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1 THE POWER OF TWO STRATEGY IN TEACHING AND LEARNING ENGLISH AT THE SECOND GRADE OF MTSN PADANG BATUNG SUNGAI PARING KANDANGAN ACADEMIC YEAR Thesis Presented for partial fulfillment of the Assignment And Requirement of Sarjana In English Language Education By: SURYA AZMI HIDAYAT ANTASARI STATE INSTITUTE FOR ISLAMIC STUDIES 2012 M/ 1433 H
2 THE POWER OF TWO STRATEGY IN TEACHING AND LEARNING ENGLISH AT THE SECOND GRADE OF MTSN PADANG BATUNG SUNGAI PARING KANDANGAN ACADEMIC YEAR Thesis Presented for partial fulfillment of the Assignment And Requirement of Sarjana In English Language Education Written By: SURYA AZMI HIDAYAT SRN: ANTASARI STATE INSTITUTE FOR ISLAMIC STUDIES ISLAMIC EDUCATION FACULTY ENGLISH DEPARTMENT BANJARMASIN 2012 M/ 1433 H i
3 STATEMENT OF AUTHENTICITY By signing this form, I: Name : Surya Azmi Hidayat SRN : Department Faculty : English Department : Tarbiyah Certify that the work in this thesis is, to the best of my knowledge and belief, original, except as acknowledged in the text, and has not been submitted, either entirely or in part, for a degree at this university or any other university. If someday, it is proven as duplication, imitation, plagiarism or made by others partly or entirely, I understand that my thesis and academic title will be cancelled due to the law. Banjarmasin,06 th of June 2012 The Writer, Surya Azmi Hidayat ii
4 APPROVAL Paper Entitled : THE POWER OF TWO STRATEGY IN TEACHING AND LEARNING ENGLISH AT THE SECOND GRADE STUDENTS OF MTsN PADANG BATUNG SUNGAI PARING KANDANGAN ACADEMIC YEAR Written by : Surya Azmi Hidayat S.R.N. : Major/Students Program Faculty : English Department : Tarbiyah Faculty of Antasari State Institute for Islamic Studies Having been checked out and revised properly, we hereby approve this thesis to be submitted and examined in front of the Thesis Examining Team of Tarbiyah Faculty of Antasari State Institute for Islamic Studies Banjarmasin. Banjarmasin, 23 th May 2012 Advisor I, Advisor II, Dr.H.Husnul Yaqin, M.Ed NIP Nani Hizriani, MA NIP Known by Head of English Department Tarbiyah Faculty Antasari State Institute for Islamic Studies Dra. Hj. Nida Mufidah, M.Pd NIP iii
5 VALIDATION The thesis entitled. The Power of Two Strategy in Teaching and Learning English at The Second Grade Students of MTsN Padang Batung Sungai Paring Kandangan Academic Year Written by Surya Azmi Hidayat has been examined in Thesis Examiner Team of Tarbiyah Faculty of Antasari State Institute for Islamic Studies Banjarmasin, on: Day : Monday Date : July 30- th, 2010 With the total score : 78 (B) Dean of Tarbiyah Faculty Antasari State Institute for Islamic Studies Banjarmasin. DR. Hidayat Ma ruf, M.Pd NIP EXAMINERS: NAME SIGNATURE 1. Dra. Hj. Nida Mufidah, M.Pd (The Chairperson) Hj. Nor Maulidiah, MA (The Member) DR. H. Husnul Yaqin, M.Ed (The Member) Nani Hizriani, MA (The Member) 4. iv
6 ABSTRACT Surya Azmi Hidayat The Power of Two Strategy in Teaching and Learning English at The Second Grade Students of MTsN Padang Batung Sungai Paring Kandangan Academic Year Thesis, English Department, Tarbiyah Faculty. Advisors: (I) Dr.H.Husnul Yaqin, M.Ed, (II) Nani Hizriani, MA. This research is conducted at the second grade of MTsN Padang Batung Sungai Paring Kandangan Academic Year The main problem are: 1) How is strategy the power of two used in teaching and learning? 2) How is the student s response toward this strategy? 3) How is the impact of this strategy to the student s activity in the class?. From the considering above, the purpose of this research are describing the teacher s activity in using The Power of Two strategy in teaching writing at the second grade Students of MTsN Padang Batung Sungai Paring Kandangan and knowing the students response and impact toward this strategy. The subject of the research is English teacher and students of class VIIIa on the second grade of MTsN Padang Batung Sungai Paring Kandangan academic years 2011/2012. The object of the research is the use of the power of two strategy in teaching writing by the teacher. The data is collected by using techniques such as observation, questionnaire, interview, and documentary. The result of this research shows that the teacher s activity in using the power of two strategy in teaching and learning at the second grade students of MTsN Padang Batung Sungai Paring Kandangan is run well. The students are more motivated to learn in the class, they have more confidence, and they are more active in class activity. v
