8 research outputs found
Pengembangan Kalender Sebagai Media Sosialisasi Bermuatan Pendidikan Karakter Melalui Praktek Preparasi Simplisia Andong Merah (Cordyline fructicosa L.) Bagi Masyarakat Kecamatan Turen Kabupaten Malang
No full textABSTRAK Pusparini, Endah. 2017. Pengembangan Kalender Sebagai Media Sosialisasi Bermuatan Pendidikan Karakter Melalui Praktek Preparasi Simplisia Andong Merah (Cordyline fructicosa L.) Bagi Masyarakat Kecamatan Turen Kabupaten Malang. Skripsi, Jurusan Biologi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Malang. Pembimbing: (I) Dr. Sri Endah Indriwati, M.Pd, (II) Sitoresmi Prabaningtyas, S.Si., M.Si Kata kunci: Media Sosialisasi, Pendidikan Karakter, Preparasi Simplisia, Andong merah (Cordyline fructicosa L.). Indonesia dikenal dengan Negara yang memiliki beraneka ragam jenis tumbuhan. Sekitar 9.600 spesies yang tumbuh di Negara ini berkhasiat obat, dan kurang lebih 300 spesies diantaranya telah digunakan sebagai bahan baku pembuatan obat tradisional. Fakta di lapangan menunjukkan bahwa pemanfaatan tanaman yang berpotensi obat masih perlu ditingkatkan. Rendahnya minat pemanfaatan tanaman obat ini berkaitan dengan nilai-nilai karakter yang ada pada diri masyarakat. Hal ini sesuai dengan hasil survei bahwa di daerah Turen pemanfaatan tanaman sebagai obat hanya terbatas pada beberapa jenis. Andong merah adalah sebagian tanaman berpotensi obat yang pemanfaatanya hanya sebagai tanaman hias saja. Teknik yang dapat diajarkan untuk memanfaatkan tanaman obat adalah melalui preparasi simplisia karena lebih efisien dan dapat disimpan dalam jangka waktu yang lama. Preparasi simplisia masih belum banyak diketahui oleh masyarakat umum, sehingga dibutuhkan sosialisasi mengenai preparasi simplisia Andong merah dengan muatan nilai-nilai karakter. Tujuan penelitian dan pengembangan ini adalah menghasilkan media sosialisasi berupa kalender “Standong” dengan muatan pendidikan karakter melalui preparasi simplisia Andong merah (Cordyline fructicosa L.) yang dilakukan di Desa Sananrejo Kecamatan Turen Kabupaten Malang. Kalender “Standong” merupakan media yang berisi informasi tentang khasiat, cara pemanfaatan, dan preparasi simplisia Andong merah serta pesan-pesan nilai karakter yang dituangkan dalam suatu penanggalan masehi. Model pengembangan yang digunakan adalah model Borg and Gall yang dibatasi sampai 7 tahapan yaitu: (1) pengumpulan informasi melalui literatur dan obesservasi lapangan; (2) perencanaan; (3) mengembangkan bentuk awal produk; (4) uji coba lapangan awal oleh 12 subjek uji coba; (5) revisi produk awal; (6) uji coba lapangan oleh 35 subjek uji coba; (7) revisi produk uji lapangan. Kalender “Standong” di validasi oleh 1 ahli media, 1 ahli materi, 1 praktisi lapangan dan diuji cobakan pada masyarakat. Hasil penelitian menunjukkan bahwa kalender dinyatakan sangat valid atau layak digunakan dengan hasil perhitungan ahli materi 95%, ahli media 96%, praktisi lapangan 95%, hasil uji coba menunjukkan keterbacaan kalender 91% dan hasil uji coba untuk melihat respon masyarakat terhadap nilai karakter sebesar 84% artinya kalender sangat sesuai/sangat tepat untuk digunakan sebagai media sosialisasi. Saran pemanfaatan dari produk yang dikembangkan yaitu perlu adanya monitoring untuk memastikan bahwa masyarakat telah mengimplementasikan membuat preparasi simplisia dengan bahan tanaman yang berpotensi obat secara mandiri atau kelompok
ANALISIS POTENSI BAHAYA KERJA DENGAN METODE JSA DAN FMEA PADA PRODUKSI INNER
No full textJika membutuhkan abstrak atau isi jurnal silahkan menghubungi author melalui e-mail [email protected], [email protected]
ANALISIS RISIKO UPPER LIMB DISORDERS PEKERJA PRODUKSI KOTAK OBAT BERBASIS ASSESSMENT OF REPETITIVE TASK (ART)
No full textJika membutuhkan abstrak atau isi jurnal silahkan menghubungi author melalui e-mail [email protected], [email protected], [email protected]
FOREIGN LANGUAGE ABSORPTION FOR ELEMENTARY STUDENTS THROUGH ENGLISH NARRATIVE TEXT
Get PDFThe use of narrative text is used to increase understanding of English for elementary students who participate in this joint learning activity. The use of learning materials in schools is also used to help students better understand the lessons in their schools. The results of observations made by the author before starting research show that students lack motivation in learning English because they rarely use it actively in everyday life. Therefore, activities are filled with involving motoric activities that can attract their attention. The results of the activities were very positive, including students becoming more active language learners, having good learning motivation, and being confident in using simple English expressions to their peers
ANALISA SISTEM INFORMASI PERSEDIAAN MASUK DAN KELUAR BARANG GUDANG PADA CV. CIPTA USAHA NAGARI
