CHAPTER I INTRODUCTION
C. The concept of Word On Hat Game Technique 1. Game
3. Participation
a. Understanding participation
Participation is derived from the English language is
"participation" is taking part or involving the (Suryosubroto, 2002: 278).
According to Davis Keit in Suryosubroto (2002: 279) states that participation is the involvement of a person's mental and emotional for the achievement of the goals and take responsibility therein. According Moelyarto Tjokrowinoto in Suryosubroto (2002: 278) is the participation of a person's mental and emotional participation in group situations that encourage them to develop their thinking and feelings to the achievement of the objectives, together responsible for such purpose.
Participation in the definition of the key idea is the mental and emotional involvement. It can be said that the actual participation is a symptom of democracy in which people participate in the planning and in the execution and also bear responsibility in accordance with the maturity level and the extent of their obligations.
Based on the definition above, the researcher conclude that the participation is
b. Students participation in learning
In essence learning is interaction between students and their environment. Therefore, to achieve optimal learning outcomes need to involvement or participation of students in learning. The involvement of students is very important to determine the success of learning. Student participation in learning is student engagement in the learning process to achieve a goal of student learning outcomes are satisfactory.
Paul D.Dierich in Martinis Yamin (2007: 84) classifies activities of participation in the learning process is as follows:
1. Visual activities
Reading, viewing pictures, watching experiments, demonstrations, and watching others work or play.
2. Oral activities
Suggesting a fact or principle, linking a goal, ask a question, give advice, express opinions, interviews, discussions, and interruptions.
3. Listening activities
Listening to the presentation of the material, listen to a conversation or a discussion group, listening to games or listening to the radio.
4. Writing activities
Writing a story, write a report, check the bouquet, coffee ingredients, make summaries, take tests, and fill in the questionnaire.
5. Drawing activities
Drawing, create graphs, charts, diagrams and pattern maps 6. Metric activities
Conducting experiments, choose tools, carrying out the cast, dancing and gardening.
7. Mental activities
Contemplating, remind, troubleshoot, analyze the factors, see connections, and make a decision.
8. Emotional activities
Interesting, differentiate, bold, calm, and others. The activities of this group in all kinds of events overlap one another.
Suryosubroto (2002: 71) explains that the participation of students in learning appears in the following activities:
1. Doing something to understand the subject matter with confidence 2. To studying, experience, and discover for yourself how to obtain
knowledge of the situation.
3. Feeling alone how the tasks given by the teacher to him.
4. Learning in groups
5. Trying out their own specific concepts
6. Communicating the results of thought, discovery and appreciation of the values orally or research.
While Mc Keachie in Martinis Yamin (2007: 77)explain that there are seven aspects that can lead to participation in the learning process, namely:
1. Participation of the students in setting learning objectives learning activities
2. Pressure on the affective aspects of learning
3. Participation of students in the learning activities, especially in the form of interaction among the students
4. Compactness classroom as study groups.
5. Freedom study given to the students, and the opportunity to act and take important decisions in the learning process.
6. Giving time to cope with personal problems of the students,both related and unrelated to the study.
Besides Gagne and Briggs in Martinis Yamin (2007: 84) describes a series of learning activities carried out in the classroom covering nine aspects to foster activity and the student participation.
Each of them:
1. Providing motivation or attract the attention of students, so that they play an active role in learning activities
2. Describing the instructional objectives (basic capability) to student.
3. Reminding competency prerequisites
4. Providing a stimulus (the problem, topic, and the concept) that will be studied.
5. Giving instructions to the students how to learn.
6. Bring up the activity, student participation in learning activity 7. Providing feedback (feedback)
8. Conducting bills to students in the form of a test, so the ability of the students are always monitored and measured.
9. Summing up any of the material presented at the end of learning.
The student participation in learning can be seen in the activities of the students. According Sardiman (2009: 101) can be seen participation physical activity, which is referred enterprising learners active with limbs, making things, playing, or working, he does not just sit and listen, view or passive.
Aspects of physical activity and mental activity, among others:
1. Visual activities: reading and paying attention
2. Oral activities: states, formulating, ask questions, give advice, opinions, interviews, discussions, interruption,
3. Listening activities: listening to descriptions, conversations, discussions.
4. Writing activities: writing, copying.
5. Drawing activities: drawing, create graphs, maps, and so on 6. Motor activities: conducting experiments, making the model.
7. Mental activities: consider, remember, solve problems, analyze, look at the relationship, taking a decision.
8. Emotional activities: interest, bored, happy, calm, and so on.
From the description above can be concluded that the participation of students is the student participation in the learning process that includes physical and psychological aspects to achieve a goal namely learning outcomes are satisfactory. Various kinds of the student participation in the classroom will affect the learning process itself, where the high participation will create an effective learning environment.
The Student participation in learning can help students to gain meaningful knowledge. By participating students will be instrumental in the development process itself so consciously will lead the independence as well as learn how to interact socially with others. There is no learning without
active participation of the students are learning. Each protégé certainly active in learning, only difference is the levels / weight liveliness protégé in learning.
The liveliness levels by categories of low, medium and high. The teachers can improve the student participation by conducting various activities that can be planned in advance. Most of the students will not perform active participation with their own initiative without the stimulus and encouragement made by teachers through various methods that have been prepared. It required creativity and commitment of teachers in giving impulses so that the students get used to and can actively participate in learning. The lecturers / teachers are not simply engaged in imparting knowledge, skills, and attitudes to the students but must be able to bring an attitude to be active in various forms of learning. The teachers should be able to lead the students to better participate more open and sensitive in learning activities so as to create a classroom atmosphere that is life, there is interaction between teachers and students and students with students. By involving the students play a role in learning activities, we are developing the capacity and potential of the students in full.
1. Conceptual framework
The conceptual framework can illustrated below :
CHAPTER III
The conceptual framework above show the interrelation among the variable.
Word on hat game as a technique is independent variable that can influence dependent variable which placed by students’ fluency, and students participation.
Word on hat game technique not only develops students’ speaking skill but also foster the students’ creative thinking process.
Students’ participation SPEAKING
Word on hat game
Action Research
Planning Action Observation Reflecting
Revised plan
Planning Action Observation on
Reflecting
Students’ speaking achievement ( Fluency)
Students participation
Students’ fluencyin speaking skill are measured from their ability in speaking creatively based on proper pronunciation and appropriate vocabularies and their activeness and participation in the classroom speaking activities.
CHAPTER III
RESEARCH METHODOLOGY
In this chapter will discuss the research method that will be used, such as;
research method, research design, research variables and indicators, population and sample, research instrument and data analysis.