7 ABSTRAK Surya Azmi Hidayat The Power of Two Strategy in Teaching and Learning English at The Second Grade Students of MTsN Padang Batung Sungai Paring Kandangan Academic Year Thesis, English Department, Tarbiyah Faculty. Advisors: (I) Dr.H.Husnul Yaqin, M.Ed, (II) Nani Hizriani, MA. Penelitian ini dilaksanakan di Kelas VIII MTsN Padang Batung Sungai Paring Kandangan Academic Year Pokok permasalahannya adalah : 1). Bagaimana guru menggunakan strategy The Power of Two pada pengajaran writing? 2). Bagaimanakah respon siswa terhadap strategi mengajar tersebut? 3) bagaimana pengaruhnya terhadap kebiasaan siswa di kelas? Dari rumusan masalah diatas, maka penelitian ini bertujuan untuk menggambarkan aktivitas guru dalam menggunakan strategi mengajar The Power of Two pada writing di Kelas VIII MTsN Padang Batung Sungai Paring Kandangan tahun akademik serta menggambarkan bagaimana respon dan pengaruhnya terhadap siswa. Subjek dalam penelitian ini adalah guru Bahasa Inggris dan murid kelas VIIIa MTsN Padang Batung Sungai Paring Kandangan tahun akademik Objek dari penelitian ini adalah penggunaan strategi The Power of Two oleh guru dalam mengajar menulis. Data dikumpulkan menggunakan beberapa teknik yaitu observasi, angket, wawancara,dan dokumentasi. Hasil dari penelitian ini menunjukkan bahwa aktivitas guru dalam strategi mengajar The Power of Two di Kelas VIII MTsN Padang Batung Sungai Paring Kandangan berjalan dengan baik. Para siswa sangat termotivasi, lebih percaya diri dan lebih aktif dalam kegiatan di kelas. vi
8 MOTTO Idle Hands is a Devil Playground Don t Put Off Till Tomorrow What You Can Do Today vii
9 viii
10 ACKNOWLEDGEMENT مسب اللها نمحرلا ميحرلا دمحلا الله بر نيملاعلا ةلاصلاو ملاسلاو ىلع فرشا ءايبنلا ا نيلسرملاو انديس انلومو دمحم ىلعو هلا هبحصو نيعمجا.مابعد ا. In the name of Allah, the most Merciful and most Gracious, as well as for his endless mercy, favor and guidance for the writer to make this thesis entitled: THE POWER OF TWO STRATEGY IN TEACHING AND LEARNING ENGLISH AT THE SECOND GRADE STUDENTS OF MTsN PADANG BATUNG-SUNGAI PARING KANDANGAN ACADEMIC YEAR has finished. This thesis attended to fulfill assignments and requirements to obtain the degree of Sarjana Pendidikan in English Department at Tarbiyah Faculty of State Institute for Islamic Studies Antasari Banjarmasin. May peace and blessing are always be poured upon the last messenger of Allah, the great Prophet Muhammad (PBUH) as well as his family, his companions, and his followers until the last day for his save human s life from destruction and darkness to the way of Allah. To complete this research the writer has much got support, direction, and motivation from many persons. The writer thinks that they are unforgettable and usefulness. The writer expressed her grade gratitude to those who have given the writer support, advise, guidance, and idea, the writer hereby would like to give appreciation especially to: ix
11 1. DR. Hidayat Ma ruf, M.Pd in his capacity as the Dean of Islamic Education Faculty IAIN Antasari Banjarmasin who have approved the title of this thesis. 2. Dra. Nida Mufidah, M.Pd, as the Head of English Department of Tarbiyah Faculty and her staffs for their information that related to this writing. 3. Dr. H. Husnul Yaqin, M.Ed and Nani Hizriani, MA as advisor I and advisor II who gives the writer much time to consult, direction, bright ideas, and knowledge of value for the writer from beginning until this thesis finished. 4. Dr. H. Husnul Yaqin, M.Ed as academic advisor who gives the writer support, help, and guidance from the first semester until the writer finished this study. 5. All lecturers who have given the writer knowledge and advice. 6. The head of IAIN Library and Tarbiyah Library also all staffs. 7. Also all friends of mine who have directly and indirectly supported me to completing this study. Finally, the writer hopes that this research paper will be useful for the next researchers. The writer realizes that this paper is still far from perfect. Therefore, more constructive criticisms and suggestions are also highly expected for its x
12 perfection. May Allah the Almighty always bless and reward the whole of us for all good things that we have done. Amin Banjarmasin, 06 June 2012 Writer, Surya Azmi Hidayat xi
13 LIST OF THE CONTENTS Page COVER PAGE. i STATEMENT OF AUTHENTICITY..... ii APPROVAL... iii VALIDATION iv ABSTRACT... v ABSTRAK.. vi MOTTO... vii DEDICATION. viii ACKNOWLEDGEMENT... ix LIST OF CONTENTS. xii LIST OF APPENDICES. xiv CHAPTER I : INTRODUCTION A. Rationale 1 B. Problem Statement... 5 C. Reason for Choosing the Title... 5 D. The Purpose of the Research. 6 E. The Significance of the Research.. 6 F. Organization of the Content.. 6 CHAPTER II : REVIEW OF RELATED LITERATURE A. Definition of Strategy, and The Power of Two Definition of Strategy Definition of The Power of Two... 9 B. Teaching And Learning English C. Teaching And Learning English at Junior High School Listening Speaking Reading Writing xii
14 D. Teaching Strategies E. Active Learning F. The Power of Two Strategy CHAPTER III : METHOD OF RESEARCH A. Subject and Object of The Research. 35 B. Data, Sources of Data C. Techniques of Data Collecting.. 36 D. Technique in Analyzing The Data E. Research Procedure CHAPTER IV : FINDING AND ANALYSIS A. Finding B. Analysis CHAPTER V : CLOSURE A. Conclusion. 57 B. Suggestion BIBLIOGRAPHY APPENDICES CURRICULUM VITAE xiii
15 LIST OF APPENDICES 1. THE PROFIL OF MTSN PADANG BATUNG SUNGAI PARING 2. STUDENTS NAME OF CLASS VIIIA 3. OBSERVATION CHECKLIST 4. THE RESULT OF OBSERVATION 5. INTERVIEW GUIDE 6. THE RESULT OF INTERVIEW 7. QUESTIONARE GUIDE 8. THE RESULT OF QUESTIONARE 9. LIST TRANSLATION 10. FHOTO xiv
