The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)

Universitas Negeri Makassar. 22 23 July 2017

The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Foreword

ICESAT stands for the International Conference on Education, Science, Art and
Technology. It is organized by Universitas Negeri Makassar (UNM) as part of university
anniversary. UNM is celebrating its 56th anniversary this year when this first ICESAT is conducted.
This conference aims at bringing knowledge and good practices together from different
perspectives. Linking theory, practice and research is a challenge to improve the quality of
education. The speakers and participants are vary from academics, education practitioners, teachers,
school principals, policy makers, and students.

We would like to thank everyone who has helped to organize the Conference. We thank all
the speaker, the presenters and the participants. Special thanks is given to the Rector of Universitas
Negeri Makassar and the university management for their support and fruitful feedback during the
preparation of the Conference.

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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Advisor:

Prof. Dr. Husain Syam, M.TP

Prof. Dr. rer.nat Muharram, M.Si

Prof. Dr. Gufran Darma Dirawan, M.EMD

Dr. Abdullah Sinring, M.Pd

Dr. Nurlina Syahrir, M.Hum

Editor:

Dr. Ed. Faridah, S.T., M.Sc

Dr. Farida Aryani, M.Pd.

Muh. Ilham Bakhtiar, S.Pd, M.Pd.

Lay Out:

Hasmanto, S.Pd., M.Pd

Suhartono, S.Pd

Ahmad Muzakkir, S.Pd

The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Development of Learning Equipments Orientation by Cooperative Model

Think Pair Share Aided by Power Point to Improve Students Social
Studies Learning Outcome in 4th Grade Elementary School

Ahmad Amran
Elementary Education Study Program
Postgraduate State University of Surabaya, Surabaya, Indonesia

Corresponding e-mail: ahmadamran478@gmail.com

Abstract: The purpose of this research is developed learning equipments orientation by cooperative
model think pair share which suitably to improve student socialsstudies learning
outcomes in 4thGrade Elementary School. This study was conducted in two stages. The
first stage is development of learning equipment by used 3 stages from 4-D model. The
second stage is implementation of learning equipment to 4th Grade SDN Tanggul
Patompo II Makassar City with control group pretest-posttest design. Technique of data
analysis using descriptive analysis of quantitative and qualitative. The results showed: 1)
Learning Equipment was developed in valid categorized with average percentage
87,28%; 2) The developed of Lesson Plan was well executed and the student activity
improved from the previous meeting; And 3) there is a significant difference of the
students' learning outcomes in the experimental class and control class with a significance
value of 0.001.

Keywords: Learning equipment, Cooperative Model Think Pair Share, Power Point, Learning
Outcomes.

1 Introduction process run effectively and hopefully students

Education is an important element in one
nation. School as an educational institution is
expected to be a better place for learners to
develop their potential. Therefore, Teaching and
learning activities in schools should be designed
as well as possible to create an atmosphere of
learning which can support students to develop
their potential.
Teacher as curriculum implementers in
schools should be able to understand the
characteristics of their students, how students
learn, how to manage class to be a good
classroom which can support learning process
and develop skills of their students. In addition,
teachers have to master the nature and basic
concepts of learning to apply it in learning
activities, because the main function of learning
is facilitating students to develop their potential.
(Susanto, 2014: 196-197).
Teachers should think and make a good
planning to improve the learning process and
learning outcomes of their students and in order
to improve the quality of teaching. In addition,
the model and learning media which will be
used should be considered for the learning
interest to learn get improvment.
Improving the quality of learning can be
realized if there are efforts of teachers to try to
optimally design learning activities that can
equip learners in developing knowledge,
attitude, and skills. However, the facts show that
teachers still lack understanding of the nature
and basic concepts of learning. This will
certainly affect the learning process in the
classroom, especially in social studies. Based on
the observations in SDN Tanggul Patompo 2,
teachers still felt difficulty while teaching social
studies in the classroom. In addition, there are
teachers who teach IPS by using conventional
methods in the process of learning in the
classroom. Students difficult to understand the
material which taught by teachers, teachers
sometimes do not explain the lesson so that
students do not understand the lesson well. In
addition, students are only writing down the
material in the package book into their
notebooks. The problem above made social

1

studies be a saturates lesson and unattractive to
students.
Teachers as a designer of learning in the
class have to make a learning equipment as a
guide in learning activities. Without such
devices, it will be difficult to create a quality of
teaching process and interesting for students.
Lack of knowledge of teachers to design
interesting learning is one of the factors causing
student learning outcomes low. Therefore,
serious effort is needed in learning process in
the classroom with hope it can make the
students more active and motivated to learn with
the result that the learning outcome increase too.
Teachers should be aware that being
active requires direct involvement of students in
learning activities. To be able to involve
students physically, mentally, emotionally and
intellectually in the learning activities, the
teacher should design and implement the
learning activities by considering the
characteristics of the content of the lesson
(Riyanto, 2009: 79).
One of the efforts that can be used by
teachers to cultivate the potential of their
students is through cooperative learning model.
Cooperative learning is a learning model that is
conducted with the division of learning groups
by giving each learner the opportunity to work
with all students in tasks assigned by the
teacher.
Cooperative learning models are
developed to provide students with
responsibility for the success of their group and
also help others to succeed together. In
cooperative learning individual success is still
recognized, but the expected students are
helping each other. (Susanto, 2014).
In addition, cooperative learning can
enhance learning activities and positive attitudes
of learners, provide motivation and confidence
and will improve the social skills of learners.
Furthermore, Husni, Lasmanan, and Marhaeni
(2013) argue that in cooperative learning
students are given opportunities to obtain the
information they need to complement and enrich
the knowledge possessed by teachers and other
study group members. The learning atmosphere
and sense of community will grow and develop
among fellow group members and enable
students to understand and understand the
subject matter better. Such a process of
personality development will help less-
interested students become more passionate
about learning.
Think Pair Share is one type of cooperative
learning that can be used as a reference in
2
teaching and learning process. The cooperative
model of think pair share is developed in order
to increase students' activeness in the class
because students will think to solve the problem
assigned to him (Think), then the students will
discuss with their partner (Pair), then the
students will share to his classmates). Research
conducted by Ahmad Muzakki Alfahmi and
Ganes Gunansyah (2014) on the subject of
Social Studies I in class V SDN Kedunggede I
Dlanggu Mojokerto District concluded that the
implementation of cooperative learning model
type think pair share can increase the activity
and student learning outcomes.
Social studies learning process by using
cooperative learning model type think pair share
will be interesting to student when presented by
using learning media. Media is a tool or
intermediary used to convey an information
from the teacher to the students.
One of the media that can be used is
power point. Students will be easier to
understand the subject matter that will be
expected to improve their learning outcomes.
Power point is a media that can display
interesting features that include text, images or
graphics, sound and film photos (Triwahyuni
and Abdul, 2004: 1-2). With the features
contained in the power point is expected to
attract students' attention and facilitate students
in understanding the learning materials with the
result that the oucome of learning is expected to
be increased. Based on the description of the
background, the researcher will develop learning
equipment oriented model of cooperative model
type Think Pair Share with power point to
improve students social studies learning
outcomes in 4th Grade Elementary School.
2 Methodology
This study is research and development
(R&D). The development of learning tools was
conducted to produce learning tools which
consist of lesson plan, learning materials,
learning media, student activity sheet, and
learning outcomes test. The subject of this
research is the fourth-grade students of SDN
Tanggul patompo 2. The fourth grade B students
as experimental class and grade IV A students as
a control class. This research was conducted at
SDN Tanggul Patompo II of Makassar city in
the even semester of the academic year
2016/2017. Procedure in this research consists
of two stages. The first stages is development of
learning equipment using model cooperative
learning type think pair share and the second
stages is implementation learning equipment in
class IV.

The design of learning equipment
development in this study refers to Four-D
Models (4-D development model) by
Thiagarajan and Semmel & Semmel. This
development model consists of four stages
namely define, design, develop, and
disseminate. but due to limited time Researchers
then the research will only be done until the
development stage followed by implementation.
The learning equipment development stage is
described as follows:
1. Definition Stage (Define)
The purpose of this stage is to define and
define the necessary conditions in learning.
This stage begins with the analysis of
objectives within the boundaries of learning
materials that will be developed device. At
this stage, there are five main steps, namely
front-end analysis, learner analysis, task
analysis, concept analysis, and specifying
instructional objectives.
2. Stage Design (Design)
This stage aims to produce device design
learning-oriented model of learning
cooperative type think pair share media-
aided power point. Steps taken at this stage
are:
a. Selection of format
At this stage the preparation of formats
to design Content of learning, selection
of learning models, learning strategies,
learning methods, and learning
resources to be used.
b. Selection of media
Activities undertaken at this stage are
decisive appropriate media in the
implementation of learning. selection
process. The media is tailored to the
analysis of materials and student
analysis. Media which used in this
research is power point with hyperlink.
c. Initial design
Activity at this initial design is
composing. The design of all activities
to be done before the trial implemented,
starting from the initial design of
learning equipment up to the research
instrument.
The research instruments consist of
learning device learning sheet, learning
implementation observation sheet, and
student response questionnaires. The
result of this initial draft is called draft I
3. Development Stage (Develop)
3
The purpose of this stage of development is
to produce a final draft learning tools that
have been revised based on input of experts
(validator) and data from field trials. Steps
taken at this stage are:
a. Validation learning devices
Validation activities are performed by
competent experts to assess the
learning tool. This activity aims to
gain assessment and input of
instructional devices (draft I).
Validation activities performed with
reference to the assessment instrument
in the form of validation sheet which
has been compiled. The validation
results are then analyzed and used as a
consideration for revising draft I.
b. Limited trials / small group trials
Revised draft I improvements based on
suggestions and inputs from the next validator is
called draft II. After obtaining draft II Learning
device, then tested on trial limited. Activities at
this limited trial stage are conducted for Obtain
data and input from teachers, and observers
against. Learning tools that have been compiled.
Test execution process Try this 1 will be
observed by 2 observers with a set on the
instrument sheet of observation.
The results of this limited trial are then
analyzed and used as a matter of consideration
to revise draft II. Results of revised draft II
referred to as draft III. Draft III is then tested on
trial 2. Test 2 is implemented with the presence
of 2 people observers to observe the entire
learning process with Based on the observation
instrument sheet.
The research design on the implementation
of this trial using Control group pretest-posttest
design. Design of trial design starting with a
pretest to find out the student's initial ability,
then given treatment in the run certain time. At
the end of the learning done the final test
(posttest) as the final test.
Methods of data collection include the
validity of learning equipments, observation,
and tests. Instruments used to collect data in this
study are: Learning equipments validation sheet,
Observation sheet of learning process, student
response questionnaire, and learning outcomes
test. All data obtained in this study will then be
analyzed by using analysis descriptive that
describes result of learning equipment validity,
learning process, and student responses during
learning. In addition, to know differences in
student learning outcomes of experimental

groups and control groups of researchers using
the t-test or Independent Sample t-Test.
Hypothesis test results in this study processed
with the help of SPSS program for windows
version 24.
3 Result and Discussion
One of the requirements of the device
developed eligible to be applied in the learning
is valid. Valid is an accurate measure of the
instrument and can measure the success of a
learning device development (Basuki and
Hariyanto, 2015: 99). The result of learning
device validation is described as follows:
1. Lesson Plan
Lesson plan which developed in this
research is a lesson plan oriented to the
model of cooperative learning type think
pair share. Validation activities are carried
out to determine whether the prepared RPP
is feasible to apply in the learning process.
Aspects assessed in the lesson plan are
lesson plan format, content, time, and
language. Based on the validation results it
can be concluded that the average score
given by the validator is 3.55. Total score
of validator 1 is 70 and validator 2 is 65.
Total score given by first validator of each
component of assessment is 49 and second
validator is 43. Percentage score of first
validator is 92,11% and second validator
equal to 85,53%. After averaging, the
percentage score of both validators is
88.82%. According to (Riduwan, 2006: 88)
the appraisal criteria of the device with a
score of 81-100 including the criteria is
very good and feasible to use with a little
revision.
2. Learning Materials
Learning materials which developed in
this research contain the material
development of production,
communication, and transportation
technology. This learning material is
assessed by the validator of the content
feasibility aspects, presentation, language,
and legibility. After being validated, the
average score given by two validators is
3.54. The number of scores given by first
validator of each component of the
assessment of 49 and second validator
amounted to 43. Percentage score of first
validator is 94.23% and second validator is
82.69%. After averaging, the percentage
score of both validators is 88.46%. Based
on the validation results can be stated that
4
the developed student materials are
categorized very good and feasible to use
with a little revision. This is in accordance
with the criteria set by Riduwan (2006: 88)
that the learning device is considered
qualified if the criteria are feasible or very
feasible to use if it gets a value of 75.
3. Learning Media
Teachers can motivate their students by
arousing their learning interests and by
giving and raising expectations. The
expectation of achieving a passion or
purpose can be the motivation that teachers
generate into students. One of the provision
of hope is to facilitate students in receiving
and understanding the content of the lesson
through the use of appropriate learning
media (Munadi, 2012: 122).
Learning media which used in this
research is power point. According Arsyad
(2013: 29) learning media can improve and
direct the attention of children, it can lead
to learning motivation. Clarify the
presentation of messages and information
can facilitate and improve the process and
learning outcomes. Furthermore, the use of
power point media in learning is more
interesting because there are color games,
letters, and animated text or images or
photographs (Daryanto, 2010: 163). In
addition, with the use of this power point
media, information submitted by teachers
will be more easily understood by students.
The results of research conducted by
Setiawan (2016) proves that the use of
power point media can improve student
learning outcomes of grade VI SDN
Sindangpalay West Bandung with classical
completeness above 85%. Learning media
is a tool used by teachers to make it easier
for students to understand the subject
matter. Assessments include media
precision with learning materials, text
composition (size, color, and type) clear so
easy to read, illustration quality (images,
audio, and animation) in terms of size and
layout, image compatibility with actual
state, narrative language Which is used in
accordance with the cognitive level of the
child, the suitability of the media with the
characteristics of students, the media used
can facilitate students understand the
lesson, and the media display used to attract
students' attention. The average validation
feasibility of learning media from first
 5

validator is 94.23 and second validator is 1 Lesson Plan 92,11 85,53 88,82
82.69 with very decent category. Thus, the Teaching
2 94,23 82,69 88,46
developed learning media can be used with Materials
little revision. 3
Learning
96,88 81,35 89,115
4. Student Activity Sheet Media
Sudents
Student Activity Sheet is a guide used
4 Activity 91,67 83,33 87,5
by students in conducting activities in
Sheet
learning. Student Activity Sheet developed Learning
in this study is a guide used by students to 5 outcomes 80,00 85,00 82,5
conduct learning activities in accordance Test
with the stages of cooperative learning Average 90,98 83,58
model type think pair share. Assessments
include format, language, questions and Observation of the implementation of
content. After being validated by two learning in lesson plan that has been validated
expert validators, an average score of 3.50 done by two observers using the observation
was obtained. The number of scores given sheet of the implementation of learning. The
by the first validator of each assessment results of observation on the implementation of
component is 55 and the second validator is lesson plan are presented in the following table:
50. Percentage score of first validator is
91.67% and the second validator is 83.33%. 96,67
After averaging, the percentage of scores 80,83 82,5 85
100
from both validators is 87.50% with very 80
good category and deserves to be used with 60
40
little revision. 20
5. Learning Outcomes Test 0
Learning outcomes test is a measuring Control Experiment
tool used to determine student learning Session 1 Session 2
outcomes after the teaching and learning
process. Assessment includes the format, Figure 1. Average value of learning activity
content and language of writing questions.
The learning result test developed in this Student response data is collected by using
research is a multiple-choice test which is questionnaires to be filled by students after the
used before and after the lesson is learning ends. The result is to give a positive
implemented using the developed response to the learning activities undertaken.
equipment. After obtained the results, then Students feel happy and interested in learning
processed using SPSS 24 program to see equipment developed.
the effect of devices developed on student Learning outcomes are a change of
learning outcomes Based on the assessment behavior in a person that can be observed and
of two validators obtained an average value measured in the form of knowledge, attitude,
of 3.30. The number of scores given by first and skills. (Hamalik, 2003: 155). In this
validator of each assessment component is research, the assessment focused on the learning
55 and second validator is 50. Percentage outcomes of the cognitive domain obtained
score of first validator is 91.67% and through the tests given at the end of the lesson.
second validator is 83.33%. After Based on the average of pretest and posttest
averaging, the percentage of scores from analysis results, it is known that the pretest value
both validators is 87.50% with very good of the test of student learning outcomes in the
category and deserves to be used with little experimental class is 45.17 and the pretest value
revision of the control class is 47.32. This shows the
The results of the validation of learning as a average pretest of student learning outcomes in
whole can be seen in the following table: both classes there is no significant difference.
Normality test results revealed that the value of
Tabel 1. Learning Equipment Validity Results significance (sig) of student learning outcomes
in pretest the experimental class 0.110 and class
Kind of 0.365. The result of both classes on pretest
No V1 V2 Average
equipment points to a result greater than 0.05. Homogeneity

