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USING SMART SOLUTION METHOD in TEACHING GERUND
AT THE TWELFTH GRADE SENIOR HIGH SCHOOL STUDENTS
A ‘Skripsi”
Submitted to the Faculty of Tarbiya and Teacher’s Training
in Partial Fulfillment of the Requirements for the Degree of Strata I (S1)
By:
MUHAMMAD PEBRIYONO
NIM: 102014023804
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2009
USING SMART SOLUTION METHOD in TEACHING GERUND
AT THE TWELFTH GRADE SENIOR HIGH SCHOOL STUDENTS
OF PRIMAGAMA PISANGAN-CIPUTAT
A ‘Skripsi”
Submitted to the Faculty of Tarbiya and Teacher’s Training
in Partial Fulfillment of the Requirements for the Degree of Strata I (S1)
Approved by the Advisor
Drs. Sunardi, Dip. Ed
NIP: 150022779
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2009
ABSTRACT
PEBRIYONO, MUHAMMAD. 2008, Using Smart Solution Method in Teaching
Gerund at Twelfth Grade Senior High School Students of
PRIMAGAMA Pisangan-Ciputat, Skripsi, English Department,
the Faculty of Tarbiya and Teacher’s Training, UIN Syarif Hidayatullah Jakarta.
Advisor: Drs. Sunardi, Dip. Ed.
Key words: Smart Solution Method, Teaching Gerund, and PRIMAGAMA
Pisangan-Ciputat.
This study is purposed to describe the objective condition of the using Smart
solution method in teaching gerund at twelfth grade Senior High School students
at PRIMAGAMA Pisangan-Ciputat. It includes teaching procedure of using smart
solution method in teaching gerund, the advantage of using smart solution
method, and the effectiveness of using smart solution method in teaching gerund.
The aim of the research is to gain the information at describing about using
Smart solution method in teaching gerund at twelfth grade Senior High School students of PRIMAGAMA Pisangan-Ciputat. Sample of this research is as much
12 students of twelfth grade and one tentor. This research is using descriptive design in qualitative form by using interview, observation, and documentation.
The finding of the study states that (1) the teaching procedure of using smart
solution method in teaching gerund was good and has fulfilled the good criteria of lesson plan based on KTSP curriculum and it has fulfilled the aspects of language
learning domains such as cognitive domain, affective domain, and psychometric
domain, (2) the advantage using Smart solution method was really effective and
efficient in time in case of multiple choice tests than any others and it could be
one alternative of English teaching method in Indonesia, (3) and using smart
solution method in teaching gerund is more effective only in multiple choice tests
than that of an essay type and it conducts with the form of UN Test that is
multiple choice tests.
Based on the finding previously, it can be suggested that (1) the English tentors
must give more attention to their lesson plan in teaching procedure. The English
tentors in particular must have their own syllabus not adapt merely from KTSP
curriculum and PRIMAGAMA Education Tuition in general should have also the
own original curriculum. (2) smart solution method as a major product of
PRIMAGAMA need to be more introduced and acceptable not only intern but also extern as a method of English teaching (3) using smart solution method in
teaching gerund need to be more researched because a method should accomplish
the problems ideally not only in multiple choice test but also in an essay test.
ABSTRAK
PEBRIYONO, MUHAMMAD, 2008, Using Smart Solution Method in Teaching
Gerund at Twelfth Grade Senior High School Students of
PRIMAGAMA Pisangan-Ciputat, Skripsi, Jurusan Pendidikan
Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta.
Pembimbing: Drs. Sunardi, Dip.Ed.
Kata Kunci: Smart solution method, Teaching gerund, dan PRIMAGAMA
Pisangan-Ciputat
Penelitian ini ditujukan untuk menggambarkan kondisi yang objektif dalam
pengajaran gerund menggunakan metode smart solution pada siswa SMA kelas
XII di PRIMAGAMA Pisangan-Ciputat. hal ini mencakup prosedur pengajaran
gerund menggunakan metode smart solution, keuntungan menggunakan metode
smart solution, dan penggunaan metode smart solution adalah efektif.
Adapun tujuan dari penelitian ini adalah untuk memperoleh informasi tentang penggunaan metode smart solution pada siswa SMA kelas XII di PRIMAGAMA
Pisangan-Ciputat. Sampel yang diambil dalam peneltian ini sebanyak 12 siswa dan satu tentor bahasa Inggris. Penelitian ini menggunakan metode deskriptif
dalam bentuk kualitative dengan menggunakan instrumen wawancara, observasi, dan dokumentasi.
Hasil yang diperoleh dari penelitian ini membuktikan bahwa (1) prosedur
pengajaran gerund menggunakan metode smart solution bagus dan telah
memenuhi kriteria baik dari rencana pengajaran KTSP dan juga telah memenuhi
ranah pengajaran bahasa yaitu ranah kognitif, ranah afektif, dan ranah
psikomotorik, (2) keuntungan menggunakan metode smart solution sangat efektif dan efisien dalam waktu hanya pada tes berbentuk pilihan ganda, dan metode
smart solution dapat menjadi satu alternatif/ pilihan dalam metode pengajaran bahasa inggris di Indonesia, (3) pengajaran gerund menggunakan metode smart
solution hanya lebih efektif pada tipe soal pilihan ganda daripada essay dan hal ini sangat selaras dengan bentuk soal UN yaitu berupa pilihan ganda.
Berdasarkan hasil penelitian sebelumnya, dapat disarankan bahwa (1) tentor
bahasa Inggris harus memberikan perhatian lebih terhadap rencana pengajaran
mereka dalam prosedur pengajaran. Tentor bahasa Ingris khususnya harus
memiliki silabus sendiri tidak sekedar mengadaptasi dari kurikulum KTSP dan
Lembaga Pendidikan PRIMAGAMA juga harus memiliki kurikulum asli sendiri,
(2) metode smart solution sebagai produk utama dari PRIMAGAMA harus lebi
dikenalkan dan dapat diterima tidak hanya di lingkungan dalam tapi juga di lingkungan luar sebagai metode pengajaran bahasa Inggris, (3) pengajaran gerund
menggunakan metode smart solution harus lebih diteliti lagi karena sebuah
metode idealnya dapat menyelesaikan persoalan tidak hanya berupa pilihan ganda
tetapi juga essay.
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful All Praises be to Allah
Lord of the worlds who has bestowed upon our Prophet Muhammad SAW (peace
be upon him), his families, his companions, and his followers.
This “skripsi” is presented to the English Education Department, the
Faculty of Tarbiya and Teacher’s Training State Islamic University Syarif
Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of
Strata One (S1). In his “skripsi” he tries to give description about using smart
solution method in teaching gerund at twelfth grade Senior High School students
of PRIMAGAMA Pisangan-Ciputat.
In this occasion, the writer would like to express his great honor and
deepest gratitude to his beloved parents (Paeran and Nasriati), for support,
praying, motivations, contributions and moral encouragement that they always
give to the writer. The writer would like to express his special name to his advisor
Drs. Sunardi, Dip. Ed. for spending his time and giving valuable advices to writer.
The writer also would like to give his gratitude to all people who have
helped his in completing this skripsi, particularly to Head of English Education
Department, Drs. Syauki, M.Pd and for all lectures for sharing their knowledge.
And the same respect also should be addressed to Prof.Dr. Dede Rosyada, M.Pd.
as a Dean of Tarbiya and Teacher’s Training Faculty.
The writer would like to express his gratitude to Hendra Hermawan S.P.
the Head of Branch Office Primagama-Pisangan Ciputat for giving the writer an
opportunity to carry out the research and an interview, and also especially his
gratitude to Miss Mujiati, S.Pd and Miss Rika Rostika for their kindness in doing
his research. May Allah bless them.
And his thankfulness is also addressed to special lecturer Dra. Hidayati,
M.Pd. for her kindness to help him in “Skripsi” revised edition. She do really help
the writer in many ideas at this skripsi revised edition that can not be mentioned
one by one. He is really thankful to her about her welcome to him in revising this
skripsi any time.
The writer realizes that his “skripsi” is not a perfect one, for that reason he
will always accept any criticisms and comments, he hopes that he can write better
in the text and can give the inspiration for the reader.
The writer,
TABLE OF CONTENTS
ENDORSEMENT SHEET ………………………………………………………i
ABSTRACT ……………………………………………………………………...ii
ACKNOWLEDGEMENT …………………………………………………….. iii
TABLE OF CONTENT ………………………………………………………...v
LIST OF TABLES ……………………………………………………………..vii
LIST OF DIAGRAM ………………………………………………………….viii
LIST OF FIGURE ……………………………………………………………...ix
LIST OF APPENDICES ……………………………………………………….x
CHAPTER I INTRODUCTION
A. Background of the Study …….…………………..…….
B. Statement of the Problems…...….……………………...
C. The Purposes of study……………….………………….
D. Significance of the study………….……………………
E. The Scope and Limitation of the Study…..…………….
G. The Operational Definitions……….……………….…..
1
4
5
5
5
6
CHAPTER II THEORETICAL FRAMEWORK
A. Learning and Teaching English in Indonesia ………….
B. English Curriculum and the Latest Syllabus …………..
C. English Instructional Material at SMA ………………..
D. Teaching Gerund ………………………………………
E. The Function of Gerund ……………………………….
F. Approach, Method, and Strategy ………………………
1. Smart solution Method ………………………………
2. Definition of Smart Solution Method ……………….
3. Language and Thought ………………………………
7
10
11
16
25
27
28
28
29
G. Issues of Smart Solution Method ……………………...
1. Problem Solving …………………………………….
2. The Implementation of Remedial, Enrichment, and
Consulting (REC) ………………………………….
3. Extra Program of Smart Solution Method ………….
37
37
38
39
CHAPTER III Research Methodology and Research Findings
1. Research Methodology …………………………………
A. Research Design …………………………………….
B. Research Instruments ……………………………….
C. Data and Source of data …………………………….
D. The Technique of Data Collecting ………………….
E. The Technique of Data Analysis ……………………
2. Research Findings ……………………………………..
A. Data of Teaching Procedure of Using Smart Solution
Method in Teaching Gerund ………………………..
B. Data of the Advantage of Using Smart Solution
Method ………………………………………………
C. Data of Using Smart Solution Method is Effective....
41
41
42
42
43
44
45
45
50
51
CHAPTER IV Conclusion and Suggestion
A. Conclusion ………………………………………...
B. Suggestion ………………………………………...
54
55
BIBLIOGRAPHY
APPENDICES
CHAPTER I
INTRODUCTION
This chapter presents and discusses the background of study, statement of
the problems, the purposes of study, significance of the study, scope and
limitation of the study and operational definitions.
A. Background of the Study
English as the primary foreign language in Indonesia is taught as a
compulsory subject from the lower secondary school to the beginning years in
most universities.
Although this main purpose has been explicitly stated in the Ministerial
Decree No.096 / 196712 December 1967, it is widely acknowledged that the
result of teaching English in Indonesia is unsatisfactorily achieved. Most
secondary and high school graduates are still unable to sufficiently read
scientific books or textbooks. (Sadtono 1976, Djiwandono 1982).
The main objective of teaching English in our country as mentioned in the
latest curriculum that the teaching of English in SMA covers the four actional
competences.; listening, speaking, reading, and writing which is integratedly
taught and equally. Meanwhile, the linguistics aspects such as vocabulary,
grammar, spelling, and pronunciation should also teach to the students to
support the students’ mastery of the four actional competencies.
There are many factors that seem to be taken into account in the teaching-
learning process. Three of selected factors have among others are: the first is
the teacher who will be responsible for the implementation of the program.
The second is the syllabus which contains instructional objectives, the
instructional materials, the methodology, and the evaluation. The third is
dealing with the learners who are learning English.
Curriculum always changes as the students’ need also always changes
from time to time in accordance with the changing of the science and
technology. Therefore, to meet the students’ need, the 2004 English
curriculum has been replaced by the 2006 English curriculum based on the
decree of the Minister of National Educational number 22/PM/2006 about
content standard and for basic education and secondary one throughout
Indonesia since the 2003-2004 academic year.1
In line with the change of curriculum, the approach used in the new
curriculum is called communicative approach. The new term of approach is
used to avoid misinterpretation and misimplementation.
English itself is a language that has been defined as “Being to
communicate meaning and also stated that linguists are concerned with trying
to understand the systematic ways in which such communication is
achieved.”2. Language, for the linguist, is form; sounds, letters, their
combinations into large units such as words, sentences and so forth3. Most
linguists find it convenient to subdivide the system into three interrelated
sub systems:
1) Syntax : the rules for listing elements and specifying their permitted
combinations.
2) Semantics : the rules for assigning meaning to units permitted by the
syntax.
3) Pragmatics : the rules for relating permitted units of language to social
behavior4.
Teaching may be defined as “showing or helping someone to learn how to
do something, giving instructions, guiding in the study of something,
providing with knowledge, causing to know or understand” (Kimble and
Garmezy 1963:133). According to Nathan Gage (1964:269) teaching is
1 Kurikulum KTSP 2006.
2 Ronald Wardhaugh, Introduction to Linguistics. University of Michigan. p.16.
3 Roger T. Bell, An Introduction to Applied Linguistic, Approaches and Methods in Language
Teaching, 1981, p.19.