16 1 CHAPTER I INTRODUCTION A. Rationale There are many languages used for communication in the world, so it is important to learn other languages in order to make the same understanding when they communicate each other. It is related with the Holy Qur an 1 : English is considered as the first foreign language that must be taught in Indonesia. It is learn at Elementary School, Junior High School and Senior High School. And English is also fixed as compulsory subject. English has function as a means to developed their knowledge skills and attitudes in the area of science, technology, art and culture. They are expected to participate in the development of our nation. English is a foreign language which has four language skills that should be developed and mastered by English of foreign language learners. The skills are listening, speaking, reading and writing. All of those skills have their own way to Qomari, 2008). 1 Abdullah Yusuf Ali, Al-Qur an Translated Indonesia-English, (Solo: Al-Qura an 1
17 2 master them; Alexander also stated that the students must be trained adequately in all four basic languages 2. Teaching and learning activities is guiding students to learn. 'Teaching is the guidance of learning activities, the purpose of teaching is to help the students learn,' said William Barton 3. Teachers have an important role in the implementation of quality teaching. The successful or the unsuccessful teaching and learning process can be seen from the techniques that are used by the teachers by the selecting the right techniques of teaching and learning process would run well, and it happens at any school. According to Slameto, Learning efficient can be achieved when using the appropriate learning strategies. Learning strategies needed to achieve satisfactory results 4. Then Warsito Bambang also said that effective learning is learning that enable learners to be able and to learn easily, learning goals can be achieved as expected 5. The learning process will be more effective if teachers are conditioned so that each student actively involved and there is a dynamic relationship and mutual support between students and one with other students. 2 L.G. Alexander, Practice and Progress an Integrated Course for Intermediate Students. 3 Moh. Uzer Usman, Mejadi Guru Professional, (Bandung: PT Remaja Rosdakarya Offset, 2006), p Slameto, Belajar dan Faktor-faktor yang Mempengaruhinya, (Jakarta: Rineka Cipta, 2003), p Bammbang Warsito, Tekhnologi, pembelajaran landasan dan aplikasinya, (Jakarta: Rineka Cipta, 2008), p. 288.
18 3 According to Muqowin (2007), there are some learning strategies that students can use to make students active in the collective, for example: team learning strategies listener, a strategy guided notes (guided note-taking), guided learning strategies, active debate (active debate), the strategy points -counterpoint, the strategy of both the power (the power of two), and questions the group (team quiz). From the several types of strategy groups, the writer focus on strategy both power (the power of two). The power of two is include to the cooperative learning strategy, and this is in a small groups to foster cooperation to the maximum through learning by his friends with members of two people in it to achieve basic competence. This activity is used to promote cooperative learning and to reinforce the importance and benefits of synergy, that is, that two heads are better than one. Strategy of the power of two is designed to maximize the learning collaborative (joint) and minimize the gap between students with the other students. So, this strategy has principle that thinking of two students is better than a lone 6. Based on the result of the first observation and interviews, the research knows that most of students at the second grade of MTsN Padang Batung-Sungai Paring Kandangan academic year are passive. The teacher has done many strategies to make his students to be active. One of these strategies is the power of two. And the researcher interest to know how if this strategy applied to the passive students. Cipta, 2010), p Syaiful bahri djamarah, Guru & Anak Didik dalam Interaksi Edukatif, (Jakarta: Rineka
19 4 Based on my assumption above, the writer intends to conduct and investigate a research entitled THE POWER OF TWO STRATEGY IN TEACHING AND LEARNING ENGLISH AT THE SECOND GRADE OF MTsN PADANG BATUNG-SUNGAI PARING KANDANGAN ACADEMIC YEAR In order to avoid misinterpretation about the title above, it will be nice to explain some terms in the title, as follows: 1. The power of two is combining the power of two. It means that a teaching strategy by combining power of two students in forming a study group. This strategy designed to maximize the learning collaborative (joint) and minimize the gap between students who are one with the other students. So this strategy has principle that thinking of two students is better than alone. 2. Strategy is a plan of action resulting from strategy or intended to accomplish a specific goal Teaching and learning is the transmission process of knowledge from the teacher to the student. 4. The Second Grade Students of Junior High School at MTsN Padang Batung- Sei Paring Kandangan in Academic Year means the students who are sitting in the class two on Islamic Junior High 7 Retrieved November 29, 2011.