test results can be seen that the value of
significance (sig) value of student learning
outcomes on pretest experimental class and
control class is 0,536> 0,05. From the
prerequisite test results above, it can be
concluded that the data pretest student learning
outcomes are normally distributed and have the
same variant (homogeneous) so that it qualifies
to be tested independent t test.
Furthermore, to determine whether there is
a significant influence from the application of
cooperative model learning type of think pair
share on student learning outcomes, the
researchers do posttest. Based on the data
obtained, it is known that the average posttest
score of the students' learning outcomes in the
experimental class is 77.67 and the value of the
control class posttest is 69.11%. Based on the
different data it can be seen that there is
difference of test result of student learning result
between experiment class and control class. But
to know the difference of test result of student
result, statistically inferential in this research use
independent t test.
Independent t test can be done because
based on prerequisite test (normality and
homogeneity test) test result data of student
learning on posttest which is normal distribution
and have the same variant (homogeneous). This
is indicated by the result of normality test with
significance value (Sig.) Test of student learning
outcomes in the experimental class and control
class that is 0.573 and 0.155. The results of the
two classes on the posttest point to results
greater than 0.05. The result of homogeneity test
of student learning result resulted significant
value (Sig.) In experiment class and control
class that is 0,751> 0,05.
The test result of independent t test of
student's learning outcomes on posttest is tested
in experiment class and control class 4,446 (df
41) and Sig (2-tailed) value is 0.000. This result
shows t count 4,446 (df 41)> t table 2.020 (df 41)
and Sig. (2-tailed) 0,000 <0,05 meaning Ho is
rejected and Ha accepted. Thus, there is a
significant difference between student learning
outcomes in the experimental class on student
learning outcomes in the control class.
4 Conclusions
Based on the results of research that has
been implemented, it can be concluded that the
development of learning equipment orientation
by cooperative model think pair share aided
power point is feasible and can improve students
6
social learning outcomes in 4th grade elementary
school
5 References
Alfahmi, Ahmad Muzakki & Gunansyah Ganes.
(2014). Penerapan Model Pembelajaran
Kooperatif Tipe TPS (Think Pair Share)
Untuk Meningkatkan Hasil Belajar Siswa
Pada Mata Pelajaran IPS Di Sekolah Dasar.
Jurnal PGSD Volume 02 Nomor 02, 1 -11
Arends, Richard. I. 2008. Learning To Teach.
Belajar untuk mengajar. Yogyakarta:
Pustaka Pelajar
Arsyad, Azhar. (2013). Media Pembelajaran.
Jakarta: Rajawali Pers.
Daryanto. (2010). Media Pembelajaran.
Yogakarta: Gava Media
Husni, Muhammad, Lasmawan W., Marhaeni &
A.A.I.N.. (2013). Pengaruh Model
Pembelajaran Kooperatif Tipe Think Pair
Share Terhadap Prestasi Belajar Pkn
Kelas IV SD Gugus I Selong Ditinjau
dari Motivasi Belajar. Journal Program
Pascasarjana Universitas Pendidikan
Ganesha Program Studi Pendidikan
Dasar, Volume 3
Munadi, yudhi. (2012). Media Pembelajaran;
Sebuah Pendekatan Baru. Jakarta: Gaung
Persada Press.
Riduwan. (2006). Skala Pengukuran Variabel
Variabel Penelitian. Bandung: Alfabeta
Riyanto, Yatim. (2009). Paradigma Baru
Pembelajaran. Jakarta: Kencana Prenada
Media Group
Setaiwan, Iwan. (2016). Penerapan model
pembelajaran berdasarkan masalah
berbantuan power point untuk meingkatkan
hasilbelajar PKn materi peran Indonesia
dalam percaturan internasional di kelas VI
SDN Sindangpalay Bandung Barat. (Tesis
yang tidak dipublikasikan). Universitas
Negeri Surabaya, Surabaya.
Susanto, Ahmad. (2014). Pengembangan
Pembelajaran IPS di Sekolah Dasar.
Jakarta: Kencana Prenada Media Group
Thiagarajan, S., Semmel, D.S., M.,I. (1974).
Instructional Development for
Training Teachers of Exceptional
Children. A Source Book. Blomington
Indiana: Indiana University
Triwahyuni, Terra C dan Abdul Kadir. (2004).
Presentasi Efektif dengan Microsoft
PowerPoint. Yogyakarta: Andi Offset
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

The Motivation and Learning Style of the Students of

Civil and Planning Engineering Education Department

Anas Arfandia, Akshari Tahir Lopaa, Surianto B. Mappangaraa, Nurhaedaha

a,b,c
Universitas Negeri Makassar, Jl. A.P. Pettarani, Makassar, Indonesia
Corresponding e-mail: anas.arfandi@unm.ac.id

Abstract: The teachers plays an important role in teaching and learning process. In the learning
process, the teacher's must have the ability in teaching to fit the child's developmental
level. The difference in learning style shows the fastest and best way for every individual
to be able to absorb an information from outside himself. The purpose of this study are 1)
describe the learning type of the students of PTSP FT UNM; 2) elaborate the motivation
of the students of PTSP FT UNM; and 3) to explain the effect of the learning type to the
motivation of the students of PTSP FT UNM. This research is survey research. The
subjects of this study are all students in PTSP FT UNM. Amount 80 samples taken using
stratified random sampling. Data were collected by using a structured interview. The data
analysed by descriptive and inferential analysis. The result of the research shows that 1)
The learning type of student amount 36.25% is in type Kinaesthetic, 33.75% type of
Visual learning, and 30.00% who have type of Auditory learning; 2) The learning
motivation of the students is Very High at 78.75% but there are 1.25% who have Low
Motivation; and 3) The influence of visual learning type is not significant to students
'learning motivation, while the type of and Auditory learning type gives a significant
influence on students' learning motivation, while the type of and Auditory learning does
not significantly affect the motivation to study students majoring in PTSP FT UNM.

Keywords: learning type, learning motivation, civil engineering education

1. INTRODUCTION Application of the curriculum accompanied

Teachers play a very important role in teaching
and learning process. A teacher must have the
ability to adapt and adapt learning methods to
the child's developmental level. Teaching style
of a teacher tailored to the characteristics of
learners shows teacher persistence in helping
learners achieve mastery learning (Allcock &
Hulme, 2010). Although the teaching style of a
teacher differs from one to another, but at the
learning process all teachers have the same goal,
namely transforming science, forming students'
attitudes, and making students skilled in the
work. Mappalotteng, Hasanah, & Kanan (2015)
suggests that teachers who often provide
exercises in the context of material
understanding will produce better students when
compared to teachers who simply explain and do
not follow up continuously. This is because
teaching and learning activities not only lie with
the teacher but the students also interfere in the
teaching and learning process (Hawk & Shah,
2007).
7
by a fun teacher teaching style, this indirectly
can foster the spirit and motivation of students
to learn a subject. The learning motivation that
arises in the student is caused by the aspiration
or the drive to get the expected result. Students
who are highly motivated in learning have a
great opportunity in obtaining high learning
achievement. The higher the motivation, the
intensity of effort and effort to achieve the
desired learning achievement will also be higher
(Duncan & McKeachie, 2005).
Learners often take different ways to
understand the same information or lessons. In a
school setting, some students prefer their
teachers to teach by writing everything down on
the board so that students can read and try to
understand its meaning. Some other students
prefer their teachers to teach by speaking it
verbally and they listen to be able to understand
it (Grainger & Barnes, 2006). Another way that
is also often preferred by many students is the
learning model that puts the teacher as a
speaker. Teachers are expected to tell at length
 8

about various theories with a myriad of measure the influence between variables, after
illustrations, while students listen while meeting the requirements analysis test.
describing the contents of the lecture in a form
that they only understand themselves (Busato,
Prins, Elshout, & Hamaker, 2000).
Be aware that not everyone has the same
learning style. A person's ability to understand 3. RESULT AND DISCUSSION
and absorb the lessons is definitely different.
The difference in learning styles shows the 3.1 Learning Type of the Student
fastest and best way for individuals to absorb an
outside information (Li, Medwell, Wray, Wang, The results of the research on 69 respondents of
& Xiaojing, 2016). Therefore, as a teacher can students majoring in PTSP FT UNM showed
understand how learning styles differ in their data as set forth in Table 1.
students, and try to alert their students to the
differences, it may be easier for teachers to Table 1. Description of distribution of student
convey information more effectively and learning type
efficiently (DePorter, Reardon, & Singer- Learning Type Frequency Percentage
Nourie, 1999) .
Based on the above background, several Visual 36 26.09
issues will be examined, namely: 1) How to Auditory 38 27.54
describe the different types of student learning Kinaesthetic 64 46.38
in the department of PTSP FT UNM? 2) How is Total 138 100.00
the description of student's motivation to study
the department of PTSP FT UNM? 3) How big From Table 1 it can be seen that the students of
is the influence of learning type on student's the department of PTSP FT UNM have quite
motivation to study department of PTSP FT varied learning types, however, kinestetik is the
UNM? type of learning that more owned by students.
Furthermore the type of student learning is
2. RESEARCH METHOD described by sex as shown in Table 2.

This research is a survey research, which will
analyse student learning type as free variables
and learning motivation as dependent variable.
The population of this study is all student active
in the Department of Civil Engineering
Education and Planning academic year
2016/2017. The sampling technique using
random sampling by determining the number of
samples using proportionated sampling. The
number of samples obtained are as many as 69
respondents consisting of 32 men and 37
women.
The research instrument uses a dominant.
questionnaire adopted from the study type
instrument (DePorter et al., 1999) with 59
questions divided into 20 questions to measure
the type of Visual learning, 19 questions for
Auditory learning type, and 20 questions for
kinaesthetic learning type. As for the
motivational instrument adopted from (Pintrich,
1999) which consists of 44 items of questions.
Data analysis techniques are descriptive and
inferential. Descriptive analysis is performed to
illustrate the mean, maximum, and minimum
scores. Inferential analysis is conducted to
Table 2. Description of distribution of student
learning type by gender
Learning Type Male Female
Visual 42.11 57.89
Auditory 65.63 34.38
Kinaesthetic 16.67 83.33
From Table 2 it is reflected that male and
female students have similar learning types for
Visual and Auditory learning types, whereas for
female learning type Kinaesthetic is more
In line with the research Ames (2003) which
states that there is a difference between students
with dominant learning styles and their
association with their gender on the attitude of
operating the computer. As good as any
instructor in motivating students, if it is not in
accordance with the style and desire of students,
then the possibility of learning will not be
effective. In addition, Knight, Elfenbein, &
Martin (1997) explains that women are more
different in terms of concrete experience. In
general, female students are psychologically

better prepared when compared to the readiness
of male learners.
Both men (56.1%) and females (56.7%) of
students chose some mode of information
presentation, and the number and type of
combinations of modalities did not differ
significantly between the sexes. Although not
significantly different, the female student
population tended to be more diverse than the
male population, which included a combination
of broader sensory moduli in their preference
profiles. Instructors need to be aware of these
differences and extend the range of their
presentation style accordingly (Slater, Lujan, &
DiCarlo, 2007).
The results of the study (Orhun, 2007) show
that there is a difference between the preferred
mode of learning by female and male students,
mathematical achievement, and their attitudes
toward mathematics. Mathematical
achievements and attitudes toward mathematics
do not depend on gender. It is also noticed that
while female students most like Convergent
learning styles, boys most like the Assimilator
learning style. However, none of the students
chose the Accommodator learning style in both
groups.
3.2 Student motivation
The variable of learning motivation based on
MSLR instrument as disclosed in Table 3.
Table 3. Description of distribution of students'
learning motivation
Category Frequency Percentage
Very Good 61
Good 3 4.35
Enough 4 5.80
Less 1 1.45
Total 69
From Table 3 it can be explained that the
motivation to study students majoring in PTSP
FT UNM has been very good. Nevertheless,
there are 5.80% of respondent's motivation meet
the category Enough, even there is 1.25% which
still Less. If it is related to student learning type,
then the distribution of the category is described
in Table 4.
Table 4. Description of distribution of learning
type and motivation of student learning.
Students motivation
Learning
Type Very
Good Enough
Good
Visual 89.47 0.00 5.26
9
Auditory 86.21 6.90 6.90 0.00
Kinaesthetic 84.21 10.53 5.26 0.00
From Table 4 it can be seen that the students'
learning motivation which has type of visual
learning in the category of Very Good reaches
89.47% and the learning motivation is Enough
and Less by 5.26%. Students who have type of
learning Auditory in the category of Very Good
reached 86.21%, and Good and Enough
category of 6.90%. While in type learning
Kinaesthetic, Excellent category reached
84.21%, followed by Good category 5.56%, and
category Enough of 5.26%.
The three types of learning indicate that
student learning motivation is excellent, but
research Busato et al. (2000) suggests that some
studies have not been able to prove that type of
learning positively affects individual academic
success. Nevertheless, Boekaerts (1999)
explains that the type of learning a person has
will help him / herself in self-regulated learning
to accomplish something so that he can
understand easily.
Vansteenkiste, Simons, Lens, Sheldon, &
Deci (2004) stated that optimizing the use of
students' intrinsic motivation in framing learning
activities and learning climate will have a
significant impact on students to be more
dedicated and actively involved in learning
activities. This will have important implications
in designing optimal learning environments.
88.41
3.3 The influence of learning type on
student learning motivation
3.3.1 Test Requirement Analysis
100.00
Research data to be analysed by regression
equation, must first meet the requirements of
normality, linearity, and homogeneity test.
Normality test was performed by using
kolmogorv-smirnov (KS). Test results can be
seen in Table 5.
Table 5. Test requirements analysis type
learning
Probability ()
Variable
Normality Linearity Homogeneity
Visual .075 .775 .279
Less
Auditory .021 .821 .599
5.26 Kinaesthetic .028 .820 .208