4 Roger T. Bell, An Introduction…., p.19.
guiding and facilitating learning, enabling the learner to learn, setting the
conditions for learning5.
Teaching English in Indonesia is now to be competitive with the other
countries. Why? Because during this latest years, the government of Indonesia
through Ministry of National Education Affairs has made one policy to all
students throughout Indonesia from Junior High School degree till Senior
High School in standardization of graduation. The government of Indonesia
even has approved the policy from Ministry of National Education Affairs and
it has been assured by the issuance of the decree of the Minister Regulation
(Peraturan Menteri) no.45 year 2006 about National Test (UN) 2006/20076.
Standardization of graduation itself related to three subjects in the school those
are English Language, Indonesian Language, and Math. By the reason to
rise up the quality of Indonesian education also, the limitation of graduation’s
score should be adjusted to the current development. In academic year 2004-
2005, the limit score was 3.25, in academic year 2005-2006, the limit score
rose up to 4.00, and in academic year 2006-2007 the limit score rose about
4,25.
According to Yunan Yusuf (The chief of BSNP-Badan Standar Nasional
Pendidikan) the limit score rose about 5 for average score of UN (National
Test) and 4.25 for each subject in academic year 2006-2007. Meanwhile,
Burhanuddin Tolla (The chief of Puspendik-Pusat Penilaian Pendidikan) said
that by comparing to the last academic year, the graduation’s score of National
Test (UN) in academic year 2006-2007 has been degraded at score 4 for one
subject, in case, for other subject the limit score is 67. Moreover, Minister of
National Education Affairs (Mendiknas) Bambang Sudibyo said that as a
consequence, no other test or remedial test for students failed in National Test
5 H. Douglas Brown, Principles of Language Learning and Teaching, 3
rd Edition. San
Francisco State University, Prentice Hall Regents, p.7
6 www.puspendik.co.id. November 2007.
7 WARTA KOTA Newspaper, on Saturday, May 5
th 2007
(UN) in academic year 2006-2007, he also claimed that remedial test didn’t
indicate the students to be more striving8.
So, what should we do to help our students? The effective and the efficient
method of teaching are needed. We know that so many methods in English
teaching such as; Grammar-Translation Method (GTM) Audio-Lingual
Method, Direct Method, Total Physical Response (TPR), Community
Language Learning, etc9. But now, there is one alternative of teaching method
called SMART Solution Method. Despite the fact, there is no suitable method
in teaching languages as experts have claimed.
SMART Solution Method itself is related teaching method of
PRIMAGAMA Education Tuition which is called SMART SOLUTION.
According to Supriyanto, SE (the Chief Academic of Center PRIMAGAMA
Yogyakarta-2006, also see appendix) the method itself has just been declared
since the early year of 2000 by an agreement/ deal from all tutors (in
Yogyakarta) that have a similarity both vision and mission. Basically,
SMART Solution Method is the improvisation method from the “Practical
Method” (Metode Rumus Praktis) that has been improved by PRIMAGAMA
since 1982 till the end of year 1999.
In the application of SMART Solution method, it has become
an alternative way as a problem solving on the complicated problems.
In English lesson for example, SMART Solution can help the students’
problem including TENSES, MODAL and MODAL PERFECT, Subjunctive,
Causative, Participle, Gerund and To Infinitive, Conditional Sentence,
Reading Comprehension, etc.
Based on the problems discussed previously, In this case, the writer
is interested in researching and analyzing of using smart solution method in
teaching gerund at the twelfth grade Senior High School students of
PRIMAGAMA Pisangan-Ciputat although clarifying the differences between
‘gerund’ and ‘participle’ seems to be imperative too.
8 BIMBEL News, December Edition 2006
9 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching”. p. 3
B. Statement of the Problems
Based on the background described above, the writer conducts a study
concerning on using smart solution method in teaching gerund at the twelfth
grade Senior High School students of PRIMAGAMA Pisangan-Ciputat,
the writer has a big question about Smart Solution itself. The general question
of this study is: “Is teaching Gerund at PRIMAGAMA Pisangan-Ciputat by
using SMART Solution Method really effective?”. This main question can be
described into specific question as follows:
1. How is the teaching procedure of Smart Solution Method at
PRIMAGAMA?
2. What is the advantage of using Smart Solution Method?
3. Is Smart Solution Method really effective in teaching Gerund?
C. Purposes of the Study
1) To describe more about the teaching procedure that using SMART
Solution Method at PRIMAGAMA
2) To describe more the advantages of using SMART Solution Method.
3) To describe whether teaching Gerund by using Smart Solution Method
really effective.
D. Scopes and Limitation of the Study
The scope of this study focuses on using SMART Solution method in
teaching gerund (by a few information about participle) at twelfth grade
Senior High School students of PRIMAGAMA Pisangan-Ciputat. Teaching
learning English at PRIMAGAMA Pisangan-Ciputat includes many aspects,
so it is out of question if the study has to cover them all. To make it deeper,
the problems will be limited by some points: 1) The teaching procedure of
Smart Solution Method, 2) The advantages of using Smart Solution Method,
3) The effectiveness of using Smart Solution Method in teaching gerund.
E. Significance of the Study
The results of the study are expected to provide useful information about
the using of Smart Solution Method in teaching gerund at PRIMAGAMA
Pisangan-Ciputat. It is expected that these results can contribute to all students
conduct with the UN Test. For Head Office of PRIMAGAMA, it can be an
evaluation tool to measure quality of Smart Solution method in teaching
learning process. The tentor that joins with PRIMAGAMA Pisangan-Ciputat
can take an advantage from it as an information above various teaching
grammar strategy and they can evaluate whether this strategy better or not to be
applied in the class room. And for the further researchers, it can be as a
reference for who are interested in conducting similar studies in the next time.
F. Operational Definitions
The following definitions are given to make readers have the same
understanding or perception for some terms is used in this study. They are also
expected to avoid ambiguity or misinterpretation. They are as follows:
1. SMART stands for S = SIMPLE, M = MIND, A = APPLICABLE,
R = RATIONAL, T = TRICK10
.
As for further explanation, Simple is to make the learning and the
completion of many difficult questions/ problems able to be solved.
Mind is the understanding of materials and the completion of many
questions/ problems by using the catchy formulations in mind.
Applicable is the using of catchy formulation that can be applied to
solve the problem in test easily. Rational is for the completion of
questions/ problem on test update curriculum. Trick is the problems
which can be solved fast and tactically.
2. Gerund is a verb form ending in-ing that is used as a noun.11
10 Article, ‘Metode Smart Solution Terbukti Unggul’, 2004
11 Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching,
Cambridge University Press: 1986, p.15-16.
3. Teaching is showing or helping someone to learn how to do something, giving
instructions, guiding in the study of something, providing with
knowledge, causing to know or understand”(Kimble and Garmezy
1963:133). According to Nathan Gage (1964:269) teaching is guiding
and facilitating learning, enabling the learner to learn, setting the
conditions for learning.
CHAPTER FOUR
CONCLUSION AND SUGGESTION
A. CONCLUSION
Finally, the writer took several conclusions from the paper above; they are:
a. Smart Solution Method is an overall plan containing approach, design,
and procedure which should be SMART (Simple, Mind, Applicable,
Rational, and Trick).
b. Teaching gerund by using Smart Solution Method is a guiding or a helping
someone to know and understand about gerund’.
c. Smart Solution Method is a method of learning which balances both left-
brain and right-brain. Smart Solution method is not only used for solving
troubles in test by using the left brain but also used to control the emotion,
feeling when searching the answers by using the right brain.
d. Smart Solution Method could be one solution how to solve the troubles in
test particularly and one solution of English teaching method in Indonesia
generally.
e. Conceptually, Smart Solution method has fulfilled the aspect of language
learning domains such as cognitive domain, affective domain, and
psychometric domain.
f. From the description data above, the writer takes a conclusion that Smart
Solution Method is more effective in kind of multiple choice tests than
essays tests.
g. Although Smart Solution is more effective in kind of multiple choice tests,
the writer though that multiple choice tests could limit the students’
creativity in finding the true answers indirectly. Occasionally, a multiple
choice test could make the students’ interest in guessing if they didn’t
know the answer.
h. The writer though that teaching and learning English in recent globalization
era must active not passive. The writer saw that teaching gerund by using
Smart Solution Method is not attract the students to be more active in oral
but in written.
i. The writer though that the goals of Smart Solution Method in language
learning is still contrast with the goal of language learning itself. The goal
of language learning is not how to learn about language but how to use
language.
j. Smart Solution Method is not the best solution in any troubles of test
because we can see from the research table that there are still found some
errors especially in an essay test. Meanwhile, Smart Solution Method in
language learning is only merely a frozen concept when it’s tried to be
applied in an essay tests, the writer still found any troubles from student’s
comprehension.
k. Smart Solution method is still not enough popular outside. The writer can
take any summary especially from the capacity of class. We know that the
capacity of class ideally consist of fifteen students in each class but the
writer found that the quota for class is still less for example found in any
PRIMAGAMA mentioned above still found any lacks exactly to fulfill the
capacity of class ideally.
l. Smart Solution method as a brand mark of PRIMAGAMA still didn’t have
any enough power to strengthen their promotion of English teaching
method outside. Based on the writer’s experience during joining with
PRIMAGAMA especially at PRIMAGAMA Ciputat and PRIMAGAMA
Pondok Cabe, the training of Smart Solution Method is only took for
chosen tutors (ex: math, English, and physics) once time in a year. So, the
writer thinks it’s too hard for the chosen tutor to take any socialization to
others.
m. SMART solution Method as a brand mark of PRIMAGAMA is not too
success enough to make any interest of students to join in PRIMAGAMA
generally because we can know from the data description above that the
total numbers of student in each class doesn’t fulfill the capacity of class
ideally there. So, it’s mean that SMART Solution method is not easy
listening outside exactly in English teaching method in Indonesia.
n. After all conclusion mentioned above, finally the writer takes a main point
of teaching gerund by Smart Solution Method are;
- Teaching gerund by using Smart Solution Method is really effective in
any multiple choice tests because if we see the form of UN tests
is multiple choices not in an essay, so the writer thinks it would be an
advantage for students.
- In other side, teaching gerund by using Smart Solution Method is not
really relevant in scope the goal of language learning generally and
KTSP curriculum practically. The concept of KTSP curriculum itself is
to encourage the students to take their full participation in language
learning. But the writer didn’t find any interaction or active participation
from the students during Smart Solution Method was taught. So, the
writer do hope that the students would involve their self in language
learning actively either in the classroom or outside in many aspects of
life.
B. SUGGESTION
In this time, the writer just wants to give some recommendations:
a. Smart Solution Method is needed to be more socialized and more
acceptable not only intern but also extern in any other education
institutions.
b. Smart Solution Method as a major product of PRIMAGAMA need also
to be more introduced outside as a method of English teaching to make it
more popular.
c. Smart Solution Method as one option in any method of English teaching in
Indonesia need to be more researched within the correlation KTSP
Curriculum and Smart Solution Method.
d. PRIMAGAMA Education Tuition as a non-formal of education institution
in Indonesia should take any evaluation of Smart Solution Method itself
annually in order to get any perfection and scientific.
Appendix
INTERVIEW FORM
A. Interview with a Chief of Branch Office Primagama-Pisangan Ciputat
(Hendra Hermawan, S.P.)
1. Apakah metode Smart Solution?
2. Mengapa diberi nama Smart Solution? dan siapa penggagasnya?
3. Sudah berapa lama metode Smart Solution diperkenalkan?
4. Seberapa penting pengaruh metode Smart Solution terhadap keberhasilan
siswa?
5. Apa kelebihan dan kelemahan metode Smart Solution?
• ANSWER
1. Metode belajar dimana ditujukan agar para siswa belajar lebih nyaman;
learning is fun..
Latar belakang muncul ide smart solution:
a. Marketing : dimana sebagai pembeda/ differensiasi antara bimbel
yang lainnya diluar Primagama.
b. Akademik : - pelayanan nyaman bagi siswa
- sebagai alternatif dari rumus-rumus sulit dari sekolah
dan dipermudah dengan metode smart solution
2. Smart berarti cerdas, dan secara bahasa lebih mudah ditangkap oleh otak
3. sebelum menjadi Smart Solution sebelumnya dinamakan Rumus Praktis
yang berlangsung sejak 1982 – 2000. Kemudian ide smart solution muncul
dari para teman-teman tentor sejak tahun 2001 hingga kini sebagai
alternatif dari metode pengajaran.
4. pengaruh atau efeknya sangat besar;
- sebagai sugesti positif, dimana jika kita punya kemauan pasti bisa
- teori yang dijarkan menjadi sangat gamblang.
- kepuasaan pelanggan sehingga konsumen merasa senang, lebih peka,
dan aktif
5. Kelebihan metode smart solution; efektifitas waktu dalam penyelesaian soal
terutama soal-soal Tes SPMB, UN, Ulangan Umum, dan lain-lain.
- merupakan proses hubungan korelasi otak kiri yaitu; tahu, bertanya,
menjawab.