20 5 School at MTsN Padang Batung- Sei Paring Kandangan in Academic Year B. Problem Statement. Based on the background above, the writer will investigate and focus the questions on 1. How is strategy the power of two used in teaching and learning English? 2. How is the student s response toward this strategy? 3. How is the impact of this strategy to the student s activity in the class? C. Reason of Choosing the Title. The writer has several reasons of choosing the title of the research, those are: 1. The tendency of passive students in learning English, especially in writing. 2. The strategies that used by teacher in teaching writing influences students active and ability to understand English lesson. 3. The strategy power of two is included as part of active learning which is one of the best way to improve student learning activity.
21 6 D. The Purpose of Research. Based on problems above, the purpose of this research is to know the power of two strategy applied in teaching and learning English at second grade of MTsN Padang Batung Sungai Paring Kandangan, and to known the students response and impact toward this strategy. E. The Significance of Research. The result of this research is expected to contribute to the field as follows: 1. Be information for the teacher s especially English teachers that use strategy the power of two. 2. Adding writer s knowledge in education. 3. Providing information and considerations for the future researchers. 4. Enriching literary source of the IAIN Antasari library. F. Organization of the Contents. To facilitate the study, the writer divides the organization of the contents into five chapters as follows: The first chapter contains of introduction that includes rationale, problem statement, reason of choosing the title, purpose of research, significance of research, and organization of the contents. The second chapter contains of theoretical review that includes the definition of strategy and the power of two strategy, teaching and learning
22 7 English, teaching and learning English at Junior High School, teaching strategies, active learning, the Power of Two Strategy. The third chapter contains of method of research that includes subject and object of the research, data and source of data, technique of data collecting, techniques of data processing and analyzing, and research procedure. The forth chapter contains of report of research result includes description of research location, data presentation and data analysis. The fifth chapter contains closure that includes conclusion and suggestion that is made based on finding.
23 8 CHAPTER II REVIEW OF RELATED LITERATURE A. Definition of Strategy and The Power of Two 1. Definition of Strategy According to Oxford advanced learner s Dictionary, strategy is a plan that is intended to achieve a particular purpose, the process of planning something or putting a plan into operation in a skilful way, and the skill of planning the movements of armies in a battle or war; an example of doing this 1. The term strategy originally used in the military and it is means as the art of tactics in war, especially related with the movement of army navigation in which position they feel the most advantage to get victorious. Today, the term strategy borrowed by many other sciences and it also educational science 2. Generally, strategy is a guidance to achieve the determined goals. If this term related to the teaching and learning, the strategy can means as describing the teacher and students activity in teaching and learning to achieve determined goal. In education, strategy means a plan, method or series activities designed to achieve a particular educational goal Retrieved March 31 2 Abu Ahmadi, Joko Tri Prasetya, SBN (Strategi Belajar Mengajar), (Bandung : CV Pustaka Setia, 2005), p
24 9 Learning strategy is learning activity that the teacher and students must be done in order to achieve learning objectives effectively and efficiently. Similar with the above opinion, Dirk and Carrey also said that learning strategy is a set learning material and procedures that are used together to increase result of students learning. There are two things we must understand from the definition above, the first that the learning strategy is a plan of action including the use of methods and power in learning. Second that strategy designed to achieve the determined or specific goals. So, we can understand that the learning strategy is a plan of activities and methods that designed to achieve the determined goals. 2. Definition of The Power of Two Strategy The term power means ability to act, regarded as latent or inherent; the faculty of doing or performing something; capacity for action or performance; capability of producing an effect, whether physical or moral: potency; might 3. Then term two means the sum of one and one; the number next greater than one, and next less than three; two units or objects 4. So, the power of two means that combining the ability of two people, two people better than one. Combining the two people means that we make a small group, each group consist of two people. 3 Retrieved March Retrieved March
25 10 The goal s of this activity is to get synergy that two people is certainly better than one 5. B. Teaching and Learning English Teaching is about the transmission of knowledge from the teacher to the student, or it is about creating condition in which, somehow, students learn for themselves. Teaching is focused to do something for students. Teaching is formal action to bring about a greater opportunity for the students becoming educated. Therefore, teaching means that the teacher gives or transfers knowledge for the students. Teaching is an activity that tries to help someone to acquire, change, or develop skills, attitudes, ideals, appreciation, and knowledge. The teacher attempts to bring about desirable behavioral changes or tendencies toward changes in his students. It is apparent that there must be decisions made as to what learning is desirable, and how best to perform such teaching and learning. A purpose of teaching is to help the students to learn. Each student learns, however, from his own efforts and experiences. A teacher may inspire students to want to learn and may guide them in experiences from which he may learn some fact, attitude or skill. 5 Ramayulis, Metodologi Pendidikan Islam, (Jakarta: Nusa media, 2006), Cet 4, p. 110.
