Laporan KKL Uniba

English DepartmentLanguage and Art Faculty

University of PGRI BanyuwangiChapter I

INTRODUCTION

1.1 Background

Education is an important thing in supporting human life perpetuity. This is

written in Garis – Garis Besar Haluan Negara (GBHN) 1983 “ to increase standard

of living, intelligence, and health of all Indonesia civilization that fair and reach all

of population and give principles that become stronger to continue the development”.

Education is as an aspect that has main function in establishing the next

University of PGRI Banyuwangi held a KKL program to know how the real teaching

snd learning process in the other school. Thus, the education will be able to produce

human resources who have wide knowledge that always is in human life

development.

KKL (field trip program) is a program the University student. As a warming

up for them in teaching process, so when they have graduated and become real

teacher they would be a professional teacher.

KKL (Field Trip Program) is a must for all students of language Education

and Art Faculty of PGRI Banyuwangi as a way for getting profession experiences

that could be relied on. In KKL (Field Trip Program), the students have to apply all

of the preparation they got in University especially in team working because it needs

a division job in order to get information as good as well.

KKL (Field Trip Program) of University of PGRI Banyuwangi, the students

were localized in some schools in Bali, one of them is SMAN 2 DENPASAR which

is forced as one of model school in Indonesia.

1.2 The Scope of Problem

1.2.1 How is the process of teaching and learning in SMAN 2 DENPASAR?

1.2.2 How are the facilities of SMAN 2 DENPASAR support successful teaching

and learning process?

The Teaching and Learning Process and the Facilities | 1


University of PGRI Banyuwangi1.3 Purpose of the Study

1.3.1 To know teaching and learning process in SMAN 2 DENPASAR.

1.3.2 To know the facilities of SMAN 2 DENPASAR to support its successful

teaching and learning process.



University of PGRI BanyuwangiChapter II

DISCUSSION

2.1 Theoritical Review

This chapter will present some factors which support a successful teaching

and learning process. They are the motivation of students and the role of the teachers

in improving the process of teaching and learning. This chapter will show the result

of our observation in SMAN 2 DENPASAR.

2.1.1 What Is Student Motivation?

Student motivation naturally has to do with students' desire to participate in

the learning process. But it also concerns the reasons or goals that underlie their

involvement or noninvolvement in academic activities. Although students may be

equally motivated to perform a task, the sources of their motivation may differ.

A student who is intrinsically motivated undertakes an activity "for its own sake, for

the enjoyment it provides, the learning it permits, or the feelings of accomplishment

it evokes" (Mark Lepper 1988). An extrinsically motivated student performs" in

order to obtain some reward or avoid some punishment external to the activity

itself," such as grades, stickers, or teacher approval (Lepper).

According to Jere Brophy (1987), motivation to learn is a competence acquired

"through general experience but stimulated most directly through modeling,

communication of expectations, and direct instruction or socialization by significant

others (especially parents and teachers)."

file:///F:/Student_Motivatation.html)

2.1.2 Kinds of Motivation

Student motivation is often divided into two categories:

a. Extrinsic motivation:

A student can be described as extrinsically motivated when he or she engages

in learning "purely for the sake of attaining a reward or for avoiding some

punishment" (Dev, 1997). School practices that seek to motivate students



University of PGRI Banyuwangiextrinsically include publicly recognizing students for academic achievements;

giving out stickers, candy, and other rewards; and taking away privileges, such as

recess, on the basis of students' academic performance.

b. Intrinsic motivation:

A student can be described as intrinsically motivated when he or she is

motivated from within: Intrinsically motivated students actively keep themselves in

learning out of curiosity, interest, or enjoyment, or in order to achieve their own

intellectual and personal goals. According to Dev, 1997, "A student who is

intrinsically motivated will not need any type of reward or incentive to initiate or

complete a task. This type of student is more likely to complete the chosen task and

be excited by the challenging nature of an activity.

http://rudi-stain-krc.blogspot.com/2008/09/increasing-student motivation-in.html

Motivation is very important to support the students in learning. It means

students who have a high motivation will have a higher willing to learn then those

who done.

2.1.3 External Sources of Students’ Motivation.

According to Harmer (The title of his book is “The Practice of Language Teaching,

Fourth Edition)

The motivation that brings students to the task of learning english can be

effected and influenced why the attitude of a number of people. It is worth

considering what and who these are since they from part of the environment from

which the student engages with the learning process.