- mengoptimalkan pula pengambangan otak kanan
- merupakan pola baku yaitu cepat, tepat, dan dapat dipertangungjawabkan.
Kelemahan metode smart solution:
- Secara internal, sosialisasi kepada seluruh tentor tentang metode smart
solution.
- secara akademis dianggap menyalahi PAKEM pelajaran.
B. Interview with a Chief Academic of Center Primagama Yogyakarta
(Supriyanto, S.E.)
1. Apakah metode Smart Solution?
2. Mengapa diberi nama Smart Solution? dan siapa penggagasnya?
3. Sudah berapa lama metode Smart Solution diperkenalkan?
4. Seberapa penting pengaruh metode Smart Solution terhadap keberhasilan
siswa?
5. Apa kelebihan dan kelemahan metode Smart Solution?
• ANSWER
6. Metode belajar dimana ditujukan agar para siswa belajar lebih nyaman;
learning is fun.
Latar belakang muncul ide smart solution:
a. Marketing : dimana sebagai pembeda/ differensiasi antara bimbel
yang lainnya diluar Primagama.
b. Akademik : - pelayanan nyaman bagi siswa
- sebagai alternatif dari rumus-rumus sulit dari sekolah
dan dipermudah dengan metode smart solution
7. Smart berarti cerdas, dan secara bahasa lebih mudah ditangkap oleh otak
8. sebelum menjadi Smart Solution sebelumnya dinamakan Rumus Praktis
yang berlangsung sejak 1982 – 2000. Kemudian ide smart solution muncul
dari para teman-teman tentor sejak tahun 2001 hingga kini sebagai
alternatif dari metode pengajaran.
9. pengaruh atau efeknya sangat besar;
- sebagai sugesti positif, dimana jika kita punya kemauan pasti bisa
- teori yang dijarkan menjadi sangat gamblang.
- kepuasaan pelanggan sehingga konsumen merasa senang, lebih peka,
dan aktif
10. Kelebihan metode smart solution; efektifitas waktu dalam penyelesaian soal
terutama soal-soal Tes SPMB, UN, Ulangan Umum, dan lain-lain.
- merupakan proses hubungan korelasi otak kiri yaitu; tahu, bertanya,
menjawab.
- mengoptimalkan pula pengambangan otak kanan
- merupakan pola baku yaitu cepat, tepat, dan dapat dipertangungjawabkan.
Kelemahan metode smart solution:
- Secara internal, sosialisasi kepada seluruh tentor tentang metode smart
solution.
- secara akademis dianggap menyalahi PAKEM pelajaran.
BIBLIOGRAPHY
Brown, H. Douglas (1980).
Principles of Language Learning and Teaching, Third Edition, San Francisco Tate University.
Bell T., Roger (1981).
An Introduction to Applied Linguistic, Approaches and Methods in
Language Teaching. 1981, Batsford Academic and Educational Ltd.
Creswell W., John (2003).
Research Design, Second Edition, University of Nebraska, Lincoln, 2003.
SAGE Publication, Inc.
Danesi (1988).
Left-and Right-Brain Functioning. Quantum Learning: Membiasakan
Belajar Nyaman & Menyenangkan, Bandung: Kaufa.
Farkhan, Muhammad (2006). An Introduction to Linguistics, UIN Jakarta Press.
Farmer, Marjorie Saymour Yesner, Steven Zemelman, Elizabeth M. Richmand,
Composition and Grammar 11 Steps in the Writing Process, Laid law Brothers, publishers, 1985.
Frank, Marcella (1972).
Modern English Exercises for Non-Native Speaker Part 2, Prentice
Hall,Inc.
Goldman, Daniel, Articles: Quantum Learning (2005).
Laird Charlton and Gorrel (1964)
Modern English Handbook, 3rd
Edition, Prentice Hall, Inc.
Lie, Anita (2004)
Paradigm of Curriculum in Indonesia, Sekjen Dewan Pendidikan Jatim, Associate Director ASIA TEFL.
Muhammad (2005)
4 Jurus Lulus UAN / SPMB Bahasa Inggris, Liebe Book Press.
Nunan, David (1992).
Research Method in Language Learning, Cambridge University Press.
Office Center Department Academic of PRIMAGAMA Education Tuition (2004)
‘What is Problem Solving?’
---------------------------------------------------------- (2004)
Konsep Pengajaran R.E.C., 2004. ANDI Offset Yogyakarta.
----------------------------------------------------------- (2004)
Life Skill Education, 2004. ANDI Offset, Yogyakarta.
Porter, de Bobby and Hernacki Mike (2005)
Quantum Learning: Membiasakan Belajar Nyaman & Menyenangkan,
Bandung: Kaufa.
Richards C., Jack and S. Rodgers, Theodore (1986).
Approaches and Methods in Language Teaching, 1986, Cambridge
University Press.
Schrampfer Azzar, Betty (1989).
Understanding and Using English Grammar, 2nd
Edition, Prentice Hall, Inc.
------------------------------ (1992).
Fundamentals of English Grammar, 2nd
Edition, Prentice Hall, Inc.
Soars, John & Liz (1987).
English as A World Language, HEADWAY Student’s Book Upper-
Intermediate, Oxford University Press.
Seliger, Hartnett, Krahen (1974).
Left-and Right-Brain Functioning. Quantum Learning: Membiasakan
Belajar Nyaman & Menyenangkan, Bandung: Kaufa.
Torance (1980).
Left- and Right-Brain Characteristics. Quantum Learning: Membiasakan
Belajar Nyaman & Menyenangkan, Bandung: Kaufa.
Stageberg, C. Norman (1977). An Introducing English Grammar, 3
rd Edition, printed in USA.
Wardhaugh, Ronald (1972).
Introduction to Linguistics. University of Michigan.
Warriner, C. John (1982).
English Grammar and Composition, 3rd
Franklin Edition, Harcourt Brace
Jovanovich, Course publisher.
WARTA KOTA Newspaper.
Nilai UN tak bisa ditawar, on Saturday, May 5th
2007.
Zaenuri, A.M. (2003).
Linguistics Revised edition.
INDEX
http://englishplus.com/grammar/00000335.htm. October 2007.
http://en.wikipedia.org/wiki/gerund.com, October 2007.
http://educationalissues.suite101.com/article.cfm/right_brain_characteristics.com
www.primagama.co.id
CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents a theoretical framework which consist of the
learning and teaching English in Indonesia, English curriculum and the latest
syllabus, English instructional materials at SMA, teaching gerund, the function of
gerund, approach, method, and strategy (smart solution method, definition of
smart solution method, language and thought), and issues of smart solution
method (problem solving approach, the implementation of Remedial Enrichment
Consulting / REC, extra program of smart solution method).
A. Learning and Teaching English in Indonesia
In indonesia, the teaching of English is considered as Teaching English as
Foreign Language (TEFL) since it is taught as a school subject but not used as
the medium of teaching of other subjects and not widely used by people in the
country either. This consideration is in line with Prator (1991:21) who
differentiates TEFL (Teaching English as a Foreign Language) from TESL
(Teaching English as a Second Language). In TEFL English is used in
educational situations where the teaching of other subjects is not normally
given in English. Whereas in TESL English is used in educational situations
where English is ethe partial or universal medium of instruction for other
subjects.
The implementation of teaching English at SMA is based on the 2004
English curriculum. The objective of English instruction is “By the end of the
program, the students will have developed English language skills of listening,
speaking, reading, and writing in accordance with their individual levels and
interest, using 2500 word level and appropriate structures.”
According to Syaukah (1997) states that basically, the meaning
communicative approach to teaching English at the secondary school is based
on five principles; (1) language is viewed as an instrument to express meaning
which is realized by ways of structures and vocabulary; (2) meaning is
determined by linguistics and situational contexts; (3) learning a language is
learning to use the language in communicative activities in the target language
(written as well as oral, receptive as well as productive); (4) the mastery of
language components is needed to support the mastery of the communicative
competence; and (5) the teaching of the language components can be done
whenever necessary.
Thus, in line with the discussion above, the teaching of English at SMA
considered as TEFL (Teaching English as a Foreign Language) and it is a
compulsary subject which is taught based on the 2004 English curriculum and
aimed at developing the students English language skills of listening, speaking,
reading, and writing. It means that listening skill must be covered at the
teaching of English at SMA.
Learning English at senior high school can not separate from five
competencies; such as linguistics competence, sociolinguistics competence,
actional competence, strategic competence, and discourse competence.
Linguistics competence is related with how well a person has learned that
features and rules of the language. This includes vocabulary, pronunciation,
and sentence formation, (2) sociolinguistics competence is related with how
well a person speaks and is understood in various social contexts. This depends
on factors such as status of those speaking to each other, the purpose of the
interaction, and the expectations of the interaction, (3) actional competence is
related with proficiency of students’ skill either productive or receptive skills,
and (4) strategic competence is related with how well the person uses both
verbal forms and non-verbal communication to compensate for lack of
knowledge in the other three competencies, and (5) discourse competence is
related with how well a person can combine grammatical forms and meanings
to achieve different types (genres) of speaking or writing (Noam Chomsky).
The learner, in this case is senior high school students in Indonesia still find
many complexities of mastery those English competencies. That is why we
know that the curriculum has changed for several times in Indonesia. But in
Listening Speaking
recent curriculum School-Level Curriculum (KTSP), the English learning in
senior high school only focuses on an actional competence.
Teaching can not be defined apart from learning. Nathan Gage (1964:269)
noted that ‘to satisfy the practical demands of education, theories of learning
must be ‘stood on their head’ so as to yield theories of teaching. Teaching
English in senior high school has a purpose that is by the end of their study, the
students are expected to master two competence, that are actional competence
which is divided into productive skills (speaking and writing) and receptive
skills (listening and reading) and linguistic competence (grammar, vocabulary,
pronunciation and spelling).12
Besides, teaching English in senior high school is proposed to implant the
awareness about the importance of English language as a vital medium of
transfer of knowledge that has a role to widen science, implant positive
thinking to foreign people and help the students in doing cross cultural
activities.
As a foreign language, English is taught in senior high school as a
compulsory subject, the English instructional material which is suggested in the
syllabus can be developed by the teacher themselves. This subject includes
listening, speaking, reading and writing equally.
Actional competences are not taught linearly but cohesively. Thus, the
linguistics competences must be taught integrated to support the development
of those four actional competences. Without knowing the linguistic
competences (Vocabulary, Grammar and Pronunciation), it is impossible for
the English learner perform language skills. To see the correlation between
four skills, the diagram 2.1 below is presented13
:
Diagram 2.1
The correlation between four language skills by Kern (2000:132)
12
Depdiknas, Kurikulum 2004, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA/ MA,
(Jakarta; Depdiknas, 2003) 13
Depdiknas, Kurikulum 2004, Standar Kompetensi ….p.24
Reading Writing
Adapted from SMA/MA Kurikulum 2004
B. English Curriculum and the Latest Syllabus
Curriculum always changes as the students’ need also always changes from
time to time in accordance with the changing of the science and technology.
Therefore, to meet the students’ need, the 2004 English curriculum has been
replaced by the 2006 English curriculum based on the decree of the Minister
of National Educational number 22/pm/2006 about content standard and for
basic education and secondary one throughout Indonesia since the 2003-2004
academic year.
Moreover, the organization of schooling and further education has long
been associated with the idea of a curriculum. But what actually is
curriculum? The term “curriculum” has many different definitions, as states in
the Constitution of 1945 no.20 of 2003 about National Educational System in
section I, verse 19;
“Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan,
isi, dan bahan pelajaran serta acara yang digunakan sebagi pedoman
penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan
pendidikan tertentu”14.
Decree of the Minister of National Educational number 19 year 2005 about
Standard of National Educational tells that the standard conducts with
curriculum are Standard of Content (SI) and Standard of Graduation
Competence (SKL)
Many people still equate a curriculum with a syllabus. "Syllabus" refers to
the content or subject matter of an individual subject, whereas "curriculum"
refers to the totality of content to be taught and aims to be realized within one
school or educational system" (White 1988:4). Thus, a curriculum subsumes a
syllabus. Syllabus differ from a curriculum in that it provides a listing of
14Mashur Muslich, KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar Pemahaman
Pengembangan,(Jakarta : PT Bumi Aksara, 2007), p.1
content to be learned but does not suggest methods, activities, and
measurement for evaluation15
Based on the draft of socialization of KTSP SMA/ MA tell about syllabus
as follows;
Silabus adalah rencana pembelajaran pada suatu dan/atau kelompok mata
pelajaran/tema tertentu yang mencakup standar kompetensi, kompetensi dasar, materi pokok/pembelajaran, kegiatan pembelajaran, indikator
pencapaian kompetensi untuk penilaian, penilaian, alokasi waktu, dan sumber belajar.
Syllabus is an interpretation from curriculum itself that contains of
standard of competency (SK) and competency of standard (KD). Standard of
competency and competency of standard is a part of standard of content in a
curriculum, exactly at the School-Level Curriculum (KTSP). The latest
syllabus of School Level Curriculum (KTSP) at SMA can be shown on
appendix.
