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2 INTRODUCTION
In education, there is a learning process that is done by the students. Learning process is done step by step which is supported a helpful by the teacher at the class. First, the students accept the material and the lesson the subject that is explained by the teacher in front of the class. Second, they can ask to make sure comprehend related to the material. Last, the teacher can do a quiz, test and examination for measure their comprehension relate the material. These steps and activities do for all of subject in the school include in English learning process.
In English learning process the teachers have a goal to make the students understand for the subject, can create the short dialogue or conversation with the partner and improve their vocabulary. In this learning process, the students are asked to be creative and be confidence in improving their ability in speaking and writing in English. In measuring the students’ ability, the teachers do a test or examination. In addition, the teachers have the standard values that must be achieved by each of student. It is called as KKM ( Kriteria Ketuntasan Minimal/ Criterion-referenced assessment).
Meanwhile, the capabilities for each of student in achieving KKM are not same. Then, there is a difference in the speed of learning to learn between learners who are smarter than others in achieving the competence. However, the competency-based learning requires the achievement of mastery in the achievement of competence for all individual. The implications of these principles requires the implementation of remedial and enrichment as an integral part of the implementation of complete learning system.
Giving a remedial learning should be done by the teacher in every subject because every student do not have same ability in learning process. In theory, remedial is a process for the students who do not achieve the standard value by the teacher. Teachers give the test again to the student. It is defined by Sharma (2009: 22)
“remedial teaching is the teaching that is undertaken for providing remedial education to those who are in need of such education for overcoming their deficiencies, weaknesses and difficulties related learning activities pertaining to some area or aspects of a particular subject”. A remedial process do in the class can do in creating a group of students based on the background knowledge and ability of the students. It makes the teacher know about the student remedial needs. On others hand this situation will make the class will
be noise and crowded if the teacher let the students achieve KKM do not have activities during remedial.
Meanwhile, there are many students achieved KKM in the same time during remedial.
In this case, the teacher should give a special learning for them, each one is enrichment. Arikunto (2005:35) defined thats Enrichment activities is an activities that given by the teacher for fast students understanding the material or fast finisher the task in order the students will be rich of knowledge and skills or more understand about the subject. These program or activities is given by the teacher to develop their creativities and students’ interest. It make the students will be enrich in their knowledge of the subject, also giving service to the students who have high KKM with giving challenge in learning to develop their ability.
The teacher should know the character and interest each of student in learning process because every student has difference interset, IQ, the way of learning, and the teacher should give a motivation for those students who have low abilities and gifted students .In order, the teacher do not only focuses on the low students but he/she also should focuses on the gifted students. Therefore the class will be ballanced, controlled and success in teaching learning process.
RESEARCH METHODOLOGY
The design of this research was qualitative research. According to Creswell (2009:176), qualitative research is a form of interpretive inquiry in which researchers make an interpretation of what they see, hear and understand. The researcher used the basic interpretative studiest describe the types of enrichment activities. It refers to Ary et al (2009:29),basic interpretative studies provides descriptive accounts targeted to understanding a phenomenon using data that might be collected in a variety of ways,such as interviews, observations, and document review. Here the researcher wanted to describe the fact about enrichment types which are implemented by the English teachers of SMA SEMEN PADANG in English learning process. In addition, qualitative research has been becoming very useful now days in investigating many kinds of educational problems include in teaching problems. Thus, in this research want to find out the problem was about English teachers’ enrichment types in teaching learning process.
3 RESEARCH FINDINGS
1. For answering the research question was about the enrichment types by English teacher the researcher did observation. In deeply, the researcher used observation checklist, field note and unstruction inteview. By doing observation, the researcher found 4 type applied by different English teacher. Those type are group learning, individual study, learning based theme, compacting the curriculum. But there is the dominant types that used by the english teacher thats is independent study.
2. Through observation checklist and field note, the researcher find information was about the implementation of type by the English teacher in enrichment. During observation, the action and activities are dealing with the theory is proposed from Direktorat Pendidikan Nasional (2015) on observation checklist is provided by the researcher. There are implementations have done by each of English teacher. The teacher informed action and activities did in enrichment activities.
CONCLUSION
In getting the data, the researcher used two instruments; observation (observation checklist and field note) and interview. There were 22 indicators of observation checklist and field note. On interview the researcher gave 6 questions to complete the observation’s checklist and to find depth information related teachers’ reason of choosing the enrichment types.
Based on the research findings, the researcher found for each of teacher chose different type in enrichment. Those types were; Group learning, independent study, learning based theme, compacting curriculum.
They implemented some actions and activities related the technique was chosen. Moreover, teachers have different reason of choosing the type. It was caused by students need, number of students, students’ ability/ students’
characteristics, resources/material, time available and facilities factors.
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