Get PDFAny business, whether manufacturing, trading, or providing services, needs to have inventory to do business. A company's production performance is usually stored temporarily before being sent to consumers. So storing goods in a warehouse is very important because it greatly influences customer satisfaction (Olivia Audrey et al., 2019). Service is a type of facility that all businesses offer to keep their customers there. Good service has a positive impact on a business because when consumers are satisfied with the services provided by a business, these consumers will make repeat purchases and consumers can recommend business locations that offer these services (Sihombing, 2020). The methodology in this research is descriptive and qualitative. Descriptive research is the main focus used to investigate a condition, situation, or other event. Qualitative research is a main focus used to understand human or social phenomena through a way of creating or making comprehensive and complex pictures that can also be explained using words and to provide an overview. This research aims to observe the system scheme that runs for the process of entering oil goods at the CV warehouse. Create Nagari Business. Conclusion From the results of observations made by the author, it can be concluded that the activities of receiving and releasing goods and the recording process may not be in harmony because the existing system is not capable of carrying out these activities. This can happen due to several factors such as poor service systems, lack of access to outgoing information, and incoming information, storage of goods, as well as inappropriate physical environmental conditions for the goods being stored
AN ANALYSIS OF THE RELEVANCE OF ENGLISH MATERIALS IN TEXTBOOK ENTITLED “PATHWAY TO ENGLISH” FOR SENIOR HIGH SCHOOL GRADE X TO THE 2013 CURRICULUM
Get PDFAN ANALYSIS OF THE RELEVANCE OF ENGLISH MATERIALS IN TEXTBOOK ENTITLED “PATHWAY TO ENGLISH” FOR SENIOR HIGH SCHOOL GRADE X TO THE 2013 CURRICULUM
Laras Ratnasari
English Study Program FBS Surabaya State University
[email protected]
Ririn Pusparini, S.Pd., M.Pd.
Lecturer of English Study Program FBS Surabaya State University
[email protected]
ABSTRACT
Recently, by Peraturan Pemerintah No.32 Th. 2013 the educational system of Indonesia has launched the 2013 curriculum. Due to the new launched curriculum, there are several changes in some parts of education, including the material. Textbook is one of the materials which have to give deep attention. A research from McGrath (2006) showed that mostly English language teacher use textbook as their main sources of teaching. Therefore, textbook should be matched with curriculum applied. However, selecting the best textbook is considering difficult for some teachers. Although there are many textbooks which are claims suitable with the 2013 curriculum, there is no guarantee whether the textbook is relevant to the standard competences of the 2013 English curriculum. To solve this problem, the researcher focused this study: 1) to describe the relevance of the materials in textbook entitled “Pathway to English” to the 2013 English Standard Competence in term of cognitive aspects, 2) to describe the relevance of the materials in textbook entitled “Pathway to English” to the 2013 English Standard Competence in term of psychomotor aspects. This study was designed in descriptive qualitative research. The instrument used to collect the data is observation in the form of checklists. After being analyzed, it is found that all chapters in the first semester successfully cover the indicators of cognitive aspects in the basic competences three. Meanwhile, some of the materials are irrelevant in terms of psychomotor aspects. After all, the researcher argues that this textbook is still appropriate to be used, since the materials are mostly relevant with the 2013 curriculum. This textbook is still suitable to be used in order to help teacher and students in the process of teaching and learning.
Key words: analysis, relevance, materials, textbook, the 2013 Curriculum
ABSTRAK
Baru-baru ini, melalui Peraturan Pemerintah No.32 Th. 2013 pemerintah Indonesia meluncurkan kurikulum 2013. Karena adanya peluncuran kurikulum baru ini, ada beberapa perubahan dalam beberapa bagian di sistem pendidikan termasuk di material. Buku teks adalah salah satu material yang harus diberi perhatian. Riset dari McGrath (2006) menunjukan bahwa sebagian besar guru bahasa Inggris menggunakan buku teks sebagai sumber utama dalam mengajar. Oleh karena itu, buku teks haruslah sesuai dengan kurikulum yang berlaku. Namun, memilih buku teks terbaik itu tidaklah mudah bagi beberapa guru. Meskipun banyak buku yang mengklaim sesuai dengan kurikulum 2013 namun, tidak ada jaminan apakah buku itu benar-benar relevan dengan kompetensi dasar dari kurikulum 2013. Untuk mengatasi masalah ini, peneliti memfokuskan penelitian ini: 1) untuk mendeskripsikan kesesuaian material buku teks berjudul ‘Pathway to English’ dengan kompetensi dasar bahasa Inggris kurikulum 2013 sesuai dengan kognitif aspek, 2) untuk mendeskripsikan kesesuaian material buku teks berjudul ‘Pathway to English’ dengan kompetensi dasar bahasa Inggris kurikulum 2013 sesuai dengan psikomotor aspek. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Instrumen yang digunakan untuk mengumpulkan data adalah observasi dalam bentuk checklist. Setelah dianalisis, ditemukan bahwa semua bab dalam buku teks ini dapat memenuhi semua indikator dari kognitif aspek dalam kompetensi dasar tiga. Sedangkan, sebagian material ada yang tidak sesuai dengan psychomotor aspek. Meskipun demikian, peneliti berargumen bahwa buku teks ini masih cocok untuk digunakan, karena sebagian besar materinya telah sesuai dengan kurikulum 2013. Buku teks ‘Pathway to English’ ini masih bisa digunakan untuk membantu guru dan murid dalam proses mengajar dan belajar.