Based on the above table it can be seen that
the probability value () of the Visual learning
type is greater than the significance value
(0.05), while the probability () type of learning
of Auditory and Kinaesthetic is smaller than the
significance value (0.05). Thus, it can be
concluded that the data for Visual learning type
variables are normally distributed, whereas the
variables of learning type of Auditory and
Kinaesthetic are not normally distributed.
In linearity test, it can be seen that the
variable data of Visual, Auditory, and
Kinaesthetic learning type are all linear to
student learning motivation. It can be seen from
the probability value () is greater than the
significance value (0.05). While homogeneity
testing shows that the probability value () is
greater than the significance value (0.05). So,
it is concluded that the variables of learning type
Visual, Auditory, and Kinaesthetic are
homogenous.
3.3.1 Hypothesis Test
Hypothesis testing is done by using inferential
analysis using simple regression. A simple linear
regression analysis was conducted to determine
the effect of one independent variable on the
dependent variable. The criterion used is based
on probability value (). In addition, the
decision making can also be done by comparing
the t count value with the t table. The result of
simple linear regression analysis of independent
variable to dependent variable is presented in
Table 6.
Table 6. Summary of Simple Regression
Analysis Results
No. Variable r-value r2 t count Ttable
1 X1 to Y 0,097 8,30 2,679 0,009 1,996
2 X2 to Y 0,056 4,20 1,998 0,050 1,996
3 X3 to Y 0,085 7,10 2,497 0,015 1,996
Based on the above table it can be concluded
that the correlation coefficient of variable visual
learning type (X1) is 0,097 marked positive,
probability value () 0,009 <0,05, while t count
2,679> t table 1,996 so it can be concluded that
variable type learn visual give positive influence
to variable Student learning motivation. The
coefficient of determination or effective
contribution of visual learning type variables to
learning motivation is 8.30% which means that
91.70% (100% - 8.30%) student learning
10
motivation is determined by other factors
outside the type of visual learning factor.
The correlation coefficient of variables of
Auditory learning type (X2) is 0,056 marked
positive, probability value () 0,050 <0,05,
while t counts 1,998 > t table 1,996 so it can be
concluded that variable of type learns Auditory
give positive influence to student motivation
variable. The coefficient of determination or
effective contribution of variables of the type of
learning to the learning motivation is 4.20%,
which means that 95.80% (100% - 4.20%) of
student learning motivation is determined by
other factors outside the type of learning.
The correlation coefficient of kinesthetic
learning variable type (X1) is 0,085 with
positive sign, probability value () 0,015 <0,05,
while t count 2,497 > t table 1,996 so it can be
concluded that kinesthetic learning type variable
give positive effect to students' motivation
variable. The coefficient of determination or
effective contribution of kinesthetic learning
type variable to learning motivation is 7,10%
which means that 92,90% (100% - 7,10%)
student learning motivation is determined by
other factors outside of kinesthetic learning type
factor.
Graf & Lin (2008) suggest that learners with
high working memory capacity tend to prefer
reflective, intuitive, and sequential learning
styles whereas learners with low working
memory capacity tend to prefer an active,
sensing, visual, and global learning style.
Honigsfeld & Dunn (2003) suggest that gender
gap patterns in learning styles can be observed,
and they encourage educators to consider all
learners' learning strengths to maximize
instructional outcomes.
Dunn, Beaudry, & Klavas (2002) suggest
that no learning style is better or worse than
others because each style has a similar range of
intelligences. A student cannot be stigmatized
by having any type of style. Most children can
master the same competencies, but how they are
mastered is determined by their respective
styles.
Cassidy & Eachus (2000) conclude that
academic achievement is positively correlated
with the strategy approach, and does not
correlate to apathetic approaches, and does not
relate to in-depth learning approaches. Type of
learning correlates significantly with academic
performance associated with academic success
and academic locus control.
4 CONCLUSIONS
Based on the results and previous discussion,
then some things that can be concluded from
this research are:
a) Students in the majors of PTSP FT UNM
have dominant kinaesthetic learning types.

The type of visual learning is dominated by
female students, while the type of auditory
learning is predominantly male students, and
the type of kinaesthetic learning is
dominated by female students.
b) The motivation to study students majoring
in PTSP FT UNM meets the criteria Very
Good although there are students whose
motivation is Less.
c) Visual learning type has a positive effect on
student learning motivation but only
contributes 8.3%, while Auditory learning
type gives an effect of 4.2%, while the
learning type of Kinaesthetic gives
contribution of 7.1%.
5 ACKNOWLEDGEMENTS
The author would like to thank you for
Rector of Universitas Negeri Makassar which
funding this research through PNBP fund.
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Learning Text Eksemplung In SMP

Andi Fatimah Yunusa), Irna Fitrianab), dan Abdul Azisa)
a
) Jurusan BSI FBS UNM Makassar
b
) STKIP Muhammadiyah Bone
Email: azissa17@yahoo.co.id

Abstract This study aims to: (1) describe the modeling of exemplum text; (2) describe the
modeling of the exemplum text after the use of the Moody's learning model; (3)
describe the effectiveness level of Moody model implementation in learning
modeling of exemplum text. The design used is a quasi experimental research
design. The population is the students of class IX.2 with a sample of 20 students.
Sampling is done by cluster sampling. The technique used is pretest and postes.
The data obtained were analyzed by descriptive and inferential statistical
techniques. The results show that (1) Exemplum text modeling before using Moody
Model is categorized as low, (2) Exemplum text modeling using Moody Model is
categorized as high; (3) Moody Model is effectively applied in learning text
modeling eksemplum with tcount> ttable or 11,88> 2,0414 at significant level 0,05.
According to the results of this study, the suggestion is proposed: (1) The need for
language learning and writing of Indonesia especially learning listening to writing
is further enhanced by always providing training to students in modeling of
exemplum text; (2) Teachers should use innovative and varied learning methods in
learning modeling of exemplum text; (3) Students should be more active practicing
eksemplum text modeling so that their ability can be improved.

Keywords: Moody Model, text exemplars, effective

1. INTRODUCTION use lecture methods that cause students to

just sit down and listen so that there is little
The study of writing at school so far,
opportunity for students to ask questions.
including in MTS / SMP, seems to be very
These facts require teachers to
weak indeed. This can be seen from the low
innovate and creativity in learning so that
interest in reading and the weakness of
they are required to have the right
students' ability to appreciate the writing.
techniques and methods used in teaching
Weak learning in school writing as well as
students. The learning method that gives
complained teachers can be tracked from
hope for problem solving is a process-based
several aspects.
method. Process-based learning will be more
Condition of reality in the field
meaningful for students because students
based on the results of the initial survey of
feel and experience direct learning. This
researchers with teachers of Indonesian
method is better known as the Moody Model
Class IX.2 Class SMP Al Ishlah Maros
According to Moody (1971, 36-37),
Regency that teaches Indonesian, that the
learning of this short story appreciation does there are six stages of presentation of
not improve the creativity of students, teaching writing that can be applied to the
because educators only use the methods and appreciation of folklore, namely:
media Conventionally in a monotonous 1. Preliminary assessment, this
learning activity in the classroom, so the initial tracking stage becomes the
classroom atmosphere seemed rigid and task of the teacher to understand
dominated by the teacher. Furthermore, in
the delivery of materials, teachers typically

13

the deeper about the ins and outs
of writing to be taught.
2. Practical decission, the stage of
determining the practical things to
determine whether the writing is
relatively simple or long, the
language is easy to digest or not,
ironic or other style, what aspects
can be picked.
3. Introduction of the work, the
introduction stage has begun to
present the work of writing. This
stage is an initial step to attract the
interest of students.
4. Presentation of the work, the
presentation stage begins with the
reading of the writing by the
teacher (for example).
5. Discussion, this stage is an
important step for the
understanding of a folktale. The
teacher should be able to
encourage the emergence of
questions in a living situation.
6. Reinforcement (testing), the
inaugural stage in question is a
step of reinforcement.
.Moody (1971: 15-24) mentions that
writing learning can; Assisting children's
language skills, enhancing cultural
knowledge, developing inventiveness and
sense, contributing to the formation of
character. It can thus be said that writing is
the source of various tastes including moral
and social tastes. Therefore, writing is
worthy of being a learning resource for
students. Students who study writing are
expected to have high moral and social
levels. Hi it is the desire of education.
The purpose of other writing lessons
H.L.B. Moody in his The Teaching of
Literature (1971). Moody's writing writing
objectives are the "typical writing"
objectives. What Moody proposes here only
covers affective and cognitive areas.
1. Information. What is meant here is
for students to have adequate
information about what it is to
write (prose, poetry, and or
drama), what elements build, who
14
the author, when composed,
including the author of which
generation, and so on.
2. Concepts. The concept here means
the basic notions of a thing.
3. Perspective. For example, how do
students view a work of writing
according to the perspective of his
own mind. What is the attitude of
the student if he becomes the
author?
4. Appreciation. Understanding the
appreciation here, the same as
Bloom stated, including affective
areas, if given a simple
understanding then this word
means: understanding,
appreciation, enjoyment, and
appreciation to the work of
writing.
2. RESEARCH METHODS
The variable of this research
consists of two, that is learning of Moody
Model as independent variable (X) and
modeling of eksemplum text as dependent
variable (Y). To obtain accurate data
according to this research problem is
designed through experimental research.
Thus, the research design used in this study
is the design of quasi-expression research.
Population is the whole object to be
studied. The population of this study is all
students of Class IX.2 SMP Al Ishlah Maros
amounted to 20 people. The nature and
characteristics of the study population were
similar (homogeneous) because students
were taught by the same teacher, same
method, and the same material during class
IX. The sample is the representative chosen
from the population and served as the
subject of the study. The sample of this
study was determined by Class IX.2 as many
as 20 people as experimental class.
Instruments used to obtain research
data that is observation, test, and RPP.
Observations were made in order to obtain a
preliminary overview of text learning in the
studied class. Technique of test, that is
exemplung text test to know student ability

in eksemplung text. Learning
implementation plan is used as reference and
learning guidance with Moody Model.
The techniques used to collect data
are test and observation techniques. In the
implementation, students are assigned text
exemplung in accordance with the basic
competence in KTSP class IX, that is
eksemplung text. Lessons are held twice.
The first meeting as a pretest, and the second
meeting held treatment (action) and
continued postes to students. Each meeting
takes place within 2 x 40 minutes. Time
spent is adjusted to the Indonesian language
lesson at the school concerned.
The steps of research procedures,
namely:
1. Initial Activity (Pretes). Preliminary
activities were performed before
treatment with the following steps:
(1) Researchers do learning without
using Moody Model in learning text
eksemplung and (2) Students
assigned text eksemplung. This
learning activity is done as much as
one meeting.
2. Treatment (Treatment) as Postes.
The lessons were conducted during
two meetings. The steps, namely
researchers do the learning by
providing explanations and
instructions on learning Moody
Model. Test data obtained from
correction work, generally still in a
state of uncertainty. To facilitate the
analysis, it is necessary to arrange
the frequency distribution which can
facilitate further calculation.
3. Inferential Statistics Analysis.
Inferential statistical analysis is used
to test the research hypothesis by
using the t-test. However, prior to
testing hypothesis, first tested
normality and homogeneity.
The normality test used is
kolmogorov-smirnov to find out whether the
data following the population is normally
distributed. The criterion used is the result of
learning data is said to follow the normal
distributed population if the value of p-
15
value> = 0.05. While for testing
homogeneity test of homogeneity of
variance is used to determine whether the
second variance of homogeneous data.
Learning result data obtained are said to be
homogeneous if p-value> = 0.05.
Hypothesis testing to answer the
research hypothesis that has been proposed.
Testing is done by using t-test but this test is
used with the help of computer that is
program of SPSS.
3. RESULT AND DISCUSSION
3.1. Descriptive Statistics Analysis
3.1.1. Preview Result of Exemplum Text
Modeling (O1)
Student learning outcomes in
learning listening to elements prior to the
application of the Moody Model (pretes),
illustrated through descriptive statistical
analysis. Descriptive statistical analysis
illustrates the acquisition of student grades
from the highest to the lowest. From the data
analysis of eksemplum text modeling data
before the application of Moody Model of
Class IX.2 students of SMP Al Ishlah Maros
(pretes), with 20 students analyzed, the
highest score is 72 and the lowest score is
46.
The highest score obtained by
students is 72 obtained by two students,
while the lowest score of 46 is obtained by
one student. Obtaining the student scores
from the highest score to the lowest grade in
sequence can be described as follows: the
highest score obtained by students, that is 73
obtained by two students (10.0%); A sample
that received a score of 68 as many as two
students (10.0%); A sample that received a
score of 66 for one student (5.0%); A sample
of 65 students (15.0%); Samples that got a
score of 63 as two students (10.0%);
Samples that received a score of 62 for one
student (5.0%); Samples that scored 59 as
many as one student (5.0%); A sample that
received a score of 53 as three students
(15.0%); Samples that received a score of 50
for one student (5.0%); Samples that
 16

received a score of 46 as one student classification of the students' exemplary text

(10.0%). modeling prior to the application of the
Based on the results of the analysis Moody Model. For more details can be seen
the data can be transformed into the in Table 1 below:
Table 1. Classification of Exemplum Text Modeling
Before Moody Model Implementation

No. Value Internal Level Ability Frequency Percentage (%)

1. 90 100 Very high 0 0,00
2. 80 - 89 High 0 0,00
3. 70 - 79 Medium 2 10,00
4. 40 - 69 Low 18 90,00
5. 0 - 39 Very low 0 0,00
Total 20 100
Source: Processed from Primary Data, 2017
Average (mean) 62,50
Based on Table 1 it can be Sum 1220,00
illustrated that the acquisition values for Standard deviation 7,17
the above classification indicate that the Variance 51,368
very high group has a value of 90-100,
the high group has a value between 80- Source: Processed from Table 1,
89, the intermediate group has a value 2017
between 70-79, the low group has a Based on Table 2 it can be
value between 40- 69, and the very low illustrated that from 20 students who
group has values below 39 down. were sampled for the study of modeling
The classification of learning modeling of exemplum text prior to the
of exemplum text prior to the application of Moody Model, generally
application of the Moody Model shows have low student learning outcomes.
that none of the students who obtained This can be seen from the average score
the classification was very high, high obtained by students is 61.00.
and very low. For this pretest, students
are only on the classification being Criteria mastery of student learning
obtained by two students (10.00%); Low outcomes at SMP Al Ishlah Maros
classification of 18 students (90.00%). Regency, especially the subjects of
The result of descriptive statistic Indonesian language that students must
analysis related to learning value of get the value 70. So, the results of
modeling of eksemplum text before student learning before the application
application of Moody Model (pretes) of Moody Model can be grouped into
above can be seen in Table 2 below: two categories, the category of complete
and not complete. So, obtained the
Table 2. Description of Students' frequency and percentage values as
Learning Value on Learning shown in Table 3. below:
Modeling of Exemplum Text Before
Application of Moody Model (Pretes)
Statistics Value Statistics
Sample 20
Range 26,00
The lowest value 46,00
The highest score 72,00
Ideal value 100,00
 17

Table 3. Distribution and Percentage of Learning Result Criteria

No. Value Category Frequency Percentage (%)

1. 70 Tuntas 2 10,00
2. < 70 Tidak Tuntas 18 90,00
Jumlah 20 100
Source: Processed from Table 2, 2017
The result of data analysis of eksemplum
Based on Table 3 above, it can be seen
text modeling after the application of Moody
that the frequency and percentage of the
Model of Class IX.2 students of SMP Al Ishlah
modeling value of text exemplum of Class IX.2
Maros Regency, with 20 students analyzed
students of Junior High School Al Ishlah Maros
obtained picture, that is: no student can get 100
Regency before the application of Moody Model
value as maximum value. The highest score is 91
(pretes), is a student who gets 70 as much as
obtained by one student and the lowest score
two students (10.00 %) Of the total sample while
obtained by two students is also 78.
students who scored <70 as many as 18 people
The achievement of the students' scores
(90.00%) of the sample size.
from the highest to the lowest values in sequence
Based on the above description it can be
can be described as follows: the highest score
concluded that, 2 students have met the
obtained by the students, ie 91 obtained by one
Minimum Exhaustiveness Criteria (KKM) and
student (5.0%); Samples that scored 88 as many
18 students do not reach the Minimum Criteria of
as three students (15.0%); The sample that got
Completeness (KKM). Students who are in the
the value 85 as many as six students (30,0%); A
incomplete category are far more numerous than
sample that received a score of 82 as many as six
the number of students who achieve mastery
students (30.0%); A sample that received a score
learning. The average value of learning outcomes
of 79 as two students (10.0%); A sample that
obtained by students is 61.00. Thus, students
received a score of 78 were two students
who were taught prior to the adoption of the
(10.0%);
Moody Model did not achieve classical mastery.
Based on the results of the analysis the
data can be transformed into classification of
modeling of students' exemplum text after the
3.1.2. Postes Result Exemplum Text Modeling application of Moody Model. For more details
(O2) can be seen in Table 4 below:
Table 4. Classification of Exemplum Text Modeling
After Moody Model Implementation

