i
The Code Activity Sequences and the
Improvement of English Achievement of the
Second Grade Students of SMP N 2 Tengaran in
the Academic Year of 2012/2013
Name
: Adik Edhitia E. W.
Nim
: 11308047
STATE INSTITUTE FOR ISLAMIC STUDIES
(IAIN SALATIGA)
v
MOTTO
There is no limit of struggling
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DEDICATION
This graduating paper is sincerely dedicated for:
My beloved parents As‘ad Basjir and Chodidjah, who always pray for me
to become person in this life, I love you so much.
My beloved sister‘s (Ellok‘s Family, Indah‘s Family, Ayu) and my brother
(Filla).
My all family (like Djammal Basjir‘s Family) that always support me. My step family in Semarang (Djoko S. Family‘s) for your advice and
prayer.
My beloved heart (Teddy Kurniawan) for your strengthness.
My beloved friends (Mb. Rina, Yuni, Tri, Dian) and all team Plasa Telkom Salatiga.
Salatiga, 15 March 2016 The Writer
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ACKNOWLEDGEMENT
In the name of Allah, the most gracious and merciful, the kings of universe and space. Thanks to Allah because the writer could complete this graduating paper as one of requirement to finished study in English Department Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
This graduating paper would not have been completed without support, guidance and help from individual‘s institution. Therefore, I would like to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M.Pd. as The Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Mrs. Noor Malihah, S.Pd., M.Hum., Ph.D The Chairperson of English Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Mr. Ruwandi, S.Pd., M. A. The Consultant of this graduating paper. Thanks for all suggestion, recomendation and support for this graduation paper from beginning till the end.
4. All lecturers in English Education Faculty of IAIN Salatiga. Thanks for all guidance, knowledge and support.
5. Mrs. Wiji Utami and all Teacher‘s and Staff‘s in SMP N 2 Tengaran for all guidance and knowledge.
6. My beloved family (As‘Ad Basjir Family‘s).
7. The big family thank you so much for motivation, support and affection. May Allah always blessed us all.
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9. Thanks for those who help and accompany directly in working with this graduating paper, searched book as the references and always gives me motivation (Mb. Rina, Yuni and Tri).
Thanks for all support, advice, suggestion and other helps that you all gives. The writer hopes that this graduating paper will useful for everyone.
Salatiga, 15 March 2016 The Writer
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ABSTRACT
The aims of the research are: 1) to describe and analyze the conditions of teaching and learning processes when Code as Activity Sequences was used; 2) to describe
and analyze students‘ English achievement when the method was used. This is
Classroom Action Research which was conducted at the Second Grade Students of SMP N 2 Tengaran in the Academic Year of 2011/2012. There were two cycles implemented within the research. Each cycle consisted of two meeting comprising of four activities namely planning, implementing, observing, and reflection. The data collection method used in the research was observation, test, and document. The collected data was analyzed descriptively and statistically by mean calculation. The result of the analysis says that: 1) using Code as Activity Sequences increase conducive classroom activities. Classroom becomes
conducive because, it colors teaching and learning processes in terms of teacher‘s actions, students‘ responses, and the use of materials combined with teaching aids,
and expected result – the students‘ achievement in English. The increase can be traced from the very beginning, namely from planning, implementation, observation, and reflection as seen in each cycle. They were completed with the observation sheet along the teaching and learning processes; 2) using Code as Activity sequences improve students‘ achievement in English. This can be seen from the increase of their English achievement from starting from the mean score of pre-test, post-test one, and post-test two (73; 98,73; 90, 83). Even though there was a decrease namely from post-test one to post-test two but the scores were still above the minimum passing grade (KKM).
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CHAPTER I
INTRODUCTION
A. Background of the Study
English is an International language used all over the world. People in
some countries speak English as their first language and some other use it as
their foreign language. Indonesia is one of the countries where English is used
as a foreign language. English is taught from elementary school level until
university with different status in the country. Nowadays, English language is
very important in daily life. It is used in formal or non formal communication
such as in an office, bank and school, and others. To master the language one
should master such elements as: grammar, vocabulary and pronunciations, and
the like (Rachmajanti, 1999).
The three elements above must be mastered, if one wants to have
ability in English. The first step for every learner is to master vocabulary.
Mastering vocabulary means practicing the third elements itself. For example,
if someone wants to explain how to say something, of course they have to
master vocabulary. The more vocabulary the people have, the more they can
do whether in speaking, reading and listening. According to Kasbolah (1993),
the one way to make the conductive class is by using media in the teaching of
vocabularies.
Media means carrying messages (Heinich) whatever that can be used
2
competitive games like circular cards, flip cards, realia and word cards; and in
silent way games, they like mind reading, weed read and word order; or in
feeling and grammar games, like did you write that?, who wrote about me?
(Mario Rinvolucri and Paul Davis, 2007).
Based on the pre-observation conducted in the eighth grade students
of SMP N 2 Tengaran, it was noticed that the students still get difficulties in
comprehending English. The fact is that the students often made mistakes in
doing the assignments given by teacher. It was caused by some weaknesses of
the teaching-learning processes.
In the interview conducted on Thuesday 24 July 2012, started at 09.00
a.m. and finished at 10.00 a.m., there was much information taken. The writer
asked to the teacher some questions. The questions were devided into three
categories including general conditions in English class; primarily on student‘s English achievement, the difficulties faced by students in their
English grammar skills and their kinds of strategies implemented by the
teacher, before the writer offered the Code Activity Sequences in solving the student‘s difficulties in mastering English.
First category discussed the general condition in English class primarily on student‘s English grammar achievement of the test. Most of
student who did not like English class, they gained low competence in
English. Besides, they still faced obstacle in following the English lesson.
They thought English as a complicated then considered that grammar as the
3
lowest score og English grammar test among the other first grade classes.