The goal: one of the strongest outside sources of motivation is the goal which

students perceive themselves to be learning for. Frequently this is provided by a

forthcoming exam, and in this respect it is no surprise to note that teaches often

find their exam classes more commited than other groups who do not have

something devinite to work towards. However, students may have other less

well – devinite goals, too, such as general desire to be able to converse in


http://rudi-stain-krc.blogspot.com/2008/09/increasing-student%20motivation-in.html


University of PGRI Banyuwangienglish, to be able to use english to get a better job or to understand english

language websites, etc.

The society we live: Outside any classroom there are attitudes to language

learning and the english language in particular. Language learning will affect the

students attitude to the language being studied, and the nature and strength of

this attitude will, and its turn have a profount effect on the degree of motivation

the student bring to class and wheter or not motivation continues. Even where

adult students have made their own decision to come to a class to study english,

they will bring with them attitude from the society they live in, developed over

years, wheter attitude are thoroughly positive or some what negative.

The people around us: In addition to the culture of the world them students’

attitude to language learning will be greatly influenced by the people who are

close to them. The attitude of parents and older sibnings will be crocial. Do they

approve of language learning, for example, or do think that maths and reading

are what count, and clearly show that they are more concerned with those

subjects than with the student’s success in english.

Curiosity: We should not underestimate a student’s natural curiosity. At the

begining of a term or semester most students have at least mild interest in who

their new teacher is and what it will be like to be in his/her lesson. When the

students start english for the first time most are interested (to some extent) to see

what it is like. This initial motivation is precious. Without it, getting a class of

the ground and building report will be that much more difficult.

External Sources of Students’ Motivation consist of: society who support students

motivation, suggestions from the other friends, the teacher, interesting methods of

learning.

2.1.4 The rules of teacher

Many commentators use the term facilitator to discribe a particuler, and one

who fosters learner aotonomy though the use of groupwork and pairwork and by

acting as more of a resource then a transmitter of knowledge. However, since we can

say that the aim of all committed teacher is to facilitate learnig, however they go

abaut it, it make more sense to discribe defferent teacher rules in more detail and say



University of PGRI Banyuwangiwhat they are useful for, rather than make value judgements about their effectiveness

in terms of their ‘facilitator’ credentials.

Controller: when teachers act as controllers, the are in charge of the class and

of the activity taking place and are often ‘leading from the front‘. Controllers

take the regyster, tell students things, organise drills, read aloud and in

farious other ways exemplify the qualities of a teacher-fronted classroom.

Prompter: sometime, when they are involved in rule-play activity for

example, students lose the thread of what is going on, or they are ‘lose for

words’ (i.e. they may still have the thread but be unable to proceed

productively for lackof vocabulary). They may not be quite sure how to

proceed. What sould teacher do in these circumstances? Hold back and lat

them work things out for themselves or, instead, ’nudge’ them forwart in a

discreet an supportive way? If we opt for the latter , we are adopting some

kind of a ‘propting’ rule.

Participant: The traditional ticture of teacher during student discussions, rule-

plays or group decision-making activities, is of people who, ‘stand back’

from the activity, letting the learners get on with it and only intervening later

to offer feed back and/or correct mistakes. However, there are also times

when we might want to join in an activity not (only) as a teacher, but also as

a participant in our own right.

Resource: in some activities it is inappropriate for us to take on any of the

rules we have suggested so far. Suppose that the students are involved in

piece of group writing, or that they are preparing for a presentation they are

to make to the class. In such situation, having the teacher take part, or try to

control them, or even turn up to prompt them might be entirely unwelcome.

However, the student may still have need of their teacher as resource. They

migt need to ask how to say or write someting or ask what a word or phrase

means. They might want to know information in the middle of an activity

abaut that activity or they might want information about where to look

something-a book or awebsite, for example. This is where we can be want of

the most important resources they have.

Tutor: When student are working on longer projects, such as process writing

or preparation for a talk or a debate, we can work individuals or small groups



University of PGRI Banyuwangipointing them in directions they have not yet tought of taking. In such

situations, We are combining the roles of prompter and resource –in other

words acting as a tutor.

The teachers are aspect who have important role in teaching and

learning process, because the teachers determine the successful in teaching

and learning process. So, the teachers expected to have a good personality

because the teachers will be a model to students. Not only as a model but also

the teachers must have high dedication towards education so that the teachers

have totality to deliver the material of learning. Teacher is a guide and

facilitator to motivate students in teaching and learning process.

