Saidah Yunus Thesis Proposal

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THESISPROPOSAL

Name :SaidahYunus

Fac/Jur :English

Semester :Six(VI)

Nim :TE.090405

Title :ApplicationDiscussionMethodstoimprovinglearningoutcomesofstudentatSeniorHighSchool5Arang-arangVillageKumpehUluSubdistrictMuaroJambiRegency.

CHAPTERIINTRODUCTION

BackgroundofthestudyEducationisafundamentalaspectoflifeforthenation'sdevelopmentofacountry.Intheeducationinschoolsthatinvolveteachersaseducatorsandstudentsaslearners,embodiestheinteractionofteachingandlearningorthelearningprocess.Inthecontextofthisadministration,teachersconsciouslyplanteachi

ngactivitiesinasystematicandguidedbyasetofrulesandplansofeducationarepackagedintheformofcurriculum.Enhancedcurriculumonanongoingbasistoimproveutu-orientededucationandadvancementofthenationaleducationsystem,seemsnottodirealisaaikantothefullest.OneoftheproblemsfacedineducationinIndonesiaistheweaknessofthelearningprocess.Educationplaysanimportantroleforpeople'slives.Especiallyforteachersandstudentswhoruntheeducationprocess.AccordingtotheLawoftheRepublicofIndonesiaNumber20of2003inArticle1,paragraph1statesthat"Educationistheconsciousanddeliberateefforttocreateanatmosphereoflearningandthelearningprocesssothatlearnersareactivelydevelopingthepotentialforhimtohavethespiritualpowerofreligion,self-control,personality,intelligence,noblecharacterandtheskillsneededthemselves,society,nationandstate.

Educationisoneareathatisprioritizedinnationaldevelopment,asitwillmakedreamscometruefortheintellectuallifeofthenation.Variousattemptshavebeenmadebythegovernmenttomeningkatkanmutueducation,suchasrepairandimprovementofinfrastructure,organizationofteachers,methodsandcurriculumimprovement.Giventhecriticalimportanceofeducationforlife,theneducationmustbeimplementedaswellaspossible,soastoobtaintheexpectedresults.Intheimplementationofeducationatthepresenttimearerequiredtofollowperkembanaganthatlateragechildrencanparticipateinacommunityenvironmentandcanapplytheknowledgeandskillsthathavebeendiperolahnya.Responsibilityofeducatorsisthekeytosuccessineducation,teachingandencouragementtotheprofessionwillbiasdiiringinprovideaddedvaluetothelearningprocess.

AccordingtoNanaSudjanainhisbookthebasicsofteachingandlearningprocessisawayofexplainingthemethodofteachingusedbyteacherstomakecontactwiththestudentsonthecourseofteaching.Therefore,theroleofteachingmethodsasatooltocreatethelearningprocess.Learningisaprocessofchangethatoccursinapersonthroughthestrengtheningresultinginpermanentchangesinhimasaresultofexperience.Teachingisacomplexandvariedasthestudents,thenthereisnosinglewayunderoneffectiveteachingforallthings.Educationisaconsciousanddeliberateefforttocreateanatmosphereoflearningandthelearningprocesssothatlearnersareactivelydevelopingthepotentialforhimtohaveareligiousspiritualstrength,


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self-control,personality,intelligence,noblecharacter,andtheskillsneededthemselves,society,nationandstate.AlotofefforttodowellagainstLabourEducationoreducational,aswellasfacilitiesandinfrastructure.Oneeffortcanalsobedonethroughstudent-siswinya.Thelearningprocessiscarriedoutbymanyeducatorsnowtendtotheachievementofcurriculummaterials,moreemphasisonconceptsratherthanonunderstandingpenhhafalan.Itcanbeseenfromtheactivitiesintheclassroomlearningactivitieswhicharealwaysdominatedbytheteacher.Inthepresentation,usuallytheteachermakeuseoflecturemethod,Dimanstudentsjustsit,recordandlistentowhatdisampaiknnyaandfeweropportunitiesforstudentstoaskquestions.Thus,theatmosphereisnotconducivetolearningsothatstudentsbecomepassive.Effortstoimprovestudentachievementisinseparablefromavarietyoffactorsthatinfluenceit.Inthiscaserequiredacreativeteachercanmakelearningmoreinterestingandlikedbythestudents.Classroomatmosphereneedstobeplannedandconstructedinsuchawaydenaganuseappropriatelearningmodelssothatstudentscanearntheopportunitytointeractwitheachothersothatinturncanbeobtainedbystudyingtheoptimalperformance.Today,educationadalhmodificationofbehaviorisachievedthroughtechnologicalsupport.Inrealtermsitappearsthatreplacingtheroleofteachersteachingwithmodernsophisticatedequipment.Andstudents'roleasatrainertolearneverythingwiththehelpoftechnology.Soistheever-changingcurriculumdenaganaccordancewiththetimes.Englishsubjectsisoneofthesubjectsareveryimportantlanguagebecauselang