Moreover, the teacher satted that most of them were difficult to pass the
minimum criteria of completeness (KKM) concerning the school policy. The second category discussed the student‘s difficulties in English
grammar. The teacher mentioned the diffuculties in English grammar for some student‘s in VIII were confused in their sentence, when they want to retell,
described and explained something that was related to the time and occurerence, which has a close related with student‘s ability in adverbial
clause of time. They got sleepy while English grammar lesson because they
did not understand and they thought it was a kind of boring activity. The
teacher had given sufficient time for students made a sentence base on the
form of adverbial clause of time, then they wrote the task which had given by
the teacher on whiteboard which had explained previuosly by the teacher, but
they still did not understand and felt so confused. Based on those kinds of student‘s difficulties in English grammar, the teacher believed that the major
problems arose in they got less of practise and then the teacher also said that
she did not find yet an appropriate teaching method to solve those problems. The third category was related to the teacher‘s method in teaching
English grammar previously to solve the student‘s difficulties in English
grammar. It was found that the teacher often took the English grammar materials from student‘s handbook and the English text book served by the
school. Up to now, the teacher had been looking for an alternative way to
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Code Activity Sequences in assisting student‘s difficulties in English
grammar.
Those cases faced by the eight grade students in SMP N 2 Tengaran
because the method used by the teacher is not motivating for the students. One
of the appropriate methods to be applied is Code Activity Sequences. The
main concept of this method is that building support and enjoyable classroom
environment by engaging students in the learning process through the use of
task.
Based on the facts above, the writer is interested in carrying out a study on ―The Code Activity Sequences to Improve English Achievement of
the Second Grade Students of SMP N 2 Tengaran in the Academic Year of 2011/2012‖.
B. Statement of the Problem
Based on the background of study above, some problems related to
improve English achievement can be identified. The problems are:
1. What are the teaching and learning processes when the Code Activity
Sequences were implemented for the Second Grade Students of SMP N 2
Tengaran in the Academic Year of 2011/2012?
2. What is the English achievement when the Code Activity Sequences were
implemented for the Second Grade Students of SMP N 2 Tengaran in the
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C. Objectives of the Study
In order to specify the topic, the writer has some objectives to describe
as follows:
1. To find out and analyze English teaching and learning processes when the
Code Activity Sequences were implemented for the Second Grade
Students of SMP N 2 Tengaran in the Academic Year of 2011/2012.
2. To find out and analyze English Achievement when the Code Activity
Sequences were implemented for the Second Grade Students of SMP N 2
Tengaran in the Academic Year of 2011/2012.
D. Benefits of the Study
The purpose of the study is to give some benefits to the public reader
for education such as:
1. For the teachers:
a. The study result can be used by the teacher to develop their teaching
technique.
b. The study result can be used to develop some more interests for
teacher in explaining English materials.
2. For the students:
The study result can be used particularly to improve their achievement in
6 3. For the institution:
It is one of the teaching methods that can be used to contribute in
improving English achievement for the students and is able to make the institution choose the best way in improving students‘ achievement.
E. Review of the Previous Research
To prove the originality of this study, the writer presents previous
research that deal especially with teaching English. The research was conducted by Shofiyatun (2006) entitled ―A Descriptive study on the Teaching
English at SMP N 2 Surakarta‖. Her conclusions are the objective of the
Teaching English is to prepare students in mastering English orally or written,
to make communication more easily in facing globalization era and the
method used by the teacher is traditional or convention method.
Considering the previous research above, the writer wants to conduct
the similar research, but with different subject. The previous research was
conducted in junior high school the same as this research but different in topic
and research setting.
F. Research Paper Outline
This graduating paper is divided into five chapters. In order to get a
tidy presentation, the writer will conveys the graduating paper as follows:
Chapter I is introduction. It consist of background of study which
7
paper, then statement of the problem that explain the problem of the study that
observe by the writer, next is objectives of the study which mentions the
specific problem that the writer explain. Besides that it is include objectives of
the study that consist of the aim of the study, benefits of the study that
describe the benefits for the teacher, students and for the institution.
Chapter II is related theories. It consists of related research theory. In
this chapter the writer divides into: definition teaching, definition learning,
definition achievement, code activity sequences and conceptualization.
Chapter III is research method. It consists with the research setting
and research methodology. Research setting consists with history of the
school, teacher and staffs, the students and the facilities. The research
methodology is consist with research approach, method of study, research
subject, technique of collecting data and instruments, research design and
technique of analyzing data.
Chapter IV is research findings. This chapter deals with the
description of SMP N 2 Tengaran, description of the second grade students,
data analysis, cycle I, cycle II and discussion.
Chapter V is conclusion. It is the last chapter it ends the study and the
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CHAPTER II
RELATED THEORIES
A. Teaching
1. The Terms of Teaching
This chapter begins to deal with contextual consideration in
language teaching by addressing the learner variable of age. Each of
these considerations is essential to incorporate into your choices of
techniques, lesson organization and supporting materials. The teacher
have already begun to get a taste of the array of questions, issues,
approaches and techniques that must be included in any training as a
language teacher a complexity that cannot be covered effectively in a
weekend workshop. Part of this complexity is brought on by multiplicity
of context in which languages and English more so than any other
language are learned and taught. Even if you could somehow pack a
suitcase full of the most current teaching resources, the teacher would still have to face the question of who you‘re learners, where they are
learning and why they are learning. (Brown, Douglas, 2000)
The definition of teaching from Dr. Georgi Lozanov teacher from
Bulgaria believes from suggest logy. Suggestions can and of course
depend on achievement students. In short teaching means knowledge or
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is supposed to be fail if the learner cannot absorb the knowledge or skills
that are transferred.
2. Teaching Methods
Slameto (2001) says ―Study is process to doing someone for get
change a new attitude, from the result by itself interaction with the environment‖.
