CHAPTER II: REVIEW OF LITERATURE
B. Some Pertinent Ideas
2. Concept of Recitation Method
According to Syaiful and Aswan (2006) recitation method is a method of presenting material where the teacher gives a specific task so that students do learning activities. This method is given because it feels too much learning material and a little time. There is another definition of the recitation method that is explained by Mulyasa (2007) that the recitation
method is a way of presenting learning material, where the teacher gives a set of tasks to be done by students, both individually and in groups.
Meanwhile, according to Nunuk and Leo (2012) said that the recitation method is a method of presenting materials where the teacher gives certain tasks so that students do learning activities.
Tasks and recitation are not the same as homework (PR), recitation stimulates children to actively learn, both individually and in groups because the tasks given can be individual or group assignments (Syaiful, Aswan 2006). The task is a form of responsibility of an individual for things charged to him. In school, assignment is a form of responsibility of students to the teacher for the material that has been delivered. Assignments given are related to the topic being or will be studied.
This recitation method consists of three phases, including the teacher giving the assignment, the students carrying out the task (learning) and the students taking responsibility for what they have learned. Based on this opinion, it can be concluded that the recitation method is the same as the assignment where students get assignments that can be done anywhere given by the teacher to do, then take responsibility in class so that students can understand the material related to the task. The purpose of using this recitation method is as an effort so that a large and broad subject matter can be understood by all students with minimal learning hours.
In this case, the learning process takes place not fully using recitation learning methods. However, there are several learning methods that accompany them such as the teacher's explanation and questions and answers during the assignment and discussion of the assignment.
b. The Purpose of Recitation Method
The recitation method used by the teacher has the goal of being able to stimulate the child to actively learn, both individually and in groups. In addition, Roestiyah (2008) revealed several objectives of the recitation method including:
1. So that students have more stable learning outcomes, because students carry out exercises while carrying out tasks, so that students' experience in learning something can be more integrated. This happens because students learn about different situations or experiences, when facing new problems.
2. Students can gain knowledge by carrying out the task will expand and enrich the knowledge and skills of students at school, through activities outside the school.
3. By carrying out the task, students will actively learn.
4. Can stimulate students to improve learning better.
5. It is expected to be able to foster initiative and dare to be responsible in students.
6. It is expected to be able to sensitize students to always use their free time for things that support their learning by filling out useful and constructive activities.
In accordance with the purpose of this recitation method students are expected to be able to learn freely but responsibly, students will be experienced and can overcome various difficulties. Students get the opportunity to compare the results of their work with the results of other
students, so students learn better, have responsibility for the tasks given to them and help students trust in their abilities.
c. Steps for Using Recitation Method
Teachers give assignments to students in the hope that students will want to learn, the more often given the task and the more often students learn the learning outcomes will be increasingly improved. According to Syaiful and Aswan (2006) the steps that must be followed in the use of task or recitation methods, namely:
a. The Assignment Phase
Tasks given to students must consider:
a) The goal to be achieved.
b) The type of assignment is clear and precise so that the child understands what is assigned to it.
c) In accordance with the ability of students.
d) There are instructions / resources that can help the work of students.
e) Provide enough time to do the task.
b. Steps for Execution of Tasks
a) Supervised guidance by the teacher.
b) Given encouragement so that children want to work.
c) Cultivated / done by the students themselves, not asking others.
d) It is recommended that students record the results they get well and systematically.
c. The Accountability Phase Task Things to do in this phase:
a) Student reports both oral / written from what they have done.
b) There are questions and answers / class discussion.
c) Assessment of students' work either by tests or non-tests or other means.
Besides that, there are steps recitation method described by Mulyasa (2007) so that the assignment method can take place effectively, the teacher needs to pay attention to the following steps:
1) Tasks must be planned clearly and systematically, especially the purpose of the assignment and how it is carried out.
2) Assignments given must be understood by students, because they will be able to determine the effectiveness of the use of the assignment method in learning.
3) If the assignment is in the form of a group assignment, efforts should be made so that all group members can be actively involved in completing the task, especially if the task is done outside the classroom.
4) Teachers need to be tried to control the process of completing tasks done by students.
5) Give a proportional assessment of the tasks done by students.
Based on the opinion above, this recitation method has stages that must be done in giving assignments to students so that the tasks that have been given can be completed and accounted for by the students properly.
Teachers must assess students when reciting assignments in front of the class in addition to the teacher must correct each task that has been given to students, to determine the level of understanding of students in mastering the material that has been given. Through the application of recitation methods,
it can help students to be more active and independent in the teaching and learning process, able to improve their competencies so that they can help improve their learning outcomes.
d. Advantages and Disadvantages of Recitation Method
Each learning method must have advantages and disadvantages.
Like this recitation method also has several advantages and disadvantages (Syaiful, Aswan 2006) as follows:
Advantages of the recitation method
1. More stimulate students in conducting learning activities individually or in groups.
2. Can develop the independence of students outside of teacher supervision.
3. Can foster students' responsibilities and discipline.
4. Can develop student creativity.
Disadvantages of the Recitation Method
1. Students are difficult to control, is it true that he does the work or other people.
2. Specifically for group assignments, it is not uncommon to do it and finish it off by certain children, while other members don't participate properly.
3. It is not easy to give assignments according to individual differences of students.
4. Often giving a monotonous task (not varied) can lead to boredom of students.
Assignments given by teachers must vary, so that these assignments can encourage students to be more active in learning so that they will be able to improve their learning outcomes.
e. Kinds of Assignment Type
Assignments given by teachers must vary, so that students are not boring. The task is very many kinds, depending on the objectives to be achieved, such as the task of researching, the task of preparing reports (oral / written), tasks in the laboratory and others (Nana, 2005). Assignments can be given in the form of a list of questions about a particular subject or an order that must be discussed and discussed or need to be searched for in the textbook, besides it can also be a written assignment or oral assignment, can be assigned to collect something, make something, make observations to something and can also do experiments (Roestiyah, 2008).
Based on the above opinion it can be concluded that the type or form of assignments given by the teacher to students can be in the form of questions, exercises, both oral or written, and so forth. To find out various types of tasks that will be submitted to students. Sudirman (1992) states that the types of tasks that can be given to students include:
1. The task of making a summary (report) several pages of topics, chapters or books such as:
a. Summarize a few pages or topics.
b. Summarize a chapter (Chapter Report).
c. Summarize a book or several books (Book Report).
2. The task of making papers.
3. The task of answering questions or solving certain questions.
4. The task of conducting interviews or observations.
5. The task of demonstrating something.
6. The task of completing a project or work.
With so many types of tasks that can be given to students it should be noted also that the type of task given must be in accordance with the learning material and characteristics of students so that the desired goals will be achieved. The successful application of this recitation method is greatly influenced by the choice of tasks assigned to students. When the assignment is in accordance with the level of understanding of students, thus students can more easily do the task. So, the learning objectives can be achieved.