C. English Instructional Materials at Senior High School
Based on the latest curriculum that is School – Level Curriculum (KTSP),
the government has decided the competence standard and basic competence in
every subject. For the indicator, the government has surrounded it to each
school and made it by the school itself. For the English subject there are four
basic competencies including listening, speaking, reading and writing.
The curricular objectives of English in Senior High School are specified
into the instructional objectives of tenth grade, eleventh grade and twelfth
grade. The objectives for each year are more specified into objectives of four
skills as the writer told above, where these skills objectives stated on
competences standard and basic competences. For this study, the writer will
focus on twelfth grade of Senior High School at PRIMAGAMA Pisangan-
Ciputat.
15 Drs. Harsono Tjokrosujoso,M.Pd. Kurikulum 1994 dan Pengembangan Materi Bahasa
Inggris SLTP dan SMA (Institut Keguruan dan Ilmu Pendidikan Malang, 1996), p.4
For the twelfth grade of Senior High School at the first semester, the
competences standard has some objectives. The students are hoped to
understand and to express the meaning from transactional, interpersonal, short
functional text and monologue in form of narrative, explanation, and
discussion in the daily context. These aims are proposed for Listening and
Speaking. Then, for Reading and Writing, the students are hoped to
understand and to express meaning of short functional text, short essay, and
monologue text in form of narrative, explanation, and discussion in the daily
context.
The purposes stated on competences standard are specified into based
competences. For Listening and Speaking, The students are hoped to
understand and to express some expressions such as; asking and giving advice,
complaint, possibility, command, admit and deny a fact, promising.
Moreover, for Reading the students are also expected to read a short
functional text correctly and to response the systematic steps in producing the
short essay in monologue text in form of narrative, explanation, and
discussion in the daily context. And for Writing, the students are expected to
produce short functional text, make a draft to friend in form of narrative,
explanation, and discussion in the daily context.
Besides mastering the four skills, the students also have to master
linguistic components namely; vocabulary, grammar and pronunciation. For
grammar, the twelfth grade of Senior High School Students at PRIMAGAMA
Pisangan-Ciputat, the students are hoped to understand and describe the
function of gerund correctly.
Competences standard and basic competences can be formulated with the
main material. This formulation is called as English Instructional Material.
To make the clear about it, the table 2.1 below is presented. This English
Instructional Material is proposed for the twelfth grade of Senior High School
0f PRIMAGAMA Pisangan-Ciputat at the first semester.
Table 2.1
The Distribution of English Instructional Material within the Latest Syllabus
(KTSP) for XII Grade at the First Semester
Standar Kompetensi Kompetensi Dasar Materi
Pembelajaran
Mendengarkan
1.Memahami makna dalam
teks percakapan
transaksional dan
interpersonal resmi dan
berlanjut dalam konteks
kehidupan sehari-hari
Berbicara
3. Mengungkapkan makna
dalam teks percakapan
transaksional dan
interpersonal resmi dan
berlanjut dalam konteks
kehidupan sehari-hari
Mendengarkan
1.Memahami makna dalam teks percakapan
transaksional dan interpersonal resmi dan
berlanjut dalam konteks kehidupan sehari-hari
1.1 Merespons makna dalam
percakapan transaksional
(to get things done) dan
interpersonal
(bersosialisasi) resmi dan
berlanjut (sustained)
secara akurat, lancar, dan
berterima dalam konteks
kehidupan sehari-hari dan
melibatkan tindak tutur:
mengusulkan, memohon,
mengeluh, membahas
kemungkinan atau
melakukan sesuatu, dan
memerintah
3.1 Mengungkapkan makna
dalam percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi dan
berlanjut (sustained)
secara akurat, lancar, dan
berterima dalam konteks
kehidupan sehari-hari dan
melibatkan tindak tutur:
mengusulkan, memohon, mengeluh, membahas
kemungkinan atau melakukan sesuatu, dan
memerintah
1.2 Merespons makna dalam
percakapan transaksional
(to get things done) dan interpersonal
(bersosialisasi) resmi dan
berlanjut (sustained)
• Mengusulkan Mis.:
A: Do you have
any advice for
me?
B: My advice is
to be careful in
doing business with them.
• Memohon
Mis:
A: Tell me a
story, brother
George, please.
B: Okay.
• Mengeluh
Mis.: I’m sorry to say this, but this
room is very dirty.
• Membahas
kemungkinan
atau melakukan
sesuatu
Mis.:
A: Is there any
chance they will
meet and marry? B: There’s a good
possibility.
• Memerintah
Mis.:
Stop it, I tell you!
• Mengakui
Continue to the next page
Berbicara
3. Mengungkapkan makna
dalam teks percakapan transaksional dan
interpersonal resmi dan berlanjut dalam konteks
kehidupan sehari-hari
Mendengarkan
2. Memahami makna
dalam teks fungsional
pendek dan monolog
berbentuk narrative,
explanation, dan discussion dalam konteks
kehidupan sehari-hari
Berbicara
4. Mengungkapkan makna dalam teks fungsional
pendek dan monolog
secara akurat, lancar, dan
berterima dalam konteks
kehidupan sehari-hari dan
melibatkan tindak tutur:
mengakui kesalahan,
berjanji, menyalahkan, menuduh,
mengungkapkan keingintahuan dan hasrat,
dan menyatakan berbagai sikap
3.2 Mengungkapkan makna dalam percakapan
transaksional (to get
things done) dan
interpersonal (bersosialisasi) resmi dan
berlanjut (sustained) secara akurat, lancar, dan
berterima dalam konteks
kehidupan sehari-hari dan
melibatkan tindak tutur:
mengakui kesalahan,
berjanji, menyalahkan,
menuduh,
mengungkapkan
keingintahuan dan hasrat,
dan menyatakan berbagai
sikap
2.1 Merespons makna dalam
teks fungsional pendek resmi dan tak resmi yang
menggunakan ragam bahasa lisan secara akurat,
lancar, dan berterima dalam konteks kehidupan
sehari-hari
4.1 Merespons makna dalam
teks fungsional pendek
resmi dan tak resmi yang
kesalahan
Mis.:
I admit I was
wrong.
• Berjanji
Mis.:
A: Do you give
me your word on
that?
B: You have my word on it.
• Menyalahkan
Mis.:
It was your fault.
• Mengungkapkan
keingintahuan
dan hasrat
Mis.:
I wonder who she
is. I wonder if I can
fly to that cloud.
• Menyatakan
berbagai sikap
Mis.:
I really like an
honest person.
I hate people who
are always late.
• Teks lisan
berbentuk narrative.
• Teks lisan berbentuk
explanation.
• Teks lisan
berbentuk discussion.
berbentuk narrative,
explanation, dan
discussion dalam konteks
kehidupan sehari-hari
Mendengarkan
2. Memahami makna
dalam teks fungsional pendek dan monolog
berbentuk narrative, explanation, dan
discussion dalam konteks kehidupan sehari-hari
Berbicara
4. Mengungkapkan makna
dalam teks fungsional
pendek dan monolog
berbentuk narrative,
explanation, dan
discussion dalam konteks
kehidupan sehari-hari
Membaca
5. Memahami makna teks
fungsional pendek dan
teks tulis esai berbentuk narrative, explanation,
dan discussion dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu
pengetahuan
Menulis
6. Mengungkapkan makna
dalam teks tulis monolog
yang berbentuk
narrative, explanation,
dan discussion secara
akurat, lancar, dan
menggunakan ragam
bahasa lisan secara akurat,
lancar, dan berterima
dalam konteks kehidupan
sehari-hari
2.2 Merespons makna dalam
teks monolog yang menggunakan ragam
bahasa lisan secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dalam teks
berbentuk: narrative,
explanation, dan
discussion
4.2 Mengungkapkan makna
dalam teks monolog yang
menggunakan ragam
bahasa lisan secara akurat,
lancar, dan berterima
dalam konteks kehidupan
sehari-hari dalam teks
berbentuk: narrative, explanation, dan
discussion
5.1 Merespons makna dalam
teks fungsional pendek resmi dan tak resmi yang
menggunakan ragam bahasa tulis secara akurat,
lancar, dan berterima
dalam konteks kehidupan
sehari-hari dan untuk
mengakses ilmu
pengetahuan
6.1 Mengungkapkan makna
dalam teks fungsional
pendek resmi dan tak
resmi yang menggunakan
ragam bahasa tulis secara
akurat, lancar, dan
• Teks lisan
berbentuk narrative.
• Teks lisan
berbentuk
explanation.
• Teks lisan berbentuk
discussion.
• Teks berbentuk narrative.
• Teks berbentuk
explanation.
• Teks berbentuk
discussion.
Continue to the next page
berterima dalam konteks
kehidupan sehari-hari
Membaca
5. Memahami makna teks
fungsional pendek dan teks tulis esai berbentuk
narrative, explanation, dan discussion dalam
konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan
Menulis
6. Mengungkapkan makna
dalam teks tulis monolog
yang berbentuk
narrative, explanation,
dan discussion secara
akurat, lancar, dan
berterima dalam konteks
kehidupan sehari-hari
berterima dalam konteks
kehidupan sehari-hari
5.2 Merespons makna dan langkah retorika dalam
esai yang menggunakan ragam bahasa tulis secara
akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks
berbentuk narrative,
explanation, dan
discussion
6.2 Mengungkapkan makna
dan langkah retorika
dalam teks monolog
dengan menggunakan
ragam bahasa tulis secara
akurat, lancar, dan
berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk
narrative, explanation, dan discussion
• Teks tulis berbentuk
narrative.
• Teks tulis
berbentuk explanation.
• Teks tulis berbentuk
discussion
D. Teaching Gerund
Teaching is only a part of education widely16
. Because education is a
guidance of individual growth wholly, individual growth with all variety
aspects, such as creation aspect, appetite aspect, etc. Ki Hadjar Dewantara said
that teaching is not only certainly education by transferring knowledge but
also giving skills to the children so that it can be useful for children’s life
physically and spiritually. Edward Anthony identified the conceptualization
and organization of teaching method into three levels: approach, method, and
5 Drs. Suwarno, ‘Pengantar Umum Pendidikan’, 4
th Edition, PT. Rineka Cipta, Jakarta : 1992.
Continue to the next page
technique17
. However, Richards said that the organization of teaching is
method containing approach, design, and procedure18
.
Teaching gerund process occurs at PRIMAGAMA Pisangan-Ciputat for
the students at twelfth grade in the first semester. It was taught to give such a
paradigm for the students that grammar not only talks about tenses but also
gerund. Before we discuss about gerund itself, firstly we have to know what
the verbal is. Why? Gerund itself includes the kinds of verbal such as; gerund,
participle, and infinitive19
. In this chapter, the writer just discusses about
gerund and a few commentaries about participle.
Verbals are formed from verbs and they may be modified by adverbs and
may have complements20. Example:
• All candidates are carefully vetted for security reasons (adverb).
• He became a politician of Republic Party at United States
(complement)21.
Verbal is a word formed from a verb that functions in a sentence as
another part of sentences22
. Example :
• Muffled noises awoke me (modifies the noun noises),
• Sleeping was impossible (subject of the sentence)
• I went to look you (modifies the verb went)
Verbals are those forms that occupy verb position also each item in a
group of auxiliary verb + main verb23. Example:
• You should do what your parents tell you (present time)
• You should have done what your parents told you (Past time)
6 C, Richards. Jack and Theodore S. Rodgers, ‘Approaches and Methods in Language
Teaching’, Cambridge University Press. P.15.
7 C, Richards. Jack and Theodore S. Rodgers, ‘Approaches and Methods….,p.15.
19
John E. Warriner, English Grammar and Composition, 3rd
Franklin Edition, Harcourt Brace
Jovanovich, Course publisher, 1982. p.40
9 John E. Warriner, English Grammar ....,p.40
10
AS Hornby, OXFORD Advanced Learner’s Dictionary, 6th
Edition, p. 228
11
Marjorie Farmer, Saymour Yesner, Steven Zemelman, Elizabeth M. Richmand, Composition
and Grammar 11 Steps in the Writing Process, Laid law Brothers, publishers, 1985.
12 Norman C. Stageberg, An Introducing English Grammar, 3rd Edition, printed in USA 1977,
p.221
From all definitions above, the writer gives a summary of verbals are
formed from either auxiliary verb + main verb or verb are modified by adverbs
or complements.
Gerund itself is the other word of verb-ing. Other says, the-ing form of a
verb (e.g., talking, playing understanding)24. On the site, english.plus.com is
said: Gerund is a verb ending in-ing and used as noun25
. Sports are often
referred to in gerund form, example: I like playing baseball. In the first
example: playing baseball is the gerund (the gerund playing is direct object
baseball). A gerund phrase is a noun phrase made up of a gerund phrase plus
any complements of the gerund plus any modifiers of either the complement
or the gerund26.
In linguistics, a gerund is a kind of verbal noun that exist in some
languages. It is assured by an opinion from Gorrel and Charlton Laird that
gerund is verbal when it’s used as a verbal noun27
. John E. Warriner added
that gerund is a verb form ending in-ing that’s used as a noun28. Marcella
Frank also added that gerunds are participial forms used in noun function29.