Muhibin Syah (2006) words of a psychologist named Wittig (1981)
in his psychologist of define learning is ―any relatively permanent change in an organism‘s behavioral repertoire that occurs as a result of
experience‖
So learning is a process of interaction of learners with educators
and learning resources in a learning environment. Learning is the
assistance provided educators to be a process of acquiring knowledge and
learning. So it can be said learning theory is an attempt to describe how
people learn, so help us all understand the inherent complex process of
learning.
Based on the description above can be concluded that the method
of learning is the way or the road taken by the teacher to deliver learning
materials so that learning objectives can be achieved. It can also be
concluded that the method of learning is learning strategies used by
teachers as a means of achieving the learning objectives that have been
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the material to be absorbed well by the students. Teach effectively is very
dependent on the selection and use of teaching methods.
Slameto (2001) says result of the study is process someone to a
new get change attitude for their own.
Learning methods are many kinds and types, each type of learning
method has advantages and disadvantages of each, do not use just one
kind of method, combining the use of some method that is still widely
used in teaching and learning. According to Nana Sudjana there are
various methods of learning, namely Methods lecture, Methods FAQ,
Method Discussion, method of recitation, Working Methods Group,
Method Demonstration and Experiment method socio dramas
(role-playing), method of problem solving, systems method squad (team
teaching), method of training (drill), Methods field (Field-trip), the
community survey methods and simulation methods. For more details, like Ibrahim book‘s (2003) the authors describe several types of learning
methods as follows:
a. Lecture‘s method is the narrative of the lesson material orally. This
method is not always bad when the user really prepared well,
supported by tools and media, as well as pay attention to the limits of
possibility of their use. According to Ibrahim, (2003: 106) the lecture
method is a way of teaching that is used to convey information or
information or a description of an issue and a concern orally. This
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number of students were quite a lot, but it should be noted that this
method will be successful if it is supported by other methods, such as
question and answer method, training and others. Teachers have to be
really prepared in this case, because if it is delivered only lecture
course from start to finish the lesson, students will be bored and less
interested in following the lesson, might even be a student did not
understand what was being said by teacher.
1). Strength:
a). Teachers master classes more.
b). Easy to organize the seating/class.
c). Can be followed by a large number of students.
d). Easy to prepare and implement them.
e). The teacher is explaining a lesson with good.
2). Weakness:
a). Easy to be verbal (sense of the words).
b). The visual into a loss, the auditory (hearing) is used to receive.
c). Boring if always used and for too long.
d). It is hard to conclude that students understand and are interested
to teacher.
b. Confucius is a method of teaching methods that allow direct
communication that is two way traffic, because at the same time the
dialogue between teachers and students. According to Ibrahim, (2003:
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answered. In this communication seen their reciprocal relationship
between the teacher and students. Asking questions can also be
interpreted as a method of teaching that enables direct communication
is two-way because at the same time the dialogue between teachers
and students. Teacher asks students to answer or students ask the
teacher answered.
1). Strength and answer method:
a). Questions may attract and concentrate students.
b). Stimulate students to train and develop the power of thought,
including memory.
c). Develop the courage and skills of students in answering and
expressing their opinions.
2). Weakness and answer method:
a). Students feel less afraid when teachers can encourage students
to dare to create an atmosphere that is not strained.
b). It is not easy to ask questions that correspond to levels of
thinking and easily understood student.
c). Often waste a lot of time.
d). Lack of time to provide questions to all students.
c. According to Ibrahim, (2003: 108), the method of discussion is the
exchange of information, opinion, and the elements of experience on a
regular basis with a view to get a common understanding clearer and
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shaped learning methods exchange of information, opinions and
elements of experience on a regular basis with a view to get the same
sense, clearer and more conscientious about something or to prepare
and finalize a joint decision. Therefore, the discussion is not a debate,
because debate is the mouth of the war argue, collided understanding
and ability of persuasion to win. In the discussion that everyone is
expected to contribute so that the whole group came back with the
understanding that fostered together.
1). Strength discussion method:
a). Stimulate the creativity of the students in the form of ideas,
ideas, initiatives and new breakthrough in solving the problem.
b). Developing mutual respect other people's opinions.
c). Expanding horizons.
d). Fostering for deliberation accustomed to solve a problem.
2). Weakness in the discussion:
a). It takes a long time.
b). Cannot be used for large groups.
c). Participants received limited information.
d). Controlled by people who like to talk or want to highlight
themselves.
d. Demonstration and experimental methods are highly effective teaching
methods, for helping students to find answers on their own based on
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question is a teaching method that shows how the process of
something. Demonstration method is a fairly effective method of
teaching because it helps the students to get an answer by observing a
process or a specific event.
1). Strength demonstration method:
a). Avoid verbal.
b). Students are more easily understand what is learned.
c). The teaching process is more interesting.
d). Students are stimulated to actively observe, adjust between
theory and reality and try to do it yourself.
2). Weakness in the demonstration:
a). Requires special teacher skills.
b). Lack of facilities.
c). It takes a long time.
e. Experiment methods, this method is not just a teaching method but also
a method of thinking, because in the experiment may use another
method of pulling data begins to draw conclusion. According to
Ibrahim, (2003: 110), experiment method is a way of presenting the
lessons, in which students conduct experiments with the experience
and prove you something Learning (Djamarah, 2002: 95).
Demonstration and experimental methods are highly effective teaching
15
the true facts. Demonstration in question is a teaching method that
shows how the process of something.
1). Strength experimental method:
a). Making students more confidence in the correctness or
conclusions based on experiments.
b). Fostering students make new breakthroughs.
c). The results of the experiment worthwhile can be utilized for the
welfare of mankind.