uageisasocialphenomenonthatcannotbeseparatedfromtheexistenceofsocietyitself.Languageisneededbythepublicastheirfellowadhesive,asacommunicationtoolinmeetingtheneedsoflifeaswellasculturalidentity.Englishasaninternationallanguage,Englishisspokenwithaverywidedistributionrangeasthelanguageoftheworld'sinformation,scienceandtechnology,aswellasthecommunicationmediumbetweennations.InthedevelopmentofscienceandtechnologyisfullofcommunicationinEnglish,theempowermentofEnglish.ItisthereforenoexaggerationtosaythatpresumablyinIndonesia'shumanresourcesisanidealresourcetoequipthemselveswithskillsinEnglish.EveryoneshouldlearnEnglishbecauseithasbeenagreedinternationallytocommunicateacrossborders.TheproblemiswhetherwecancommunicateinEnglish.Weknowthattheworldisincreasinglyglobal,ourforeignlanguageskillsincreasinglydemanded,especiallyEnglish.Englishlearningneedsthespiritandselfd

iscipline.Notthesameascookingtheinstantnoodlesandinstanthopeso.Orjustlikemagic,adirectintensepresto.Bettertolearnlittlebylittleonaregularbasis,ratherthanalotbutatthesametime.Teachersaseducatorsalwaysmakeadifference,sowhatcanbetaughttounderstandthestudents.Manythingsarealwaysdonesothatthelearningprocessiscarriedoutcanmakethestudentsunderstandwhatisbeingtaught.Oneofthemisalwaysupdatingstrategies,methods,andmodelsoflearning.Varietyofnewmethodsismostlydonebytheteachertotheclassbelajrvarysodonotmakethestudentsboredwiththelearningthat'sit.InActNo.ofteachersandlecturers.14In2005thedimensionsofcompetencytobeownedbytheteachers'pedagogiccompetence,professionalcompetence,personalcompetenceandsocialcompetence.Referringtothis,theteachersstrivetomakelearningactive,ninofatif,kretif,effectiveandfun.Itwascertainlydone

bytheteachertocreatethebestlearningforstudentssiswinya.ThelearningprocessintheEducationUnitLevelCurriculum(SBC)requirestheactiveparticipationofallstudents.Thus,student-centeredlearningactivities,theteacherasamotivatorandfacilitatorinitfortheclassmorelivelyatmosphere.Sunardistatesthecauseofthelowqualityofeducationistheuseofinappropriateteachingmethods,evaluationtoolsthatarelessgoodorlessmaterialgiveninaccordancewiththelevelofstudentthinking.EffortstoimprovethequalityofEnglisheducationhasbeenconductedbyseveralparties,especiallythegovernmentthroughtheMinistryofEducation.Itcanbeseenbytheimprovementof


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curriculum,improvementoflearningsystems,improvementofqualificationofteachers,procurementofequipmentandlessons.InordertoimproveteachingandlearningEnglish,hasbeenwidelyappliedapproach,strategy,mediaandlearningmodelsthatimprovethequalityoflearning,oneofwhichisthemodel.EnglishlanguageteachingmethodscannotuseonemethodbecauseofitsownEnglishlanguagethatisitselfnotasasciencedinamis.Bahasabutasaskillsothattheuseofappropriatemethodsneedtobedone.SearchauthorinseveralarticleseitherviatheinternetmapunlocallibraryhasnotbeenfoundfortheresultsofresearchthebestmethodsofteachingEnglish.AccordingtoSlavinstudentswhoworkinlearningandresponsibletohisteammatesabletomakethemlearnaswell.Inthiscasetheapplicationofcooperativelearningcarriedout,basedonthetheorythatstudentswillmoreeasilyfindandunderstandtheconceptsthataredifficultiftheyareabletodiscussconceptswithothers.Studentsasalearningobjecthasavarietyoflearningstylesandneedsawaydifferentmethodsatua,thereforetheteachermustsettherightstrategyinchoosingteachingmethods.Ineffectivemethodsofeducationwillbecomeanobstacletothesmoothprocessoflearningsomuchenergyandtimewasted.Therefore,themethodadoptedbyateacherwouldbeefficientand,ifcapableofuseinachievingthegoalsset.Oneattemptthatwasneverabandonedbyteachersishowtounderstandthepositionofthemethodasoneofthecomponentsthattakepartthesuccessofthelearningactivities.Intheprocessoflearningamethodwouldbedevastatingtothestudentinunderstandingalessonthatteaches,becausethemethodofstudents

interestedinpayingattentionintimeswhentheteacherwasexplainingbefore.Manyproblemsthatoccurinenvironmentsthatrequirediscussionbystudentsofmorethanonecourse,whichismainlytheissuesthatrequirecooperationanddeliberation.Ifsodeliberationordiscussionoftheroadsolutionthatgivesthepossibilitytogetthebestsettlement.Discussionmethodinteachingandlearningprocessmeansthemethodofexpressioninthedeliberationtoreachaconsensus.Thusthecoreofthediscussionisthesenseofmeetingofminds.Necessarytosolveproblemswithinavarietyofanswers.Oftheresponsechosenoneanswerismorelogicalandmorepreciseandhaveastrongargument,whichrefusedtoanswermepunyaiweakargument.Itisindiscussionstoobtainthenecessarydiscussionoftheopinionthatthemeetingissupportedbyarguments,counter-argumentargument.Basedontheteachingmethodsandtheabovereasonstheresearcherswantedtofi