In today’s English, gerund can behave as a verb within a clause (so that, for
example, it may be modified by an adverb or have an object), but the clause as
a whole (sometimes consisting only of one word, the gerund) acts as a noun
within the longer sentence; example: ‘Editing this article is very easy”. Within
the clause ‘Editing this article’ the word ‘Editing’ behaves as a verb; in
particular the phrase ‘this article’ is the object of that verb. But the whole
clause ‘Editing this article’ acts as a noun within the sentence as a whole; it is
the subject of the verb ‘is’30
. John E. Warriner also assured that gerund could
13 Betty Schrampfer Azzar, ‘Understanding and Using English Grammar’, 2
nd Edition, p.150
14
http://englishplus.com/grammar/00000335.htm
15
http://englishplus.....
16
Gorrel and Charlton Laird, Modern English Handbook, 3rd
Edition, Prentice Hall, Inc. 1964,
p.102. 17
John E. Warriner, English Grammar …., p.42 18
Marcella frank, Modern English Exercises for Non-Native Speaker part 2, Prentice Hall, Inc.
1972, p.97
19
http://en.wikipedia.org/wiki/gerund.com
be a part of verb and a part of noun31
. It’s formed by adding-ing to the plain of
the verb. Like verb, gerunds may also be modified by adverbs and adverb
phrases as follows:
Example: Basking quietly in the sun my favorite summer pastime.
(The gerund basking used as subject of the sentence, is modified by the
adverb quietly and also by the adverbial phrase in the sun, which tell where).
Like nouns, gerunds may be modified by adjective and adjective phrase as
follows:
Example: We listened to the beautiful singing of the glee club.
(The adjective beautiful and the adjective phrase of the glee club modify
the gerund singing. Singing is used as the object of the preposition to).
After we know what the gerund is, now, the writer wants to give a few
commentaries about participle. It is done because the writer anticipates
occurring any misunderstanding the comprehension not only gerund but also
participle. Their forms are same that is verb-ing but they are different
syntactically.
Participle, according to John E. Warriner is a verb form used as an
adjective32
. The participle is part verb and part adjective. It might be called ‘a
verbal adjective’. Example:
a. Leaping the fence, the great cat surprised me. (Present participle)
b. Defeated teams should congratulate the winners. (Past participle)
c. Moving quickly, I intercepted the pass. (Present participle)
Note: Leaping is part verb because it carries the action of verb leap. It’s
also part adjective because it modifies the noun cat – leaping cat.
Defeated, formed from the verb defeat, modifies the noun teams.
Moving, formed from the verb move, modifies the pronoun I. Verb
forms used as adjective leaping, defeated, and moving are
participles.
There are two kinds of participle:
20 John E. Warriner, English Grammar ….p.42
21
John E. Warriner, English Grammar ….,p.42
1) Present participle: consists of the plain form of the verb plus-ing.
Example: - The crying baby hid under the table.
- Pointing at me, the teacher asked a question.
2) Past participle: usually consists of the plain form of the verb plus-d or
– ed. Others are irregularly formed.
Example: A peeled and sliced cucumber can be added to a garden salad.
(The past participle peeled and sliced modify the noun
cucumber).
- We will prosecute anyone caught trespassing on this property.
(The past participle caught modifies the noun anyone)
That’s all a few about participle (definition, kinds). But, we have to know
the differences between gerund and participle. Gorrel and Charlton Lair said:
• Gerund is verbal when it is used as a verbal noun.
Example: Walking is good exercise (as subject).
• Participle is verbal when it is used as a verbal modifier33
Example: Leaping the fence, the great cat surprised me (leaping
modifies the noun cat – leaping cat)
Shortly, the differences between gerund and participle (present participle)
are: gerund sentence is followed by verbal construction, but participle
sentence is followed by clause.
For adding information about gerund, it seems to be imperative if we know
the classification of gerund morpheme whether inflectional morpheme or
derivational morpheme.
Basically, morphemes are the smallest significant units of grammar34.
Morpheme fulfills two main functions in English. They are:
1) Derivational morpheme is a change the class of the word to which they are
attached35
. Muh. Farkhan said that derivational morphemes are any affixes
22 Gorrel and Charlthon Laird, Modern English…., p.102.
23 A.M. Zaenuri, Linguistics Revised Edition, 2003, p.30
24
DR. M. Farkhan, M.Pd., An Introduction to Linguistic, UIN Jakarta Press 2006, p.56
that are used to make new words of a different grammatical category from the
stem. Affixation involves both prefixation and suffixation:
un + speak + able > unspeakable
Commonly occurring prefixes are be-, de-, en-, hyper-, pre-, pro-, re-,
sub-, super-, and trans-. Prefixes alter meaning but do not always change the
function of the word to which they are prefixed. The table 2.2 below presents
the derivational morphemes;
Table 2.2
Derivational Morphemes
Prefix Free morpheme (Class) Result (Class)
Be-
De-
En-
Ex-
Hyper-
Witch (N)
Limit (V)
Rich (adj)
Terminate (V)
Market (N)
Bewitch (V)
Delimit (V)
Enrich (V)
Exterminate (V)
Hypermarket (N)
Source: Linguistics Revised Edition-Morpheme-Table of prefixation
Commonly occurring suffixes always change the class of the word to
which they are attached: beauty (N) + full (Adj). Derivational suffixes have
the characteristics36
:
a) The words with which derivational suffixes is an arbitrary matter.
To make a noun from the verb adorn we must add –ment;
adornment – whereas the verb fail combines only with – ure to
make a noun; failure.
b) In many cases, but not all, a derivational suffixes change the part of
the word to which it is added. Words ending in the morphemes
tend to be nouns as table 2.4 below:
Table 2.3
Derivational suffixes tends to be nouns
25 Norman C. Stageberg, An Introducing English ….,p.105
Suffix Free morpheme Result
a. …age
b. …an, …ian
c. …ance, …ence
d. …dom
e. …ery
f. …er
g. …hood
h. …ics
i. …ist
j. …ion, tion
k. …logy
l. …ment
m. …ness
n. …or
o. …ory
p. …ship
Break, sabot
Library, mathematic
Assist, confide
King, free
Bake, fish
Teach, run
Child, brother
Economy, athlete
Guitar, drama
Inform, relate
Bio, socio
Develop, govern
Silly, happy
Govern, operate
Labor, observe
Friend, hard
Breakage, sabotage
Librarian, mathematician
Assistance, confidence
Kingdom, freedom
Bakery, fishery
Teacher, runner
Childhood, brotherhood
Economics, athletics
Guitarist, dramatist
Information, relation
Biology, sociology
Development, government
Silliness, happiness
Governor, operator
Laboratory, observatory
Friendship, hardship
Source: SSC – Diklat 3 SMU IPS and Alumni, p.46
Words ending in the morphemes tend to be adjectives as table 2.4 below:
Table 2.4
Derivational suffixes tend to be adjectives
Suffix Free morpheme Result
a. …able, …ible
b. …al
c. …ant, ent
d. …ful
e. …ic
f. …ish
g. …ive
Fashion, response
Magic, survive
Signify, differ
Peace, hand
Poet, romance
Child, girl
Act, construct
Fashionable, responsible
Magical, survival
Significant, different
Peaceful, handful
Poetic, romantic
Childish, girlish
Active, constructive
Continue to the next page
h. …less
i. …like
j. …ly
k. …ous
l. …y
Hope, tree
Child, god
Week year
Poison, danger
Dust, bush
Hopeless, treeless
Childlike, godlike
Weekly, yearly
Poisonous, dangerous
Dusty, bushy
Source: SSC – Diklat 3 SMU IPS and Alumni, p.46
Words ending in the morphemes tend to be verbs as table 2.5 below:
Table 2.5 Derivational suffixes tend to be verbs
Suffix Free morpheme Result
a. …ate
b. …en
c. …fy, …ify
d. …ize
Stimulant, gyration
Dark, wide
Beauty, terrific
Computer, drama
Stimulate, gyrate
Darken, widen
Beautify, terrify
Computerize
Source: SSC – Diklat 3 SMU IPS and Alumni, p.46
Words ending in the morphemes tend to be adverbs as table 2.6 below:
Table 2.6
Derivational suffixes tend to be adverbs
Suffix Free morpheme Result
a. …ly
b. …ward
c. …wise
Beauty, happy
Back, east
Cross, clock
Beautifully, happily
Backward, eastward
Crosswise, clockwise
Source: SSC – Diklat 3 SMU IPS and Alumni, p.46
2) Inflectional morpheme never involves a change of class. Muh. Farkhan
said that inflectional morphemes are any affixes that are used to
produce new words in a language, but do not change the class of the
word37
.
The inflectional suffixes have the characteristic:
a) They do not change the part of speech.
Example: sled, sleds (both Noun)
cough, coughed (both Verb)
cold, colder (both Adjective)
b) They come last in a word
Example: shortened, villainies, industrializing
c) They go with all stems of a given part of speech
Example: He eats, drinks, dreams, entertains, motivates
d) They do not pile up; only one ends a word
Example: flakes, working, higher, written
Inflectional affixes can be schematized as table 2.7 below:
Table 2.7 Inflectional affixes
No Suffix Example Name
1.
2.
3.
4.
5.
6.
7.
8.
(-S pl)
(-S ps)
(-S 3rd
)
(-ing vb)
(-D pt)
(-D pp)
(-ER cp)
(-EST sp)
Dogs, oxen
Boy’s
Vacates
Discussing
Chewed, rode
Chewed, chosen, swum
Bolder
Boldest
Noun plural
Noun possessive
Present 3rd
person singular
Present participle
Past tense
Past participle
Comparative degree
Superlative degree
Source: An Introducing English Grammar, p.103
After we look at the comparison between derivational morpheme and
inflectional morpheme, the writer took a summary about what morpheme
in the gerund included. According to the explanation above, the gerund
26 DR. M. Farkhan, M.Pd., An Introducing to ….,p.56
includes in inflectional morpheme. If we see from the table of derivational
morpheme, we can not find the information of gerund, otherwise, if we see
the table of inflectional morpheme, we can find one explanation at number
4 that is present participle. We have known that gerund and participle are
of the same verb-ing but they differ and only appear on syntactical case.
Teaching also may be defined as “showing or helping someone to learn
how to do something, giving instructions, guiding in the study of
something, providing with knowledge, causing to know or understand”
(Kimble and Garmezy 1963:133). According to Nathan Gate (1964:269),
teaching is guiding and facilitating learning, enabling the leaner to learn,
setting the conditions for learning.
From all definitions above, the writer gives a summary that teaching
gerund is ‘a guiding and facilitating, enabling the learner to learn, and
setting the condition for learning gerund.’
E. The Function of Gerund
Generally, the functions of gerund are as a subject, as an object, and as
a complement in sentences38
. However, the writer tried to give a summary
from many references about the function of gerund in order to be easily
understood by the reader.
1) Gerund as subject V-ING + Verb/Aux.V + Complement
Gerund as a subject is located at the beginning of sentence as follows:
• Smoking will ruin your health
• Reading newspaper becomes my daily habits
• Waiting too long makes her bored
2) Gerund as an object of transitive predicate after these words: practice,
deny, discuss (talk about), finish, avoid, postpone (put off), risk, enjoy,
27 Muhammad, 4 Jurus Lulus UAN / SPMB Bahasa Inggris, Liebe Book Press: 2005, p.70
mind, mention, admit, suggest, stop, consider (think about), appreciate,
delay, anticipate, keep (keep on), understand, fancy39
.
Examples:
• I enjoy reading newspaper in the morning
• The committee wants to postpone having a meeting on Sunday
• Listen to me, “Just stop complaining!”
3) Gerund after preposition. Preposition + V-ING + complement
(in, on, of, for, about, by, besides, before, after, while)
Examples:
• Floretta is interested in getting a job in foreign company
• Sophia and Sonia are talking about getting a good job in a hotel
• Before going to campus, Rezha eats a big breakfast.
4) Gerund after Verb with preposition to
GETOL 3BE + V-ING. These words can be identified as following:
GE = Get use to (terbiasa) BE = Be used to (terbiasa)
T = Take to (menyukai) BE = Be accustomed to (terbiasa)
O = Object to (berkeberatan) BE = Be averse to (menolak)40
L = Look Forward to (menunggu-nuggu)
Examples:
• Mary is used to going to bed late at night
• Farida does not object to having lunch with me
• I’m looking forward to hearing your report soon.
5) Gerund after Possessive adjective (My, Your, His, Her, Our, Their)
Possessive adj. = V-ING = Complement
Examples:
28 Betty Schrampfer Azar, Understanding and Using English Grammar 2
nd Edition, Prentice
Hall, Inc.:1989, p.154.
29 Lembaga Pendidikan PRIMAGAMA, Metode Smart Solution Bahasa Inggris, Yogyakarta:
Andi, 2003, p.34.
• I would like to thank four your coming to my party
• Mary was very happy because of my bringing some apples for her
• I can not read her writing clearly.
6) Gerund after ‘GO’ (for certain idiomatic expressions about activities)41
.