26 11 There are three aspects of teaching: 1. Leadership: teachers have role that similar to those of leaders who work in other types of organizations. They are expected to plan, to motivate the students, to coordinate work individuals and group of the students. 2. Instructional: there are three important things that should be prepared before begin the lesson: models of teaching, the teaching strategies and procedure, and the last is the wisdom of practice contained in the repertoire of experienced teachers. 3. Organizational: teachers not only plan and deliver instruction to their students; they also serve as organizational members and leaders in a complex work environment. Therefore, the teacher has more than one duty in the classroom. He has to prepare the learning objective, the material, and also the media. Then, deliver the material and using the teaching strategies to make the students understand to the material. In other words, he has to be a leader to manage and give the students motivation when teaching and learning in the classroom.
27 12 C. Teaching and Learning English at Junior High School Based on the National Education Department has made the newenglish curriculum, which is known as KTSP (Kurikulum Tingkat Satuan Pendidikan) or institutional curriculum. KTSP is new English curriculum that emphasizes on the Discourse competence through literary approach. It indicates that this new English curriculum places the students text creation both in oral and written. It means that the students are expected to be able to use English in four basic skills, they are: listening, speaking, reading, and writing All of those skills should be integrated in the development of the language. In order hand, it can be said that the objective of English teaching in Indonesia, especially in junior high school is that the students will be able to use English for communication. And communication involves the use of the four language skills. Integration of the four language skills will get the students to perceive the relationship among several skills, and provide the researchers with a great deal of flexibility in creating interesting, and motivating the lesson 1. Listening Listening comprehension is a key initial step in communication. The better a student can understand what is being said, the better will be their ability to communicate. In addition, they will be better able to notice the characteristics of
28 13 the target language which will help improve their language development in all four key skill areas. Students may feel a great deal of pride when they are able to comprehend something in the target language. This can be a great motivating factor in continuing to learn the language, and teachers should do whatever possible to promote this sense of accomplishment. Consequently, teachers need to construct learning activities which will enhance learners' oral comprehension (listening skills) and motivate them, as well. There are five elements to listening process: a. Receive Using all senses, attending to verbal and nonverbal messages. Address barriers to hearing, both physical and psychological. b. Comprehend: This stage involves decoding messages. The focus is on understanding rather than evaluating. The Students may need to ask questions for the purpose of clarifying meaning. c. Interpret: This stage involves constructing meaning from and drawing inferences from messages.
29 14 d. Evaluate: Making informed judgments about the message. This will entail analyzing the logic of what is being said, assessing discrepancies, and considering the context. The purpose of question at this stage is likely to challenge thinking or messages. e. Respond: Appropriately react to the speaker. How students respond will depend on what they want to achieve, to demonstrate they have understood the message. 2. Speaking Speaking is found on the tree as one of the branches; it is labeled oral production and is one of the skills students are to learn in their language development. The ability to converse is highly valued by students, but teachers often find it a skill that is hard to develop. Students often feel a great deal of anxiety around speaking. In this section we will discuss the importance of developing excellent oral skills and how teachers can go about promoting this development. Speaking skill should be taught and practiced in the language classroom. Because the language course truly enables the students to communicate in English, so speaking skill needs the special treatment. In the reality, in our daily life most of us speak more than we write; yet many English teachers still spend the majority
30 15 of class time on reading and writing practice almost ignoring speaking and listening skills. There should be a good balance to practice in classroom. Speaking is making use of words in an ordinary voice, offering words, knowing and being able to use a language expressing one-self in words, and making speech. Therefore the writer infers that speaking uses the word and produces the sound to express. ourselves either ideas, feeling, thought and needs orally in an ordinary voice. Furthermore, success in communication is often dependent as much on the listener as on the speaker. There are three components to make fluent in producing speech, namely vocabulary, pronunciation, and grammar. Principles of teaching speaking are as follows (Harmer, 2001: 102) a. Help students overcome their initial reluctance to speak. Been courage; provide opportunity; start from something simple b. Ask students to talk about what they want to talk about. c. Ask students to talk about what they are able to talk about. d. Provide appropriate feedback. e. Combine speaking with listening and reading. f. Incorporate the teaching of speech acts in teaching speaking 6. education limited. P Jeremy Harmer The practice of English Language Teaching England Pearson
31 16 And then there are basic of understanding speaking skills: a. Pronunciation: This refers to the way each word is uttered correctly and clearly. b. Stressing and Intonation: This refers to how certain words and phrases are given emphasis, as well as the correct rise and fall of pitch. c. Correctness: This refers to grammar, syntax, and construction. These aspects need to be correctly used; errors and mistakes can give a negative impression on the listeners and create confusion. d. Vocabulary: This refers to the choice of words; the speaker must have a wide vocabulary to effectively verbalize thoughts and idea. e. Voice Quality: Aside from the speaker s physical appearance, the quality of his voice also affects the impression of the listener on him. The voice must be clear, crisp, and full because it is the medium by which the message is relayed to the listener. f. Fluency: This refers to the ability to use the required language in a manner that is smooth and spontaneous. g. Appropriateness: The speaker must be able to gauge the audience properly, in terms of what type of audience they are and match the message to this classification.