2.1.5 The facilities to support successful teaching and learning process.

It is very important having language laboratory in successful teaching

and learning process because in language laboratory the teachers can expose

the students into the target language by listening to the native speaker speak

trough recorded material. It is also stated in Harmer (306. 2007): “In a

language laboratory all students can listen to material (do exercises or watch

film clips). All students can work with the same recorded material, but because

they have control of their own individual machines, they can pause rewind and

fast forward in order to listen at their own speed.”

It is important having link to the internet, It is also stated in Harmer

(190. 2007): “This is partly because searching is a skill which students and

teachers need to acquire. For example: both teachers and students can find

almost anything they want on the internet. They can go to online dictionary,

newspaper or broadcasting association, they can find song lyric or access

history sites and also they can find film guides and jokes sites.



University of PGRI Banyuwangi2.2 Observation Result

2.2.1 School Profile

1. Name of School : SMAN 2 DENPASAR

2. Status of the school : State

3. School address : General Sudirman Street Denpasar - Bali

4. Learning time : 07.00 – 14.00 WITA

5. Curriculum used : KTSP

6. Amount of teacher : 83 persons

7. Motto:

School Motto: Vidyaya Prajnam Prapnumahe, It means: "With our science

achieve policy". This sentence is taken from the Book of Bhagavad Gita, by a

former Hindu Religious Guru Drs. I Made With Corals that the basic idea that

not all the smart people are always wise, wise person otherwise the future.

8. School Vision:

Vision SMAN 2 Denpasar is "The Concept of Quality Excellence Culture”

9. School Mission:

Produce quality teaching supported by input students, curriculum, personnel

education, school management, facilities and infrastructure and environment.

Carry out enrichment and remedial programs structural

Establish clubs seeded field of study to deal with various competitions, such

as the Olympic Regional, National and International.

Develop optimal culture possessed potential students to support local

government programs as well as efforts to control the emotional level

students.

Carry out regular extracurricular activities and intensive and focused.

Improving all the components of school discipline.

Provide basic leadership training for students.



University of PGRI Banyuwangi Carry out regular worship activities.

Improving the quality of human resources in the procurement of and use of

science laboratory equipment and language.

Streamline the implementation of guidance and consoling so that learners

find identity optimally.

10. Extracurricular

SMAN 2 DENPASAR has many kind of extra curricular such as: Football,

athletics, swimming, badminton, table tennis, silat, basketball, chess, dance, tabuh,

painting, Literature & Theater, Computers, English, Japanese Language, Scout,

Paskibraka, PMR, making banten and cream cymbal for praying ceremony,

especially on Saraswati Anniversary. Some of them there are got a champion such

as:

The first champion, Bali International school Annual Invitational Basketball

tournament.

The first champion, National painting.

National Chess Champion.

The first champion, Bali Wyatamandala.

2.2.2 School Administration

1. MANNER BRINGS OF STUDENTS ADMINISTRATION

There were three test for the student candidates whose will come in

SMAN 2 Denpasar. They are:

1. Essay academic potency

2. Achievement test

3. NEM test

2. MANNER BRINGS OF INVENTORIES ADMINISTRATION

As a Model School, SMA N 2 Denpasar has complete facilities in each

classroom such as laptop and internet network, LCD Projector, and computer.



University of PGRI Banyuwangi2.2.3 Facilities of SMAN 2 DENPASAR

SMA N 2 Denpasar has 30 classroom with 960 students in academic year of

2010 – 2011 and divided into Language Class, Science Classe, and Social Class,

with 32 students in each class. As a Model School, SMA N 2 Denpasar has

completed by facilities. They are :

1. Space Theory / Classroom

There are 22 teory classroom, the large is 22 meter square every class, 6 class

has completed by LCD Projector, screen and had permanent AC and completed by

TV. 2 classes are respectively the acceleration of 1 unit computer. First grade comes

tape wireless 1 unit and 1 unit DVD, 1 classroom still use the space skills with laptop

and internet network, LCD Projector, and computer.