ndoutwhethertheapplicationofthemethodofdiscussioncanhelpteacherstoimprovestudentlearningoutcomesinsubjectEnglish.Discussionofthescientificmethodistheconversationthatcontainsanexchangeofviews,ideasandtheappearanceofthetestingconductedbytheopinionofsomepeoplewhoaremembersofthegrouptoseekthetruth.Methodofdiscussionisalsointendedtostimulatestudentstolearnandthinkcriticallyandissuedanopinioninarationalandobjectivepreformancesolvingaproblem.Oneefforttoimprovelearningoutcomes,researcherswillcarryouttheimprovementoflearningEnglishthroughclassroomactionresearch.Inadditiontoimprovingthelearning,theimplementationofimprovementsalsoaimtoqualifyforearnedhisundergraduateprogram(S1)Englishlanguageeducation.NexttimewhenresearchersinotherresearchsiteisinSeniorHighSchool5MuaroJambi,seenafewgapswhenteachersteachare:(1).Teachingmethodsareles

sprecise.(2).Thelowmaterialmasteredbystudents.(3).Classroomenvironmentsthatarelesssupportive.(4).Usuallystudentsonlyrecordandaresatisfiedwithjaabanlistedontheboard.Therefore,basedontheabovefindingsofresearchersinterestedinexaminingtheapplicationofthemethodstaughtbyateacherinaclassroomactionresearchpaperentitled:ApplicationofDiscussionMethodtoImproveStudentResultsInEnglishSubjectatSeniorHighSchool5Arang-ArangVillageKumpehUluSubdistrictMuaroJambiRegency.


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GivesinformationonhowtosolvetheexistingproblemsintheprocessoflearningEnglish,especiallyhowtoimprovestudentlearningoutcomesinlearning.CanthenbeseenwhetherthemethodoflearningthroughdiscussioncanimprovestudentlearningoutcomesinthediscussionoflearningEnglish.WhetherstudentsareinterestedinlearningEnglish.Theresultsofthisstudycanalsoincreaseknowledgeofbasiceducation,especiallyonthesubjectsofEnglish.2.2.InPractical

ForstudentsWiththeapplicationofthemethodofdiscussionisexpectedtoprovideapleasantatmospheresothatitcanimprovelearningoutcomes.

ForteachersThestudyisexpectedtoprovideanoverview,addinsightandexperienceinlearningbyusingthemethodmelakasanakandiscussion.

ForschoolsExpectedtobeusedasaninputfortheschooltomeninkatkanstudentlearningoutcomesandthisresearchcanbeusedasasolutiontotheproblemsthatariseintheprocessoflearningatSeniorHighSchool5Arang-ArangVillageKumpehUluSubdistrictMuaroJambiRegency.

ForResearchersAsoneoftherequirementsofobtainingaBachelordegree(S1)majoringinEnglishFacultyofTarbiyahInstituteforIslamicStudiesSaifuddinSultanTahaJambi

.

CHAPTER2FRAMEWORKTHEORY

ThedefinitionofEnglishLessonSubjectsofEnglishisonesubjectthatisveryimportantlanguagebecauselanguageisasocialphenomenonthatcannotbeseparatedfromtheexistenceofsocietyitself.Languageisneededbythepublicastheirfellowadhesive,asacommunicationtoolinmeetingtheneedsoflifeaswellasculturalidentity.Englishasaninternationallanguage,Englishisspokenwithaverywidedistributionrangeasthelanguageoftheworld'sinformation,scienceandtechnology,aswellasthecommunicationmediumbetweennations.EveryoneshouldlearnEnglishbecauseithasbeenagreedinternationallytocommunicateacrossborders.TheproblemiswhetherwecancommunicateinEnglish.We


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knowthattheworldisincreasinglyglobal,ourforeignlanguageskillsincreasinglydemanded,especiallyEnglish.InthedevelopmentofscienceandtechnologyisfullofcommunicationinEnglish,theempowermentofEnglish.ItisthereforenoexaggerationtosaythatpresumablyinIndonesia'shumanresourcesisanidealresourcetoequipthemselveswithskillsinEnglish.B.DefinitionofLearningLearningisaprocessofchangeinindividualbehaviorthatoccursduetointeractionwiththeenvironment.Thisunderstandingemphasizestheindividualinteractionswiththeenvironment.Learningisdefinedasbehaviormodificationorconfirmationbyexperience(Learningisdefinedasthemodificationorstrengtheningofbehaviorthroughexperiencing).Basedonthisunderstanding,learningisnotanoutcomeornotisalsoadestinationbutaprocessoranactivity.Learnnotonlytheprocessofrememberingormemorizing,butfarfromit,namelytheprocessofexperiencingsomething.AccordingtoSyaifulBahriandAswanDjamarahZain,learningisaprocessofbehaviorchangethankstotheexperienceandtraining.Thismeansthatthepurposeofactivitiesischangesinbehavior,whetherinvolvingknowledge,skillsandattitudes,evencoveringallaspectsoftheorganism,orprivate.Learningisacomplexprocessthatproducesavarietyofdifferentkindsofbehaviorcalled"capacity".Itacquiredthecapacityof:

a.Stimulusfromtheenvironment,andb.Cognitiveprocessesthatdobylearner.