Kata kunci: analysis, relevance, materials, textbook, the 2013 Curriculum
Introduction
Realizing the importance of English language in globalization era, recently, Indonesian government has implemented English subject into the academic curriculum as a compulsory subject to be taught in Junior and Senior High school. Recently, by Peraturan Pemerintah No.32 Th. 2013 the educational system of Indonesia has launched the 2013 curriculum. This new launched curriculum is a school based curriculum, an operational curriculum which is constructed, developed, and implemented by each education unit (school). The aim of this curriculum is preparing Indonesian people to be religious, productive, creative, and innovative. Furthermore it is hoped that they also can give contribution for their social life, nation, country and world civilization.
Due to the new launched curriculum, there are several changes in some parts of education. As stated by Richards (2001:103), Curriculum changes are of many different kinds. Curriculum may affect teachers’ pedagogical values and beliefs, teachers’ understanding of the nature of language or second language learning, or their classroom practices and the use of teaching and learning materials. Among several changes in education parts teaching material also need to be adjusted because it is one of the most important factors in teaching and learning process. This argument is supported by Richards (2001). He argues teaching materials are regarded as a key factor in most language programs.
Teaching materials can be developed from many learning sources, one of it is from textbook, thus, it also need special attention regarding its changes toward recent applied curriculum. The adjustment of textbook to the recent curriculum should be conducted because English teachers tend to display a strong reliance on textbook usage. In a research by Richards, Tung & Ng as cited by Lawrence (2011) they conducted a research with 149 local secondary school English teachers, it was reported that textbook were one of the primary sources of teaching material. Only 28% of the total respondents have claimed that they have made a significant use of self-developed teaching materials.
In addition for the use of textbook in English language teaching, the research from McGrath (2006) also showed that mostly English language teacher use textbook as their main sources of teaching. The study involved 75 teachers of English, mainly English teachers of secondary schools, and several hundreds of secondary school students. It was found that teachers mostly think that the use of textbooks is important. The wide use of textbooks in the local ELT classroom is understandable as given the fact that material (textbooks) are not simply the everyday tools of the language teacher, they are embodiment of the aims, values and methods of the particular teaching and learning situation (Hutchinson: 1987).
A good textbook should be reflected the curriculum which is applied. It is because there is a strong relationship between both of them. The relationship of textbook and curriculum can be described as water and fish, or as the two sides of coin, two but one, one but two (Tarigan and Tarigan, 1986: 66). It should be matched with the goal of the curriculum and be able to support curriculum and facilitate the process of teaching and learning.
Every curriculum has their own goals which have to be reached by students as the sign of their success and expertness in their education. One of the goals in curriculum is instructional objective. It describes what behavior and ability that the students need to reach after teaching and learning process. Instructional objective should depict the learning objective which is expected from the students. The learning objective which is expected is behavior change of the students. The forms of students’ objective behavior are classified into three domains by Bloom et. al.(1956). They named it as “The taxonomy of educational objectives”. Objectives could be placed in one of three major domains or classification; (1) Cognitive, (2) Affective, and (3) Psychomotor. Thus every textbook written nowadays should be applied those three objectives as one of qualification of a suitable textbook based on 2013 curriculum because it is the recent curriculum applied in Indonesia.
Despite the need of a suitable textbook for teachers and students, selecting an appropriate textbook with a good quality and curriculum matched is not easy. Cunningsworth and Green in Lawrence (2011) stated that the increasing of textbook on the market makes it difficult to choose the right textbooks. Therefore, the selection of textbook should be conducted seriously because it can have massive impact on the teaching and learning process as teachers would make references to the textbooks. (Cunningsworth, Harmer, McGrath in Lawrence, 2011). One wrong step in choosing an appropriate textbook can lead into the failure in teaching and learning process. It is supported by Mukundan (2007) that the quality of a textbook might be so important that it can determine the success or failure on ELT courses.