2). The weakness of the experimental method:
a). Tend corresponding scientific and technological fields.
b). Difficulties in the facility.
c). Demand precision, patience, and fortitude.
d). Each experiment does not always deliver the expected results.
f. According to Ibrahim, (2003: 111), the method of training is a
technique of teaching that encourages students to conduct the exercise
in order to have the dexterity or skill that is higher than what is
learned.
1). Strength exercise method:
a). To obtain a motor and mental skill.
b). To gain proficiency in the form of associations are made.
c). The formation of habits and increase the accuracy and speed of
execution.
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e). The establishment of more automatic habits.
2). The disadvantage in practice:
a). Inhibits the talent and initiative of students.
b). Potential static adjustments to the environment.
c). Monotonous, is boring.
d). Establish bad habits.
e). To cause verbal.
g. Recitation method is a method of presenting the material in which the
teacher provides specific tasks so that students learning activities.
According to Ibrahim, (2003: 112).
1). Strength of the method of recitation:
a). Stimulate students in carrying out activities of both individual
and group learning.
b). To develop independence.
c). Establishing responsibility and discipline students.
d). Develop students creativity.
2). The weakness of the method of recitation:
a). It is difficult to control.
b). Special task group active specific students.
c). It is difficult to give the assignment appropriate individual
differences.
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h. Methods field (Field-trip), field here means a visit outside the
classroom. According to Ibrahim, (2003: 113), the field above does not
take place away from the school and does not require a long time.
Leisure in a long time and a place far away called the study tour.
Through this method, students are invited to visit certain places outside
the school. Places to be visited and the things that need to be observed
has been planned in advance, and after the activities of the students are
asked to make a report.
1). Strength field method:
a). Have the principles of modern teaching by utilizing the real
environment.
b). Make the relevance between what is learned to the needs in the
community.
c). Stimulate creativity of students.
d). Materials and actual broader lesson.
2). Weakness in a field:
a). Lack of facilities.
b). Keep careful planning.
c). Keep in coordination to avoid overlapping of time.
d). Ignoring the element of the study.
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i. System method squad (team teaching), is a method of teaching two or
more teachers work together to teach a group of students, so classes
faced some teachers. According to Ibrahim, (2003: 114), system
squads many kinds, because for a team is not always the teacher
formally, but could involve people beyond as may be necessary in
accordance with the expertise we need.
j). The method used to teach values and solve problems encountered in
social relationships with people in the family, school and community.
In the execution of the students are given specific roles and carrying
out this role and to discuss it in class. (Ibrahim, 2003: 115).
1). Strength methods socio dramas:
a). Train students to train, understand and remember the content of
the material to be acting.
b). To train students, and creative initiative.
c). Nurturing talent.
d). Growing and fostering cooperation.
e). Got a habit to share the responsibility.
f). Fostering students grammar.
2). Weakness socio dramas:
a). Less creative for children who did not participate in the drama.
b). A lot of time-consuming.
c). Requires a large place.
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k. Simulation methods, simulation is derived from the word meaning
Simulate pretend or act as if. According to Ibrahim, (2003: 116),
simulation word means imitation or acts that mock. Thus, the
simulation in teaching method referred to as a way to describe
something (teaching materials) through the process of imitation
behavior or role play about a behavior that is done as if in a state that is
factual.
l). Advantage of Simulation Method
There are several advantages of using simulation as a method of
teaching, which are:
a). The simulations can be used as a preparation for students in the
face of the actual situation in the future; both in family life,
community, or the world of work.
b). Simulation can develop students‘ activities, because it is through
simulation students are given the opportunity to play a role
appropriate to the topic being simulated.
c). Simulation can cultivate courage and confidence of students.
d). Enriching the knowledge, attitude and skills necessary in dealing
with various social situations are problematic.
e). The simulations can increase the excitement in the learning
process.
2). Besides weakness Simulation Method has advantages, simulation
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a). The experience gained through the simulation is not always
appropriate and in accordance with the reality on the ground.
b). Manage unfavorable. simulation often used as a means of
entertainment, so that the learning objectives to be ignored.
c). Psychological factors such as fear and shame often are affecting
students in conducting simulations.
3. Language Teaching Method
a. Grammar Translation Method (GTM)
This method involves the method of learning grammar Latin and Greek.
GTM method used to speak, read and write Latin. According to
Douglas Brown (2000: 121), this method is divided into two parts: first,
the rules and the model pattern. Second, a sentence to be translated into
and from the target language. These methods include learning the rules
of grammar, grammatical word learning, and learning to use rule
(formula) in interpreting the sentence. This method is used by the
United States in 1890. In this method the target language vocabulary,
learned through a direct translation from the original language. Then
the translation discussed. The virtue of this method is to focus on the
translation of grammatical forms, and memorizing vocabulary. Then
the lesson that way is very simple. This method simply combining
learning activities grammar and translation. The result is language
21 b. Audio-Lingual Method (ALL)
This method was introduced in the United States in 1940. According to
Douglas Brown (2000: 122), although this method is considered to be
very old, but many teachers are still using this method. In technically,
this method is supported by tools related machinery such as a tape
recorder and a language laboratory. Audio Lingual Method in this
language learners are equipped with the knowledge and skills needed
for effective communication in a foreign language. Then the language
learners are also required to understand the language and culture of a
foreign people whose language they are learning. Initially this method
was introduced to prepare people to be an expert or master a foreign
language orally in a fast time and language are emphasized, namely
short, especially in the language in oral form. This method assumes that
speaking and listening are the main chance, then reading and writing
into the second.
c. Silent Way
Silent way is the name of language learning method invented by Caleb
Cattegno. This method uses a rod or map numbers in learning. In this
method, the rule is that the language was relatively fewer teachers so
that learners (students) it became more active in generating language.
