1
AN ANALYSIS OF HOMEWORKS GIVEN BY ENGLISH TEACHERS AT SMA NEGERI 1 BATANG KAPAS
Yolla Haidatul
(Pendidikan Bahasa Inggris, STKIP PGRI West Sumatera, [email protected]) Pembimbing 1: Dr. Martin Kustati, M.Pd dan Pembimbing 2: Rika Afriyanti, M.Pd
Abstrak
Penelitian ini bertujuan untuk melihat bagaimana guru mengimplementasikan tipe-tipe pekerjaan rumah didalam proses pembelajaran. Partisipan dari penelitian ini adalah dua guru Bahasa Inggris SMA N 1 Batang Kapas yang mengajar dikelas XI IPA. Adapun jumlah guru Bahasa Inggris di sekolah tersebut adalah 5 orang tapi yang mengajar dikelas XI IPA hanya dua orang guru Bahasa Inggris. Dalam menentukan partisipan, peneliti menggunakan purposes sampling teknik. Jadi, peneliti menetapkan kedua guru Bahasa Inggris kelas XI IPA tersebut menjadi partisipan dalam penelitian ini. Dalam mengumpulkan data, peneliti menggunakan observation checklistdan field note sebagai alat observasi. Kedua instrumen tersebut digunakan untuk melihat bagaimana guru mengimplementasikan tipe-tipe pekerjaan rumahdalam proses pembelajaran di SMA N 1 Batang Kapas. Dalam menganalisis data yang diperoleh dari menganalisis data hasil observasi, peneliti menggunakan tahap analisis data deskriftif yang diusulkan oleh Gay dan Airasian. Dan hasil analisis data observasi, peneliti menemukan bahwasanya kedua partisipan hanya mengimplementasikan beberapa tipe-tipe pekerjaan rumah dalam proses pembelajaran.
Key words: Homeworks, Types of Homework and English Teachers I. Introduction
Learning process is interaction process between teachers and students in the classroom that enables to get knowledge for students. Moreover, in teaching learning process there are some interactions which is occurred on it. The interaction happens between teacher and students. The teachers do some interactions such as teaching the students, managing the classroom, and giving homework. Homework is task assigned by teacher to measure students’
comprehension about materials. The homework will be done by the students at home.Homework that given by teachers in the class to the students have some types.
There are workbook-based homework, preparation homework, extensive homwork, guide discovery, real world, project. All of the types of homework should related with and objective of teaching learning process.
Than, all of the activites in the homework should be measure students understanding.
Besides that, the researcher could get some phenomena related to the teachers give homework to students by given LKS.
Teachers give instruction to a students to do
the one of excercise in LKS and they taked home. The excercise that students done based on the materials that have learn before.Next phenomena is the teachers give some question related with the material that have been teach before to a students, and the question should be found the answer in the home has homework. The questions directly from teachers it self, it not state in text book.
The last phenomena that researcher found is the teachers make a short dialog related with the materials and the students practice it at home as homework. The students should perfome it in front of the class in the next meating. Than, the other teachers give topic that related with the material and students should make dialog at pratice it at home as homework.Than, the students should perfomance it in the next meating. Based on the problem above, the researcher wants to analyze:How the teachers give homework to the students at SMA N 1 Batang Kapas Based on the problem above, the researcher states that purpose of this research is:to determine the way of the teachers give those types of homework at SMA N 1 Batang Kapas.
2 II. Homeworks
John (2002:362), states that considered an essential ingredient of cognitive behavioural therapy for emotional disorders, and not merely an optional extra that enhances the effectiveness of face-to- face contact with a therapist. It means that homework is representing study redoing and passing to look in the face in learning process to teach. According to Scotia (2011:2), homework is an assigned activity that students complete outside of regular class time. It means that homework represent task given by the teacher to assist they to get the materials, knowledge about materials before or next materials and can make the the student active in classroom.