Unfortunately, not all textbooks are written in a good quality in terms of its appropriateness with teacher and students’ need or its compatibility with applied curriculum. Teachers as the determiner of teaching process in class sometimes careless in choosing the right textbook for their students. In line with this argument, McGrath (2002) showed that textbooks are often purchased without careful analysis. Frequently, a textbook selection is not based on its intrinsic pedagogical value, but the perceived prestige of the author or the publisher, or skillful marketing by the publishers. The books are printed in attractive covers or teachers only blindly use the best-selling textbooks which are used in many other places. (McGrath 2002) It is regrettably consider the significant of textbook in teaching and learning process.
There are various textbook written by expert writers which are claimed based on the 2013 curriculum. However, though the textbook written by professional writers are usually of good quality in terms of organization, packaging and design, they tend to be lacking in qualities of being creative and imaginative (Tomlinson, 2003). Besides, the urgency to evaluate ELT textbooks written for the new curriculum on its pedagogical fitness with the recommended instructional objectives has become an urgent concern as many local English teachers have displayed heavy reliance on textbooks in their daily teaching (Lawrence, 2011).
There are some previous studies related to the textbook analysis. Some of them are Widiarto (2009) and Fauzi (2012). They analyse the relevance of textbook materials with 2006 English Standard Competence.
Widiarto (2009) found that there are some conformity of the text materials in the textbook. However, not all of the text materials which are suggested in standard isi 2006 are developed in four language skills in the textbook. Meanwhile, Fauzi (2012) found that all of reading materials are not relevant to the 2006 English Standard Competence. It did not provide any explanations, examples, and exercises in order to make the students really understand about the texts being learnt. Thus, it is proven that not all the textbook used are relevant to the curriculum.
In addition, although the 2013 curriculum is already applied in Indonesian education system, there is still lack analysis of textbook which based on the 2013 Curriculum, since the 2013 curriculum is still fresh launched in 2013.
According to those reasons stated, this study is aimed to analyze and figure out the relevance of materials of English textbook entitled “Pathway to English” for Senior High School published by Erlangga with the 2013 English Standard Curriculum in terms of Cognitive and Psychomotor aspects.
RESEARCH METHOD
Since this study deals with analysis of the content of the textbook especially in the form of document book, a descriptive qualitative research design will be implemented. Furthermore, Ary, D. et.al (2010: 423) stated that qualitative research mostly relies on words only minor use of numbers. Thus, the data which was derived is in the form of document from textbook then those data were described in the form of words without using statistical calculation.
The object and the source of the data of this study is an English textbook entitled “Pathway to English” for Senior High School Grade X Published by Erlangga. This textbook is written by Th. M. Sudarwati and Eudia Grace. The textbook consists of 11 chapters and 248 pages. The materials of each unit are organized into 8 parts; (1) listening, (2) speaking, (3) reading, (4) writing, (5) grammar, (6) values, (7) cultural awareness, and (8) ways to say it. The researcher focused on just one book and all of the activities in the textbook in the scope of first semester, therefore, the research only focused at chapter 1 until chapter 5.
The data gained from this research then analyzed using two research instruments. The first instrument was the researcher herself as the main instrument to collect the data. As stated by Ary,D. et.al (2010: 421) The primary instrument used for data collection in qualitative research is the researcher him- or herself, often collecting data through direct observation or interviews. The second instrument was the observation in the form of checklist.
The data from this study was collected through several steps of observation. First, the researcher determined the textbook which is going to be analyzed through some survey on various textbooks which claimed based on the 2013 Curriculum on its cover. Second, the researcher read and observed the content of the textbook thoroughly. Third, the researcher will compare the content of the textbook with the 2013 Curriculum in terms of cognitive and psychomotor aspects.
After being collected, the data was analyzed through some steps. First, the researcher analyzed the relevance of the materials with the cognitive aspects which are contained in the 2013 English Standard Competence. Second, the researcher analyzed the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Standard Competence. Third, the researcher described and elaborated the analysis. The last, the researcher determined the conclusion.
RESULT AND DISCUSSION
The Relevance of ‘Pathway to English’ Textbook to the 2013 English Standard Competences
In this section there will be some example of the tables of observation sheet and also the discussion to figure out the results of the relevance of ‘Pathway to English’ textbook material with the 2013 English Standard Competences.
Each observation sheet for cognitive aspect in basic competence three is consisted of three columns. The first column will be divided into three aspects of the 2013 English curriculum, including Topic, Text structure, Language feature and also Social function. The second column is the example of activity in the textbook which is suitable with the 2013 English curriculum. the last column is the relevance of the material. for tables of psychomotor aspect in basic competence four it is also consisted of three columns but the first column will be divided into two aspects. It is including Topic and indicators only.
The researcher used the third and fourth basic competences to analyze the relevance of the textbook material. The basic competences then broke down into sub-basic competences. In the following tables, the sign (√) means that the sub-basic competency and the material are relevant. Meanwhile, the sign (-) means the material are not relevant with sub-basic competence.
The Relevance of the Materials with the Cognitive Aspects
The table below is the result of the analysis of the relevance of textbook material with the 2013 curriculum in terms of cognitive aspects.