32 17 3. Reading There are four skills in English that learned by the students in school such reading, speaking, writing, and listening. Among these four skills, reading is the most important skill that has to be learned by students in order to get new knowledge from many sources of information. It is one of the skills that have been given in the learning process. Reading is one of the major skills involved in learning a language. In learning reading, we are not only spelling a word by word or words in sentences by not knowing the meaning. Reading is not only an activity that transferring a written text to understand its content but reading is an activity to know the meaning of words in a text and understanding the content. If we are able to do those activities in our reading activity, we can know the messages that want to be conveyed by the writer of the text. Reading is an interactive process that takes place between the text and the reader is processing strategies and background knowledge. There are three major goals every person should know in developing reading skill: independence, comprehension, and fluency. There some technique how to improve efficient reading skills, there are: a. Scanning We read briefly to search for specific information, weather we read a discourse or in accordance with the data we want. Scanning exercises can be given a tutor to students orally either individuals or groups and done fast.
33 18 b. Skimming Skimming requires more concentration than scanning because it is difficult to scan quickly through a discourse with a group of friends. These difficulties can be overcome by dividing the discourse of each member of the group read with the different paragraph practice can also be given by discourse with a few titles, figures topics such as pictures or diagrams. c. Making use of all the resources The book contains a variety of sources of information that can help readers understand and search for data from linear and nonlinear discourse we need. From non-linear discourse we are and we get a reference apparatus such as dictionary, appendixes, notes/footnotes, bibliographical references, list of symbol, list of special terms, glossaries, etc. d. Improving reading speed. We start by selecting the discourse of English language that is easy and interesting. Make reading a fun activity. Reading comprehension is not meant to understand the meaning of each word is read. The note is the meaning of the sentences or context in English called context. Main idea of subject and supporting detail sentences supporting detail sentences supporting. In the passage, eye movement and sense groups is essential. A good reader, to move his eyes from left to right quickly and reading is not word for word, but phrase by phrase or group of words or clauses that are meaningful logic logically.
34 19 4. Writing Writing is the noun of write means to form (letter, symbol, or characters) on surface with a pen, pencil, and another tools 7. Writing is not only a unity of letter which has meaning, but also symbols and characters are the form and writing. So, writing is written form weather it is as long as meaningful even though only a group of people can understand it. Writing is also simply making mark that other people can understand it. Such writing is treated in articles alphabet, handwriting, a pen, pencil and others 8. Like speaking, writing is a productive skill, and like other skill, writing is involves a hierarchy of sub-skills. These range from the most mechanical (such as handwriting or typing legibly) through to the ability to organize the written text and lay it out according to the conventions of the particular text type 9. Writing is one of subject or skill in English which also known as productive skill that should make the writer itself to produce his expression in written form of, such as on paper or in computer. The goal of recording the ideas 7 Hougthon Miffin, The Groiler International Dictionary, Vol two, (USA: Company, 1986) p Bobley, Illustrated World Encyclopedia, Vol. 20, Ver. Two (USA: Bobley Publishing Corps, 1065) p Scott Thornbury, An A-Z of ELT A Dictionary of Term aand Concepts Used in English Language Teaching, (Britanian: Macmillan, 2006) p. 248.
35 20 (written form) which character and words express is to communicate with the readers by visible sign. Writing skill in learning English is one of the vital skills which supposed the students to be able in writing especially in describing people, animals, places, and something else. Although they have been learning English since they are in Elementary school, some others students stills confused or even do not understand how to write. Writing is not the only activities combine words. Writing is a process repeated, namely process of revising and rewriting. Teaching writing means that we create a science education that helps students see that writing requires steps to find, plan and create a draft text. So, writing is the process of combining the words that express something to communicate with the readers. As we know from the explanation above, writing is a combination of process and product 10. The writing process refers to the act of gathering ideas and working with them until they are presented in a manner that is polished and comprehensible to readers. And the writing product is the result the entire step writing process. 10 Caroline T. Linse, Practical English Language Teaching: Young Learner, (New York: McGraw-Hill, 2005), p. 98.
36 21 Most teachers in grades as early as kindergarten and of course also junior high school use a writing process. This process involves several steps to guide children from the beginning of writing to creating a finished. 1. Prewriting Children brainstorm to generate ideas for writing. They use charts, story webs, and graphic organizers to help develop a word list for writing, decide the type of writing, and audience, and determine the purpose for writing. 2. Rough Draft Children put their ideas on paper. At this time, they write without major attention to punctuation, grammar, or neatness. Some teachers may refer to this as a sloppy copy or rough draft. The purpose of the rough draft is for the student to focus on his/her ideas and get them on paper without the distraction or fear of making mistakes in grammar, capitalization, punctuation, or paragraph structure. 3. Peer Editing Classmates share their rough drafts and make suggestions to each other for improvement. They help each other understand the story by asking who, what, when, where, why, and how questions. They look for better words to express ideas and discuss among themselves how to make the writing clearer.