Teacher only serves as a guide, source and appraisers. According to
Douglas Brown (2000: 122), language learners are usually accustomed
22
what they are going to say before they say it. The first understanding,
then speak.
d. Community Language Learning (CLL)
The name of this method was introduced and developed by Charles A.
Curran and colleagues. Curran is a specialist in Counseling and a
Professor at the University of Chicago Loyoya. This method is also
called the learning counseling. According to Douglas Brown (2000:
123), present language learning community using learning theory
counseling to teach a foreign language. The term counseling itself
refers to the relationship between counselor and client. In this method
the teacher as a counselor and students as clients. CLL is the view that
the language learner is the entirety of a person's self which includes
psychology, among others emotions and feelings.
English teacher used to adjust to the conditions and circumstances in
which the language learner to learn a foreign language. Then learning
how to deploy vary by culture, skill level, and the state of the
classrooms.
e. Total Physical Response (TPR)
Total Physical Response is one of the methods developed by James J.
Ashers, a professor of psychology at the University at Santa Jose,
California. Dr. Ashers start of developmental psychology, learning
theory and language learning procedures. According to Douglas Brown
23
that the learner must understand the language of the target or targets
before speaking. Language learner can learn through the act of
observation itself. By observation and appearance, they will understand
the language being studied. They will also understand the language of
view and hear the action. In this TPR teachers will practice what will be
taught. For example: when teaching he would touch her nose.
4. Teaching models
a. Direct Method
Direct means directly. According to Douglas Brown (2000: 145),
direct method or the direct model is a way to teach material foreign
language lessons where the teacher directly using the foreign
language as the language of instruction, and without using the
language of the students in the slightest in teaching. If there is a word
that is difficult to understand by the students, the teacher can interpret
by using props, demonstrate, describe and others. This method rests
on the understanding that the teaching of foreign languages is not the
same as teaching the exact sciences. If teaching science, students are
required to be able to memorize certain formulas, think, and
remember, then in language teaching, students / pupils are trained
directly practice saying the words or certain sentences. Even if the
words or the sentence initially was foreign and not understood
24
pronounced and can also interpret it. Similarly, if we look at a mother
teaches her children wet directly with teaching him, led him to say
the word by word, sentence by sentence and his son obeyed, although
still seen funny. For example his mother taught "Father", the child
calls "Aah" and so on. But over time the child identify words and
finally he understood the point anyway
In principle, the direct method (direct method) is very major in
teaching foreign languages, because through this method can directly
train students proficiency without using the mother tongue (language
environment). Although initially seem difficult to speak, but is
interesting for the students.
b. Berlitz Method
Berlitz Method (Berlitz method) is there a direct method (Direct
Method) is always used in schools Berlitz as the primary method.
According to Douglas Brown (2000: 146), all schools Berlitz using
the direct method (direct method) is in the teaching of foreign
languages in school and more other schools in America and Europe
who routinely apply this method. They have been convinced that
this is the method most suitable and most successful for teaching
foreign languages in order to achieve a more harmonious and active
foreign language capabilities. Because of the direct method is also
25
use of these methods continuously and they do indeed work very
well.
c. Natural Method
Methods (Natural Method) so called because in the learning
process, the students were taken to nature as well as their own
mother tongue lessons. According to Douglas Brown (2000: 147),
in the implementation of this method is not much different from the
direct method (direct) where the teacher presents the subject matter
directly in a foreign language without translation at all, except in
certain cases where the dictionary and language students can be
used. Feature of Natural Methods include: Sort lessons initially
given through listening / listening (listening) and then the
conversation (speaking), reading (reading) authored or (writing) the
last new grammar lesson presented initially introduced the words
simple known by the students, then introduce objects ranging from
objects that exist in the classroom, at home and outside the
classroom, and even get to know foreign or foreign countries,
especially teaching aids and dictionaries that can be used at any
time is needed, for example, to explain and interpret the difficult
words in a foreign language and expanding vocabulary or enrich
vocabulary as a key condition to master a foreign language
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preferred in this method, the lesson grammatical (grammar) less
attention.
d. Conversation Method
The teaching foreign languages such as English, Arabic or other
languages is a direct way of inviting students chatting / talking in a
foreign language being taught this. According to Douglas Brown
(2000: 148), begins with the words or sentences or phrases that
commonly apply to the activities of everyday life, such as: Good
Morning, How are you? What are you doing? Can you speak
English? Etc; or sentences, conversations in classrooms around the
school, at home in the office and so forth; increasingly widespread
and diverse. Whose name speaks it is to talk (as a principal function
of language); The second role then read / understand the article or
book. So the main function of learning the foreign language
proficiency is active, oral communication or conversation. That is
the main purpose or principal target of learning a foreign language,
followed by the ability to read and comprehend or passive mastery.
Therefore, the main method and first in foreign language teaching
and learning activities that should be the method of Conversation
(Conversation Method). This method is in line with Direct Method
and Natural Method, which is the implementation by implementing
the functions and principles of the provisions of each of these
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applying party this method as the main practice coupled with props
/ audio-visual aids are sufficient and harmoniously so that within
one half has been able to visit the country of the language of the
learned, learn and practice during 1 year have been directly able to
write with in a foreign language. So in addition to matching
methods, media and books are complete, the teacher has high
capabilities, his students also need to earnestly learn and intelligent.