Table 1. The conformity of textbook materials with the cognitive aspects
The Relevance
The Third Basic Competence
Relevant
All chapters in first semester
Partly Relevant
-
Irrelevant
-
According to the table above, it can be seen that there is no partly relevant or irrelevant materials in chapter one to chapter five. All the materials in those chapters are relevant to the 2013 English curriculum in terms of cognitive aspects in basic competences three. All materials successfully provided the indicators needed in each sub-basic competence including the topic, the text structure, the language features and also the social function.
The Relevance of the Textbook Materials with the Psychomotor Aspects
Table 1. The conformity of textbook materials with the cognitive aspects
The Relevance
The Third Basic Competence
Relevant
4.2.1, 4.2.2, 4.3.1, 4.3.2, 4.4.1, 4.4.2, 4.5.1, 4.5.2, 4.6.1, 4.6.2
Partly Relevant
4.1.1 and 4.1.2
Irrelevant
-
In the table above, it can be seen that there are some materials which are relevant and partly relevant with the psychomotor aspects in basic competence four.
The relevant material successfully provided the indicators needed in each sub-basic competence four. The irrelevant materials cannot cover all the indicators in the sub-competences 4.1.1 and 4.1.2 both of the chapters do not include indicators ‘Find the purpose of the text’ which is one of the indicators of understanding the text. Thus, it can be concluded that the textbook materials is partly relevant with the basic competence four.
CONCLUSION & SUGGESTION
Conclusion
The conclusion from the analysis can be subtracted into two points. The first point is the materials in the textbook ‘Pathway to English’ are all relevant with the cognitive aspects which are contained in the 2013 English Standard Competence. There are ten analysis tables for basic competences three. From all the ten tables, the researcher found that all the materials are relevant to the sub-competences in basic competences three. Therefore, the researcher concluded ‘The Pathway to English’ English textbook is relevant to the 2013 English curriculum in terms of cognitive aspects which are shown in basic competences three.
Meanwhile, in the second point the researcher concluded that the materials in the textbook ‘Pathway to English’ are quite relevant with the psychomotor aspects in the 2013 English Standard Competence. There are twelve tables for the analysis of basic competences four. From twelve tables, there are two tables which showed that the materials in this textbook are not fully relevant to sub-competences which are tables for sub-competences 4.1.1 and 4.1.2. Another ten tables showed that the materials are relevant because it contains the materials for the sub-competences.
According to the analysis above, the final conclusion states that material in the textbook ‘Pathway to English’ is still quite relevant with the 2013 English curriculum in terms of cognitive and psychomotor aspects. Since, the researcher found the materials which are relevant to sub-basic competence are more than the irrelevant one. Therefore, the researcher argues that this textbook is appropriate to be used as the aid material in English teaching and learning process.
Suggestions
After the analysis of this textbook ‘Pathway to English’, the researcher would like to give suggestions for:
a) For teacher, they should be aware of what kind of textbook which is most suitable with their need. Since the process of teaching and learning depend on the curriculum, the teacher should be selective and careful to choose the most suitable textbook which covers the curriculum aims. The selected textbook should support the curriculum to achieve the instructional objectives.
b) For the textbook writers/publishers, they have to apply the criteria in developing the materials. For this period of time, the materials should be in line with the 2013 English Standard Competence stated in the 2013 curriculum. Furthermore, the writers/publishers should be able to serve the high quality textbook which is able to fulfill all of the indicators, topics, language features, text structure and the social functions related to the competences.
c) For the textbook writer of ‘Pathway to English’, they should concern more in conducting questions related to sub-competences understanding the texts. In order to be able to cover all the indicators stated in the sub-competences.
d) For further research, the researcher hopes that in the future there will be another research regarding to analyze textbook with the 2013 Curriculum. The next researchers can conduct their research for the same textbook but focus on the activities in second semester. Otherwise, they can conduct research for another textbook with different grade.
REFERENCES
Ary, Donald. et.al. 2010. Introduction to Research in Education.Canada: Wadsworth, Cengage Learning.
Bloom B. S. 1956. Taxonomy
THE IMPLEMENTATION OF “MURDER MYSTERY GAME’ TO TEACH SPEAKING OF NARRATIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 21 SURABAYA
Get PDFTHE IMPLEMENTATION OF “MURDER MYSTERY GAME’ TO TEACH SPEAKING OF NARRATIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 21 SURABAYA
Genggam Prayudha Wiradini
English Education Departement, Faculty of Language and Art, State University of Surabaya
[email protected]
Ririn Pusparini, S.Pd., M.Pd.