No. Value Internal Level Ability Frequency Percentage (%)

1. 90 100 Very high 1 5,00
2. 80 - 89 High 15 75,00
3. 70 - 79 Medium 4 20,00
4. 40 - 69 Low 0 0,00
5. 0 - 39 Very low 0 0,00
Total 20 100
Source: Processed from Table 3, 2017
The result of descriptive statistic analysis
Based on Table 4 it can be illustrated
related to learning value of modeling of
that the classification of students' skill level is
eksemplum text after application of Moody
very high by one student (5.00%). The result of
Model (postes) above can be seen in Table 5
student evaluation is on the high score obtained
below:
by 15 students (75.00%); Classification is being
obtained 4 students (20.00%). As for the low and
very low classification, no student gained that
score (0%). Thus, the results of modeling the
students' exemplary text after the application of
the Moody Model were classified as high.
 18

Table 5. Description of Students' Learning Value on Learning Modeling

of Exemplum Text After Application of Moody Model (Postes)

Statistics Value Statistics

Sample 20
Range 13,00
The lowest value 78,00
The highest score 91,00
Ideal value 100,00
Average (mean) 83,55
Sum 1671,00
Standard deviation 3,59
Variance 12,892
Source: Processed from Table 4, 2017
As with pretes, in this postes, the
Based on Table 5 it can be illustrated that
completeness criteria of student learning
from 20 students who were sampled for learning
outcomes after the application of the Moody
modeling of exemplum text after the application
Model are grouped into two categories, namely
of Moody Model (postes), generally have a high
the complete and unfinished category. So
level of student learning outcomes.
obtained the frequency and percentage values as
shown in Table 6 below:

Table 6. Distribution and Percentage of Learning Result Criteria

No. Value Category Frequency Percentage (%)

1. 70 Finished 20 100,00
2. < 70 Unfinished 0 0,00
Total 20 100
Source: Processed from Table 5, 2017
assistance with SPSS program version 20. The
Based on Table 6 above, it can be seen
results of inferential statistical analysis is
that the frequency and percentage of the
intended to answer the research hypothesis that
modeling value of the text of the exemplary of
has been formulated previously. Before
Class IX.2 students of SMP Al Ishlah Maros
performing inferential statistical analysis,
Regency after the application of the Moody
normality test and homogeneity test as
Model (postes), is a student who gets 70 as
requirement for t test or hypothesis test are
many as 20 students (100.00 %) Of the sample
conducted. The test is as follows:
number whereas none of the students scored <70
of the total sample. 3.2.1. Normality test
Based on the above description it can be
Normality test in this study, after using
concluded that, 20 students have met the
Kolmogorov-Smirnov, to find out whether the
Minimum Exhaustiveness Criteria (KKM). The
data following the population is normally
average value of learning outcomes obtained by
distributed. Normality test results obtained p =
students is 83.55. Thus, students who are taught
0.482 with the proviso that if the value p> =
after the application of the Moody Model have
0.05, then the data is derived from the data that is
achieved classical mastery.
normally distributed. The result data of SPSS
3.2. Inferential Statistics Analysis analysis shows that p = 0.482> = 0,05. This
shows the data of the students' learning outcomes
To know the difference in effectiveness
on the basic competence of modeling the
of Moody Model implementation in learning
exemplum text from the normally distributed
modeling of exemplum text with prior
population. For more details can be seen in table
application of Moody Model, analyzed after
7 below.
application of inferential statistical analysis.
Inferential statistical analysis using computer
 19

Table 7. Normality Test

Text Value Kolmogorov-

Exemplung Smirnov(a) Shapiro-Wilk
Statisti
c Df Sig. Statistic df Sig.
Student Pretest
.140 20 .200 .957 20 .482
Value
postest .167 20 .145 .936 20 .200
Source: Processed from Table 1 and Table 5, 2017

SPSS after application of homogeneity

3.2.2. Homogeneity Test of Variance
The second prerequisite that must be met
before conducting the t test is the homogeneity of
the data variance. The requirement of
homogeneity of variance is if p> = 0.05. The
homogeneity test of the population variance of
learning data for modeling of exemplum text for
this study population, using Text of
Homogeneity of Variances. From data analysis at
Tabel 8. Test of Homogeneity of Variance
calculation of population variance, processed
value p = 0,632. The provisions that must be met
as a requirement for the data to come from a
homogeneous population (same) that is p> , =
0.05. Since the value p = 0.632> = 0.05 then, it
can be concluded that the population variance
comes from the same population (homogeneous).

Levene
Statistic df1 df2 Sig.
Student Based on Mean
8.251 1 38 .007
Value
Based on Median 6.499 1 38 .015
Based on Median and with
6.499 1 26.007 .017
adjusted df
Based on trimmed mean 7.987 1 38 .007
Source: Processed from Table 7, 2017
Model in learning modeling of text exemplum.
3.2.3. Hypothesis Test (t)
Hypothesis test used is the technique of t test
After the normality and homogeneity analysis of pretest and postes group design after
tests are performed as a prerequisite test before previously done prerequisite analysis test that is,
performing the hypothesis test (t), and the data normality test and homogeneity test, and
obtained are eligible for t test. Then, the next t obtained result that the data is normal and
test will be done to answer the hypothesis that homogeneous.
has been prepared previously. Student acquisition values are then
The hypothesis proposed in this research analyzed after the application of independent t
is Moody model is effectively used in learning test to obtain the following results:
listening element of students of Class IX.2 SMP
Al Ishlah Maros Regency. To determine the
effectiveness of the model, it is necessary to note
the fundamental difference between student
learning outcomes on pretest activities with
student learning outcomes on postes activities. In
this study, it was revealed that students 'scores
after the application of Moody Model in learning
text modeling exemplum increased more than
students' scores before the application of Moody

Table 9. Independent Test Results
Paired Differences
Mean Std. Std.
deviation Error
Mean
Pair Values 22,550 7,647 1,710 26,129 18,188
Student
Pretest
Student
Value
Posttest
Source: Processed from Table 8, 2017
Based on Table 9 above, H0 is rejected
and H1 (research hypothesis) is accepted. Thus,
the application of Moody's Model is effective in
learning modeling text exemplum SMP Al Ishlah
Maros Maros Regency.
3.3. Discussion of Research Results
The Moody model is known as one type
of cooperative learning. The implementation is
as follows: the teacher should understand more
about the ins and outs of the writing that will be
taught, then teachers and students determine the
work of writing or short stories that will be
taught, then the next step is the presentation
stage of writing and the first presentation begins
with the reading of writing by the teacher For
example, and then the teacher-led discussion, and
the last is the reinforcement that is intended to
make students better understand the writing that
is being taught.
The results of this study indicate that
learning modeling of exemplum text by using
Moody Model is better or more effective than
learning with conventional learning model
toward junior high school students of Ishlah
Maros Regency. The conventional learning
model or the pretest activity that is learning the
modeling of eksemplum text before using Moody
Model, the students are not able to listen well
because we know together that to listen to the
element of a short story that many of them have
to be read so the short story read should be read
back so that it can be listened to as well maybe.
In addition, this learning model seems
monotonous because learning is more dominated
by teachers.
The average student has not been able to
determine the theme, the mandate, the plot, the
point of view, the characters, the background, the
20
Sig.
95% Confidence t df (2-
Interval of the tiled)
Difference
13,188 19 ,000
storytelling technique and perwatakanya, from
the short story that has been played by the
teacher appropriately. Most of them write the
things that become the problem conflicts in
determining the theme of the short story that has
been played. Similarly, by determining the plot
of the story, many students do not know that the
forward flow and backward plot are different,
most of them determine the plot in the story by
writing back and forth, this is because the teacher
is not very good at mastering the teaching
materials Will be taught to students.
Conventional learning model that is done
in pretes is by lecture method, participatory, and
assignment. In this process the teacher explains
the material in sequence and sometimes gives
learners time to ask and record. Next, the teacher
asks one of the students to read the short story in
front of the class, and the other student notes the
important things. Students identify the elements
of the short story and afterwards the teacher and
students reflect on the lessons that have been
implemented and then assign the task of the
objective objective of the eight numbers. At the
end of the lesson, the teacher provides students
with learning motivation and closes the lesson.
As this happens in the field, so teachers have
difficulty in understanding the understanding of
learners and learners have difficulties in
understanding or text eksemplung because it is
not discussed in detail and interesting by the
teacher.
The Moody model is more effectively
used in learning text modeling exemplars than
conventional learning methods. This is because
the two methods of learning are very much
different in terms of presentation. As mentioned
above about conventional learning methods,
there are many problems in the delivery of
teaching materials to learners. The most basic

thing is the teaching materials that are not so
well mastered by the teacher, so that teachers just
simply explain the lesson in detail.
Unlike the application of the Moody
Model, before teaching the work of writing
teachers must first master the ins and outs of
writing to be taught, the teacher must also be
clever or clever in choosing short stories to be
read, meaning short stories that are easy to
understand the meaning and look enthusiastic
students when the teacher asks Students to
choose a short story writing will be read later
teachers read short stories that have been
selected by students by using expressions,
intonation and articulation in reading the short
story, because then the students will be more
interested in watching the readings done by the
teacher and it is a good way So that students
more easily listen to the meaning contained in
the short story in the discussion stage of teachers
here acting as moderators and teachers
deliberately bring up the conclusions, responses
that invite more detailed responses, so in addition
to students to give responses, the process of
listening was underway As well because the
discussion is led by the teacher.
Success achieved is also created because
the relationship between members who support
each other, help each other, and care. Weak
students get input from students who are
relatively strong, so motivate their learning. This
motivation has a positive impact on learning
outcomes. In general, in Moody Model learning
is developed critical thinking skills and
cooperation, positive personal relationships from
different backgrounds, applying the guidance
between friends, and creating an environment
that values the scientific values that can build
students' learning motivation. Through Moody
model learning, students' activity is higher
REFERENCES
Depdiknas. (2006). Kurikulum Tingkat Satuan
Pendidikan Mata Pelajaran Bahasa dan
Sastra Indonesia. Jakarta: Depdiknas.
Endaswara. (2005). Metode Pengajaran Sastra.
Jakarta: Gramedia.
Kemendiknas. 2011. Pendidikan Karakter
Berbasis Sastra. Kegiatan Naskah Bahan
Kerjasama, Informasi dan Publikasi.
21
because students get more hands-on experience
than on pretest activities using conventional
learning model.
4. CONCLUSION
Based on the results of data analysis and
discussion can be concluded about the
effectiveness of the use of Moody Model in
improving student competence Class IX.2 SMP
Al Ishlah Maros Regency in modeling
eksemplum text is as follows:
1. Exemplary text modeling prior to
application of Moody Model of Class
IX.2 students of SMP Al Ishlah Maros
Maros District (pretes) is categorized as
low with an average value of 62.50.
2. Exemplum text modeling after
application of the Moody Model of
students of Class IX.2 SMP Al Ishlah
Maros Maros Regency (postes) is
categorized high with an average score
of 83.50.
3. Moody model is effectively applied in
learning modeling text exemplum of
Class IX.2 SMP Al Ishlah Maros Maros
with tcount> ttable or 13,88> at
significant level 0,975
THANK-YOU NOTE
The greatest respect and gratitude to Dr.
H. Syarifuddin Dollah, M.Pd. (Dean of FBS
UNM Makassar), Prof. Dr. H. Jufri, M.Pd.
(Chairman of the Research Institute of UNM
Makassar) for the widespread permission given
to the author to conduct research. The same
award, the authors convey to Irwan, S.Pd.
(Indonesian Subject Teacher at SMP Al Ishlah
Maros), for his partnership and being a research
friend during the research data collection.
Jakarta: Direktorat Jendral Pendidikan
Dasar Kementrian Pendidikan Nasional.
Meier, D. (2005). The Accelerated Learning
Handbooks: Panduan Kreatif dan
Efektif Merancang Program Pendidikan
dan Pelatihan. Diterjemahkan oleh
Rahmani Astuti. Bandung: Kaifa.
Moody, H.L.B. (1971). The Teaching of
Literature in Developing Countries.
London: Longman.
Nurgiyantoro, B. (2008). Penilaian dan
Pengajaran Bahasa dan Sastra.
Yogyakarta: BPFE.
 22

Percy, B., (1981). The Power of Creatif Writing. Sudaryanto. (2008). Metode dan Aneka Teknik
Englewood Cliffs Prentirie-Hall, Inc. Analisis Bahasa. Yogyakarta: Duta
Wacana University Press.
Rahmanto, B. (2008). Metode Pengajaran
Menulis. Yogyakarta: Kanisius. Supriyadi. (2006). Pembelajaran Sastra yang
Apreasiatif dan Integratif di Sekolah
Ramadansyah, (2012). Paham dan Terampil
Dasar. Jakarta: Departemen Pendidikan
Berbahasa dan Bersastra Indonesia.
Nasional.
Bandung: Dian Aksara Press.
Yunus, A.F, Abdul Azis. (2017). Penerapan
Rusyana, Y. (2002). Naskah Nusantara Dalam
Model Moody dalam Pembelajaran Teks
Pendidikan Kesastraan Di Indonesia.
Eksemplum pada Siswa Kelas IX SMP
Makalah Seminar Internasional Bahasa
di Kabupaten Maros Laporan Hasil
dan Sastra Indonesia dengan Dewan
Penelitian. Makassar: Lembaga
Bahasa dan Pustaka, Malaysia. Bogor.
Penelitian UNM Makassar
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Globalization And Pedagogy: How Should English Teachers Teach

English In The 21st Century?
Effendi Limbong
Program Studi Pendidikan Bahasa Inggris,
FKIP, Universitas Mulawarman
Corresponding e-mail: effendi22@gmail.com

Abstract : The purpose of this paper is to discuss the issues related to the
globalization and its impact on pedagogy particularly focusing on
teaching the English language in 21st century Indonesia. First, the spread
of English language into the Indonesian curriculum is discussed,
followed by the process and impact of globalization on English teachers
knowledge of teaching English language in the 21st century and last, the
issues and challenges, and strategies and actions to overcome the barriers
to implementing good pedagogy by English teachers in teaching.