37 22 4. Revising The children use the suggestions from classmates to make additions or clarify details. Children try to improve their writing on their own. The teacher steps in at this stage and gives feedback. 5. Editing Children work with the teacher and/or peers to correct all mistakes in grammar and spelling. 6. Final Draft Children produce a copy of their writing with all corrections made from the editing stage and then discuss this final draft with the teacher. The teacher offers the last suggestions for improvement at this point. 7. Publishing The writing process is finally at its end. Children publish their writing by making a copy in their neatest handwriting or using a word processor. This is a time for students to celebrate. They may share their pieces with the class during story time, make a class book or a personal portfolio, or send their work to local newspapers or children s magazines for publication. There are five categories aspect s of writing as follows: a. Content: knowledge, substantive, thorough development of thesis and relevant to topic;
38 23 b. Organization: fluent expression, well organized, logical sequencing, and cohesive; c. Vocabulary: effective word, idiom choice and usage, word form mastery; d. Language use: effective complex construction, understanding agreement, preposition, articles, pronouns, and the like; e. Mechanics: spelling, punctuation, and capitalization According to Kurikulum Tingkat Satuan Pendidikan (KTSP), language is as one of the aspects that are used in local and global competition. That is why; teaching English at Junior High School level is very important and has to be taught early. In KTSP, students should be more active in learning than the teacher. The roles of the teacher are only as the facilitator and guide for the students to reach the goal of the lessons. In addition, to make the learning strategy successful is influenced by student motivation, cognitive style, personality, specific context, and opportunities for learning. It means that the teacher has to think the ways or methods to make the students more active in learning. D. Teaching Strategies Teacher has a big role to make their students success in learning. Therefore, more strategies in teaching process are needed. These are some strategies in teaching English that can be used to teach young learner:
39 24 1. Cooperative Learning. Cooperative learning is a teaching strategy involving children s participation in small group learning acvities that promote positive interaction. The function of cooperative learning is to help the children in helping each other when they are facing some problems in learning English. In cooperative learning teams, low-achieving students can make contributions to a group and experience success, and all students can increase their understanding of ideas by explaining them to others. Well-constructed cooperative learning tasks involve positive interdependence on others and individual accountability. 2. Communicative Learning Language learning is understood as learning to communicate through communication. Communicative teaching is often organized in the threephase framework. Pre-activity, while-activity, and post activity. Pre-activity is organized to arouse interest in the learner towards the main task, motivate performance, to activate in learners their prior knowledge and prepare them for the language that can be necessary to perform the main task. Whileactivity is organized as oral or written communication and is based on engaging the learners in the communicative tasks. Post-activity is reflection on the ideas and language that was produced during the main activity. This phase also includes additional language drill and interrogation with other skills.
40 25 3. Active Learning Many studies show that learning is improved when students actively involved in learning process. Active leaning is environments that allow students to talk and listen, read, write and reflect as they approach course content through problem solving exercises, informal small groups, simulations, case studies, role playing, and other activities. In active learning, the children directly learn by their self and make their own concept base on their experience. E. Active Learning Active learning is a process where by student engage in activities, such as writing, reading, discussion or problems solving that promote analysis, synthesis, and evaluation of class content. Cooperative learning, problem based learning, and the use of case methods and simulation are some approaches that promote active learning 11. Active learning requires that students are engaged and active in the learning process. The instructor serves a coach or facilitator, guiding students through activities, but letting the students take control of the learning event itself. Active learning is a teaching method that involves students in learning process rather than seeing them as passive recipients. Active learning asks that 11 Retrieved March
41 26 students use content knowledge, not just acquire it. Silberman also said that active learning is a teaching method that incorporates a variety of activities to get the brain storm. Students need to hear, see, question, discuss, use and teach the content. The purpose of active learning is to improve students comprehension, retention and overall learning. Students and their learning needs are at the center of active learning. There are any number of teaching strategies that can be employed to actively engage students in the learning process, including group discussions, problem solving, case studies, role plays, journal writing, and structured learning groups. The benefits to using such activities are many. They include improved critical thinking skills, increased retention and transfer of new information, increased motivation, and improved interpersonal skills. There are four basic activities through which all students learn, and specific active learning strategies use one or more of these elements: 1. Talking and Listening When students talk about a topic, whether answering a teacher's question or explaining a point to another student, they organize and reinforce what they have learned. When they listen, we want to ensure that it's meaningful listening, relating what they hear to what they already know. In a lecture class, students need periodic time away from passive listening in order to absorb what they've heard. And they need reasons to listen, reasons perhaps more