English Education Departement, Faculty of Language and Art, State University od Surabaya
[email protected]
Abstrak
Speaking mengambil peranan penting dalam pembelajaran Bahasa Inggris dan harus dikuasai oleh siswa dengan baik. Sebelumnya, beberapa siswa berpendapat bahwa speaking adalah aktifitas yang berat karena mereka merasa susah untuk menata kata-kata secara langsung. Oleh karena itu, dibutuhkan guru yang mempunyai kreativitas and cara yang sesuai untuk menyampaikan materi agar kemampuan speaking siswa menjadi baik
Pada penelitian ini, “Murder Mystery Game” sebagai teknik yang disarankan kepada guru untuk membantu siswa agar tertarik aktifitas speaking di kelas. Sebagaimana Erzos (2002) berpendapat bahwa game dapat digunakan untuk memberikan banyak praktek pada komunikasi. Penelitian ini mengacu pendeskribsian implementasi “Murder Mysteru Game” pada pengajaran speaking teks narrative untuk kelas delapan dan juga untuk mengetahui kemampuan siswa berbicara setelah pengimplementasian game ini.
Penelitian ini menggunakan deskriptif kualitatif. Subyek pada penelitian adalah kelas delapan di SMP Negeri 21 Suarabya di kelas VIII-A. Data pada penelitian adalah hasil darpada observasi, catatan lapangan, transkrip siswa dan questionnaire. Datanya dianalisa secara deskriptif untuk menjawab pertanyaan-pertanyaan penelitian.
Hasil penelitian memperlihatkan bahwa implementasi game ini berada segaris dengan tujuh langkah-langkah pada pembelajaran speaking. Hasil transkrip siswa memperlihatkan bahwa siswa dapat berbicara lebih baik karena pengimplementasian “Murder Mystery Game”. Selebihnya, aktifitas guru berada segaris dengan prinsip-prinsip pengajaran speaking.
Berdasarkan hasil-hasil tersebut, dapat dilihat dari nilai siswa, pengimplementasian “Murder Mystery Game” dapat membantu siswa berbicara secara narrative. Dan sebaliknya, kemampuan siswa berbicara juga terlihat baik.
Kata Kunci: speaking, narrative text, game, murder mystery game
Abstract
Speaking takes an important role in learning English and it should be mastered by the students well. Yet, some of the students consider that speaking is difficult activity because they feel difficult to arrange the words naturally. Thus, it needs the teachers who have creativity and appropriate ways to deliver the material in order to improve the students’ ability in speaking.
In this study, “Murder Mystery Game” as a technique is considered to the teachers to help them to make an interesting activity speaking class. As Erzos (2002) states that games can be used to give practice many types of communication. This research aims to describe the implementation of “Murder Mystery Game” in speaking of narrative text for the eighth graders. It also aims to know the students’ ability in speaking after the implementation of this game.
This study is descriptive qualitative research. The subject of this research is the eighth graders in SMP Negeri 21 Surabaya at class VIII-A. The data in this research are the result of observation, field note, students’ transcription, and questionnaire. The data are analyzed descriptively to answer the research questions.
The result of the observation showed that the implementation of this game was in line with seven stages in teaching speaking. The result of the students; transcription showed that students can speak more active by the implementation of “Murder Mystery Game”. Moreover, the teacher’s activity was in line with principles of teaching speaking.
Based on those result, the implementation of “Murder Mystery Game” helped the students to speak in Narrative. It could be shown in the students score. Meanwhile the students’ speaking ability showed better.
Keywords: speaking, narrative text, game, murder mystery game.
INTRODUCTION
There are four basic language skills that should be practiced by people, there are; listening, speaking, reading and writing. These four basic skills are categorized into two, receptive and productive. Among these four skills, speaking is one of the productive skills that aim to communicate with others in spoken words, and it is very important in daily communication. It is supported by Herbert (1977:56) that “speaking is a basic of human activity”. In communication, people put ideas into words talking about perception, feeling and intension. Mastering the art of speaking is the single most important aspect of learning a second or foreign language and success measured in terms of the ability to carry out the conversation in language (Nunan, 1977:56).
Speaking skill also takes an important role in learning English. In learning English as a foreign language, especially for junior high school, students get difficult to have conversation on a topic that they know little about (Baker and Westurp, 2003:5). Most of the students consider that speaking is difficult activity because they have to arrange words into good sentences and they feel ashamed if somebody figures out the grammatical mistakes. In addition, Mafruchah (2009) states in her thesis that “in the speaking activity, students of junior high school still get difficulties in expressing ideas. They are afraid seemed reluctant in front of their classmates because of their mistakes and if the teacher asks the students to practice, they prefer to keep silent”. It is happens, because the students do not have their self confidence and lack of motivation from the teacher who sometimes chooses uninteresting materials in the learning process.
To gain the students’ interest in the speaking activity, it needs the teacher who was able to choose an interesting topic which is familiar to students’ speaking materials and set up a real life condition in order not to make the students get bored. As Sauvignon (1980:34) in her book says that the importance to the learner’s progress in variety of activities in which the students can use language in the real situation which created by the teachers and can avoid students’ boredom. Furthermore, the teacher should create an active speaking class atmosphere, stimulate students’ motivation, likeness, curiosity, develop students’ acquisitions in learning English, as well as should be creative enough to implement a technique in order to make her or his students enjoy and comfortable with the activity in learning process.