GO + V-ING + Complement
Common expressions with GO + V-ING :
Go bird watching Go hiking Go sightseeing
Go boating Go hunting Go skating
Go bowling Go jogging Go skiing
Go camping Go mountain climbing Go sledding
Go canoeing Go running Go tobogganing
Go dancing Go sailing Go window shopping42
Go fishing Go shopping
Examples:
• Would you like to go sightseeing with me?
• Rezha and Oshin want to go shopping this afternoon
• We plan to go hunting next weekend
F. Approach, Method, and Strategy
Teaching learning English itself can not separate with approach, method,
and strategy. Why? Because the teacher here before transfers a knowledge to
the students, he or she should make a preparation likes a lesson plan. In lesson
plan’s contents, the teacher includes any approach about how the teacher can
make the students’ interest in their study. The teacher also determines about
what method does proper for the students in their learning activity. And
strategy, it talks about what strategy does teacher use to make the teaching
learning goals can be achieved.
30 Betty Schrampfer Azar, Fundamentals of English Grammar, 2nd Edition. p.250.
31
Betty Schrampfer Azar, Fundamentals of….,p.156.
According to Anthony’s model, approach is the level at which assumptions
and beliefs about language and language learning are specified; method is the
level at which theory is put into practice and at which choices are made about
the particular skills to be taught, the content to be taught, and the order in
which the content will be presented, and strategy is a specific ‘attacks’ that we
make on a given problem. It is the moment by moment techniques that we
employ to solve ‘problems’ posed by second language input and output. And
for the information, strategy has two types learning strategy and
communication strategy in the field of second language acquisition.
The writer here took notes from the tentors (particular calling for teacher in
PRIMAGAMA) that they are also demanded for his or her preparation before
giving the material to the students well organized. In strategy, the tentor are
hoped to use any proper strategy in giving the material. Moreover,
PRIMAGAMA has a popular method that is smart solution method. Now, the
writer would like to describe about smart solution method specifically.
1. Smart solution method
SMART Solution Method itself is related with teaching method
of PRIMAGAMA Education Tuition which is called Smart Solution.
According to Supriyanto, SE (the Chief Academic of Center
PRIMAGAMA Yogyakarta-2006, also see appendix) the method itself has
just been declared since the early year of 2000 by an agreement/ deal from
all tutors (in Yogyakarta) that have a similarity both vision and mission.
Basically, SMART Solution Method is the improvisation method from the
“Practical Method” (Metode Rumus Praktis) that has been improved by
PRIMAGAMA since 1982 till the end of year 1999.
2. Definition of Smart Solution Method
The term of “SMART” itself refers to clever or intelligent43
. In
Grammar ‘SMART’ is included in Part of Speech of ‘adjective’. In
education aspect, ‘SMART’ is the same as the intelligence of student
(Intelligent Quotient) upper 120-150.
SMART itself stands for S = SIMPLE, M = MIND,
A = APPLICABLE, R = RATIONAL, T = TRICK44
.
As for further explanation, Simple is to make the learning and the
completion of many difficult questions/ problems able to be solved. Mind
is the understanding of materials and the completion of many questions/
problems by using the catchy formulations in mind.
Applicable is the using of catchy formulation that can be applied to
solve the problem in test easily. Rational is for the completion of
questions/ problem on test update curriculum. Trick is the problems which
can be solved fast and tactically.
In describing methods, the difference between a philosophy of language
teaching at the level of theory and principles, and a set of derived
procedures for teaching a language, is central. In attempt to clarify this
difference, the OXFORD Dictionary defines ‘method’ is A particular way
of doing something45
. Meanwhile, Edward Anthony proposed a scheme in
1963. He identified three levels of conceptualization and organization,
which he termed approach, method, and technique. The arrangement is
hierarchical. The organizational key is that techniques carry out a method
which is consistent with an approach.
According to Anthony’s model, approach is the level at which
assumptions and beliefs about language and language learning are
specified; method is the level at which theory is put into practice and at
which choices are made about the particular skills to be taught, the content
to be taught, and the order in which the content will be presented;
technique is the level at which classroom procedures are described.
32 AS Hornby, OXFORD Advance….,p.1221
33 Article, ‘Metode Smart Solution Terbukti Unggul’, 2004.
34
AS Hornby, OXFORD Advance….,p.740.
Although Anthony’s model proposal has the advantage of simplicity
and comprehensiveness and serves as a useful way of distinguishing the
relationship between underlying theoretical principles and the practices
derived from them, according to Richards it fails to give sufficient
attention to the nature of a method itself. Nothing is said about the role of
teachers and learners assumed in a method. It fails to account for how an
approach may be realized in a method, or for how method and technique
are related. Jack C. Richards in his book ‘Approach and Method in
Language Teaching’ wants to clarify and revise about the Anthony’s
model. He looks at the primary areas needing further clarification are,
using Anthony’s terms, method and technique. He said that approach and
method treated at the level of design, that level in which objectives,
syllabus, and content are determined, and in which the roles of teachers,
learners, and instructional materials are specified. He also recommended
that the implementation phase (the level of technique in Anthony’s model)
refers to by the slightly more comprehensive terms procedure. Thus, a
method is theoretically related to an approach, is organizationally
determined by a design, and is practically realized in procedure46
.
From the explanations above, the writer gives the definitions of
SMART Solution Method as ‘An overall plan containing approach,
design, and procedure which should be SMART (Simple, Mind, Applicable,
Rational, And Trick)
Smart solution method can be drawn as a symbol or trademark of
PRIMAGAMA Education Tuition such as in the following figure 2.1
below;
Figure 2.1
Symbol or trademark of Smart solution method
35 Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching,
Cambridge University Press: 1986, p.15-16.
Source: www.primagama.co.id
3. Language and Thought
The relationship between language and thought poses thorny issues and
questions. The issue at stake in child language acquisition is to determine
how thought affects language, how language affects thought. It will also
related with the tree domains aspects, such as cognitive domain, affective
domain, and psychometric domain. In recent curriculum that is School –
Level Curriculum (KTSP) those three domains aspect are very integratedly
needed to make the goals of teaching learning English is achieved.
Conceptually, Smart solution method here has fulfilled the aspect of
language learning domains. To complete the information about language
and thought and also the role of three domains aspect related with using
Smart solution method in teaching gerund, the writer would like to give
more information about them;
Left-and Right-Brain Functioning
SMART Solution Method is a method of learning which balances both
left-brain and right-brain47
. Dr. Marian Diamond (a neurological
specialist) has been doing both the research and the experiment of brain
for thirty years. Her summary is whatever ages you are from either birth or
death is possible for improving the capability of you mentality through the
environment’s stimulation. She also said that more stimulus of your brain
by both intellectual activity and environment’s interaction, it will be more
connections are formed by the cells48
.
The processes of left-brain are logical, sequential, linear, and rational.
These sides are so regular. However, in reality, it can do the interpretations
both abstract and symbolism. The thinking processes are related to regular
functions such as; verbal expression, writing, reading, auditoria association
(listening), placing both detail and fact (analyzing the information),
phonetics, and also symbolism (by the numbers-logical). Meanwhile, the
processes of right-brain are random, irregular, intuitive, and holistic. The
thinking processes are related to curious things that are nonverbal, such as;
feeling and emotion, self-awareness (personality and identity), spatial
awareness (need someone out there), knowing both shapes and patterns,
music, art, color sensitivity, creativity and visualization49
.
Each of two brain clefts is responsible for their different thinking and
majoring on their particular skills, though the intersection of brain recesses
really happens. It can be visualized in the following figure 2.2 as follows:
Figure 2.2
Two Brain Clefts
36 Akademik PRIMAGAMA Yogyakarta, Articles, ‘Konsep Pengajaran R.E.C’.2004.
37
Bobby de Porter and Mike Hernacki, Quantum Learning: Membiasakan Belajar Nyaman &
Menyenangkan, Bandung: Kaufa 2005, p.36.
38
Bobby de Porter and Mike Hernacki, Quantum Learning….,p.36.
Source: Quantum Learning, p.39.
Some scholars have singled out the lateralization of the brain as the key
to answer such a question. There is evidence in neurological (brain)
research that as the human brain matures certain functions are assigned or
‘lateralized’ to the left hemisphere of the brain and certain other functions
to the right hemisphere. Intellectual, logical, and analytic functions appear
to be largely located in the left hemisphere while the right hemisphere
controls functions related to emotional and social needs50. Moreover, the
left hemisphere is associated with logical, analytical thought, with
mathematical and linear processing of information. The right hemisphere
perceives and remembers visual, tactile, and auditory images; it is more
efficient in processing holistic, integrative, and emotional information51
.
Likewise, Professor Roger Sperry from California University said in his
research that left-brain functions are particularly designed for logical
aspects, sequences, analytical, mathematics, and producing language.
Right-brain functions are related to activities both active and innovative,
the ideas either abstract or imaginative.
While we can cite many differences between left- and right-brain
characteristic, it is important to remember that left and right hemisphere
operate together as a ‘team’. Through the corpus collosum, messages are
sent back and forth such that both hemispheres are involved in most of the
39
H. Douglas Brown, Principles of Language Learning and Teaching 3rd
Edition, San
Francisco University, p.53.
40
H. Douglas Brown, Principles of Language…., p.109.
neurological (brain) activity of the human brain. Most problem solving
involves the capacities of both hemispheres, and often the best solutions to
problems are those in which each hemisphere has participated optimally
(Danesi 1988).
For the detail information of left- and right- brain characteristics,
Torrance (1980) lists the following characteristics of left- and right-brain
dominance as table 2.8 below:
Table 2.8
Left and right brain characteristics
LEFT-BRAIN DOMINANCE RIGHT-BRAIN DOMINANCE
• Logical
• Remember names
• Responds to verbal instruction
• Experiments systematically and
with strong restrain
• Makes objective judgments
• Solid and structured
• Prefers published, certain
information
• Separation reader
• Reliance on language in
thinking and remembering
• Prefers writing objects
• Prefers multiple choice test
• Less free with feelings
• Bad at interpreting body
language
• Sometimes uses metaphors
• Favors logical problem solving
• Intuitive
• Remembers faces
• Responds to demonstrated,
illustrated or symbolic instructions
• Experiments randomly and with
less restraint
• Makes subjective judgments
• Fluid and spontaneous
• Prefers elusive, uncertain
information
• Synthesizing reader
• Reliance on images in thinking and
remembering
• Prefers open-ended questions
• More free with feelings
• Good at interpreting body
language
• Frequently uses metaphors
• Favors intuitive problem solving
Continue to the next page
Nevertheless, the left-/ right-brain construct helps to define another
useful learning style continuum, with implications for second language
learning and teaching. Danesi (1988), for example, uses ‘neurological
bimodality’ to analyze the way in which various language teaching
methods have failed: by appealing too strongly to left- brain processes,
past methods were inadequately stimulating important right- brain
processes in the language classroom. Krahen, Seliger, and Hartnett (1974)
found support for hypothesis that left-brain-dominant second language
learners preferred a deductive style of teaching, while right-brain-
dominant learners appeared to be more successful in an inductive
classroom environment. Stevick (1982) concluded that left-brain-dominant
second language learners are better at producing separate words, gathering
the specifics of language, carrying out sequences of sentences, and dealing
with abstraction, classification, labeling, and reorganizations. Right-brain-
dominant learners, on the other hand, appear to deal better the whole
images (not with reshuffling parts), with generalizations, with metaphors
and with emotional reactions and artistic expressions.
Right-Brain Dominant
Purdi E. Chandra, President of PRIMAGAMA Center in Yogyakarta
implied that PRIMAGAMA has a long time introduced and applied the
Smart Solution Method using the right brain dominantly for two decades
by the abstractive ways, instinctive, innovative, creative, and controlling of
emotion in learning since 1982. Using these ways it is believed to be able
to create the situation of learning fun and not boring.
It is assured by Hendra Hermawan, S.P. (The chief of PRIMAGAMA
Education Tuition Pisangan-Ciputat) through an interview with the writer
said that Smart Solution Method are:
a. The correlation of left brain processes: known – asked – to answer
b. Optimalization of right brain processes
c. The permanent formulations which can be justified: fast – accurate –
responsible. (also see appendix)
So, in this case the writer takes a conclusion that smart solution method
using not only the balances of left and right brain function but also
dominantly right brain function. But, how can the writer take that
conclusion? Last moment, the writer found the reason on the website that
Barbara Pytel told the characteristics of the right brain52
;
Right Brain Traits
Right brains are honored in eastern cultures more than western. They
are seen as less smart because of the manner in which they process
information. Rights do not go from Point A to Point B. Right brains do not
like to listen to directions and do not like to read them. They scan quickly
and figure out what to do without reading details. Reading directions
carefully is a detailed activity for the left-brain.
How Rights Learn
Rights think and learn in visual, kinesthetic and audio images. They
don’t memorize well and need to visualize a picture so they can recall the
facts. Abstract math is often not brain compatible. Their thoughts are
frequently in code and they may have bizarre images in night dreams
leaving them confused as to what they mean.
When right brains talk to you, they look at you while listening and
look away to the when answering a question. This is a brain shift from one
side to another. This is not a sign of fabrication. They are listening with
one side and now switch over for the response. They are not creating an
answer in an attempt to deceive.