According to Dobozy (2010:2), homework can be defined as any task assigned by schoolteachers intended for students to carry out during nonschool hours. It means that homework represent to give task given by the teachers to finishing at home or nonschool. Next, there are many types of homework. According to Learmonth (2013:17), there are several types of homework, such as:
a.Workbook-based tasks
Most published course materials include a workbook or practice book, mainly including consolidation exercises, short reading texts and an answer key. The researcher thinks that this type is related to exercise in workbook or practice book such as short reading texts and answer key.
b. Preparation tasks
Rarely do teachers ask learners to read through the next unit of a course book, though there are advantages in involving students in the lesson plan and having them know what is coming. More motivating, however, is asking students to find and bring materials such as photographs and pictures, magazine articles and realia which are relevant to the next topic, particularly where personalization or relevance to the local context requires adaptation of course materials. It means that this type is talking about how the teachers ask the students to read more the next page in course book.
Then, the teachers ask the students to make tasks based on part of that have been read before. It is done by the students in order to
make the students can comprehend more about the material that is learning.
c. Extensive tasks
Much can be gained from the use of graded readers, which now often have accompanying audio material, radio and TV broadcasts, podcasts and songs. Sometimes tasks need to be set as guidance, but learners also need to be encouraged to read, listen and watch for pleasure. What is important is that learners share their experiences in class.
It means that extensive tasks is talking about the teachers will give homework in radio, TV, songs and audio material. This is done to get ideas in reading, listening, and watching.
d. Guided discovery tasks
Whereas classroom teaching often involves eliciting language patterns and rules from learners, there is also the option of asking learners to notice language and make deductions for them at home. This leads to the sharing of knowledge and even peer teaching in the classroom. It means that the teachers asks the students to make conversations at home. Then, the teachers ask the students to practice in front of class in pair work.
e. Real-world tasks
These involve seeing, hearing and putting language to use in realistic contexts.
Reading magazines, watching TV, going to the cinema and listening to songs are obvious examples, offering the option of writing summaries and reviews as follow-up activities. As with extensive tasks, it is important for learners to share their experiences, and perhaps to collect them in a formal or informal portfolio. It means that the teachers ask the students in making summaries after reading magazines, watching TV, and listening songs.
f. Project work
It is a good idea to have a class or individual projects running over a period of time. Projects may be based on topics from a course book, the locality, interests and hobbies or selected individually. Project work needs to be guided in terms of where to find resources and monitored regularly, the outcome being a substantial piece of work at the end of a course or term of which the learner can claim ownership. It means that the teachers ask the students some articles to the next topic.
3 Then, according to Macas (2012:105), procedure homework should be varied, interesting and challenging. It is not good enough to tell a class to 'finish off' some class work when several students have already completed the task.Such as:
Extended work–(1) sustained writing,(2) research, including use of internet, (3) prepare work to be completed in class - e.g.
read an article, make notes, etc, (4) private reading,(5) study and learn notes/vocabulary, (6) drafting and redrafting work, (7) collect information from newspapers, etc, (8) projects, (9) art /creative tasks, (10) tasks which involve the parents e.g. interviews, testing vocabulary.
III.Research Method
The design of the research was descriptive research. According to Lufri (2005: 56), descriptive research is research that describes condition, fact or phenomenon that is happening or that have been happened. In here, the researcher chose descriptive research because the researcher wanted to analyze and describe types of homework given by english techers at SMA N 1 Batang Kapas. In this research, participants are important aspect in every research, without participants how can we do the research and also how get the data.
According to Gay and Airisian (2000:121), participants are group of individual that participates in research project. To get the data the researcher has to consider the appropriate participants.
In order to get the data, the researcher has to consider the appropriate participants that wassuitable with the research. Creswell (2012:205), states that in qualitative research, we identify our participants and sites on purposeful sampling, based on places and people that can help us understand our central phenomenon. Referring to explanation above, there are four English teachers in that school, but the researcher choosed two English teachers which class two for the research. They were english teacher at class IPA 1 and IPA 2 in Senior High School at SMA N 1 BatangKapas for academic year 2014/2015 as the participants.
Besides that,Instrument is a tool for collecting the data a research. There are some instruments that can be used in this research. Gay and Airasian (2000:145), explain that instrumentation is tool or something that is used to collect the data. In this research, the researcher was going to choose observation checklist and field note.