Fromdefinitionoflearningabove,canconcludethatlearningisprocessofchangebehaviourofsomeonethatproduceavarietykindofnewbehaviourincludedskill,knowledge,attitudes,experienceetc.

C.LearningoutcomesLearningoutcomesaretheresultofaninteractionofactionlearningandteaching.AccordingtoBurton(1952)studyresultsarepatternsofactions,values,understandings,attitudes,appreciation,skills(abilities)andskills.

AccordingtoBloom,learnsomevitallessonstogroupresultsinthreeareas(Domains),knownasBloom'sTaxonomy,thecognitiveaspect(knowledge),affectiveaspect(attitude),PsychomotorDomains(skills).Theresultsofstudyingthelearningexperiencesofstudentsobtainedintheformofcertainabilities.Learningoutcomesarerelativelysedentarybehaviorchangeinapersonasaresultofone'sinteractionwithitsenvironment.Learningoutcomesaretheresultofinteractionbetweenthevariousfactorsthatcallthemselvesstudentsbothinsideandoutsidedidriastudent.Extensionofsocialfactorsarenumberoffactorsincludingtheschoolenvironment.Theresultsofstudywilllookatanychangestothoseaspectsofknowledge,understanding,habits,skills,appreciation,emotional,socialrelationships,physical,moralcharacter(ethics),andothers.

Learningoutcomesaretheresultofanactoflearningandteachingacts.Intermsofteachers,teachingconcludeswithanevaluationofthestudentlearningoutcomes,learningoutcomesaretheendpieces,andthetopofthelearningprocess.Masteryoflearningoutcomesisnotanexercisebutachangeinbehavior.Behaviorchangeasaprocesscalledlearning.Asaresultoflearning,thechangesthatoccurintheoneplaceonanongoingbasisisnotstatic.Onechangethatoccurswillcausethefollowingchangesandwillbeusefulforstudyingprocessesoflifeorthenext.Learningoutcomesarechangesinbehaviorthatisalwaysgrowingandfocusedtogetsomethingbetterthanbefore.Themoreushahadilkukanlearning,thebetter


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thechangesobtained.Theresultsofstudyingthechangesinaspectsofcognitive,affective,andpsychomotor,whichisobtainedbystudentsthroughthelearningprocess.Theresultsofstudyingthecognitiveaspectsthatincludeknowledge,comprehension,application,analysis,synthesis,andevaluation.Sothelearningprocessissaidtohaveachievedcompleteiftheremainingindicators.Understandingoflearningoutcomesthathavebeenproposedbytheexpertsabovecanbesynthesizedthatlearningoutcomesarechanging.Thereforeonewhoisdoingthelearningactivitiesandobtainachangedlamhimselfbygainingnewexperiences,thentheindividualissaidtohavelearned.Behaviorthatchangesoccurinthestudyhavecharacteristics:

Changesoccurconsciously.Changesinthefunctionalstudy.Changesarepositiveandactive.Notchangewhile.Aimsanddirectionalchanges.Coversallaspectsofbehavior.

Fromdefinitionlearningoutcomesabove,canbeconcludethatlearningoutcomesistheresultoflearninginvolvingaspectcognitive,afective,andpsychomotorandthisresultisaninteractionofactionlearningandteaching.

D.TeachingMethods

1.Understandingofteachingmethods

Inalllearningactivities,teachingmethodsplayaveryimportantandisamajorsupportersuccessorfailureofateacherinteaching.Methodisthemeansusedtoachievegoalseffectivelyandefficiently.Themethodofteachingistheway-thewaytheprocessratherthanateachingprocess,orsomethingabouthowtechnicallearningmaterialsprovidedtostudents-studentsinschools.Methodoflearningisthewaythatteachersusetoconveyalessontothestudent.Becausethedeliverytookplaceineducationalinteraction,thenthemethodcanbeinterpetedasawayoflearningthatisusedbyteacherstomakecontactwithstudentsduringthecourseofteaching.Thus,thelearningmethodisatoolforcreatingteachingandlearningprocess.Fromthedefinitionabovecanbeconcludethatmethodisawayusedbytheteachertopresentthelessonmaterialtosisswaacertainwaytoachievethegoalof

teaching.