Keywords : Globalization, Pedagogy, ICT, TPACK

Introduction communication), and the education

The impact of globalization, along
with its huge power, not only in urban
and rural areas, but also in developed
and developing countries, Western and
Eastern have affected, changed and
influenced the lives and cultures of
human being everywhere in the world
(Wadham, Pudsey & Boyd, 2007;
Stiglitz, 2002; Hui, 2001; Phillipson,
2001; Beck, 2000; Schech & Haggis,
2000; Giddens, 1999; Longview
Foundation, n.d.). Indonesia, with its
huge population, diverse cultures and
some harmonious religions, slowly but
surely, has been infected by
globalization. These impacts have not
only affected the government system:
centralized and decentralized election
processes, for example, but also the
economy (cooperation with giant
companies, e.g., Coca Cola, Sprite and
McDonald), the socialization process or
Western culture (language and culture
interchange: dancing, music and art),
infrastructure (transportation and
system (curriculum adoption, distance
learning, formal and informal education
and with the integration of technology).
More specifically, in the education
system, the integration of technology to
support the teaching and learning
process either in primary or higher
education level is now being adopted
due to cheaper technological tools. They
have become cheaper because of the
competiveness of different brands, which
offer the cheapest prices and full
warranty. With faster delivery and
quicker information due to the impact of
globalization which provides ready
access to international airports the
transportation costs are reduced
(Wadham et al., 2007; Schech & Haggis,
2000). There is no doubt that the
technological tools are now available for
many schools which can lead to change
in the teaching and learning processes
especially on teachers pedagogy
knowledge. Therefore, this essay
generally discusses two main issues

61

related to the globalization process in
education particularly focusing on
teaching the English language in 21st
century Indonesia. First, the role and
spread of English language in the world
and into the Indonesian curriculum is
discussed. Second, the process and
impact of globalization on English
teachers knowledge of teaching English
language in the 21st century is explored.
Finally, the essay discusses the issues
and challenges, and strategies and
actions to overcome the barriers to
implementing good pedagogy by English
teachers teaching English language.
The Spread of English Language in
the World and into the Indonesian
Curriculum
The spreading of English language
as an international language can be seen
after World War II where the whole
world was divided into two groups,
namely the Capitalist Group centered
around the USA, and the Socialist Group
around the USSR (Hui, 2001). In
addition, according to Guo & Beckett
(2007), about 400 million people in
Britain, the United States and the
Commonwealth are users of English as
their first language. English has become
the dominant global language of
communication, business, aviation,
entertainment, diplomacy and the
Internet. It is not surprisingly that over a
billion people learn, use and speak
English as their ESL or EFL in the world.
Therefore, the English language is the
strongest and most powerful
communication language in the world
(Ciprianova & Vanco, 2010).
In the majority of developing
countries as well as developed countries,
English has become the gateway to
education, employment and economic
and social prestige (Guo & Beckett,
2007). In the National Curriculum of
Indonesia, English language has been a
62
compulsory subject from Junior to
university level. Even though there are
other foreign languages such as Arabic,
French, Japanese and Mandarin, English
language is chosen as compulsory with its
position as a foreign language. The basic
reason is that our new generation is
expected to compete in global markets
(Kelch, 2010; Mulyasa, 2006; Longview
Foundation, n.d.).
One way the impact of
globalization on the Indonesian
curriculum can be actuated is by
teaching and educating our new
generation to be ready to learn, use and
speak the English language and both
schools and teachers are the main place
and actors who have the responsibility to
fulfill this task (Mulyasa, 2006).
Teachers with their immense knowledge
and responsibility have to be prepared to
the changing of curricula and
curriculum. For example, the grammar
translation method was adopted in
Indonesian ELT in 1945, the oral
approach in 1968, the direct method and
audiolingual method in 1975, and the
communicative approach in 1984 and
1994 (Mulyasa, 2006; Saleh & Maarif,
2003). While in the curriculum,
Indonesia implemented various
curriculum such as Rencana Pelajaran
1947, Rencana Pelajaran Terurai 1952,
Kurikulum 1968, Kurikulum 1975,
Kurikulum 1984, Kurikulum 1994,
Kurikulum 2004 and KTSP 2006 or
Kurikulum Tingkat Satuan Pendidikan
(School Based Curriculum). These
curricula and curriculum have always
been changing due to globalization that
impacted on the education system in
Indonesia.
Starting from the curriculum 2004
to 2006, the contents curriculums have
been impacted with international issues
such as social, technology, environment,
sustainable development that can be seen
from the content of many textbooks in

Indonesia. For example, in the English
language textbook, many reading topics
are focused on Western culture such as,
dance, music, foods, and entertainment.
These reading topics are usually
combined with KFC and MacDonald to
discuss about food. To some extent, the
examples were correct in terms of
authenticity. But this can diminish the
Indonesian culture and students can
become alienated from their own
cultures. Furthermore, the materials are
also strange to the learners because the
materials are not related to their daily
lives and the real context of their
activities (Kelch, 2010; Musthafa, 2010;
Brown, 2007; Nunan, 2004).
The Impact of Globalization on
English Teachers Pedagogy in
Indonesia
The spread of the twin brothers of
st
21 century: globalization and
technology has been ubiquitous in all
aspects, and also in the education
system. The teaching and learning
process as the core of transferring
knowledge to learners has changed
especially in terms of pedagogy.
Pedagogy is related to the
teachers activity. Pedagogy is the art or
science of teaching and sometimes the
profession of teaching. Or pedagogy
refers to the skills and approaches used
by teachers to achieve the aims of the
lessons that they teach or the methods
which they employ (Brown &
Abeywickrama, 2010; Richards &
Rodgers, 2001 in Brown, 2007; Harmer,
2001). Moreover, teaching is not solely
about delivery of the content matter, but
is also about interaction with the
students and this is important (Connell,
2009; Brown, 2007; Nunan, 1999; Bigg,
1991). Thus, pedagogy is knowledge
about the process and practice of
teaching. It includes classroom
management skills, teaching strategies,
63
evaluation techniques and the nature of
the target audience.
Pedagogy covers a)
understanding of the educational
foundation; b) understanding of learners;
c) developing curriculum or syllabus; d)
designing teaching and learning process;
e) implementation of educational and
dialogical learning; f) the use of
technologies in teaching and learning; g)
evaluation of learning outcomes; h)
development of learners to actualize
their different potentials (Government
Regulation of Indonesia No. 74, 2008,
p.5).
From the above explanation, there
is no doubt that being a teacher is not an
easy job because they have to prepare
and design the content of the subject
matter before presenting it in the
classroom, which takes a long time.
Based on some experts findings, in the
21st century, the way the teaching and
learning process or pedagogy occurs
should change with the impact of
globalization and technology which
make the teachers job now being easy,
effective and efficient (Longview
Foundation, n.d.).
There are some changes in
education due to the impact of
globalization and technology. Among
them is the education system; and school
level and classroom level processes are
changed due to the integration of
technology. The roles of technologies
are now the teachers personal assistants
without any hindrances in terms of time,
place, and cost. The Internet, for
example, which can help teachers
anytime, anywhere and anything is now
meeting the teachers needs (Lemke,
2010; Dede, 2009; Boyle, 2006; Tinio,
2003). Indeed, globalization and
technologies for facilitating information
and knowledge sharing helps an
institution to break down all barriers
associated between knowledge resources

and those who acquire the knowledge
and skills (Dede, 2009).
In terms of the impact of
globalization on pedagogy, it is
acknowledged that ICTs in education
have assisted teachers in the teaching
and learning process or in pedagogical
aspects. ICTs have brought a significant
change in the students mode of learning
and provide productive teaching and
learning processes in order to increase
students creative and intellectual
resources especially in todays
information society. For example,
through the simultaneous use of audio,
text, multicolor images, graphics,
motion, ICTs provide ample and
excellent opportunities to the students to
develop capacities for high quality
learning and to increase their ability to
innovate (Lemke, 2010). The
implementation of ICTs in education,
specifically in learning the English
language, makes the teaching and
learning process effective and
interesting, for example the integration
of CALL in the English classroom
(Brown, 2007). Both teacher and
students use a variety of multimedia, e-
mail, blog, twitter, face book, YouTube,
online dictionary and web design tools,
simulations and course management
tools to support deep understanding,
collaboration and project planning that
can create classroom innovations
(Fuertes-Olivera & Alba, 2012; Dede,
2009; Park & Son, 2009). In addition,
while in the English language classroom,
teacher may assign an English-speaking
movie, have students listen to an
English-speaking TV or radio programs,
do outside reading through online news
magazines, books, newspapers, write a
journal or diary through email or blogs
(Brown, 2007). ICTs can provide access
to information sources, enable
communication, create an interacting
learning environment and promote
64
changes in methods of teaching which
can improve their teaching quality and
provide access to up-to-date and relevant
materials and access to curriculum
material and other resources (Dede,
2009; Moyle, 2006; Tinio, 2003).
By implementing ICTs in teachers
pedagogy in the teaching and learning
environment, ICT is seen to support and
encourage positive learning so that
students are more interactive and
creative. In essence, greater information
access, communication via electronic
facilities, synchronous learning,
cooperation and collaboration, cost
effectiveness and pedagogical
improvement through simulations,
virtual experiences and graphic
representations can be gained by
implementing ICT in education (Dede,
2009). By looking at the major positive
impacts of both globalization and ICT on
pedagogy, it is argued that educators and
teachers with diverse student populations
and workloads in teaching and learning
activities have to prepare themselves to
catch up with the advancement of
technology so that they are not beaten by
students who live in the digital age or the
21st century. More specifically, the
appropriate theories or frameworks that
to be adopted and applied to connect
content, pedagogy, and technology have
to be emphasized to see the design and
process of teaching with technology.
The Issues and Challenges to
Implementing Pedagogy in the 21st
Century
The previous paragraph provides
an overview of the benefits of ICT as the
impact of the globalization on teachers
pedagogy in the teaching and learning
process. It is absolutely true that by
integrating technology in teachers
pedagogy and in the classroom to deliver
any subject matter, the content will be
more easily absorbed by learners and

make the teaching and learning process
are more effective, efficient and fun.
Unfortunately, in fact, not all countries
are ready with these tools, infrastructures
(school building and electricity),
funding, and also human resources of
teachers. It can be said that there seems
to be a level of combined resistance,
hostility and fear by teachers,
administrators or both in some countries
(Eickelmann, 2011; Borthwick &
Risberg 2009).
There are some factors why the
implementation of ICT to support
pedagogy in developing countries such
as in Indonesia is not successful. Firstly,
the education policy should be strictly
compelled to integrate ICT to support
pedagogy, so that the teaching and
learning process uses technology in the
classroom, is integrated into every day
teaching and becomes the culture
(Vanderlinde, Van Braak & Dexter,
2012; Schnoor, 1998 in Eickelmann,
2011; Fullan, 2001).
Secondly, the knowledge and skills
of principals are insufficient to integrate
ICT to support pedagogy. As Moyle
(2006) claimed, the use of technology by
itself is insufficient to create innovative
learning environments without the
principals role to prepare good teachers
with technological pedagogy for digital
age learning so that students are ready
for being a 21st century community in
the era of globalization (Moyle, 2006).
Thirdly, teachers lack the
capability to integrate technology to
support their pedagogy in classroom. In
the Indonesian context, some schools
have implemented a 1:1 laptop program
for teachers while this program was
implemented in developed countries
about 10-20 years ago (Bate, Macnish &
Males, 2012). Unfortunately, teachers do
not use this laptop to support their
teaching and learning process, but only
to type the lesson plan and spreadsheet
65
for recording the students marks. In
addition, the access to computers and the
Internet in some schools is available but
the teachers cannot use them to support
learning English language or even to use
their own laptop to search for the newest
materials from the Internet due to lack of
knowledge about CALL. Further,
teachers have not been provided with
sufficient and meaningful preparation
about technological integration into their
specific content area and the government
has pushed computers and peripheral
equipment into teachers classrooms
without engaging them first in sustained
conversations about the value of using
technology for their specific subject
matter (Eickelmann, 2011; Borthwick&
Risberg, 2009; Cuban, 2001; McKenzie,
2004 in McGrail, 2007).
Furthermore, professional
development is a crucial program for
teachers to improve their knowledge and
skills to integrate technologies into their
pedagogy in classroom (Eickelmann,
2011; Boyle, 2006). And many educators
and researchers have explored, adapted,
adopted, and evaluated the
Technological, Pedagogical, and Content
Knowledge (TPACK) is valuable
framework for teaching with technology
effectively and efficiently (Harris,
Mishra, & Koehler, 2009; Koehler &
Mishra, 2005, 2006; Schmidt, Thompson,
Mishra, Koehler, & Shin, 2009), and also
echoed my current research from
Indonesia context (Limbong, 2015a,
2015b, 2016, 2017). According to Dede
(2010, p. 5) teachers and educators can
improve their beliefs, values, assumption
and cultures through professional
development. And specific professional
development that technology course
content should not be free-context with
technology (Limbong, 2016, 2017).
Fourthly, the schools have
insufficient funding. As commonly
accepted, funding is the classic problem
 66

of incorporating ICT into teaching and
learning and pedagogy. For example, the
school needs a lot of funding to
reconstruct the basic infrastructure of the
schools, such as building, electricity,
professional learning for teachers, staff,
an ICT replacement schedule, up to date
software, technical support, the Internet
and so forth (Eickelmann, 2011;
Borthwick & Risberg, 2009; Moyle,
2006).
Lastly, both teachers and school
leaders have to consider the
organizations context such as the social,
historical and economic context, culture
(shared values, beliefs, expectations, and
behaviors), conditions (time, space,
resources) and competencies both skills
and knowledge (Borthwick & Risberg,
2009; Wadham, et al, 2007; Moyle,
2006).
of teachers who have the responsibility
to educate and transfer knowledge to the
learners should prepare their knowledge
and skills to catch up with the spread of
advanced information and technology.
Due to above the circumstances,
the principal as the school leader needs
to be capable of overcoming some
obstacles in terms of lack of funding to
improve teachers knowledge and skills
to employ suitable approaches, designs
and procedures or pedagogy in teaching
and learning process with technology.

Strategies to Overcome the Barriers to

Implementing Pedagogy
To overcome some obstacles as
mentioned above the school leader or
principal needs to have leadership
knowledge and skills to lead the school
and the teachers. Therefore, the school
leaders need to have a commitment to
allocating resources funding to support
teaching and learning with technology by
providing ICT tools, maintaining the
schools IT infrastructure such as the
hardware, software, Internet services,
networking and connectivity (Moyle,
2006). In addition, the specific
framework of TPACK to integrate
technology for teaching effectively and
efficiently to integrate technology should
be a good framework to adopt and adapt
into professional development and during
teacher training program.

Conclusion
It is evident that globalization and
technology has affected all aspects in
this world. Pedagogy as the competency

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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Capitalism In The 17th Century World of Trade Makassar

Najamuddin
Lecturer Faculty of Social Sciences,
Universitas Negeri Makassar

Abstract: The strategic geographical position, the shifting of the trade centers of the archipelago, as
well as the role of Gowa kings as agent of change that had reigned during the 17th
century is a determining factor in the emergence of Makassar's emporium in the network
of the 17th century archipelago. The capitalist system in the world of Makassar is made
possible by long shipping lanes for a long time, requiring large capital and credit systems
in every transaction. Likewise, in every commercial there are various economic facilities
such as trader loji, traders' trades from various tribes, loading and unloading facilities,
and security guarantees for traders. This study is a study of economic sociology that aims
to reveal the factors that gave rise to Makassar as a center of trade and emporium in
Southeast Asia in the 17th century. The theory used is the theory of economic sociology
centered on the teri world system.

Keywords: Capitalism, commerce.