These instrumentation were the researcher used 4 (four) observation as first instrument to collect the data. Yusuf (2007:292) states that observation is a technique of data collection which investigates both verbal and nonverbal activities. The researcher did observation to observe English teachers during teaching and learning process. During the observation the researchers used observation checklist.The researchers observed English students in classroom activity to get the result of this research.
Moreover the researcher asked the final value of homework documents to the English teacher.
In order the researcher knew the best types of homework given by English teacher. In this research the researcher used checklist to help her during observation process. And also, the researcher used field note during the observation. According to Gay and Airasian (2000:265), field note is record of observer’s perception toward what she or he has seen, heard, thought, and experienced during the observation.
Checklist and field note were used to make sure the researcher get all of information during the samples teaching in the classroom. In arranging the observation checklist, the researcher composed the form based on the Yusuf’s explanation.
In deciding the indicators for the observation checklist and field note. The researcher took the explanation about control techniques which are proposed by Moore. Those general indicators are;
4 Adapted Macas (2012: 105)
On the other side, the researcher analyzed the data that had been gotten in processing data collection. According to Gay and Airasian (2000:239), there are four steps of analyzing the data; reading/memoing, describing, classifying, and interpreting.
a. Reading/memoing, becoming familiar with the data and identifying the main themes. In this stage, the researcher read the data from observation checklist. It was to make the researcher familiar enough with the data gotten.
b. Describing, examining the data in depth to provide detail description of setting, participants, and activities. In this stage, the researcher described homework given by English teachers after reading the result of all instruments. It was done by stating all of related indicators found during the researcher did observation in classroom.
c. Classifying, categorizing and coding pieces of data and physically grouping them into themes. In this stage, the researcher classified the data and then categorize them based on type of homework.
d. Interpreting, interpreting and synthesizing the organized. In this stage, the researcher interpreted homework given by English teachers at SMA N 1 BatangKapas.
IV. Research Finding
The researcher founds findings after conducting the research and analyzing the data. That is about how do the techers give homework to the students at SMA N 1 Batang Kapas. These were as follow:
a. The first Participant
The observation was done on 12of August 2015 at 11.00 a.m, 14 of August 2015 at 08.15 a.m, 19 of August 2014 at 11.00 a.m, and 21 of August 2015 at 08.15 a.m. During the four times observation process which was done by the researcher, it can be said that the first participant only a few types are made. From that 4 (four) observation, there are only three types of homework which is conducted, such as the teachers instruct students to do homework by LKS (workbook-based). After that the TYPES OF HOMEWORKS
NO Types of homeworks
Indicator
1 Workbook- based
a) homework based text book
b) Presentation the lesson learned
c) Study and learn notes/vocabulary.
2 Preparation d) Reading teks book for next lesson
e) the next lesson by group
f) Discuss the materials that readed by student before
g) Presentation the next lesson
3 Extensive h) Watch or listen to particular TV.
i) Watch or listen to particular radio programs.
j) Listen the english song
4 Guided discovery
k) Memorize the conversation
l) to undertake work not suited to the classroom situation
5 Real-world m) Make the summary from the medias, such as magazine,
television, radio, etc n) Research, including
use of internet o) Collect information
from newspapers, etc.
6 Project work p) Write hobbies with good idea
q) Make art /creative tasks
r) Tasks which involve the parent‘s e.g.
interviews, testing Vocabulary
5 teacher instruct students to do next material and students make homework in group (preparation). And then, the teachers instruct students to do make conversation, memorize the conversation and show them to the front of the class interchangeably with friends (guided discovery). Next, the teachers instruct the students search material at internet, newspaper, magazine, and article (real world).
b. The second Participnt
The observation was done on 13 of August 2015 at 12.30 p.m, 15 of August 2015 at 09.00 a.m, 20 of August 2015 at 12.30 p.m, and 22 of August 2015 at 09.00 a.m. For four times observation process, the researcher got the data that the second participant also only a few types are made. From that 4 (four) observation, there were only two types of homework which is conducted, such as the teachers instruct students to do homework by LKS (workbook-based) and the teacher asked the students search next material in internet, newspaper, magazine, etc (real world).