42 27 immediate than a good grade at the end of the semester. Did the teacher ask a question before the lecture segment that was thought-provoking enough to cause the students to search for the answer in the words that followed? Were they told beforehand that they would have to explain the points in the lecture to a fellow student? 2. Writing Like talking and active listening, writing provides a means for students to process new information in their own words. It is particularly effective in large classrooms where breaking students into pairs or groups may be prohibitive. It also appeals to individuals who prefer to learn independently. 3. Reading Students do a great deal of their learning through reading, but they often receive little instruction in how to read effectively. Active learning exercises such as summary and note checks can help students process what they have read and help them develop the ability to focus on important information 4. Reflecting In the all too typical lecture class, the lecturer stops talking at the very end of the period. Students gather up their notes and books and run for their next class. One can almost see the knowledge evaporating from their brains. They've had no time to reflect, to connect what they have just learned with what they already know, or to use the knowledge they have gained in any
43 28 way. Allowing students to pause for thought, to use their new knowledge to teach each other, or to answer questions on the day's topics is one of the simplest ways to increase retention 12. One of the best ways to promote active learning is to give learning assignments to be carried out in small teams. Often, participants can learn as much if not more in this mode than when you are teaching in front of the class. The peer support and diversity of viewpoints, knowledge, and skills also help make team learning a valuable part of active training 13. According to Mel Silberman in his book, there are some active learning strategies that include team learning. They are: 1. Information Search This method can be likened to an open-book test. Teams search for information (normally covered in a lecture) that answers questions posed to them. This method is especially helpful in livening up dry material. 2. The Study Group This method gives participants the responsibility to study learning material and to clarify its content as a group without the trainer s presence. The 12 Retrieved March Mel Silbermen, 101 Ways to Make Training Active, 2nd Edition (United States of America: Pfeiffe, 2005), p.161.
44 29 assignment needs to be specific enough so that the resulting study session will be effective and the group will be able to be self-managing. 3. Card Sort This is an active team-based strategy that can be used to teach concepts, classification characteristics, or product knowledge or to review information. The physical movement featured can help to energize a tired group. 4. Learning Tournament This technique combines a study group with team competition. It can be used to promote the learning of a wide variety of facts, concepts, and even skills. 5. Team Investigation There are many ways to mobilize small groups to gather information, obtain ideas, and solve problems as a team. This is an excellent strategy to build active learning into any training program. 6. The Power of Two This activity is used to promote cooperative learning and to reinforce the importance and benefits of synergy that is that two heads are indeed better than one.
45 30 F. The Power of Two Strategy The power of two strategy is included as part of active learning which is one of the best ways to improve the students learning activity, by giving the task that is done in small groups of students. This activity is used to promote cooperative learning and to reinforce the importance and benefits of synergy, that is, that two heads are indeed better than one 14. The other name of the power of two is work in pairs, or group in pairs. In pairs, the atmosphere tends to more protective and private than in a group. Students often feel less inhibited in a pair, and they can talk about more personal feelings or experiences than they would even in a small group. Pairs seem to be more conducive to cooperation and collaboration, while groups tend to be more conducive to (friendly) disagreement and discussion. A lively discussion often depends on an exchange of different ideas and a certain amount of conflict if everyone agrees with everyone, there may not be much of a discussion. In a pair, of course, there ll usually be two students, except when an add number of students are divided into pairs and there will have to be at least one group of three. But there are situations where pairs of three are preferable to pairs of two. If a particular class contains students who are reticent or lacking in confidence, a pair of three can often stimulate a better exchange of ideas than two 14 Ibid, p. 171.
46 31 students would on their own. Another option is to have two students doing the talking while a third listens and takes notes for feedback later, usually when students are working together; the only feedback they get is from us, picked up from our monitoring. To control them, it s also important that all the pairs of groups are accessible to us as we go around the class while they re working together. We need to be able to monitor all the pairs. If the rows are very long, the students in the middle may be too far from the aisles for us to get near them. Students in the middle need the teacher s attention, too! The only way around this is to rearrange the class regularly so that those students usually in the middle of a row can sometimes be on the aisles. 1. The Power of Two in Teaching Writing As we know above, the other name of the power of two is work in pairs, or group in pairs. Pairs group activities can involve not only brainstorming, but writing together and correcting one another s writings as well. The members of a pairs group can actually work together on a piece of writing. Working in pairs or groups, moreover, encourages students to be more involved and enables them to focus on the task. This creates a situation in which students must exchange their ideas. The contribution of many individuals, ideas flow easily and students do not get stuck. They can communicate with one another, both in speech and in writing.
47 32 2. Procedure The Power of Two Procedure The Power of Two strategy as follows: a. List topic-related questions on a flip chart, transparency, or chalkboard or in participant workbooks. b. Ask participants to answer the questions individually c. After all participants have completed their answers, ask the participants to form pairs. Members of each pair share their answers with each other. d. Ask the pairs to create a new answer to each question, improving on each individual s response. e. When all pairs have written new answers, compare the answers of each pair to the others in the group. Variations a. Invite the entire group to select the best answer for each question. b. To save time, assign specific questions to each pair rather than having all pairs answer all of the questions The Purpose of The Power of Two The purpose of using the power of two is to develop students mentally active in learning. So that students feel really need to learn English. Students take an 15 Ibid, p
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