2. Laboratory:

a. Science Laboratory

It has a large around 170 meter square completed by Air Conditioner, LCD, 2

units computers and 1 printer.

b. Language Laboratory

It has a large 85 meter square and completed by 46 Booth, it was built in

2000 equipment was planned to be replaced with a digital manual and completed by

Air Conditioner.

c. Chemistry Laboratory

This area completed by 1 Laptop, 1 projector, a deep glass.

d. Computer laboratory

Spacious room 63 meter square and equipped with 35 computer units and 1

unit server P.4. Air-conditioned.

e. Biology Laboratory

There are stethoscope, microscope, and framework.



University of PGRI Banyuwangi3. Balai Bengong

There are 3 Balai Bengong, 2 near the canteen and 1 in front of the yard.

This area has a function for Teaching and Learning Source, discussion, and so on.

4. Head Master Office.

It has a large 25 meter square. This area completed by Laptop, Internet,

TV, LCD, and Air – conditioned

5. Space Administration

It is located on the second floor with an area of 80 meter square, air-

conditioned, with 7 units of computer and 6 units of printer.

6. Skills Room

Still used for classroom.

7. Teachers Office

It is 174 meter square. It is located on the front, already air-conditioned,

equipped with 9 units of computers to ETA(English Teachers Association).

8. Library

This room completed by computer. This library has many kind of books

such as:

1. Literature books

- Neraka Dunia by M. St. Iskandar

- Layar terkembang by M. St. Iskandar and Ali syahbona.

2. Geography

- Ilmu pengetahuan Bumi dan Antariksa by Drs. Kuswanto

- Program Ilmu – Ilmu Sosial dan Pengetahuan Budaya by Gunawan Hidayat.



University of PGRI Banyuwangi9. Temple

It is located in the middle of yard. On given day, especially at full moon the

students obligate wearing custom cloth to pray together over there.

10. Launch PAD

This tool has a function to access all of information about school, to know

the program of school and so on.

11. Canteen

There are two canteens in SMAN 2 DENPASAR. The students used to

gather and get something to eat over there. In this school there is ‘The honesty

Canteen’ (kantin kejujuran) it means they are able to choose and buy what they want

with exact change.

2.2.4 Bilingual Classroom Observation

a. Interview to bilingual students

We got any information from the students about their experiences during

study in SMAN 2 DENPASAR. One of them is Surya, he is one of clever student

there. When we interviewed Surya about motivation why did he learn bilingual, he

said that “English is very important for him because he wants to get more skill about

English. He wants be able to practice with foreign tourist because sometimes there

were foreign tourist came to his house had a business with his father. So, why is his

parent must look for a guide if he could do it by himself. He thought, it was

advantages for him. Not only got more skill about English but also he got some

money from his experience to be a guide.

He also learns the other language such as French and Japanese. He have

community in his school, the name of Surya’s community is ESS (English Student

Society). This activity has a rule. So, student must speak english during this activity

happens. It has punishment for students who have made a mistake whenever he/she

speaks indonesia. The punishment is he/she has to simulate comedian’s artist style

on highway pavement, such as: Budi Anduk, Tukul Arwana, and so on.



University of PGRI Banyuwangib. Classroom Observation

when we did abservation in the bilingual classroom, we got information

about how to bilingual students study in the class. As we know, The school has

Hotspot which has a function for searching information about their lesson or the

other information. the students are able to connect the internet for supporting their

learning process in the class. So, The students not only study in the class but also can

learn many kind of lessons that they found from internet.

c. Interview to bilingual teachers

Bilingual classroom is a common program that favored class of a school.

Usually this class is always given more attention. The facilities and infrastructure

that supports in the process of learning and teaching is always sought is the best of

the school. Because there is no doubt that this is what becomes the icons of the

school, thus becoming a major attraction for prospective students.

In addition to the facilities and infrastructure that supports, there is also an

aspect that is not less important and should be special attention, that is the bilingual

teacher. So was the case in SMAN 2 Denpasar. In addition to the facilities and

infrastructure in a bilingual class such as laptops, the Internet, and others, the

teachers who teach in these classes also are the teachers who really qualified.

But it was no doubt that the problem is something that can be instantly

appear in the classroom. Because in SMAN 2 Denpasar itself is not applied the

classification of students who have comprehension with a slow speed, the bilingual

teachers must have special preparation in managing the class. According to Mrs.