2.UnderstandingMethodsDiscussionMethodofdiscussionistheinteractionbetweenstudentswithastudentorteachertostudent,describeouttheproblem,exploreaparticulartopicorissue.Discussionmethodisamethodofteachingwheretheteachermemberofaproblemorproblemstothestudentsandthestudentsweregiventheopportunitytogethertosolvetheproblemdenagnfriends.Discussionisascientificconversationbysomepeoplewhojoingroupstoexchangeideasaboutanissueorworktogethertofindsolutionstogettheanswersandthetruthofthematter.Discussionmethodisawayofpresentinglearningmaterialsinwhichtheteacherprovidesanopportunityforstudents(studentgroups)toholdascientificdeba

teinordertocollectopinions,makeconclusionsorthepreparationofvariousalternativesolutionstoaproblem.Discussiontechniqueisoneoftheteachingandlearningtechniquesdoingbyateacherattheschool.Inthisdiscussionthereisinteractionbetweentwoormoreindividualsinvolved,mutualexchangeofexperience,information,sussouttheproblem,itcanhappenalltooactivenopassiveasalisteneronly.Discussionsareteachingstrategies(intruksional)involvingstudentstoshareideasonacommontopic.Themethodissimilartotheworkinggroupdiscussionsandcooperativelearningbecauseitemphasizesthestudentinteraction.


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AcordingDepartmentofEducation,thediscussionmethodisdefinedasameansofmasteryofcoursecontentthroughwahanwexchangeopinionsbasedonknowledgeandexperiencegainedinordertosussouttheproblem.Discussionmethodofteachingisseenasoneofthemosteffectivemethodforsmallgroups,especiallylearningacomplexskillsuchascriticalthinking,problemsolving,personalcomments,learningdiscussionmethodcancarryoutexchangeofideas,facts,andopinionsamongstudents,therebymakingtheatmosphereoflearningtobedynamic.Discussionistoprovideanalternativeanswertosolvethevariousproblemsoflife.Witharecordofmaterialthatwillbediscussedindepthmustbecontrolled.DiscussionmethodsinuseWhereIt'sMatch:Thematerialpresentedisinalow-levelkesempatanya.Forthedevelopmentofattitudesorgoalsthatareeffectiveteaching.Forpurposesthataresistensisanalysis,andahighlevelofunderstanding.Discussionmethodisaveryeffectivetoolifitinvolvedonlyafewparticipants.Kang&Song(1984)definesasagroupdiscussionormeetingbetweentwopeopleormorewhomemabahasparticulartopicinthespotlighttogether.Discussionisamethodoflearninghowtomanagethepresentationofthematerialthroughproblemsolving,ortheanalysisoftechnologyproductstosolvethesystemisveryopen.Adiscussionoftheactivesupportofstudentsassessedwhenthediscussioninvolvesallmembersofthediscussionandresultsinaproblem-solving.Someunderstandingoftheabovediscussionitcanbeconcludedthatthemethodi

samethodofteachingusedbyteacherstoimprovestudentlearningoutcomesbygivingopportunitiestostudentstogettogetheroringroupsissuedanopinion,experienceorknowledgeownedbyeachstudenttoinsussouttheproblemgivenbytheteacherinordertoobtainadecisionoroutcometobetogether.Ifthismethodiswellmanaged,theenthusiasmofstudentstoengageinthisforumisveryhigh.Theprocedureisasfollows:thereshouldbeadiscussionleader,thetopicstobediscussedmustbeclearandengaging,participantscanreceiveandgive,andtheatmosphereofdiscussionwithoutpressure.Necessarytosolveproblemswithinavarietyofanswers.Oftheresponsechosenoneanswerismorelogicalandmorepreciseandhaveastrongargument,whichrefusedtoanswermepunyaiweakargument.Itisindiscussionstoobtainthenecessarydiscussionoftheopinionthatthemeetingissupportedbyarguments,counter-argumentargument.

Discussionisgoodifdoingthatdiscussabout:

a.Thethingsthatinterestandattentionofstudents/urgent.Studentswillhaveastrongmotivationtosolvetheproblem,iftheyareinterestedandpayingattentiontotheproblem.b.Problemsthatmustcontainalotofpossibleanswers,eachanswerdamcanbeguaranteedaccurate.c.Shouldstimulateconsideration,theabilitytothinklogicallyandtocomparebusiness.a.PrinciplesofdiscussionPrinciplesofdiscussionisthefollowing:

Involvestudentsactivelyinthediscussionisheld.Requiredorderandregularityinrotatingmegemungkakanopinionledbya

chairmanormoderator.Discussedtheissuewiththedevelopmentandabilitiesofchildren.Theteachertriedtoencouragestudentswhoarelessactivetomakeori

ssuehisopinion.Studentsareaccustomedtorespectotherpeople'sopinionsinfavorofo

ragainsttheopinion.

b.TheStepsindiscussionTheStepsYouNeedOnTheImplementationDiscussion:


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a.Theselectionoftopicswillbediscussed.b.Intheformofdiscussiongroups,andc.Thestudentshaddiscussionsintheirrespectivegroups.