Without these four conditions are met, the person for years, even
dozens of years of learning a foreign language.
e. Hear and Say
According to Douglas Brown (2000: 149), this method prioritizes
ear training and training speak that way of serving foreign language
lessons through listening exercises followed by exercises pronounce
words and phrases in a foreign language being studied. Phonetic
method can be said to be a combination of the two methods Natural
and Reading above.
f. Practice-Theory
This method is as the name suggests, more emphasis on the
practical ability of the theory. According to Douglas Brown (2000:
150), comparison can be a practical material unit 7 and 3 units of
theoretical material. Learning a foreign language first and primarily
practice, then followed by the theory (grammar). So the emphasis
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language it is practically not theoretical. Therefore, teaching should
be directed to the communicative abilities or conversation, grammar
can be taught while passing. In the early stages of matter of
practical lessons can be selected and applied to things simple,
whether it's through everyday conversations that had to do with the
world of school students or households and the wider community,
or can also mention the details of the names objects and words ape
establishing the spoken language. While at the advanced level on
the subject matter developed more extensive and complex through
conversations theoretical and scientific reasoning.
g. Reading Method
Method of reading (Reading Method) which presents the subject
matter by way of first priority to read, the teacher first read the
topics of reading, followed by the student protege. But sometimes
teachers can directly appoint students to read certain subjects first,
and of other students notice and follow suit. Mechanical methods of
reading (Reading Method) This can be done by the teacher directly
read the subject matter and the students were told to pay attention /
listen to readings teacher well, after the teacher pointed to one of
the students to read, by changing (rotating). After each student had
a turn to read, the teacher repeats reading it once again with the
participation of all the students it is mainly at the level of first-rate;
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on the board to be recorded in the record books to enrich the
vocabulary and that furthermore, to complete the topics that have
been set / determined. Douglas Brown (2000: 151).
h. Oral Method
This method is similar to the method and reform phonetic method,
but the scrambled method is focused on exercises verbal or
narrative direction by mouth. According to Douglas Brown (2000:
152), train to be able to fluently speak (fluently), harmony and
spontaneity Coaching oral / mouth so that the pronunciation of the
foreign language can sound right, does not sound awkward.
Exercises sound system through the lips, trained precisely
esophagus discharge letters, the letters at the end or at the base of
the tongue and so forth. Exercises to arrange the words make their
own sentences and so on, all the talking is done by enabling oral,
oral, speaking The target to be achieved through this method is
quality and verbal fluency or oral talk or communicate directly as a
primary function of language The principle of this method is: Teach
the language, do not teach only about the language.
i. Pattern - Practice Method
The most important application of this method is to train students in
practice immediately pronounce sentence patterns are arranged either
true, or work as defined by the pattern of the sentence. So the patterns
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the obvious gradually until hard; and material vocabulary of simple to
complex. According to Douglas Brown (2000: 153), the disciples
must actively say, do until it becomes a habit, so live up to the
patterns of the sentence to be entrenched. Supposedly it is a Bilingual
teacher (which runs two or more languages to be lived), which is a
foreign language is taught and Indonesian, with the ability to
truthfully.
5. Teaching strategy
Strategic teaching describes instructional processes that focus
directly on fostering student thinking, but goes well beyond that. Strategic
teaching and strategic learning are inexorable (continuing) linked.
According to Douglas Brown (2000: 201), a strategic teacher has an
understanding of the variables of instruction and aware of the cognitive
requirements of learning.
The Natural Approach is designed to develop basic communication
skills.
a. The development stages are:
1). Comprehension (preproduction).
2). Early Production.
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This approach to teaching language has been proven to be
particularly effective with limited English proficient students. In order to
maximize opportunities for comprehension experiences. Natural Approach
instructors create activities designed to teach students to recognize the
meaning in words used in meaningful contexts, and teach students to guess
at the meaning of phrases without knowing all of the words and structures
of the sentences. Always Use Visual Aids (pictures, realia, gestures),
Modify your speech to aid comprehension, speak more slowly, emphasize
key words, simplify vocabulary and grammar, use related ideas, do not
talk out of context, Do not force productions it means Students will use English when they are ready. They sometimes experience a ―silent period‖
which can last days or weeks. And focus attention on key vocabulary.
(Ancient Chinese Proverb,
http://www.oneonta.edu/faculty/thomasrl/YaTeachTech.pdf)
In such awareness, come a sense of timing and a style of
management.
b. The strategic teachers one who:
1). Is a thinker and decision maker.
2). Possesses a rich knowledge based.
3). Is a modeler and a mediator of instruction.
Variables of instruction refer to those factors that that strategic
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implies, change, and therefore the teacher must be aware of the nature of
change as well as the actual variables themselves.
c. These variables are:
1). Characteristics of the learner.
2). Material to be learned ( curriculum content ).
3). The critical task (the goals and outcomes the teacher and learner
designate).
4). Learning strategies ( goal directed activities in which learners
engage).
In teaching content at the elementary, middle, or secondary level, the
strategic teacher helps guide instruction by focusing on learning strategies
that foster thinking skills in relation to the content. In connecting new
information to what a student already knows, learning becomes more
meaningful, and not simply retain for test-taking purposes. There are
numerous strategies that teacher can develop the tools to both know what
information is relevant and the means to acquire it, is perhaps the most
important function of any English studies teacher.
B. Learning
1. Terms of learning
Learning in education is the action or process of teaching someone
especially in a school, college, or university and the knowledge, skill and
33
Many different terms are also used, including developmental disability or
learning difficulty as well as out of date terms which are no longer seen as acceptable such as mental handicap. But we can‘t be worried about it if we
have a quick solution, especially to teach them. Douglas Brown (2000:
178).
2. Learning strategy
A learning strategy is a person's approach to learning and using
information. Students who do not know or use good learning strategies
often learn passively and ultimately fail in school.
Learning strategies are used by students to help them understand
information and solve problems. According to Douglas Brown (2000:
179), a learning strategy is a person's approach to learning and using
information. Students who do not know or use good learning strategies
often learn passively and ultimately fail in school. Learning strategy
instruction focuses on making the students more active learners by
teaching them how to learn and how to use what they have learned to solve
problems and be successful.