INTRODUCTION other systems, thus engaging in maritime

Makassar with Somba Opu Commerce since the
17th century is one of the trade city that is quite
busy visited by traders from various regions in
the archipelago, as well as from outside the
archipelago. The position of Somba Opu located
in the mouth of Makassar Strait enables it to
develop into a trading center, and occupies the
main route of shipping in Eastern part of the
archipelago. The development became more
apparent after the shifting of shipping lanes due
to the fall of Malak's main port to the Portuguese
in 1511.
Somba Opu as the trading emporium of
Makassar, rapidly progressed in the early 16th
century during the reign of King Gowa IX Daeng
Matanre Karaeng Tumapa'risi Kallona, king of
Gowa who managed to unite the kingdom of
Gowa with Tallo Kingdom (Jhon Villiers, 1989).
Trade dealers referred to in this paper is the
center of social interaction that uses the sea as a
means of communication, as well as trade
networks. In this sense, the sea should be seen as
a sea-system, where the growth of the marine
region serves as a result of the cultural, social,
economic, and political interactions among its
inhabitants, which widen by interaction with
networks Archipelago, even enter the world
economic system (AB Lapian, 1992). From the
description, it can be understood that the Somba
Opu trading emporium is an integral part of the
activities of shipping lanes and trade networks in
the archipelago, whose economic system is
oriented to the modern market.
The time span between the sixteenth to
the seventeenth centuries in this study is the most
dynamic period, showing the magnitude of
internal and external influences. Internal
influence is the development of the Kingdom of
Gowa after united with the Tallo Kingdom and
the existence of internal conflict in the struggle
for hegemony between the Kingdom of Gowa
and the Kingdom of Bone. While external
influences are the constellation of conflict and
the seizure of hegemony between Portuguese
trading power with Dutch Trade Congress
(VOC), as well as the shifting of shipping lanes
and trade network from East Java to Makassar.
MAKASSAR EMPORIUM TRADING IN
NUSANTARA TRADING NETWORK
The growth of the Makassar emporium as a
trading city in the archipelago trading network,

126

supported by two factors that most decisive
namely: 1) Internal factors, namely geographical
and political; And 2) external factors, ie the fall
of Malacca into the hands of the Portuguese and
the shifting of shipping lanes in the archipelago
at the end of the 16th century. The two
determinants that gave birth to the capitalist
system in Makassar trading world.
Internal factors (Geographical and
political)
KN Chaudhuri (1989) in his research in the
Indian Ocean Region managed to reveal clearly
the commercial shipping system in the Indian
Ocean, and showed that the sea and the elements
of life in it, its height and volume are evolving,
and salinity or salinity are equally Enabling the
development of the shipping system. Thus, the
geographical element causes the shipping lanes
not to be volatile, and even if there is a change in
this aspect, they will take hundreds to thousands
of years.
From the 10th to the 11th centuries there
emerged the so-called emporium, the port towns
equipped with various facilities, which not only
made it easier for sailors to repair their ships, but
also facilitated merchants to diversify. Economic
facilities such as credit, warehouses, and lodging
are available in certain port cities making it an
emporium. Various emporiums emerging since
then include Aden, Mocha in the Red Sea,
Muscat, Bandar Abas and Homaz in Banggala,
then Malacca in the Malacca Strait, Khanfu
(Canton) Zaiton, and Nanking in the Chinese Sea.
For the Southeast Asian region, Anthony Reid
(1993) in his research revealed the emergence of
a number of emporiums as a commercial city in
the fifteenth to the seventeenth century, between
Malacca, Banten, Aceh, Maluku and Makassar.
Makassar's geographical condition with
the main port of Somba Opu located in the mouth
of Makassar Strait is a supporter and the basis of
Makassar's development as one of the trading
cities in the archipelago (Anthony Reid,
1993).Geopolitically existence is supported by
the flow of the river flanking the land, the Tallo
River in the North and the River Je'neberang in
the south. While other conditions are geo-
127
historically composed of fertile mainland
(Darmawan M.R., 1993).
Reciprocal support between the
emergence of hinterlands, shipping lanes, and
commercial networks, enables the emergence of
a trading city equipped with economic means,
such as markets as the center of trade activities.In
the market-everyone is free to build his hut by
paying certain taxes (Anthony Reid, 1993) The
wider impact on these developments is the
emergence of temporary settlements that make
Makassar's trading city as a vast urban center.
Hony Reid estimates supporters Makassar in the
17th century reached 20,000 to 640,000 people,
so that Makassar at that time can be classified as
a metropolitan city, which has been social for a
long time to change keauc menjuasi (Anthony
Reid, 1992). Most of the city's proponent are
local people with various social roles. The king
and the aristocracy are the elite layers that
always exist in the commercial city of Makassar.
The shift of the political centers, marked
by the establishment of Somba Opu Trading
Airport as the center of government of the
Kingdom of Gowa by King Gowa IX
Tumapa'risi Kallona (1510-1546). This
stipulation was accompanied by development
around the Somba Opu Fortress as a defense, as
well as the appointment of Daeng Pamatte as a
syahbandar which governs the customs of the
treasury of the Kingdom of Makassar. To support
the policy, the Kingdom of Makassar has
established a major institution in supporting
Makassar as a trading city, among others: a)
Security of goods; B) Protection of foreign
traders; C) Facility of dock, dock, and warehouse
for ship loading and unloading; D) Arrangement
of prices of traded goods; And e) Organizations
governing trade merchandise considerations
(Wolhoff, et al., Tt).
The effort was continued by Gowa XI
King Mario Gau Daeng Bonto (1546-1565), who
renovated Somba Opu fortress, with the
establishment of brick buildings around it,
accompanied by fortresses of protection, such as
Bnetng Panakukkang, ana 'Gowa, and Benteng
Ujung Look (Mattulada, 1982).
External Factors

Malacca is a very strategic area for the lord
through the sea, connecting between East and
West. This position makes Malacca as the center
trade in Asia and the archipelago, especially in
the 15th century.
When Malacca fell into the hands of
Portugal in 1511, it brought unexpected
consequences to the emergence of various
empires or partial trade shifts north to Aceh, and
partly to the south of Banten. This shift made
Banten evolved as a trading emporium in western
Indonesia. As well as the Moluccas, which are
the main producers of spices, are increasingly
visited by pedagogues, both from the archipelago
and European merchants, especially the
Portuguese and VOCs who eventually control the
spice trade in the region.
Another consequence of the shift of the
trading center is the exodus of Malay merchants
and other traders to Makassar to serve as a place
for marketing the results and taking food. This
fact led to Somba Opu as Makassar's emporium
in the trading network and as a spice supplier
outside the VOC monopoly, while making the
Makassar emporium at a strategic position, and
benefiting the trade between Malacca and
Maluku (Meilink Roelopz, 1969). Thus, if during
the sixteenth century the path taken was Maluku,
Java, and the Malacca Strait, then at the end of
the century it became Maluku, Makassar, and the
Sunda Strait (Sartono Kartodirjo, 1993).
Makassar as a place to escape as well as
an entrepot for spice traders from the island of
Java, bringing Somba Opu more developed into
Makassar emporium in the network of commerce
in the archipelago in the 17th century.
Development began in the 16th century based on
its success as a major port in Sulawesi supported
by a surplus of rice from the area, the settlement
of a Malay colony of commerce in Makassar
since the mid-sixteenth century, making it
increasingly growing as a rival to the island of
Java and exports Rice and other ingredients to
Maluku (Anthony Reid, 1993).
To appeal to outside traders, King Gowa
X provides temporary shelter and protection to
traders around Bandar Saga Opu Commerce,
which is accompanied by special privileges
(Anthony Reid, 1993). Such as the treatment of
Master Bonang from Java, Traders from Pahang,
Patani, Johor, Campa, and Minangkabau who
128
often have their own settlements called Kampung
Melayu. In another study, Anthony Reid argues
that at the beginning of the 17th century there
were a number of foreign traders in Makassar,
such as Portuguese, Dutch, English, Spanish,
Danish and Chinese, accompanied by economic
facilities such as credit facilities and temporary
settlements for the traders. (Anthony Reid, 1993).
Thus, the condition allows the creation of
capitalism system in the Makassar emporium
which is driven by the existence of long-distance
trading network that requires a very large capital,
either for supplies or for trade through the credit
system. This fact proves that in the economic
institutions of the Kingdom of Makassar there is
a strong desire to create the rules of network
trading and the creation of a market system in
activating the trading network.
The question that pops up later is why
capitalism in Southeast Asia, including in the
Makassar emporium collapsed in the early
seventeenth century. Just like K.N. Chaudhuri in
his study in the Indian Ocean, Anthony Reid also
argued that the cause is closely related to the
political system in Asia, where the Asian
political system at that time did not guarantee for
safety and private property. The ruler or the king
has unlimited power. His entire territory and
wealth in it belong to the king. In such
circumstances, the capital collected by the
pemuasaba cannot be invested into other sectors,
such as agricultural sector and industry as in
Europe, because at any time can be taken by the
king on the pretext mentioned above, because it
is also capital raised Entrepreneurs are only
ranged among families only.
In addition to the above factors, the
collapse of the capitalist system in Asia
(Makassar) is also caused by: a) depression of a
less favorable global union, with declining
supply of silver and gold as trade letters to Asia
around the year 1600-1659; B) The existence of
climate change, characterized by the occurrence
of cooling on the surface of the earth in the 17th
century. Consequently, a crop failure of 1624 and
the outbreak of a malignant epidemic in 1636 in
the Makassar emporium (Anthony Reid, 1992).
Makassar as a trading center that enabled
the growth of capitalism system in the 17th
century, gradually decline in the reign of Sultan
Hasanuddin (1653-1659).The decline was
 129

preceded by the uprising in Bone and Mandar in
1660, which was further aggravated by VOC
attacks on the help of Bone troops under Aru
Palakka in 1666.The VOC assault with the Bone
forces against the Kingdom of Gowa ended the
hegemony of the Kingdom of Gowa with the
signing of Bongaya Treaty by Sultan Hasanuddin
in 1667.
CONCLUSION
The system of capitalism in Makassar's trading
world is made possible by long shipping lanes.
Under such conditions, large capital and credit
systems are needed in every transaction, as well
as in every trading airport available various
economic facilities, such as trade loji, merchant
traders from various tribes, loading and
unloading facilities, and security guarantees for
Traders
The strategic geographic role, and the
shift of the archipelago trade centers to the
emergence of Makassar's emporium in the 17th
century archipelago's trading network are not the
most important determinants.
REFERENCES
State, 1512-1669 dalam J. Kathiritthimby-
Wels & John Villiers, The Southheast
Asian Port and Policy. Singapore:
Singapore Universty.
K.N. Chaudhuri. 1998. Trade and Civilization in
the Indian (Ocean An Economic History
from the Rise of Islam to 1750. Cambdrige
University Press.
Meilink-Roeslofsz, M.A.P. 1969. Asian Trade
and European Influence in the Indonesian
Archipelago Between 1500 AN About 1630.
Nijhoff: The Hague.
Sartono Kartodirjo. 1993. Pengantar Sejarah
Indonesia Baru: 1500-1900 Dari
Emporium Sampai Imperium. Jilid I.
Jakarta: PT Gramedia.
Sutherlan, Heather. 2005. Trade, court and
company Makassar in the later
seventeenth and early eighteenth centuries
E. Locher-Scholten, P. Rietbergen (editor)
Aziatische vorsten en de VOC 1620-1720,
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A.B. Lapian. 1992. Sejarah Nusantara Sejarah

Bahari. Pidato Pengukuhan Guru Besar
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Indonesia. Fakultas Sastra UI, Jakarta.
Anthony Reid. 1992. Asia Tenggara Dalam
Kurun Niaga 1450-1680. Jilid I
(terjemahan). Jakarta: Yayasan Obor.
__________. 1993. Southheast Asia in The Age
of Commerce 1450-1680: Expansion an
Crisis. Volume Two. Chiangmai:
Silkworm Books.
Darmawan MR. 1993. Pertumbuhan Kota Pantai
Makassar. Ujung Pandang: Suaka
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Goldfrank, Walter L. 2000. "Paradigm Regained?
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Influence of Concept Map Based Information Communication and technology

(ICT) on Student Learning Outcomes Biology Education STKIP-PI Makassar

Putri Athirah Azisa, Rezeki Amaliaha

a
Program Studi Pendidikan Biologi STKIP Pembangunan Indonesia Makassar

Corresponding Email: putriathirah22@yahoo.co.id

Abstrak: The study aims to determine the effect of the use of ICT concepts on student learning
outcomes of STKIP-PI Makassar Biology. The subject of this study is the students of the
semester of the academic year 2016/2017 which program the courses of Nutrition and
Health. The study was conducted in each class of 8 hours of study. Data completion
technique in this research using instrument. Data analysis using descriptive statistics using
inferential percentages and statistics with t-Test. The result of descriptive research, the
mean of the learning result of experimental class biology student 75.25 while in the control
class 67.05 (b) from the result of inferential analysis using the level of trust t0,05 result of
law. The critical area H0 is rejected if the p value (Sig. (2-tailed)) = 0.027. Because the p-
value test statistic (Sig. (2-tailed)) <0.05 then it can be rejected willingness to conclude that
there are differences in learning outcomes between students taught by using ICT-based
concept maps and without using concept map media.

Keywords: ICT-based concept map, Learning outcomes

The fact that can be seen in the field is, when

A. Preliminary
Along with the development of science
learning activities using the conventional system
where the activity is dominated by lecturers or
teachers, students are passive, silent, listening,
and occasionally pay attention to make students
feel lazy to learn, less attention to lessons and
less interested to learn. Seeing from the above
problem is very closely related to the
procurement of learning media for lecturers on
campus. Where the media is a means or
information intermediary tool that certainly has a
strong influence in motivating learners during the
learning process takes place. Learning media
designed in such a way, with various models tend
to attract the attention of students, so students
have the will to learn more about the material
presented by the lecturer.
143
lecturers are still using conventional media, there
are still many students who look indifferent to
what brought by lecturers, various attitudes and
characters that can be seen from them when the
process of teaching and learning, some students
have a sense of laziness to fall asleep in the
classroom, often disturbing friends, giving blank
stares, until when the lecturer asked, students feel
confused.
It is believed that each lecturer has different
experiences, knowledge, abilities, styles and even
views in teaching. Lecturers who think that
teaching is only limited to convey the subject
matter, will be different from the lecturer who
considers teaching is a process of providing
assistance to students. Increased student learning
outcomes will be influenced by the quality of the
learning process in the class. Therefore, to
improve students' learning achievement, the
learning process in class should be well run,
efficient and effective. The learning process will

run well if supported by lecturers who have high
competence and performance, and as a
curriculum developer (Widoyoko, 2008).
Quality education is determined by various
factors. Theoretically according to Purwadhi
(2000), one of the elements that must be
considered in designing an effective learning
process, one of which is the teaching medium. In
addition, the learning process is also part of the
communication process. Thus, the effectiveness
and quality of learning or education is also
determined by the elements of communication
such as sources, participants, media and
feedback.
Use of good learning media. Able to improve
student learning outcomes. Referring from the
above then the lecturer should choose an efficient
media in line with the development of science
and technology, namely ICT-based media, on the
grounds that ICT media has a unique uniqueness
that can be made designed in such a way by
combining several media so that integrated into
one. One example is an ICT-based concept map.
This media is a systematically organized learning
media can be integrated with media and media
images, video and animation. The advantage of
this medium is being able to display sub-topics to
detail clearly to the smallest sub subject.
Based on the above description, we propose
the research team with the title "The Influence of
Using Concept Map Based Information
Communication and technology (ICT) to Student
Learning Outcomes of Biology Education
STKIP-PI Makassar".
B. Problem Formulation
Based on the background that has been
described above, then the problems that can be
reviewed in this study "Is there any influence of
the use of concept maps based on Information
Communication and technology (ICT) on the
results of Student Learning Biology Education
STKIP-PI Makassar?"
C. Research Methods
This research was conducted at STKIP
Pembangunan Indonesia. The subject of the study
144
was the program of nutrition and health courses
in the academic year 2016/2017.
The implementation of the research is
divided into two stages: the preparation and
implementation phase. The preparation stage is
first to review the competency standard and basic
competence, the determination of indicators, and
the development of the material so that it can be
known teaching materials to be taught. Both
Design SAP and create an RPS or learning
scenario based on SAP with an 8-hour time
allocation. All three provide Mind Manager
media (ICT-based concept maps) that will be
used in class and design and create instruments or
evaluation tools. In Implementation Stage that is
describing media that is used media of concept
map based on ICT. The media is presented in a
structured and integrated form with animations,
images, videos, materials and exercises. ICT-
based concept maps basically have a shape that is
not much different from the concept map
presented in general. However, this concept map
is presented in the form of presentation using the
help of LCD so that the material presented is
structured and more easily understood by the
students. This can make the learner focus on the
material being lectured by the lecturer. ICT
concept map leads to the concept of students
being able to learn actively. Using design
technologies that can be categorized as modern
learning media. ICT-based concept maps in the
making are done using Mind manager software.
D. Research Results
1. Learning Results of Student Biology
After doing research until the stage of
student evaluation, it is obtained the
descriptive statistic of student learning result
which is taught by using learning media of
ICT based concept map and concept map
which is not based on ICT can be seen in
table 4.1.
Table 4.1. Distribution of learning outcomes
Biology of students who learned by using ICT
concept-based learning media and concept maps
that are not based on ICT
No Value
Category Control Experimental
Class Class
 145