Aswithothermethods,themethodalsohasadiscussionofthevirtues.Meritsthat,amongotherthings:

a.Conditioninclassislife,forthestudentsdirectinghisthoughtstotheissuesbeingdiscussed.Partisifasistudentsinthismethodisbetter.b.Thestudentstopracticecriticaltoconsidertheopinionofhisfriends,thentakeastand,accept,rejectordonotthinkatall.c.Canraisetheachievementofindividualpersonalitysuchastolerance,democraticattitude,criticalattitude,systematicthinkingandsoon.d.Usefulforeverydaylife,especiallyinademocracy.e.Anexercisetomeettherulesandregulationsapplicableinthedeliberations.

Besidesthegoodthingsthathavebeenraisedabovemethoddoesnotescapethediscussionoftheweaknesses,suchas:

Discussionsaregenerallycontrolledbyastudentwholikestotalk.Forstudentswhodonotactivelyparticipatethereisatendencytoesca

pefromresponsibility.Alotoftimeinuse,buttheresultsaresometimesnotasexpected.

Difficulttobeusedatlowlevelsinprimaryschool,butnotimpossible.Waystoovercometheweaknessesofthediscussionmethodthereareseveralwaysthatcanbepursuedtoovercomethedisadvantagesofmethodsofdiscussioninclude:Inusingthemethodofdiscussionnotethefollowingrequirements:

a.Theextentofstudentb.Dificultyoflevelthatrequiresaserioussolutiontobeledbytheteacher.c.Ifthediscussionleadershouldbegiventopupilsissetinrotation.d.Teachersshouldnotrelyentirelyonstudent-leddiscussion,needguidanceandcontrol.e.Teachersseekallstudentsparticipatinginthediscussionpart.f.Arrangedsothatstudentsgetaturntospeakandtheotherstudentslearnto

bepatienttolistentohisopinion.

Inthismethodthestudentisexpectedtobeactiveinthediscussionwhetheritisasked,answered,andaimstoincreasestudentconfidence,cooperationwithothers,studentscansolveproblemsthatdidiskusiit,andothers.

c.ThetaskTeacherIndiscussionThetaskTeacherIndiscussionasfollows:

a.Canactasaleaderinthediscussion.b.Pursuediscussionsnetstopreventthedialogorjustquestionsandanswersbetweenteacherandstudentorbetweentwostudentsonly.c.Asamoderatorwhocanmegamankan,refusingorexpressinganopinionandsugg

estionstotheparticipants.

Fromdefinitionabove,canbeconcludethatdiscussionmethodisoneofthemethodofteachinglearningwhichthismethodgiveprioritytocooperativebetweenonetstudenttoanotherorstudenttoteacher.Thismethodalsogoodtodiscussaboutaparticularorissue.

E.HypothesisHypothesisisatemporaryanswertowardtheproblemstatementwheresuchproblemstatementhasbeenstatedininterrogativesentence.


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Thehypothesisofthisresearchisstatedasfollow:Ha:DiscussionmethodcanimprovinglearningoutcomesofstudentatSeniorHighSchool5Arang-arangVillageKumpehUluSubdistrictMuaroJambiRegency.Ho:DiscussionmethodcantimprovinglearningoutcomesofstudentatSeniorHighSchool5Arang-arangVillageKumpehUluSubdistrictMuaroJambiRegencyRo>rt(roberservasi>ttabel) Haacceptable

G.TypesofresearchTheapproachthatisgoingtobeusedinthisresearchisQuantitativeApproach.Thisresearchisaimedtofindtheinfluencebetweenthetwovariables,relatively,independentanddependentvariable.TheonewhichisasindependentvariableisUsingPodcastsandtheotherisStudentsLearningOutcomesinSpeaking

CHAPTER3RESEARCHPROCEDURES

A.ApproachofResearchTheapproachtobeusedistheapproachwhichtheauthorswouldliketoknowkualititatifimprovedstudentlearningoutcomesinEnglishsubjectsbyusingthemethodofdiscussioninclassXHighSchoolDistrict5Arang-arangVillageKumpeh

UluSubdistrictMuaroJambiRegency.AscreatedbySpradleywhosaidthatqualitativeresearchmethodsisthekindofresearchthatreliesontheunderstandingandinterpretationofsymptomsorsocialphenomena.Therearesomecharacteristicinqualitativeresearch,asitissaidcreswelthemaincharacterinqualitativeresearchare:first,tracingitsdevelopmentindetailtheproblemandfocusononeparticularphenomenon.Second,theliteratureortheoryandrulesusedtoformulatetheprobleminthebackrest.Third,informulatingtheproblemandresearchquestionsaswellastheachievementofresearchingeneral,determinedbydirectexperienceofresearchersparticipatingin


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asocialsituationinapreliminarystudy"grandtour"totheresearchconducted"minitour".Fourth,datacollectionstartedfromasimplechoiceofwordsorspecifictoabroaderormoregeneral.Fifth,dataanalysisisdescribedandthethemespresentedintheanalysisareinterpretedtobemeaningful.Sixth,writingresearchreports,bothrelatedtothestructureandvariousformsofdatapresentationisveryflexibleanddeterminedbythereflectionofthesubjectivityoftheresearcher.