The Learning Strategies Curriculum has the necessary breadth and
depth to provide a well-designed scope and sequence of strategy
instruction. According to Douglas Brown (2000: 181-183), the curriculum
is divided into strands, or categories of skills.
One strand addresses how students acquire information. It includes
34
information to promote understanding and remembering, ask questions
and make predictions about text information, and identify unknown words
in text.
A second strand helps students study information once they acquire
it. It includes strategies for developing mnemonics and other devices to aid
memorization of facts as well as strategies for learning new vocabulary.
These strategies help prepare students for tests.
A third strand helps students express themselves. It includes
strategies to help students write sentences and paragraphs, monitor their
work for errors, and confidently approach and take tests.
No single strategy is a panacea. For example, we have reading
strategies that help students figure out what a word is, comprehend what
they're reading, acquire vocabulary, and understand the structure of text.
All of these strategies are essential for a well-integrated, balanced reading
program. Likewise, an array of strategies in other areas is necessary for
student success.
3. Kinds of learning
According to Douglas Brown (2000: 184), there are have many several
kinds of learning:
a. Perceptual learning – ability to learn to recognize stimuli that have
been seen before, Primary function is to identify and categorize
objects and situations and changes within the sensory systems of the
35
b. Stimulus-response learning – ability to learn to perform a particular
behavior when a certain stimulus is present
1). Establishment of connections between sensory systems and motor
systems.
2). Classical conditioning – association between two stimuli.
3). Unconditioned Stimulus (US), Unconditioned Response (UR),
Conditioned Stimulus (CS), Conditioned Response (CR).
4). Hebb rule – if a synapse repeatedly becomes active at about the
same time that the postsynaptic neuron fires, changes will take place
in the structure or chemistry of the synapse that will strengthen it
(see Figure 14.1).
5). Rabbit experiment – tone paired with puff of air.
6). Instrumental conditioning – association between a response and a
stimulus; allows an organism to adjust its behavior according to the
consequences of that behavior.
7). Reinforcement – positive and negative.
8). Punishment.
c. Motor learning – establishment of changes within the motor system.
d. Relational learning – involves connections between different areas of
the association cortex.
e. Spatial learning – involves learning about the relations among many
stimuli.
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g. Observational learning – learning by watching and imitation other
people.
4. Learning style
Learning styles refer to a range of competing and
contested theories that aim to account for differences in
individuals' learning. According to Douglas Brown (2000: 187), these theories propose that all people can be classified according to their style of learning, although the various theories present differing views on how the
styles should be defined and categorized. A common concept is that
individuals differ in how they learn.
The idea of individualized learning styles originated in the 1970s,
and has greatly influenced education despite the criticism that the idea has received from some researchers. Proponents recommend that teachers
assess the learning styles of their students and adapt their classroom
methods to best fit each student's learning style Although there is ample
evidence that individuals express preferences for how they prefer to
receive information,few studies have found any validity in using learning
styles in education.Critics say there is no evidence that identifying an
individual student's learning style produces better outcomes.There is
evidence of empirical and pedagogical problems related to forcing learning
tasks to "correspond to differences in a one-to-one fashion".
37
student will learn best if taught in a method deemed appropriate for the
student's learning style.
There are substantial criticisms of learning-styles approaches from
scientists who have reviewed extensive bodies of research. A
2015 reviewed article concluded: "Learning styles theories have not panned out, and it is our responsibility to ensure that students know
that." Research-based criticisms of learning styles can be found.
Various researchers have attempted to hypothesize ways in which
learning style theory can be used in the classroom. Two such scholars are
Rita Dunn and Kenneth Dunn, who build upon a learning modalities approach.
Although learning styles will inevitably differ among students in
the classroom, Dunn and Dunn say that teachers should try to make
changes in their classroom that will be beneficial to every learning style.
Some of these changes include room redesign, the development of
small-group techniques, and the development of "contract activity packages".
Redesigning the classroom involves locating dividers that can be used to
arrange the room creatively (such as having different learning stations and
instructional areas), clearing the floor area, and incorporating student
thoughts and ideas into the design of the classroom.
Dunn and Dunn's "contract activity packages" are educational
plans that use: a clear statement of the learning need; multisensory
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the newly mastered information can be used creatively; the sharing of
creative projects within small groups; at least three small-group
techniques; a pre-test, a self-test, and a post-test. Another scholar who
believes that learning styles should have an effect on the classroom is
Marilee Sprenger in Differentiation through Learning Styles and Memory. She bases her work on three premises:
a. Teachers can be learners, and learners teachers. We are all both.
b. Everyone can learn under the right circumstances.
c. Learning is fun! Make it appealing.
Sprenger details how to teach in visual, auditory, or
tactile/kinesthetic ways. Methods for visual learners include ensuring that
students can see words written, using pictures, and drawing timelines for events. Methods for auditory learners include repeating words aloud,
small-group discussion, debates, listening to books on tape, oral reports,
and oral interpretation. Methods for tactile/kinesthetic learners include
hands-on activities (experiments, etc.), projects, frequent breaks to allow
movement, visual aids, role play, and field trips. By using a variety of
teaching methods from each of these categories, teachers cater to different
learning styles at once, and improve learning by challenging students to
learn in different ways.
James W. Keefe and John M. Jenkins, 2006 (133), have
incorporated learning style assessment as a basic component in their
39
constitute the culture and context of personalized instruction. The cultural
components—teacher role, student learning characteristics, and collegial
relationships—establish the foundation of personalization and ensure that
the school prizes a caring and collaborative environment. The contextual
factors—interactivity, flexible scheduling, and authentic assessment—
establish the structure of personalization.
