l' e w n e h t d n