B.SettingandSubyekofResearch1.SettingofResearch

a.ResearchPlaceResearchPlaceinSeniorHighSchool5MuaroJamnbiRegencyatt

hefirstgradestudentasmanythirtystudentsthatlocationSuakKandisstreetArang-arangVillageKumpehUluSubdistrictMuaroJambiRegency.

b.ResearchTimeThisresearchisdoneatsecondsemesterinacademicyear2011/2012atclassX2SeniorHighSchool5Arang-arangVillageKumpehUluSubdistrictMuaroJambiRegency.2.ResearchSubjectThisSubjectresearhisthestudentatclassX2SeniorHighSchool5Arang-arangVillageKumpehUluSubdistrictMuaroJambiRegencyamounttothirtystudent.

SourcesofData

PrimarydataPrimarydataistheresearchdataobtaineddirectlyfromgenuinesources(notthroughanintermediary).Primarydataisdatathatiscollectedorobtaineddirectlyfromrespondentsduringthefieldwork,dataobtainedintheformofinformationorparticularsconcerninganddirectlyrelatedtotheproblemsabove.

SecondaryDataSecondarydataisthesourceofresearchdataobtainedbyinvestigatorsindirectlythroughitsmedium(obtainedandrecordedbyothers).

Suchdataare:HistoryandgeographyMANModelofJambiCity

TheorganizationalstructureThesituationofteachers,students,andadministrativestaffCurriculumFacilitiesandinfrastructure

PopulationandSamplePopulation

Thepopulationiscomposedofthegeneralizationthattheobjectorsubjectthathascertainqualitiesandcharacteristicsaredeterminedbytheresearcherstolearnandthendrawntheconclusion.

ThepopulationinthisstudywereallstudentsofclassXnumbered90people.

SamplesSampleisaportionofthatpopulation.Thepopulationinthisstudydoesnottakeawhole,thesampleinthisstudyistheclassX2ofSeniorHighSchool5MuaroJambiRegeency.Todeterminethesampleisdonebytestsofnormalityandhomogeneitytest.Samplesmaybetakenifastatesubjectinthepopulationcompletelyhomogeneous.Sothatthesamplestakenarerepresentativeofmeanstorepresenttheactualpopulation.Thesamplingtechniqueinthisstudyusingrandomclustersamplingt


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echnique.Wheresamplinginthisstudydidnotdirectlybutinaclassallstudentsgrouporcluster.TheauthorwilltaketwoclassesintheclassX2ofSeniorHighSchool5MuaroJambiRegeencyexperimentofclassasaclassandoneclassofcontrolagainasaclass.

ResearchinstrumentObservation

Observationisacomplexprocess,aprocesswhichiscomposedofavarietyofbiologicalandpsychologicalprocesses.Twoofthemostimportantaretheprocessesofobservationandmemory.InthisstudytheauthorsmakeobservationsdirectlytostudentsofSeniorHighSchool5MuaroJambiRegeency.

DocumentationThedocumentationisintendedtoobtaindatadirectlyfromtheresearch,includingrelevantbooks,regulations,reportsonactivities,photographs,documentaryfilms,anddatarelevanttothestudy.

InterviewTheinterviewisawayofcollectingdatausedtoobtaininformationdirectlyfromthesource.Interviewsinthisstudyareusedtocompletetheacquisitionofdataisahistoryoftheschool,thestateteachers,studentsandsostate.Thisinterviewwas

conductedbyaskingtheinformantdirectlyrelatedtotheproblemsthattheauthorsraise.

TestThetestisasetofstimuligiventoapersonwhoseintentiontogetaresponsethatcanbeusedasthebasisforsettlerscorepoints.TheTestsusedinthisstudyisintheformofmultiple-choicetestof20questions.Beforethetestswereconductedtosampleitfirsttestedthevalidityandreliabilityofthematterandconsideringthelevelofdifficultyandthedifferentquestions,thetestusediswrittenintheformofobjectivetests.toseewhetherthetestisgoodornot,sothetestmustmeettherequirementsasfollows:

ValidityTestValidityisastatethatdescribestheleveloftherelevantinstrumentcapableofmeasuringwhatwillbemeasured.Forthatmatterinassessingthevalidityofresearchusingpointbiserialcorrelationformulaasfollows:

rpbi=(Mp-Mt)/SDt(p/q)

Description:

rpbi =pointbiserialcorrelationindexnumbersMp =mean(arithmeticmeanvalue)scoresachievedbythetestparticipants(testee)thecorrectanswer,whichisbeingsoughtcorrelationswithoveralltest.

Mt =totalmeanscore,whichwasachievedbyallparticipantsofthetest(testee).SDt =totalstandarddeviation(standarddeviationoftotalscore)p =proportionoftesttakerswhoansweredthequestionverywellagainstthegrainthatisbeingsoughtkolerasinyatheoveralltest.q=proportionoftesttakerswhoansweredoneoftheitemsbeingsoughtaboutthecorrelationwiththeoveralltest.