There are many kinds of techniques that can be used in the speaking class, there are: role play, discussion group, debate, games and so on. All of them represent strategies for providing the emotional involvement necessary for authentic interaction in the classroom (Sauvignon, 1976: 41). One of the techniques that seems to encourage the students’ speaking ability is game. Halliwell says that, “Games provide an opportunity for the real language use” (1992:6). Wright as cited by Kenongo (1983:1) states that games also help and encourage many learners to sustain their interest and work. From these statements, it can be said that games mostly enjoyable and fun for students. In addition, students are encouraged to express themselves freely in the language from the beginning through experiences and games which provide them with framework for spontaneous, communicative creation (Rivers, 1978:6). It means that by using and playing the games, students will be free to express their ideas without feel afraid to speak something and make mistakes.
“Murder Mystery Game” is not a new game and usually played by the teenagers of Western people at the end of dinner party activity. As Hadfield (1987) classifies languages games into more categories and some of them are problem-solving games and role play games. “Murder Mystery Game” is an adaption games from problem-solving games and role play games because the students are expected to work in a group that includes five until six students and they have their own secrets and rules, take a role, expected to be the player and try to solve the problem to find who the real murderer is as stated in the paper they got from their teacher. By using this game, the students are demanded to interact with the members of the group and speak freely in longer utterances on the topic given The advantages of this game are the students can interact and share opinion among the member of the group and also the teacher can observe the students’ speaking ability from each group.
Moreover, based on the standard competence 2006, narratives deal with problematic events which lead to a crisis or turning point of some kinds, which in turn finds a resolution. “Murder Mystery Game” seems appropriate for students in learning speaking narrative text because the contents are orientation, complication and resolution. Depdiknas (2006: 35) states that the function of narrative text is to entertain. Hopefully, by the implementation of “Murder Mystery Game”, there will be any encouragement of students’ speaking ability in the classroom.
Based on the background of the study above, the research questions are formulated as follows:
1.2.1 How is the implementation of “Murder Mystery Game” in teaching speaking of narrative text to the eight grade students of SMP Negeri 21 Surabaya?
1.2.2 How is the students’ speaking ability toward the implementation of “Murder Mystery Game” in teaching speaking of narrative text to the eight grade students of SMP Negeri 21 Surabaya?
1.2.3 What are the students’ responses in the implementation of “Murder Mystery Game” in teaching speaking of narrative text to the eighth grade students of SMP Negeri 21 Surabaya?
Speaking
Speaking is a mean of expressing or delivering opinions. People communicate through an oral expression to get much more information. According to Bailey (2003: 48) speaking is the productive skill that people use to communicate orally. In learning a foreign language, speaking skill is as important as other three skills. Agustien (2004: 6) also says that naturally speaking, people learn spoken language first before they learn written version. It means that, speaking plays an important role in order to communicate with others, especially speaking English because nowadays English is considered as an International language. David as cited by Kenongo (2010: 7) “there are generally five components recognized in the analysis of the speaking process: (1) Pronunciation, including the segmental features, vowels, consonants, stress, and intonation patterns; (2) Grammar; (3) Vocabulary; (4) Fluency, the ease and speed of the flow of the speed; (5) Comprehension. However, the students should not to master all of the language components but they can improve their language components by practice speaking. In addition, River (1970: 35) states that “students of a new language will not learn to speak fluently by hearing speech in class, since speaking skill involves active participants on the part of students”. So the teacher should activate the speaking class and give the opportunities to the students to practice their speaking as much as possible.
Game
One useful technique to encourage language acquisition is using language games. When using games in the classroom, it is beneficial for teachers to have a complete understanding of the definitions of games, which usually are defined as a form of play concerning rules, competition, and an element of fun (Deesri, 2002).
Games also help the teacher to create context in which language is useful and meaningful. Of course, in this case, the teacher should be careful to make the games enjoyed by young learners and at the same time some language items are learned. Brown (1985:317) states that games involve:
1. Rules which must be followed
2. Competition between individuals or teams
3. Determination of a winner if teams of players are part of the games plans, cooperative learning as well as competition can result.
The game also has many advantages. They make the students more easily to understand the teacher’s instruction, strengthen the students’ understanding of the context of learning.
Kinds of Games
According to Hadfiled (1987), “language games can be divided into two further categories: Linguistic games and communicative games. Linguistic games focus on accuracy, such as applying the correct antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike. Hadfield (1987) also classifies language games into many more categories as follow:
• Sorting, ordering or arranging games: For example, students have a set of cards with different products of them, and they sort the cards into products found at a grocery store and products found at a department store.
• Information gap games: In such games, one student has access to the information which is not held by the other student, and this student must acquire the information to complete the task successfully. Information gap games can involve a one-way information gap or a two way information gap.
• Guessing games: In these games, someone knows something and the others must find out what it is.
• Matching games: As a name applies, participants need to find a match for a word, picture or card.