Word Association
41 http://educationalissues.suite101.com/article.cfm/right_brain_characteristics.com
On a spelling test, aright brain hears the word “dog.” Their mind
wanders to the thought of the neighbor’s dog which barked most of the
night, that reminds them of the fact that neighbors are in the Bahamas,
which takes them to an island with palm trees and sandy beaches, which
reminds them that they need a bathing suit for this weekend, which
reminds them that they will need to take spending money… Teacher says,
“Word #7 is house.” Student raises hand and asks what word #6 was.
They’ve checked out for a while.
Rights Are Misunderstood
Right brains do not explain what they feel well and are misunderstood.
They think of one thing, say another because their brain has already moved
on to another thought. Unfortunately, their mouth is still moving. Rights
often do not realize may even deny saying it or argue they said something
else. Because they know what they “intended” to say, they are confused
when individuals state otherwise.
See the Big Picture
Rights brains do not like to jump through the hoops to get something done.
They also do not like to follow rules which do not make sense to them.
They see the big picture quickly and what you are asking them to do in
steps does not seem necessary because they are at the end of the process
already.
Right brains are non-judgmental and often have no opinion on many
topics. They can see both sides and are often seen as wishy washy or
lacking values. They see the whole person and are less likely to condemn a
person because of a flaw. They often have an interesting group of friends.
New Ideas
Right brains embrace new ideas. They are future thinkers and enjoy
introducing controversial ideas. They believe that everything is possible,
tend to be very creative, and do not see the pitfalls along the way. They
leave those little details to the lefts.
G. Issues of Smart Solution Method
1. Problem Solving Approach
When the necessity of student needs more varieties and the problems
also become more complex, education is claimed to create strong and smart
human resources either intellectually or emotionally. As a consequence, to
support a SMART Solution Method, in academic year 2003-2004
PRIMAGAMA Education Tuition has been focusing a student instructional
guidance and the most appropriate service is Problem Solving Approach.
Here the syllabus that has been improved by the office center department
academic of PRIMAGAMA Education Tuition:
1. Instructional Guidance
This is a guidance of instructional program for the student to
understand either the lessons or the ways to study better.
2. Educational Guidance
This program is aimed at consulting and giving explanation about the
ways, the goals, and the policies of education comprehensive. Like the
further information about junior or senior high school, university, and
majors election.
3. Personal Guidance
This program is to help student on their private matters53
. These
problems might be caused by student disability to adapt themselves
with the aspects of personality growth, family, friendship, and
circumstance.
42 Akademik PRIMAGAMA Yogyakarta, Articles:What is Problem Solving?’ published in
2004
2. The implementation of Remedial, Enrichment, and Consulting (REC)
As the follow up from the Problem Solving approach, in the same
academic year 2003-2004, PRIMAGAMA Education Tuition has
developed a concept of teaching that is R.E.C. (Remedial, Enrichment,
Consulting).
1. Remedial
PRIMAGAMA gives the material to repeat, to add, and also to
complete all subjects in the school.
2. Enrichment
PRIMAGAMA gives the material as a review through the exercises of
daily examination, term examination, mid-test, final test (UAS),
National Test (UN), SPMB Test, and also distributes the ‘Try Out’ of
final and national test periodically.
3. Consulting
The consultation could be related to lesson’s problems, description of
higher education grade, problems of major election, even the problem
either private or physichological54
.
3. Extra Program of Smart Solution Method
SMART Solution is a method of learning balancing both left brain and
right brain55
. To support of Smart solution method itself, PRIMAGAMA
Education Tuition has an extra program that is Life Skill Education. Life
skill education as an extra program has the role especially to guide the
student on improving their as an additional program for students to supply
their knowledge, skill, and as a character building.
Life Skill Education as an extra program is the combination of skills,
emotional quotient, self-independent and leadership, teamwork. Here are
the programs of Life Skill Education:
40 Akademik PRIMAGAMA Yogyakarta, Articles: Konsep Pengajaran …..,2004. 41
Akademik PRIMAGAMA Yogyakarta, Articles:’Life Skill Education’ published in 2004
1. Achievement Motivation Training
To build an individual owning the High Achiever where the students
can understand their real selves (Who am I?).
2. Leadership for Student
To create the students’ character so that it will create leadership soul
and become a great student. In this program, the students are taught
provocation skill, instruction and motivation by an effective
communication.
3. Emotional Quotient
Daniel Goleman said that EQ has a big role about 80% in reaching a
successful of life. This program is really efficient for students to create
the harmonious relationship of each other. In addition, it could be
controlling, arranging, and setting their emotion kindly.
4. Entrepreneurship for Students
To build the sense of entrepreneurship for students by self-independent
and bravery to take a risk, this program will make the students use any
chances in any aspects and also be able to take the chances an useful
thing.
5. Quantum Learning and Accelerated Learning
The students are provided with the combination of learning between
auditoria, visual, and kinetic so that learning will be fun and comfort.
CHAPTER III
RESEARCH METHODOLOGY and RESEARCH FINDINGS
This chapter presents the description of the research method used in the study
and research findings. Research methodology consists of the research design, the
research instruments (interviewing, observation, and documentation), data and
source of data, the technique of data collecting, and the technique of data analysis.
Research findings consists of three kinds of data namely; data of teaching
procedure of using smart solution method in teaching gerund, data of the
advantage of using smart solution method, and data of using smart solution
method in teaching gerund is effective
1. Research Methodology
A. Research Design
The design of this study is descriptive design in qualitative form about
Using Smart solution method in teaching gerund at the twelfth grade of Senior
High School at PRIMAGAMA Pisangan-Ciputat. The writer did research at
PRIMAGAMA Pisangan-Ciputat twice on May 31st 2008 and November 25
th
2008 where located on Ruko Ciputat Indah Permai Blok E No.19. The
descriptive study is designed to obtain the current status of phenomena and is
directed toward determining the nature of situation as it exists at the time of
study that is in PRIMAGAMA Pisangan-Ciputat.
This study is aimed at describing about 1) the teaching procedure of Smart
Solution Method, 2) the advantages of using Smart Solution Method, 3) the
effectiveness of using Smart Solution Method in teaching gerund.
This study is called descriptive design in qualitative form because a
qualitative researcher, typically rely on four methods for gathering
information:
1. participation in the setting, it means naturalistic - not manipulating
situation, watch naturally occurring events, not controlling them.
2. direct observation, it means inductive - categories emerge from observing,
creation and exploration centered, theories emerge from data
3. in depth interviews, it means personal contact - share the experience, not
trying to be objective outsider
4. analysis of documents and materials; it means lots of detail, lots of
quotations
To avoid bias, the researcher tries to describe the real condition as
objectively as possible. He takes a position as outsider who sees the objective
condition of smart solution method in teching gerund without involving
himself as a member or English tentor (teacher’s calling) of PRIMAGAMA
Pisangan-Ciputat.
B. Research Instruments
The research instruments used for this study include interview, observation
sheet, and documentation of teaching-learning gerund process.
The interview guidelines consist of six guided questions about smart
solution method where the writer took an interview to Head of Branch Office
Primagama-Pisangan Ciputat and Head Academic of Center Primagama
Yogyakarta.
The observation sheet is used to observe the teaching – learning gerund
conducted by the English tentor in the classroom including English tentor’s
activity in the classroom, the book used by English teacher and students,
problems faced by English tentor in using Smart Solution Method in teaching
gerund, and the evaluation used by the English tentor.
Documentation is used to gain the data about teaching preparation made
by the English tentor. It can be gained by borrowing teaching preparation
made by the twelfth grade of English tentor and the data about English tentor’s
profile by borrowing PRIMAGAMA files.
C. Data and Source of Data
There were three kinds of data that used in this study; they are (1) teaching
procedure that using smart solution method, (2) the advantages of using smart
solution method, and (3) whether teaching gerund by using smart solution
really effective.
The data about the teaching procedure were made by the English tentor of
PRIMAGAMA Pisangan-Ciputat were derived from interviewing and
observation to answer the first research question, the data about the
advantages of using smart solution method were obtained from observation
and documentation to answer the second question of the research question, the
data about the effectiveness of using smart solution method in teaching gerund
were derived from the observation and documentation to answer the third
question of the research question.
Data was obtained from either students of twelfth grade at PRIMAGAMA
Pisangan-Ciputat or tentor. The writer took data from students by doing the
observation in the classroom about their handbook. And the writer also took
data from teacher by taking a documentation to check whether the tentor
prepare the lesson plan, material, etc. before they teach and also by
observation in the classroom live to the tentor about the teaching learning
activities during teaching the material of gerund by using smart solution
method, problems faced by English tentor when using Smart Solution Method
in teaching gerund, and the evaluation test used by the English tentor.
.
D. Technique of Data Collecting
Techniques of collecting data in this study were three kinds namely;
interview, observation, and documentation..
1. Interview
This technique was taken to obtain the data about smart solution itself.
The interview guidelines consist of six guided questions about smart
solution method where the writer took an interview to Head of Branch
Office Primagama-Pisangan Ciputat and Head Academic of Center
Primagama Yogyakarta.
2. Observation
Observation technique is the main technique in collecting the data about
using smart solution method in teaching gerund in the classroom and
problems faced the English tentor when using smart solution method in
teaching gerund. It was conducted three times for observing English
teaching – learning process is going on in the real English classroom
activities at the twelfth grade students of PRIMAGAMA Pisangan-Ciputat
from May 2008 – November 2008. In this case, the researcher acted as an
observer who observed the teaching – learning process without being
involved in the process because it was totally handled by a tentor. The
writer only gave such an evaluation test about gerund in the last session to
the tentor then the tentor distributed the evaluation test to the students.
3. Documentation
Documentation technique was also used to obtain the written data such as
the profile of English tentor and the teaching preparation made by the
English teacher. It was carried out by copying the English teacher’s
documentations about teaching preparation and the school files about
educational background of the English teacher, including format training
attended by them if needed.
F. Techniques of Data Analysis
The techniques of data analysis consist of data from interviewing, data from
observation, and data from documentation were analyzed in some steps as
bellows;
1. Data from Interview
The data gained from interview both Head of Branch Office
PRIMAGAMA Pisangan Ciputat and Head Academic of center
PRIMAGAMA Yogyakarta used to confirm about what smart solution method
it is. These data made the researcher more convinced what the advantage and
disadvantage of using smart solution method. If there were any differences,
the researcher asks the Head of Branch Office Primagama Pisangan-Ciputat
for clarification and the result of interview was used as the appropriate data.
The data were analyzed to answer the first and second research questions.
2. Data from Observation
The data analysis was conducted by arranging data obtained
systematically, this was done to make it easier for the researcher to write
the research report. Then the data were analyzed to answer the second and
third research questions.
3. Data from Documentation
The data obtained from documentation covered profile of English tentor
and teaching preparation made by tentor. The researcher analyzed whether the
English English teacher had the suitable educational background that is
graduated from the English department including format training attended by
them if needed. The researcher also analyzes how well was the teaching
preparation made by him. This data were used to answer the second and third
research question.
2. Research Findings
This chapter is used to answer all of the questions for this study. It consists of
three kinds of data namely; data of teaching procedure of using smart solution
method in teaching gerund, data of the advantage of using smart solution method,
and data of using smart solution method in teaching gerund is effective.
A. Data of teaching procedure of using smart solution method in teaching
gerund
The success of teaching and learning activities is decided from the teachers
who run it. One of the factors that teacher can run it smoothly is their
qualities. Teaching procedure was taken twice in two sessions Before the
writer describes about the teaching procedure of using smart solution method
in teaching gerund, the writer would like to present briefly the English tentor’s
profile at PRIMAGAMA Pisangan-Ciputat. There are two English tentors,
they are Miss.Mujiati, S.Pd and Miss. Rika Rostika. The table 3.1 below
shows about their personal information that will be determined their qualities
as an English tentor.
Table 3.1
The Data of English Tentor Qualification
No. Description Mujiati, S.Pd Rika Rostika
1. Age 24 22
2. Sex Female Female
3. Teacher Status Honor Honor
4. Latest Education S1 of UIN Syarif Hidayatullah
Jakarta 2006. Jurusan
Pendidikan Bahasa Inggris
Still study at UIN Syarif
Hidayatullah Jakarta. Jurusan
Pendidikan Bahasa Inggris, semester X
6. Teaching
experience
1 year 1 year
7. Teacher upgrading
that followed at
PRIMAGAMA
- -
Adapted from Academic of PRIMAGAMA Pisangan-Ciputat at Twelfth Grade
According to the latest curriculum 2006 (KTSP), teaching preparation that
must be done by the English teacher consists of four kinds namely, syllabus,
annual program, six months term program, and lesson plan. Based on the
documentation gained by the writer, he found only two kinds of teaching
preparation made by the English teacher. They are syllabus and lesson plan.
Unfortunately, for annual program and six months term program, the English
teacher had made them yet.
The description of lesson plan made by the English tentor will be
presented below. Meanwhile, for the syllabus, it can bee shown on the appendix.