ReliabilitytestsTheformulathatthewriterusesistheKuderRichardsonformula(KR-20)asfol


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lows:r11=(n/(n-1))((st^2-pq)/(st^2))Where:R11=thereliabilityoftheinstrumentn=Numberofitemsquestion1=constantNumbersST2=totalvariance.P=proportionoftestitemsansweredcorrectiteminquestionQ=proportionofjawabannyonetestee

LevelofdifficultyAboutthegoodisamatterthatisnottooeasyortoodifficult.Difficultyindexisanumberthatindicatesadifficultandeasyquestions.Difficultyindexformula P=B/JSWhere:P=indexofdifficultyB=BanyaknyuastudentswhoanswerquestionscorrectlyJS=ThenumberoftestsClassification:ProblemwithP=0.00to0.30isadifficultproblemProblemwithP=0.30to0.70isaboutaverage(nottoohard)ProblemwithP=0.70to1.00isamatterofsimple

Distinguishingfeatures.Distinguishingfeaturesistheabilityofamattertodistinguishbetweenstuden

tswhoaregood(highcapacity)withthestupidstudents(low-capacity).Bytheformula:D=BA/JA-Bn/Jn=PA-PB

Where:D=ThenumberoftestsJA=AlotofthegroupparticipantsJn=ManyofthegroupparticipantsBA=AlotofthegroupparticipantswhoansweredthequestioncorrectlyBn=AlotofthegroupsofparticipantswhoansweredthequestionwithonePA=proportionofthegroupparticipantswhoansweredcorrectlyPB=theproportionofparticipantswhoansweredthewronggroup

Thedifferentclassifications:D=0.00to0.20isuglyD=0.20to0.40issufficientD=0.40to0.70isgoodD=0.70to1.00isgood

DataAnalysisDataprocessingisthemainactivitycarriedoutbyaresearcher.Away,becausetheresultsdonotexistwithoutprecededbydataprocessing.Dataanalysisisintendedtoperformthetestingofhypothesesandanswertheproblemformulationhasbeenproposed.Butbeforefurtherdataanalysisofthefirsttestfornormalityandhomogeneitytest.

TestfornormalityPurposetestfornormalityistolookatthesampleisnormallydistributedorn

ot.TestingthenormalityofthedataisbyusingtheformulaLiliefirs,accordingSudjana(2001:95)withthefollowingsteps:Scoretheresultsobtainedandthestudyofdatacompiledfromthesmall

esttothelargest.CalculatetheaverageofeachclassofsamplesCalculatethestandarddeviationofeachgroupofsamplesLookingforrawscoresfromrawscoresusingtheformula:

Zi=(Xi-X)/SByusingthestandardnormaldistributionlists,oddsarecalculatedby

theformula:


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F(Zi)=P(Z


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FindingtheStandardDeviationvariableIISD2=(i&(FYX^'2)/N-[(FY')/N]^2)

VariableMeanStandardErrorFindingI:SEM1=(SD_2)/(N-1)

FindingStandardErrorVariableMeanDifferenceVariablesIandIIbytheformula:SEM2=(SD_2)/(N-1)

FindingStandardErrorVariableMeanDifferenceVariablesIandIIbytheformula:SEM1-M2=(SE_(M_(1^2))+SE_(M_(2^2)))

Lookingt0,withtheformula:T0=(M1-M2)/(SE_(M1-M2))

Interpretation

Ift0TTablerejectedthenullhypothesismeansbetweenthetwovariablesaresignificantpervedan.

Ift0TTableacceptedthehypothesisofzeromeansthetwovariablesarenotsignificantpervedaan.

Afterdataanalysisusingthettest,furtheranalysisoftheinfluenceofPhic

orrelationforalargesampleofoneanotherarenotinterconnected,withthesteps:a.FirstformulateitsHaandHo.b.Determinetherange(R)R=H-L+1c.Determinemanyclassesd.Determinethelengthofclassintervali=R/Ke.Createafrequencydistributiontablef.Determinetheaverageormean(M)M=M+i((FX^')/N)g.Determinethemedian(MDN)

Mdn=1+[(1/2N-fk_b)/f_i].i

h.Seekmode(Mo)Mo=1+[f_a/(f_a+f_b)]+.ii.MakeacorrelationtablePhi(Phicorrelationcoeffisien)j.FindingthevalueofPhicorrelationwiththeformula:=((ad-bc))/((a+b)(a+c)(b+d)(c+d))

k.interpretIfthenullhypothesisisrejectedmeansthattherearesignificanteffe

ctsimplementationoftheuseofpodcastsforstudentlearningoutcomesIfthenullhypothesisisacceptedthenitmeansthereisnosignificant

effectofapplicationoftheuseofpodcaststerhadapastudentlearningoutcome

s.


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Saidah Yunus Thesis Proposal

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Transcript of Saidah Yunus Thesis Proposal