1 Number 40 40 (47.00%) with good category are at interval 66-

of 79, 9 students (22.50%) with sufficient category
samples are at intervals of 56-65, 3 students (7.00%) with
2 The 88.89 91.11
highest less categories are in the interval 40-55, 0
score students (0%) with very less categories are at
3 The 37.78 40.00 intervals 39. And the taught using the concept
lowest map without ICT is 6 students (15.00%) with
value very good category that is at interval 80-100, 13
4 Average 65.39 71.51
5 Standard 12.18 12.15
students (32.50%) with good category are at
deviation interval 66-79, 15 students (37.50%) with the
categories are sufficient at intervals of 56-65, 5
Table 4.1. In the post test, it can be seen that students (12.50%) with less categories are at the
the lowest score is 40.00 while the highest score interval of 40-55, 1 student (2.50%) with very
in the class taught by using ICT berbsis concept less categories are at intervals 39.
map is 91.11, in the class which is not taught
2. Inferential Analysis
with concept map without ICT the lowest value is
37.78 is and the highest value is 88.89. Based on normality and homogeneity test of
Differences in learning outcomes can be seen variance, t-test statistic is used to test the research
from the average scores obtained by students. hypothesis. This test analysis process used SPSS
The average of student learning outcomes taught software. Where H0: m1 = m2 there is no
using concept maps without ICT is 67.05 difference between classes taught using ICT-
(2x.11.54). While taught without using ICT- based concept maps and classes taught without
based concept maps is 75.25 (2x11.59) If the using ICT-based concept maps. H1: m1 = m2
students' learning outcomes are categorized there is a difference between classes taught using
qualitatively it will be obtained results such as ICT-based concept maps and classes taught
table 4.2 without using ICT-based concept maps with
significance levels = 0.05. The critical area H0 is
Table 4.2. Distribution of frequency,
rejected if p value (Sig. (2-tailed)) = 0.027.
percentage and categories of student learning
Because the p-value test statistic (Sig. (2-tailed))
outcomes by using ICT-based concept-based
<0.05 then H0 is rejected so it can be concluded
learning media and not using concept maps based
that there is a difference in learning outcomes
on ICT
between students taught by using ICT-based
concept maps and without using ICT-based
Using concept maps Using ICT based
concept maps.
Value
Category without ICT concept maps
interval
Number Number
of (%) of (%) Based on the results of descriptive analysis
Very
students students the highest score obtained by students who were
80 100
good 6 15.00 9 22.50 taught using concept maps without ICT was
66-79 Good 13 32.50 19 47.00 88.89 with the lowest score of 37.78. While the
56-65 Enough 15 37.50 9 22.50
taught by using ICT-based concept map the
40-55 Less
highest value is 91.11 and the lowest value is
5 12.50 3 7.00
Very
40.00. The use of ICT-based concept map media
39
less 1 2.50 0 0 used in the teaching and learning process can
40 100.00
amount 40
100.00 improve learning outcomes. It is proven by the
difference between learning result obtained by
The table above shows the value of the students using ICT based concept maps and
students who get the learning outcomes after concept maps without ICT.
being taught using ICT-based concept maps that
is 9 students (22.50%) with very good category In this research, the concept map is used on
that are in the interval of 80-100, 19 students the concept of nutrition and health and the result

can increase the students' learning outcomes. For
the use of ICT-based concept map media students
are very enthusiastic in working on the subject
matter, this is due to their interest in media that
has not been used in teaching and learning
process, discuss the results of ICT concept maps
they have filled. Giving pieces of paper
containing material then randomized and
reassembled allows students to show their
creativity with a good group work. It is known
that students' activeness is more expressed by
using this instructional media. This is in
accordance with the opinion Hamalik (1994), the
learning media has a number of functions, among
others, clarify the presentation of messages that
are not verbalities that only in the form of words
or oral, overcome the limitations of space, time,
sensory power such as objects that are too large
or too small Can be replaced by using appropriate
and varied media, such as the use of ICT-based
concept maps.
For the usage of concept map media which is
not based on ICT student activeness also seen,
but not significant like ICT-based media, in the
usage of this media there are still some students
who are not active learning process. At this
meeting, the learning process is not maximal
because there are still some students who are
confused and like to interfere with friends. In the
second, third and fourth, the learning process is
also not too maximized this is because there are
students who are not able to control himself so
that disturb the state of a group of friends.
There are several factors that cause students
have not succeeded during the learning process
and have not been able to achieve the standard
value of the average in accordance is internal
factors and external factors. Internal facts include
the lack of interest of students to learn while
external factors can be seen from the
circumstances in which teachers are not able to
control all activities and activities of students
outside of school hours. Like student facilities at
home, the balance between playing hours and
hours of student learning. Typical students in
choosing friends also participate in determining
student learning outcomes. When a student is in
the same group with a student he or she enjoys in
the sense of a friend or a close friend, the student
146
will be passionate about learning, otherwise if the
student is in an unfavorable study group then the
student will feel stiff in the sense of being
confused with what to do Fibers feel alien in the
group that will impact on the decline in student
learning outcomes. In addition, habit factors can
also affect student learning outcomes. Students
who are usually taught by the media whiteboard
and marker or chalk are then suddenly given
learning media that has never been taught to
make students need time to adapt to the learning
media. From some things, it can be said that the
activity and psychological conditions of students
is instrumental in improving learning outcomes.
E. Conclusions and Suggestions
A. Conclusion
Based on the results of research that has been
done in STKIP Development Indonesia
Makassar, data analysis, and discussion, it can be
concluded that:
1. Learning outcomes of biology students of
STKIP-PI Makassar taught using ICT-based
concept maps obtained an average score of
75.25.
2. Learning outcomes of biology students
STKIP-PI Makassar taught without using
concept maps based on ICT obtained an
average value 67.05
3. There is influence of the use of ICT-based
concept map media to the learning outcomes
of biology students STKIP-PI Makassar in
nutrition and health courses.
B. Suggestions
In connection with the conclusion of the
above research results, the suggestions that can
be put forward by researchers are:
1. Expected in the learning process, can choose
the media that can activate the student one of
them is the concept of ICT-based map media.
2. For other researchers, it is expected to study
more deeply in developing and strengthening
the results of this research by conducting
further research.
F. References
 147

Abdurrahman, Mulyono. 2003. Pendidikan bagi

anak berkesulitan belajar. Jakarta: PT
Asdi Mahasatya

Arikunto, Suharsimi. 2008. Dasar-dasar

EvaluasiPendidikan. Jakarta: PT Bumi
Akasara

Burnip, Lindsay.2006. ICT mediated study and

teachers: Do they have access to the
Infrastructure. Flinders University:
Australasian Journal of Educational
Technology

Depdiknas. 2008. Penilaian Hasil Belajar.

Direktorat tenaga kependidikan

Mudjiono dan Dimyati. 2006. Belajar dan

pembelajaran. Jakarta: PT Rineka
Cipta, Departemen pendidikan dan
kebudayaan

Sadiman, Arif S, dkk. 2009. Media pendidikan.

Jakarta : PT Rajagrafindo Persada

Steketee, Carole. 2006. Modelling ICT

integration in teacher education
courses using distributed cognition as a
framework. University of Notre Dame
Australia: Australasian Journal of
Educational Technology. Diakses pada
tanggal 10 Mei 2016

Suryadi, Ace.2007. Jurnal Pendidikan Terbuka

dan Jarak Jauh, Volume 8, Nomor 1,
Maret 2007, 83-98. Pemamfaatn ICT
dalam pembelajaran. Diakses pada
tanggal 10 agustus 2010

Trianto. 2009. Mendesain Model Pembelajaran

Inovatif Progresif.Jakarta: Kencana
Prenada Media Group
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

The Influence of Teachers Reinforcement for Students Motivation

Risma Niswaty, Siti Rusbiati, Jamaluddin, Rudi Salam

Universitas Negeri Makassar, Jl. A.P. Pettarani Kampus UNM Gunungsari, Makassar, Indonesia
Corresponding e-mail: risma.niswaty@gmail.com

Abstract: This study aims to determine the provision of teacher reinforcement, student learning
motivation and the influence of teacher reinforcement to student learning motivation.
This research is an associative quantitative research that is to know the influence
between variable X to variable Y. Location of research conducted at class X competence
of expertise of Office Administration at VOCATIONAL SCHOOL YPLP PGRI 1
Makassar. The population in this research are 66 people, and the sample is 55 people
like the respondent with the sampling technique that is Proportional Stratified Random
Sampling. Data collection techniques used in this study are observation, questionnaires,
and documentation. Data analysis techniques used were descriptive statistical analysis
using percentage, mean and standard deviation and for inferential statistical analysis
using data normality test, product moment correlation analysis, and simple linear
regression analysis. The results of the research indicate that the reinforcement of
teachers in VOCATIONAL SCHOOL YPLP PGRI Makassar is in a good category,
regarding indicators: 1) verbal strengthening, 2) gestural reinforcement, 3)
reinforcement activities, 4 reinforcement approach, 5) reinforcement touch, and 6) Sign
reinforcement. For the motivation of studying class X students, the competence of the
administrative skills of the Office Administration in VOCATIONAL SCHOOL YPLP
PGRI 1 Makassar is categorized as high in terms of 1) the desire and the desire to
succeed, 2) the encouragement and the need to learn, 3) the expectation and aspiration in
The future, and 4) the existence of awards in learning, 5) the existence of interesting
activities in learning, and 6) the existence of a conducive environment. Based on the
analysis of product moment correlation test stated there is a significant influence
between the provision of teacher empowerment to students' learning motivation X class
of administrative skill competence of 23.1 percent with a moderate level of influence.
From the results of simple regression analysis showed that there is a significant and
positive influence between the reinforcement of teachers to the motivation of students in
class X competence of administrative skills in VOCATIONAL SCHOOL YPLP PGRI 1
Makassar.

Keywords: Teacher, reinforcement, Student Motivation.

1 INTRODUCTION move forward, creative and innovative to

The development of the world more rapidly
with various advances in technology and
information available. The progress is due to
the influence of globalization and
transformation in various aspects of life
(Haedar Akib, n.d., 2005; Karwati & Priansa,
2013). Behind these advances, today's
increasingly fierce competition and undeniable
requires individuals who have the desire to
compete globally. Creating individuals who
have these qualities, of course, education is the
very big role and influence in the formation of
individual characters.
Education is an important aspect of human
life and will continue throughout human life
through formal, informal and non-formal
education (Amanda, Salam, & Saggaf, 2017;
Salam & Rosdiana, 2016; Salam, Zunaira, &
Niswaty, 2016). Improving the quality of

148

education would be the objectives of National
education. Therefore, various government
efforts to improve the quality of education
today has been done for the achievement of
these goals. It takes a good process and
cooperation between the components of
education to produce the expected graduates.
One of the components that play an important
role is teachers (Haidar Akib, 2003; Dharma &
Akib, 2009; Jumriah, Akib, & Darwis, 2016;
Karwati & Priansa, 2013; Saggaf, Salam,
Kahar, & Akib, 2014).
Every teacher learning process is required to
be able to create interesting and fun learning for
learning can be achieved. Of course, the
achievement of learning objectives becomes an
absolute thing that must be achieved by
teachers in every learning process. One of the
factors that influence the achievement of the
learning objectives is student learning
motivation.
Motivation is an impulse that exists within
each that raises the desire to do something.
Motivation can arise either because of the drive
from within the individual (intrinsic) or from
outside the individual (extrinsic). Learning
motivation is related to students' desire to learn
well. Therefore, it is very important for each
student's self-motivated and enthusiastic
learning spirit. With high learning motivation,
students' attention and activeness in following
the learning process in the classroom will
increase.
According to Karwati & Priansa (2013)
"Successful teachers are teachers who have the
ability to foster the spirit and motivation to
learn students." Therefore, it is the teacher's
duty to motivate his students. Because with the
encouragement of the students will increase the
motivation of learning so that the expected
learning objectives can be achieved. One that
teachers can do with reinforcement.
Based on the above opinion, the provision of
reinforcement can affect student learning
motivation. Therefore, the provision of
empowerment becomes an absolute thing in
every learning process that takes place.
According to Saud (2008) "Reinforcement is a
response to a behavior that may increase the
likelihood of recurrence of such behavior."
Positive responses that teachers give to the
behavior of students psychologically will affect
149
the behavior of students who receive it. Tasks
done or questions answered by students well
can be appreciated by teachers and activities
that can generate student motivation will have
the effect of fun, feel appreciated and paid
attention to the efforts they have done so that
positive student behavior can be improved and
repeat that behavior. So, it is important for
teachers in every learning process can provide
reinforcements that can stimulate and improve
students' learning motivation in class.
Based on the results of preliminary
observations conducted by researchers at
VOCATIONAL SCHOOL YPLP PGRI 1
Makassar in November 2015 showed that the
motivation of student learning is still very low
and less eager to follow the learning process.
This is seen from the learning process that
many students are busy with their own activities
such as playing mobile phones and making their
own conversations with friends beside him, out
of the classroom and no initiative to learn
independently when the teacher can not attend
to the class. In addition, in the learning process
took place some students are still passive in
following the learning activities. Researchers
suspect that teachers rarely provide
reinforcement in the learning process so that
student learning motivation is very low.
2 METHOD
This research uses associative research that
seeks to know the relationship/influence
between variables that want to be studied. In
doing the measurement of the variable then
selected the research instrument using Likert
scale (Bowling, 2014; Saldanha & OBrien,
2014). Population and also become sample of
research that is class X competence skill
Administration Office at VOCATIONAL
SCHOOL YPLP PGRI 1 Makassar counted 66
person. The techniques used by researchers in
collecting data, namely: 1) observation
techniques, 2) questionnaire techniques, and 3)
documentation techniques. The data analysis
techniques used in this study was descriptive
statistical techniques and inferential statistical
techniques (Onwuegbuzie & Leech, 2006).