• Labeling games: These are form of matching game, in that participants match labels and pictures
• Puzzle-solving games: The participants in the game share or pool information in order to solve a problem or a mystery.
• Role play games: The terms role play, drama and simulation are sometimes used interchangeably but can be differentiated. Role play can involve students playing roles that they do not play in real life, such as dentists, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as a customer at a restaurant. Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.
Narrative Text
According to 2004 English curriculum (Depdiknas, 2004b: 3) the structure of narrative comprises Orientation (sets the scene and introduce the characters), Complication (a crisis/ problem arises), and Resolution (the crisis is resolved for better or worse).
Narrative is a familiar type of communication to entertain the listener and the reader with a real or fiction experience. Some types of narrative are fairy stories, mystery, science, fiction, horror/ scary, fable, adventure, romance, and etc. Narrative also has some characteristics based on its linguistic features (Depdiknas, 2004a: 6), those are:
Specific participant and individual participant
In the narrative text that tells chronological story consist of orientation, complication and resolution. In this word, narrative text shows the specific participant or individual participant. It means event that happens with repetition of the participant in the sentence.
Many action verbs (material process)
A sentence is consisting of subject, verb and object. In this case, narrative text often uses many action verbs, such as the word walk, run, etc. Verbal process and mental processes sometimes used in the narrative text. The example of verbal process is the word say, tell, etc. The mental process includes the word believe, know, etc.
Using past tense
In narrative text uses past tense because the story was happened. So the event of the story is not related with activity now. The time signals usually used in narrative text are: once upon a time, yesterday, ago, etc.
Using linking words related to time
Linking words are used in the narrative text that they do with time such as then, when, one day, etc. So the text seems chronological story because it introduces orientation then complication and finally the participants solve it that is called resolution.
Descriptive language
Descriptive language means a text that tells to the objective. In this case, the author grows the listeners’ imagination. So he or she can descript the event of the story, such as the word good, bad, beautiful, etc.
Using pronouns
The pronouns (I, he, she, and they) are often used in the narrative text. In this case, it is easy for the reader to understand the text because of the pronouns is mentioned.
Using illustration to support the text.
To support the text is needed the illustration. It can help the students to understand the text easily. Moreover it is interesting when the teacher can stimulate the students to feel and imagine the story.
Anderson and Anderson (1998: 3) as cited by Widyastiningrum states that narrative text also has some text organizations or generic structures and language features that should be fulfilled in constructing the text, that is:
Generic structure of narrative text:
First, an orientation in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. Second, a complication that sets off a chain of events that influences what will happen in the story. Third, a sequence of events where the characters react the complication. Fourth, a resolution in which the characters solve the problem created in the complication. Fifth, a coda that provides a comment or moral based on what has been learned from the story (an optional step).
Language features of narrative text:
First, there are nouns that take the role to identify the specific characters and places in the story. Second, adjectives that provides accurate descriptions of the characters and settings. Third, verbs that show the actions that occur in the story. Fourth, time words that connects events, telling when they occurred.
Murder Mystery Game
As the writer stated in the previous chapter before that Hadfield (1987) classifies languages games into more categories and some of them are problem-solving games and role play games. “Murder Mystery Game” is an adaption games from “problem-solving games” and “role play games” because the students are expected to work in a group that includes five until six students and they have their own secrets and rules, take a role, expected to be the player and try to solve the problem to find who the real murderer is as stated in the paper they got from their teacher.
However, as Schneider and Kortuem (2005) state that “Murder Mystery Game” is the combination between multiplayers with Live-Action Role-Playing (LARP) games. Multiplayer games are based on social interactions as the key feature contributing to the players’ enjoyment. In the other hand, LARP games are the variants of boards’ games that need a real people to play the role. When these games are played with the real people, it will increase the interaction among the members of the players and they remained rare until recently.
Implementing “Murder Mystery Game” in Teaching Speaking Narrative
Pre-Activity:
Step one:
Explain to the class that we are going to play a murder mystery game. Everyone will be a character in the game and one of them is the murderer. Give them the background information
Step two:
Define a class into a group and each group consists of 5 until 7 students. The main character cards all contain clues to working out the mystery. For bigger groups use the supplementary cards (they contain no real clues) or for groups of fourteen or more, split the students into two groups and play the game as a competition to see who can work out the mystery first.
Give each student a character card. They need to read and memorize the information. The aim is to act out the game, become the character and not to just read the information from the card. At this point answer any questions students might have about their character.
Whilst Activity:
Step three:
Hand out the worksheets, explain to the class they need to collect information about everyone who was at the party and fill any relevant information on the sheet. At this point go over key vocabulary: alibi, motive, and clue.
Step four:
This stage is a mingling activity with students asking questions and collecting information. Monitor the language used at this point and correct where necessary.
Post Activity:
Step five:
When the students have spoken to everyone who was at the party, have them go back into their original groups. Take back the character cards. Using the information they have collected, the students try to work out who killed the victim and why they did it. This part of the lesson usually leads to some lively discussion, most students will quic
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