According to Keefe and Jenkins, 2006 cognitive and learning style
analysis have a special role in the process of personalizing instruction. The
assessment of student learning style, more than any other element except
the teacher role, establishes the foundation for a personalized approach to
schooling: for student advisement and placement, for appropriate
retraining of student cognitive skills, for adaptive instructional strategy,
and for the authentic evaluation of learning. Some learners respond best in
instructional environments based on an analysis of their perceptual and
environmental style preferences: most individualized and personalized
teaching methods reflect this point of view. Other learners, however, need
help to function successfully in any learning environment. If a youngster cannot cope under conventional instruction, enhancing his cognitive skills
may make successful achievement possible.
Many of the student learning problems that learning style diagnosis
attempts to solve relate directly to elements of the human information
processing system. Processes such as attention, perception and memory,
40
to the system. Any hope for improving student learning necessarily
involves an understanding and application of information processing
theory. Learning style assessment can provide a window to understanding
and managing this process.
At least one study evaluating teaching styles and learning styles,
however, has found that congruent groups have no significant differences
in achievement from incongruent groups. Furthermore, learning style in
this study varied by demography, specifically by age, suggesting a change
in learning style as one gets older and acquires more experience. While
significant age differences did occur, as well as no experimental
manipulation of classroom assignment, the findings do call into question
the aim of congruent teaching–learning styles in the classroom.
C. Achievement
The lack of consensus in defining English language learners and the
complexity of language acquisition continue to fuel debates and disparities
among the experts (Rod Ellis, 2003: 21). Among the differences, Rod Ellis
(2003: 21) concluded that definitions of language proficiency share several
vital features. They asserted that most definitions include speaking,
listening, reading, and writing in a specific context, such as in an educational
setting.
Since in Indonesia (after globalization can no longer be avoided),
41
level school to university. This means that there are 4 academic levels of
English students start from Primary/elementary school level ( 6 years ),
Secondary / Junior school level ( 3 years ), Senior High school level ( 3
years ), and University / College level ( 1 – 4 years ). For each of academic
level, the target of English achievement is formally ( in form of decision
letter [SK = SuratKeputusan] set by the educational department of district
government in specific area of achievement target. This will become a
limitation of this research.
As for 2nd grade class of SMP N 2 Tengaran, the English
achievement target is clearly stated in the ―Learning Action Plan (RPP) set
by Educational Department of District Government of Semarang like
bellow:
a.1 Standard of Competence: To comprehend the meaning of written texts
and simple short essay in form of descriptive and recount related to
environment around.
a.2 Basic Competence: To respond meaning and rhetorical steps in the
simple short essay related to environment around accurately, fluently
and understandably.
a.3 Indicators:
a.3.1. to be able to read a descriptive text,
a.3.2. to be able to identify the information from a descriptive text,
a.3.3. to be able to write sentences in a descriptive text,
42 a.4 Skill: Reading
Based on the rule set above, the focus of achievement of the research is
emphasized on the English Reading Skill, though to make the teaching –learning process become more interactive activities , the other skills
such as writing , listening and speaking lesson are involved .
D. Code Activity Sequences
Knowing the answer of this question becomes crucial especially in
this research. In Indonesia, almost all students learn English from their
schools rely on English curriculum text book start from elementary school
until senior high school. The teachers often only teach the student by giving
explanation based on the text books used, while usually students make a note
of the explanation given by the teachers or even do not make any notes at all.
Such teaching process often leads to a boring activity for the students. Worse
thing is that students think that they do not need listen and pay attention to the teacher‘s explanation since they can study by their own later using the text
books they have. And the fact shows failure of most students to learn the text
books by their own. And actually the students have failed to reach reading
comprehension when they read their English text books. As a result, students
cannot do the lesson and tests given by teachers and get a low grade for the
English subject.
‗Reading‘ crucially involves appreciating the sense of what is written.
43
meaning from text, reading therefore cannot be separated from
comprehension. For reaching reading comprehension of English text books,
students should have mastered two main important elements: vocabulary and
grammar. Both elements have the same portion of importance in reaching
English reading comprehension. Lack of mastering one of the elements still
tends to fail reaching the English reading comprehension. Once the reading
comprehension reached, speaking and listening practice will be given to the
students based on the text books they read. This activity sequences will have
good result if the first activity done well as it is the foundation for the next
activity.
E. Conceptualization
As there is various definition of Reading Comprehension, The
researcher should choose the most appropriate definition that is most relevant
to this research. Based on all the facts and condition described above, the
researcher has chosen the definition of reading comprehension stated by
Crystal ET, al (1997:210) which clearly states reading crucially involves
appreciating the sense of what is written. We read for meaning: Crystal teal
(1997:210). In order to understand or to get meaning from text, reading
therefore cannot be separated from comprehension. According to Jeremy
Harmer (1998: 97), For reaching reading comprehension of English text
books, students should have mastered two main important elements:
44
in reaching English reading comprehension. Lack of mastering one of the
elements still tends to fail reaching the English reading comprehension.
Listening just not to listen not just listening to the teacher talk but
more emphasis on their ability to capture what has been presented by the
teacher . They should be more careful in listening and able to digest what has
been presented by the teacher in the classroom. Listening also be something
that seemed easier but it becomes difficult when we have not been able to
understand.
Speaking not only required to simply talk but more is required to
verbally express the story which is of course based on what they had heard . In
addition they must be to express indirectly the students are also required to
write indirectly referred to here is written in the mind before they deliver what
they have designed.
The last not just writing but also to assemble what has been gained in
reading, listening and speaking. Each stage will certainly have its own way to
get something new. Therefore, writing as the embodiment of all three to
become a more complete explanation and better. Students are able to capture
the intent of teachers is writing.
From of all of this we are stringing the activity code activity sequence.
Because Code as Activity Sequence is a productive technique, the writer
assume that it will can be improve students reading comprehensive because
some of them are easier to understand if there is a merger of reading, listening,
45
others because not only facilitate their learning but also allows teachers to
teach . This affects their achievement over the years. And the authors also