Niluh Gede, the English teacher once the head deputy of public relation in SMAN 2

Denpasar, "In teaching process there should be personal preparations. Starting from

the preparation of administration, preparation of teaching materials, mental

preparation, the methods of teaching, up to the classroom management to

performance thing. Which in this case a teacher must know ETA(English Teachers

Association). That is a forum organized by the subject teachers to share mutual

experiences in the classroom management. "



University of PGRI BanyuwangiThrough the discussion forum among teachers of subjects that are conducted

intensively, the teacher will know and understand the condition of students, for

example about their interests against the relevant subjects, about the methods to

deliver the materials and course the material can be accepted by all students in

bilingual classes, also as well as motivations that can be given by the teachers to the

students. For example, the teachers motivate students to actively learn English by

showing them the benefits they will get if they have mastered English.

In the interview, Mrs. Niluh Gede also gave some advices for grade

bilingual teacher candidates. That to become a bilingual teacher need special

preparations, them are :

1. A bilingual classroom teacher candidates should early familiarize themselves to

English.

2. Expand to get experience from outside.

3. Learn the material well in order to have the material to be conveyed in the

classroom.

4. Convey only materials that is controlled, and

5. Cover the mistakes with a good improvisation.

2.3 Relationship between Theoritical Review with Observation Result

Apparently, SMAN 2 DENPASAR have measured as International

Standart School. from observation result group 6, teaching and learning process in

SMAN 2 DENPASAR completed by many kinds of facilities, such as hotspot which

gets essential role in teaching and learning processes of bilingual student, Lab

listening that really is equal to, even there is one of student mastered trilingual:

English, Japanese, and French.

It doesn't take down from teachers’ roles that used to give motivation to the

students as deep as Jeremy Harmer's book (The Practice Of English Language

Teaching). The teacher as a conselor: when teachers act as controllers, the are in

charge of the class and of the activity taking place and are often ‘leading from the

front‘. The teacher as a prompter: sometime, when they are involved in rule-play



University of PGRI Banyuwangiactivity for example, students lose the thread of what is going on, or they are ‘lose

for words’ (i.e. they may still have the thread but be unable to proceed productively

for lack of vocabulary). The teacher as a participant: The traditional ticture of teacher

during student discussions, rule-plays or group decision-making activities, is of

people who, ‘stand back’ from the activity, letting the learners get on with it and

only intervening later to offer feed back and/or correct mistakes.

The teacher as a resource: in some activities it is inappropriate for us to take

on any of the rules we have sagested so far. The last, teacher as a tutor: When

student are working on longer projects, such as process writing or preparation for a

talk or a debate, we can work individuals or small groups pointing them in directions

they have not yet tought of taking. In such situations, We are combining the roles of

prompter and resource –in other words acting as a tutor.



University of PGRI BanyuwangiChapter III

CLOSING

3.1 Conclusion

Motivation is very important to support the students in learning. It

means students who have a high motivation will have a higher willing to learn

then those who done.

The teachers are aspect who have important role in teaching and

learning process, because the teachers determine the successful in teaching and

learning process. So, the teachers expected to have a good personality because

the teachers will be a model to students. Not only as a model but also the

teachers must have high dedication towards education so that the teachers have

totality to deliver the material of learning. Teacher is a guide and facilitator to

motivate students in teaching and learning process.

It is very important having language laboratory in successful teaching

and learning process because in language laboratory the teachers can expose the

students into the target language by listening to the native speaker speak trough

recorded material.

It is important having link to the internet, because it can increase the

students chance to be exposed to the target language.

All of the factor above are available in SMAN 2 Denpasar. So it is

choosen as the SKM (Sekolah Kategori Mandri), PBKL (Program Berbasis

Keunggulan Lokal), and as the PSB (Pusat Sumber Belajar)

3.2 Suggestion

1. The bilingual students must have motivations to increase their English skill.

2. The English teachers must master the material and able to conduct the computer

assisted learning.



University of PGRI BanyuwangiRefferences

file:///F:/Student_Motivatation.html

(accessed on 1st February 2011)

http://rudi-stain-krc.blogspot.com/2008/09/increasing-student motivation-in.html

(accessed on 1st February 2011)

Harmer Jeremy. “The Practice of Language Teaching, Fourth Edition

accessed on 1st February 2011)


http://rudi-stain-krc.blogspot.com/2008/09/increasing-student%20motivation-in.html


University of PGRI BanyuwangiFILE ATTACHMENT


Activity in theory class Activity in science lab

Administration Room

Teacher Room Activity in Computer Lab

Language Laboratory


University of PGRI Banyuwangi


Head Master Office

School Library


University of PGRI Banyuwangi


Laporan KKL Uniba

Documents

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