V. Conclusion
Based on the purpose of the research discussed in chapther I, the researcher wanted to find out homework given by English teachers at SMA N 1 BatangKapas. The researcher analyzed the types of homework. There are six types of homework, such as workbook-based, preparation, extension, guided discovery, real world, and project work. But the type found only some, such as workbook-based, preparation, guided discovery and real world. After that, the types that often appear is workbook based, because the teacher at SMA N 1 BatangKapas often uses LKS when learning process.The researcher interested to analyze homeworks given by English teachers at SMA N 1 BatangKapas because the researcher wanted to find out types of homework given by English teachers at SMA N 1 BatangKapas had fulfill some indicator of a good construction to types of homework. In doing this research , the researcher used descriptive research.
This research used the documentary of
English teachers who taught at class IPA 1 and IPA 2.From the data that the researcher got in analyzing of homeworks given by English teachers.It found that the almost fullfill indicator of type homework.
Therefore, all of the items of types of homework given by English teachers almost fullfill the indicator that related to the types of homework.
VI. Suggestion
Related to conclusions above, the researcher suggested the teachers.Firstly, all teachers have to understand that types of homework is the key of teaching, it is part of their important role in learning process. By understanding it, the teachers will realize that their task to come to the class is not simple job but complex job. And the teachers to know about types of homework the right to material.Secondly, related to the research finding, the researcher suggests that the teachers must be able to understand types of homework well and be able to implement it effectively. Overall, this research informs us that by implementing classroom types of homework effectively, the process of teaching and learning can be controlled and managed well especially in teaching and learning process. It because if the teacher has a good knowledge and a good ability in designing the test.
REFERENCES
Arikunto, Suharsimi. 2002.
ProsedurPenelitian:
SuatuPendekatanPraktek (5thed).
Jakarta:PTRinekaCipta.
Black, S. (1996). The truth about homework.American SchoolBoard Journal.
Brewster, Cori and Fager, Jennifer. 2000.
Increasing student Engagement and Motivation: From Time-On-Task to Homework.Northwest Regional, Educational Laboratory.
Castura.M.J. 2009.Guidelines for the Assignment, Completion and Assessment of Homework in
6 Elementary School. Hamilton:
Wentworth.
Causey, Darrell. 2007. Teaching Tips-The Three Type of Homework and Teaching. Article Source:
http//EvineArticles.com/?expert=D arrel Causay.
Creswell, John.W. 2012. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative
Research.Boston:Pearson Education, Inc.
Dobozy. Eva. 2010. Homework: Its forms and Function Revisited. School of Education.
Gay, L.R and Peter, Airasian. 2000.
Educational Research Competence for Analysis and Application. New Jersey: Prentice-Hall Company.
Jones, Leo and Richard.A. 2000. New International Business Language.
New York: University Press.
Learmonth, Hilda. L. 2013. Homework and Study Support.Stromness Academy.
Macgregor, Isabelle. 2009. Homework:
What are the upsides and Downsides.Australia: A Preliminari Discussion Paper, School Communities.
Paulu, N. (1998). Helping your students with homework: A guide for teachers.Washington, DC: US Department of Education, Office of Educational Research.
Scotia.Nova. 2011. Homework Guide for Teachers. Department of Education: English Program Service.
Sullivan, Noreen. 2005. Characteristics of Early Elementary Homework:
Montessori and Traditional. Master of Education at Xavier University, Cincinnati, Ohio.
Uchuari.Macas.B.V. 2012.Extra Class Acivities and Their Influence on the Receptive Skills, with the Students of the First, Second and Third Years of Bachillerato at
“NacionalNocturnoCatamayo”
High School Academic. De Loja.
Vatterot. 2009. Five Characteristic of Quality Homework. Paris Internasional Conference on Education, Economy, and Society.
Verghese, C Paul. 2007. Teaching English as Second Language. New Delhi:
Sterling Publisher Pvt. Ltd.
Wiley.John & Sons, Ltd. 2002.Patients’
Experiences of Homework Task in Cognitive Behavioural Therapy forPsychosis a Qualitative Analysis.WileyInterScience
(www.interscience.wiley.com).DOI : 10.1002/cpp.344.
Yusuf, A. Muri.2007. MetodologiPenelitian.
Padang: UNP Press.