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : PRIMAGAMA Pisangan-Ciputat Mata Pelajaran : Bahasa Inggris Kelas/Semester : XII/1 Standar Kompetensi : Membaca 5. Memahami makna teks fungsional pendek dan teks tulis
esai berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. Menulis
6. Mengungkapkan makna dalam teks tulis monolog yang berbentuk narrative, explanation, dan discussion secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.
Kompetensi Dasar : 5.1 Merespons makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
5.2 Merespons makna dan langkah retorika dalam esai yang
menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, explanation, dan discussion
6.2.Mengungkapkan makna dan langkah retorika dalam teks
monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, explanation, dan discussion
.
Indikator : Menggunakan tata tulis dengan akurat Menulis teks yang diacak ke dalam teks dengan generic structure
yang tepat Menghasilkan tulisan berbentuk narrative Jenis Teks : Narrative teks Tema : The hare and the tortoise Aspek/Skill : Reading dan Writing Alokasi waktu : 4x45
I. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat : 1. Mengidentifikasi ide utama teks yang berbentuk narrative dengan cara
menjawab pertanyaan yang diberikan. 2. Mengidentifikasi informasi tertentu teks yang berbentuk dnarrative dengan
cara menjawab pertanyaan yang diberikan. 3. Mengidentifikasi informasi rinci teks yang berbentuk narrative dengan cara
menjawab pertanyaan yang diberikan. 4. Mengidentifikasi makna kata teks yang berbentuk narrative dengan cara
mencari sinonim dari kata yang diberikan. 5. Mengidentifikasi fungsi social teks dengan memilih jawaban yang paling
tepat 6. Mengidentifikasi langkah-langkah retorika teks dengan menentukan bagian
kalimat yang merupakan langkah retorika tertentu. 7. Menyusun kata acak menjadi kalimat yang padu. 8. Menyusun kalimat acak menjadi paragraph yang padu. 9. Menyusun paragraph acak menjadi teks yang padu 10. Menulis teks narrative dengan imperative gerund terkait dengan tema
II. Materi Pembelajaran
a. Teks narrative dengan tema the hare and tortoise b. Kosakata terkait tema : stop joking, running, c. Review noun phrase : a shady tree, sleeping hare
Action verb : prepared, met, ran Adverb : easily, steadily, slowly Adjective : very far, fast, near
d. Simple present tense and imperative (gerund) : stop joking, running e. Review social Function text : to entertain f. Review generic Structure text : Orientation, Complication, Resolution
III. Metoda Pembelajaran/Tehnik : Praktek IV. Langkah-Langkah Kegiatan Pertemuan 1 ( 31 Mei 2008 )
a. Kegiatan awal Tanya jawab berbagai hal untuk memotivasi siswa Siswa menjawab pertanyaan tentang binatang dalam dongeng. b. Kegiatan inti
1. Eliciting kosakata yang terkait tema/topic teks 2. Mengulangi penggunaan noun phrase, adjective phrase, adverbial phrase, imperative gerund 3. Mengulangi penggunaan fungsi gerund sebagai subject dan predicate imperative 4. Membahas simple past tense 5.Membahas penggunaan fungsi gerund
6.Guru memberikan daftar pertanyaan ke siswa tentang gerund berupa
pilihan ganda dan essay 7 Siswa diminta mengerjakan masing-masing untuk mengetahui kemampuan siswa dalam memahami materi gerund
c. Kegiatan penutup Refleksi Menyimpulkan materi pembelajaran Siswa diminta mengumpulkan kembali daftar soal tentang materi gerund berikut isiannya. Memberi PR terkait tata bahasa dan kosakata yang telah diberikan
Pertemuan 2 (25 November 2008)
a. Kegiatan awal Salam dan tegus sapa Membahas PR
b. Kegiatan inti 1. Mereview kosaka dan tata bahasa yang telah dipelajari 2. Guru memberikan daftar pertanyaan yang sama kembali seperti pertemuan pada sesi pertama ke siswa tentang gerund berupa pilihan ganda dan essay 3 Siswa diminta mengerjakan masing-masing untuk mengetahui kemampuan siswa dalam memahami materi gerund c Kegiatan penutup Refleksi
Siswa diminta mengumpulkan kembali daftar soal tentang materi gerund berikut isiannya.
III. Sumber Belajar
i. Buku Panduan PRIMAGAMA ii. Scrip Teks narative iii. Gambar-gambar yang relevan
IV. Penilaian Membaca
i. Tehnik : Tes tulis, ii. Bentuk instrument : Uraian iii. Contoh Instrument :
Read the flowing text carefully and answer the questions!
The hare and the tortoise
A tortoise one day met a hare. The hare said to the tortoise, “My, my, you move so slowly, my friend. You will never get far!”. The tortoise felt upset and she said to the hare, “Let’s have a race and see who is faster.” Running together with you is very exciting. The hare laughed and said, “Listen to me and stop joking! But all right, we’ll see who reaches the other side of the hill first”. Then, the tortoise and the hare stood at the starting line. They prepared to start the race. Soon the race began and the hare run very fast. The hare left the tortoise far behind. Then, the hare stopped to wait for the tortoise to come long. He waited and waited till he felt sleepy. “I can take a nap for a while. She’s still very far behind me, “he thought. “Even if she catches up with me, I can easily win the race.” So he lay down under a shady tree and closed his eyes. When the tortoise passed the sleeping hare, she walked on slowly but steadily. By the time the hare woke up, the tortoise was near the finishing line. He ran fast as he could, but he could not catch up with the tortoise.
V. Pedoman Penilaian 1. Rubrik terlampir
Jakarta,................................ 2008
Mengetahui, Kepala Cabang PRIMAGAMA English tentor, Pisangan-Ciputat
Hendra Hermawan, S.P. Mujiati, S.Pd
Adapted from Twelfth Grade English tentor’s Documentation
Based on the lesson plan presented previously, it can be seen that the lesson
plane made by the English teacher has fulfilled the good criteria of lesson plan
based on KTSP. It consisted of lesson subject, institution, time alocation, class,
topic, academic year, competence standard, based competence, indicator, learning
purpose, learning material, learning method, learning activities, learning source,
and evaluation technique. But there was the difference, the teacher made one
lesson plan for the two meetings.
Unfortunately, the syllabus made by the english teacher was not original
because it was taken from the curriculum Ministrial of National Educational
(DIKNAS). It was a proof that the PRIMAGAMA does not have any original
curriculum, PRIMAGAMA just adapt that curriculum and make it harmony with
the moral mission of PRIMAGAMA that is To participate on educating of
Indonesian students ethically. So the writer concluded that PRIMAGAMA still
poor on its own curriculum.
2. Data of the advantage of Using Smart solution method
a. Problems
From data description above, the writer gives some analyses; they are:
1. Students are still not absolutely sure or connect with their understanding,
exactly when the writer gave them an essay test. Sometimes, they still
need many times to think the answer or to find the answer. Clearly, they
still need any times to solve the problems in essay test.
2. Students still feel so seriously during the test. And it is still not match
with the function of Smart Solution Method exactly in using right
brain process. So it could be a big effect for them in solving such a
test.
3. The writer found any problems especially coming from the students as
participant. The writer can not take any guarantee for their attendance
100 percent in the classroom.
b. Advantages
From description data above, the writer extremely believes that Smart
Solution could be one solution of English teaching method in Indonesia.
In case of multiple choice tests, using Smart Solution Method is very
effective and efficient than any others. They can answer easily many
questions in multiple choice tests so it could be absolutely effective and
efficient in time.
Adapted from Twelfth Grade students observation at PRIMAGAMA Pisangan -Ciputat
3. Data of using smart solution method is effective
The writer did this research on May 31st 2008. Before the activity of
teaching gerund is begun, the writer gave the question sheet (see on the
appendix) about gerund to Miss Mujiati, S.Pd as an English tentor, then she
delivered it to the students. This activity was handled by Miss Mujiati, S.Pd.
and followed by twelve students. Here is the result that can be presented in the
table 3.2 below:
Table 3.2
The Result of Using Smart solution method in teaching gerund
(First session on May 31st 2008)
Numbers of True Number of False
No
Names of Student Multiple
Choice Essays Total
Multiple
Choice Essays Total
1. Ferry Herdiansyah 9 3 12 1 2 3
2. Dimas 9 4 13 1 1 2
3 Racka 8 4 12 2 1 3
4 Ika Yuliandri 8 4 12 2 1 3
5 Friska Septiani 8 5 13 1 1 2
6 Sulistia 9 5 14 1 0 1
7 Indah Permata Sari 9 5 14 1 0 1
8 Wildan Nugroho 7 4 11 3 1 4
9 Muh. Wahid 10 4 14 0 1 1
10 Meydina Kusumawati 9 5 14 1 0 1
11 Linda 8 5 13 2 0 2
12 Diana sari 8 4 12 2 1 3
Adapted from twelfth grade students of PRIMAGAMA Pisangan-Ciputat
We can see that the comparison the total numbers of true is still higher than
the total numbers of false. We also can see that the error of total numbers from
their answers only a few. The participants in this observation are absolutely
enthusiastic. The total numbers of participant should have twelve students and
nobody was absent in this observation.
The writer did this research again on November 25th 2008. Before the activity
of teaching gerund is begun, the writer gave the question sheet (see on the
appendix) about gerund to Miss Rika Rostika as an English tentor, then she
delivered it to the students. This activity was handled by Miss Rika Rostika and
followed by twelve students. Here is the result that can be presented in the table
3.3 below:
Table 3.3
The Result of Using Smart solution method in teaching gerund
(Second session on November 25th 2008)
Numbers of True Number of False
No
Names of Student Multiple
Choice Essays Total
Multiple
Choice Essays Total
1. Ferry Herdiansyah 10 4 14 0 1 1
2. Dimas 10 3 13 0 2 2
3 Racka 10 4 14 0 1 1
4 Ika Yuliandri 10 3 13 0 2 2
5 Friska Septiani 10 3 13 0 2 2
6 Sulistia 10 4 14 0 1 1
7 Indah Permata Sari 10 4 14 0 1 1
8 Wildan Nugroho 10 4 14 0 1 1
9 Muh. Wahid 10 4 14 0 1 1
10 Meydina Kusumawati 9 5 14 1 0 1
11 Linda 10 3 13 0 2 2
12 Diana sari 10 4 14 0 1 1
Adapted from twelfth grade students of PRIMAGAMA Pisangan-Ciputat
We can see that the comparison the total numbers of true is still higher than
the total numbers of false. We also can see that the error of total numbers from
their answers only a few. The participants in this observation are absolutely
enthusiastic. Moreover, there are some great scores’ changing from the total
number of true more significantly than the result of first observation. The total
numbers of participant should have twelve students and nobody was absent in this
observation.
CHAPTER IV
CONCLUSION AND SUGGESTION
In this chapter, the writer concludes the results of study based on the research
was done at PRIMAGAMA Pisangan-Ciputat and suggests for the English tentor
in particular and for PRIMAGAMA itself in general. It consists of conclusion and
suggestion.
A. Conclusion
Based on the research conducted by the writer, he concludes some points as
follows;
1. About teaching procedure using smart solution method
The teaching procedure of using smart solution method in teaching
gerund was good and has fulfilled the good criteria of lesson plan based on
KTSP curriculum and it has fulfilled the aspects of language learning
domains such as cognitive domain, affective domain, and psychometric
domain.
2. About the advantage of using Smart solution method
The advantage using Smart solution method was really effective and
efficient in time in case of multiple choice tests than any others and it
could be one alternative of English teaching method in Indonesia. But the
critic for PRIMAGAMA about the effect of using smart solution method
that smart solution method is not successful enough to make students
interested in joining in PRMAGAMA in general because we can know
from the result of students’ documentation that the total numbers of
student in the class does not fulfill the capacity of an ideal class. The
capacity of class ideally consists of fifteen students but the writer found
that the quota for class at PRIMAGAMA is still shortage of number.
3. About the using smart solution method in teaching gerund is effective
Unfortunately, using smart solution method in teaching gerund is more
effective only in kind of multiple choice tests than that of an essay type
and but it conducts with the form of UN Test that is multiple choice tests.
But the critic for using smart solution method that more effective in sense
of multiple choice tests that multiple choice tests could limit the students’
creativity in finding the true answer indirectly. Occasionally, a multiple
choice test could make the students’ prone to guessing if they didn’t know
the exact answer.
B. Suggestion
1. About the teaching procedure using smart solution method
The English tentors must give more attention to their lesson plan in
teaching procedure. The English tentors in particular must have their own
lesson plan not adapt merely from KTSP curriculum and PRIMAGAMA in
general should have also the own original curriculum.
2. About the advantage of using smart solution method
Smart solution method as a major product of PRIMAGAMA need to be
more introduced and acceptable not only intern but also extern as a method
of English teaching.
3. About using smart solution method is effective
Using smart solution method in teaching gerund need to be more
researched because the method should accomplish the problems ideally not
only in multiple choice tests but also in an essay test.
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INDEX
http://englishplus.com/grammar/00000335.htm. October 2007.
http://en.wikipedia.org/wiki/gerund.com, October 2007.
http://educationalissues.suite101.com/article.cfm/right_brain_characteristics.com
www.primagama.co.id