Artikel Ilmiah : F0A009004 a.n. AGUNG SWANDONO
| NIM | F0A009004 |
|---|---|
| Namamhs | AGUNG SWANDONO |
| Judul Artikel | UPAYA MENINGKATKAN KETERAMPILAN READING DENGAN METODE DRILLING UNTUK SISWA KELAS VI A DAN B SEMESTER I SD MARIA IMMACULATA CILACAP TAHUN AJARAN 2012/2013 |
| Abstrak (Bhs. Indonesia) | RINGKASAN Nama : Agung Swandono NIM : F0A009004 Tanggal Praktik Kerja : 22 September – 13 Oktober 2012 Tempat Praktik Kerja : SD Maria Immaculata Cilacap Judul : Upaya Meningkatkan Keterampilan Reading Dengan Metode Drilling Untuk Siswa Kelas VI A Dan B Semester I SD Maria Immaculata Cilacap. Proses pengajaran Bahasa Inggris pada siswa kelas VI A dan VI B SD Maria Immaculata Cilacap dilaksanakan setiap hari Sabtu sebagai mata pelajaran tambahan (supplement) berupa penerapan metode drilling dalam bentuk pemberian teks naratif pendek dan soal secara berulang-ulang, yang bertujuan supaya siswa dapat lebih mengerti dan memahami isi dari bacaan dan maksud dari soal, sehingga dapat menjawab pertanyaan dengan baik. Upaya ini ditujukan agar siswa lebih siap untuk mengahdapi Ujian Nasional Bahasa Inggris. Materi kosakata, bacaan dan soal sudah dipersiapkan oleh pengajar. Dalam mengajar, ada tiga tahap yang digunakan oleh pengajar yaitu tahap pendahuluan, kegiatan inti dan penutup. Pertama siswa terlebih dahulu diajak untuk mengenal kosakata - kosakata baru yang ada di dalam teks yang sudah dicetak tebal maupun dipisah dan menterjemahkannya agar mempermudah mereka dalam menterjemahkan dan memahami isi dari teks bacaan. Kedua, siswa diperintahkan untuk membaca teks dengan seksama lalu memahaminya. Setelah membaca teks dan memahaminya, siswa diminta membaca dan memahami soal terlebih dahulu baru mengerjakannya. Saat mengerjakan, siswa diperbolehkan untuk bertanya kepada pengajar mengenai hal yang belum jelas. Setelah mengerjakan soal, siswa diajak untuk membahas apa yang sudah dikerjakan agar mereka mengerti jawaban yang benar dan cara menjawabnya. Kegiatan ini selalu dilakukan berulang setiap pertemuan. Materi ajar yang digunakan diambil dari: Lee, Dorothy P.S, M.A. and Lee Hai Ming, B.A. NEW STANDARD ENGLISH READERS 4. Singapore: CHILDREN’S BOOK PUBLISHER. Pada pertemuan pertama pengajar hanya berorientasi dengan seluruh siswa kelas VI, memberi motivasi belajar dan memberi gambaran umum mengenai Ujian Nasional Bahasa Inggris. Pada pertemuan kedua, pretest diberikan kepada siswa untuk mengetahui kemampuan awal (raw skill) siswa dilanjutkan dengan pengenalan metode drilling. Pada pertemuan ketiga, metode drilling sudah mulai diterapkan dan pada pertemuan terakhir, diadakan postest untuk mengetahui hasil dari penerapan metode tersebut. Beberapa kendala ditemui oleh pengajar dalam proses pengajaran, diantaranyaadalah; a. Kurangnya fasilitas penunjang seperti kamus Bahasa Inggris. b. Rating yang masih sangat mencolok dan daya tangkap siswa yang berbeda-beda. c. Kemalasan siswa untuk menghafal kosakata. d. Situasi dan kondisi kelas yang terkadang kurang kondusif. e. Rendahnya pemahaman siswa dalam ejaan, dan cara membaca. f. Metode ajar guru yang masih klasik. Untuk mengatasi hal tersebut, ada beberapa cara yang ditempuh oleh pengajar, diantaranya dengan melibatkan guru kelas dalam mengkondisikan situasi kelas, menstandardkan cara mengajar namun lebih intensif pada siswa yang daya tangkapnya kurang, memberikan catatan kosakata kepada siswa dan memberi feedback yang dilakukan setiap pertemuan. |
| Abtrak (Bhs. Inggris) | SUMMARY Name : Agung Swandono Student’s Number : F0A009004 Date of Job Training : September, 22th – October, 13rd 2012 Place of Job Training : SD Maria Immaculata Cilacap Title : The Effort In Increasing Reading Skill By Using Drilling Method In The First Semester of Sixth Grade Students in Class A And B Of Maria Immaculata Elementary School, Cilacap Regency, Academic Year 2012/2013. The English teaching activity in sixth grade students in class A and B of Maria Immaculata Cilacap Elementary School was held every Saturday as supplement subject by application of drilling method. This was conducted by giving short narrative texts and then the students were questioned repeatedly in order to make them understand the contents of the texts and the purpose of the questions; therefore they will be able to answer the questions well. This effort was intended to make students ready to face the final exam of English subject. Vocabularies, reading materials and exercises had been prepared by the teacher. In teaching the sixth grade students, there were three steps used by the teacher, namely introduction, main activity and closing. Firstly, the students were introduced to the new and unfamiliar vocabularies provided in the text. They were printed bold or separated from the text and the students had to translate them, to make them easier to translate and understand the whole reading text(s). Secondly, they were instructed to read the text carefully and understand the meaning of the translation. After reading the text and understand it, students were asked to read and recognize the questions first before answering. In answering the question, they were allowed to ask the teacher about the things they didn’t understand. After dealing with the questions, they were encouraged to discuss what they had done to make them understand the right answer and how to answer correctly. After the discussion section, feedback was given to them by reasking the previous questions. The answer had to be answered orally. This activity was always repeatedly done in each meeting. The teaching materials were taken from: Lee, Dorothy P.S, M.A. and Lee Hai Ming, B.A. NEW STANDARD ENGLISH READERS4. Singapore: CHILDREN’S BOOK PUBLISHER. In the first meeting, the teacher only gave orientation to the entire sixth grade students, motivated them, and gave them the illustration of English final exam. In the second meeting, the pretest was given to the entire students to get their raw skill, continued with the drilling method introduction. In the third meeting, drilling method began to be applied, and in the last meeting, post-test was held to get the result of drilling method application. There were some obstacles found in teaching process by the teacher, some of them were: a. The lack of English dictionary. b. Various levels of students’ intelligence. c. The students’ laziness in memorizing vocabularies. d. The lack of conducive atmosphere inside the classroom. e. The lack of students’ understanding in spelling and pronunciation. f. The lack of teacher’s creativity, classical method was still used. To overcome the above problems, there were several ways used by the teacher, such as involving homeroom teacher in conditioning the class situation, standardizing the teaching method, and giving more intensive drilling for students with below standardized quotient, giving vocabulary notes and feedback for students in every meeting. |
| Kata kunci | drilling method, pre-test, post-test,feedback |
| Pembimbing 1 | Drs. Ashari, M.Pd |
| Pembimbing 2 | Erna Wardani, S.Pd, M.Hum |
| Pembimbing 3 | |
| Tahun | 2013 |
| Jumlah Halaman | 60 |
| Tgl. Entri | (belum diset) |