3 RESULTS AND DISCUSSION
3.1 Giving of Reinforcement
The teacher must develop his/her professional
attitude in managing learning by improving
his/her teaching skills. This is to occur a fun
learning process that will generate interest and
spirit of students to learn. One of the teaching
skills that teachers have to master is
reinforcement.
According to Hapsari & Widhianningrum
(2016) "Reinforcement is a response to a
behavior that increases the likelihood of
recurrence." In the learning process, provision
of reinforcement is a form of positive response
of teachers to the behavior of students so that
student behavior can be repeated again at a later
time. Therefore, teachers should be able to
apply in every learning process.
Positive student behavior should be
appreciated by teachers, such as answering
questions, obtaining academic or non-academic
achievement, getting good grades, and other
positive behavior levels. Giving strengthening
can be done by both teachers with verbal and
nonverbal reinforcement in accordance with the
characteristics of students in the classroom. The
use of appropriate reinforcement by teachers
can improve student learning outcomes.
According to Liberna (2015) "A student
learns more whenever each step is given a
reinforcement." Strengthening will encourage
students to learn well. Reinforcement will
encourage students to repeat their actions on
other occasions. The award will encourage
students to be enlarged, students will feel
appreciated and cared for by teachers so that
students feel proud of what they have done. Of
course this will affect the students who accept
the reinforcement so that as expected behavior
can be repeated at another time. Therefore, with
the various descriptions above it can be
concluded that strengthening will be very useful
for the learning process if the teacher can apply
it. Although merely giving praise or
150
appreciation, but the way it has an impact that
affects the psychological students.
The results showed that the reinforcement of
teachers in VOCATIONAL SCHOOL YPLP
PGRI 1 Makassar is in good category. It is
based on the following indicators: (1) Verbal
reinforcement (2) Gestural reinforcement, (3)
reinforcement of activities, (4) reinforcement of
touch, (5) Reinforcement approaching, and (6)
reinforcement of signs.
Based on the results of observation shows
that the reinforcement to students is good
enough, which is seen in the learning process
some teachers have applied various types of
reinforcement either when students are in
discussion, doing the task, or when the teacher
explains a material. Although these
reinforcements are not fully provided but
teachers at VOCATIONAL SCHOOL YPLP
PGRI 1 Makassar have been working to create
interesting and enjoyable learning for students
with a reinforcement.
3.2 Motivation to learn
Motivation to learn is an energy that arise in
students that resulted in him want to do learning
activities well. Motivation to learn is a psychic
driving force from within a person to be able to
perform learning activities and add skills, also
experience (Yamin, 2012).
Motivation to learn can arise by a variety of
factors either originating factors in itself
(intrinsic) or factors that come from outside
(extrinsic). Students who have a strong learning
motivation will have a passion and a high
learning passion so that in the end s/he will be
able to have higher learning achievement.
Student learning motivation is much needed.
The learning process will run well if students
have high learning motivation as proposed by
Dimyati (2006) that:
For students the importance of motivation to
learn is: a) awaken the position at the beginning
of learning, process, and learning outcomes; B)
inform about the power of learning effort,
compared to peers; C) directing learning
activities; D) encouraging learning; E) awaken
about the existence of study and continuous
journey.

A strong motivation in students to learn will be
very meaningful in supporting the creation of
student activeness in following every learning
process. Conversely, if the motivation that comes
from very low will cause the learning process to be
not in accordance with the expected. So, it takes a
high learning motivation from within students to be
willing to follow the learning process well.
Based on the results of research that has been
done shows that the motivation of students in class
X competence of administrative skill of office in
VOCATIONAL SCHOOL YPLP PGRI 1 Makassar
is in high category. It is based on the following
indicators: (1) the desire to succeed, (2) the
encouragement and the need for learning, (3) the
hope and aspirations of the future, (4) the
appreciation of learning, (5) The existence of
interesting activities in learning, (6) the existence of
a conducive environment.
Based on the results of observation shows that
the motivation of the class X students of the
competency of the administrative skills of the Office
of VOCATIONAL SCHOOL YPLP PGRI 1
Makassar is quite high. This can be seen from their
enthusiasm in following the learning process, either
when paying attention to the teacher in explaining
the subject matter or while doing group work or
discussion. But when teachers are not in class, their
learning motivation decreases and this is seen from
the frequent students out of class and playing mobile
phones.
3.1 The Influence of Teachers
Reinforcement Guru for Students
Learning Motivation
Giving reinforcement has a lot of influence in
learning. One of them can influence student's
learning motivation. Based on the results of
data analysis that has been done before that
there is a significant influence between the
provision of reinforcement (teacher
reinforcement) to the motivation of students in
class X competency skill of Office
Administration at VOCATIONAL SCHOOL
YPLP PGRI 1 Makassar. The correlation
between the reinforcement and the motivation
to learn is obtained by moderate category.
Based on the hypothesis that "there is
influence of teacher reinforcement to student
learning motivation of class X competence of
Office Administration skill in VOCATIONAL
151
SCHOOL YPLP PGRI 1 Makassar" has been
accepted. This is based on the results of the
analysis that has been done by the researcher
showed that there is a significant influence
between the giving of the reinforcement to the
student's learning motivation. This is in
accordance with that proposed by Majid (2008)
that:
The use of reinforcement in the classroom can
achieve or have a positive attitude effect on the
learning process of students and stimulate to
increase students' attention to the lesson,
stimulate and improve learning motivation and
improve learning activities as well as foster the
behavior of students who are productive.
In addition, some experts argue that one of
the objectives of the provision of reinforcement
is to generate and maintain student learning
motivation in class. Based on that, so the
students' motivation will be high if students are
given strengthening, and conversely student
motivation will be low if students are not given
reinforcement. Therefore, teachers who act as
motivators to improve students' learning
motivation in the classroom should be able to
apply various components of reinforcement
well for the smooth and achievement of
predetermined learning objectives.
4 CONCLUSIONS
Reinforcement teacher in VOCATIONAL
SCHOOL PGRI 1 Makassar YPLP are in good
category. It is based on indicators such as
verbal reinforcement, gestural reinforcement,
activity reinforcement, approaching
reinforcement, touch reinforcement, and sign
reinforcement.
Students motivation to learn of the class X
of the competence of Administration Office
expertise in VOCATIONAL SCHOOL YPLP
PGRI 1 Makassar is in high category. It is
based on indicator that there is desire to
succeed, existence of impulse and requirement
learn, existence hope and aspiration in future,
existence of appreciation in learning, existence
of interesting activity in study, and existence of
conducive environment.

There is a positive and significant influence
of teacher reinforcement on student's
motivation in class X of Office Administration
skill competence in VOCATIONAL SCHOOL
YPLP PGRI 1 Makassar with medium
influence level, it is in accordance with result of
data analysis which have been done.
5 ACKNOWLEDGEMENTS
Thanks to VOCATIONAL SCHOOL YPLP
PGRI 1 Makassar and 1st International
Conference on Education, Science, Art and
Technology (ICESAT) so that this article can
be contained and can be utilized by the public.
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

A classroom action research at the second year students of indonesian

maritime academy aipi makassar

NurAeni a, SelviPanggua b, St.Asriati c

a
Indonesian Maritime Academy AIPI (AMI AIPI Makassar), South Sulawesi, Indonesia
b
Toraja, Christian University of Indonesia (UKI,Toraja), South Sulawesi, Indonesia
c
Muhammadiyah University of Makassar (UNISMUH Makassar), South Sulawesi, Indonesia

Corresponding e-mail: ainiminollahi@gmail.com, chelvytrj@yahoo.com, asrie006@yahoo.com

Abstract: This research aimed to find out the improvement of the students literal
comprehension dealing with main ideas and sequence of details and
interpretive comprehension dealing with conclusion. To explain the
improvement, the researcher used a classroom action research (CAR) which
was conducted in two cycles in which every cycle consisted of four meetings.
The location of this research was taken at Nautical class AMI AIPI Makassar
with a number of the subject was 25 students. The research findings indicated
that the application of Cross Group Reporting Strategy was significant in
improving the students reading comprehension in narrative text in terms of
literal comprehension and interpretive comprehension. It was proved by the
mean score of cycle I was 66.4. It was classified as fairly good. Then it was
improved to be 81.1 and it was classified as good in cycle II. They are higher
than theme a score of diagnostic test namely 51.3 which was classified as
poor. The students mean score activeness in teaching and learning process, in
cycle I is 66% and cycle II is 79.5 %. The students improvement from the
cycle I to cycle II is 13%. Based on the explanation, the researcher concluded
that the application of Cross Group Reporting Strategy was improving the
students reading comprehension in narrative text in terms of literal
comprehension and interpretative comprehension.

Keywords: reading narrative, comprehension, improvement, Akademi Maritim

Indonesia AIPI Makassar

1. INTRODUCTION other people who have learned the

Language as a system of communication
by sound is the crucial thing in our life,
which is used to share information and
communicate with the other to express
our idea, feelings, and willingness (Pei
and Gaynor, 1954: 119). Finocchiaro,
(1974: 3) state that language is a system
of arbitrary, vocal, symbols which
permit all people in a given a culture or
system of that culture, to communicate
or interact. Language is also being a key
to learn science and technology such as
Linguistics, Sociology, Medicines,
Economics, etc. In it is proportion,
learning language is very important for
us, especially learning English language.
It is because English is an international
language.

130

Finochiaro (1975: 10) says that,
language learners should be given
insight into the place and function of
various language items and skills in
listening, speaking, reading, and writing
activities; that is, in real communication
situations. There are four skills we must
comprehend. They are listening,
speaking, reading, and writing. The four
skills mentioned are divided into
receptive and productive skills. Speaking
and writing are productive skills, while
listening and reading are receptive skills.
Besides the four language skills above,
reading is very important for students
whose mother tongue is not English and
they do not have opportunity to hear or
to speak in that language.
Comprehending English is a difficult
thing for students if they do not have
basic knowledge, especially in
comprehending reading text.
Reading is one of the English skills that
needs to be emphasized in teaching
English program in Indonesia and
language teaching program, in general.
According to (Williams: 2000), Reading
is a process by which one looks at and
understands what has been written,
whether it is at a simplest level to
message such as words and sentences or
at the most complex such as paragraphs
passages and discourses levels, and
whether it is at a simplest level of
comprehension literal reading
comprehension or at higher levels of
comprehension interpretative or
inferential and critical or applied reading
comprehension. Cross group is famous
use in business world. Cross group is a
leading multiplatform media firm that
manages an array of media on a targeted
and measured basis for initiatives in
humanitarian, ministry and organization.
The origins of the Cross-Group date
back to the mid19th century when two
members of the Cross family in Cork
131
started a carriage hire and stables
business in Cork city.
According to Freebairn (1977:6)
Cross group reporting is a strategy in
teaching and learning process to report
information to the other member of
group. Cross group reporting strategy is
one of strategy that is used by the
teacher to improve the students reading
comprehension in learning process
especially in reading. Not only that,
cross group reporting strategy also a
strategy where the students can be
shared knowledge and idea with another.
From the statement above we
have found definition to understand that
cross group reporting strategy is one of
strategy that can be used by the teacher
to improve the student comprehend and
motivation in learning process especially
in reading. It can be used as a follow-up
of a section that has been taught recently
in the course. In another hand, cross
group reporting is the way a teacher to
make the students active in learning
process.
Furthermore, as the researcher
observed, it was found that the students
of AMI AIPI Makassar have problems in
reading especially in literal
comprehension and interpretative. Those
problems are barrier for students to
improve their reading skill. Overcoming
the problems, the teacher needs a new
strategy of learning reading text activity,
so the students become active, enjoying
and comprehension about the main point
of reading text. (1) How does cross
group reporting strategy improve the
students literal reading comprehension
in Nautical class Makassar? (2) How
does cross group reporting strategy
improve the students interpretive
reading comprehension in narrative text
at the Nautical class AMI AIPI
Makassar? The objectives of this
research are to find out: (1) The

improvement of the students literal
reading comprehension in narrative text
through cross group reporting strategy.
(2) The improvement of the students
interpretive reading comprehension in
narrative text through cross group
reporting strategy.
The aim of this research is to
improve the students reading
comprehension that focus on the
students improvement in literal reading
comprehension and interpretative
reading comprehension.
2. METHOD
In this research, the researcher used the
principal working of Classroom Action
Research (CAR) that consists of four
stages; they were: Planning, Action,
Observation, and Reflection to collect
the data.
This research was held two
cycles. Those were first and second
cycle and each cycle is the series of
activities which had a closed relation.
Where, the realization of the second
cycle was continued and repaired from
the first cycle.
The researcher described the
cycles through the scheme of action
research phases and each of the phased
was explained briefly as follows:
Cycle I
1) Planning
The researcher prepares all of the ways
which needed in learning and teaching
process as follows:
a. Before beginning the learning, firstly
the teacher analyzes syllabus to know
basic competence by using Cross
Group Reporting Strategy.
b. Teacher makes lesson planning based
on the curriculum, and prepare
teaching material
132
Planning
Reflection Cycle I Action
Observation
Re- planning
Action
Reflection Cycle II
Observation
?
c. Teacher makes the observation check
list for observing the condition of
learning process. It checks in every
meeting during cycle
d. Teacher prepares reading test.
Reading test is the instrument of this
research.
2) Action
The steps of the action were
explained as follows:
a. Dividing the students into five or six
groups to work on some group
activity.
b. Each student in each group was given
a letter A, B, C, D, and E by the
researcher.
c. The researcher distributed reading
text with different material, topic, or
title for each group.
d. When the group activity was
completed, the researcher re-formed
the groups by cross group. All
member of letter A went to one
group, all member of letter B to
another and so on.
e. After re- forming, each student in new
cross-group should report the
conclusion of their reading text to the
other members of the group.

3) Observation
In this phase, the researcher
observing the students response,
participation and everything was found
during the teaching and learning process.
4) Reflection
Reflection means as analysis,
understanding and making conclusion of
the activities. The researcher analyzes
first action as consideration matter of the
cycle based on the test result of the first
action. The first cycle was less
successful, so the researcher continued
to the second cycle.
Cycle II
1) Planning
The ways that the researcher did as
follows:
a. Continuing the activities that were
done in first cycle.
b. Repairing the weakness in the first
cycle.
c. Re-planning the scenario refers to the
lesson from the result of cycle I.
d. Repairing the action
2) Action
The steps of the action were
explained as follows:
a. Dividing the students into five or six
groups to work on some group
activity.
b. Each student in each group was given
a letter A, B, C, D, and E by the
researcher.
c. The researcher distributed reading
text with different material, topic, or
title for each group.
d. When the group activity was
completed, the researcher re-formed
the groups by cross group. All
member of letter A went to one
group, all member of letter B to
another and so on.
133
e. After re- forming, each student in new
cross-group should report the
conclusion of their reading text to the
other members of the group.
3) Observation
In generally, in this section
observation of the second cycle done at
the cycle II was continuous in action at
the first section.
4) Reflection
The value of the observation steps
gathered for data, the researcher
analyzed and evaluated, and then
reflecting herself about the successful of
action research. These data used for the
next cycle.
The research subject was students
in Nautical class of AMI AIPI Makassar
in 2015/2016 that consisted of 25
students. There were two instruments
used as follows: The observation was to
watch out the situation and process of
teaching and learning from the beginning
to the end of each cycle. Essay test was
used to know the concept of
understanding achievement and
mastering material of the student after
following learning activities using Cross
Group Reporting Strategy.
3. RESULT AND DISCUSSION
The results of the data findings found that
teaching reading comprehension in narrative
text through Cross Group Reporting Strategy
can improve the students achievement in
reading narrative text in term of literal
comprehension and it also can improve the
students achievement in reading narrative
text in term of interpretive comprehension.
The further interpretation of the data
analysis is given below:
3.1 The Improvement of the Students
Literal Comprehension in Narrative
Text
The improvement of the students
literal comprehension, which focused on
main ideas and sequence of details as

indicators in Nautical class AMI AIPI
Makassar as result of the students
assessment of Diagnostic-Test, cycle I and
cycle II can be seen clearly in the following
table:
Table 1: The Improvement of the
Students Literal Comprehension in
Narrative Text
The table above indicates that there is
improvement of the students literal
comprehension from Diagnostic-Test to
cycle I and cycle II, in the Diagnostic-Test
of the students mean score achievement in
literal comprehension is 56.8. After
evaluation in cycle I, the students literal
comprehension was becoming 71 and 85.4
in cycle II, so the improvement of the
students literal comprehension achievement
from Diagnostic-Test to cycle I was 25.4%,
Cycle I to Cycle II was 20.3% and
Diagnostic-Test to cycle II.
There was also a significant
improvement of the students' literal
comprehension from cycle I to cycle II
where the students literal comprehension in
cycle I is 71 and in cycle II was 85.4. Thus,
the improvement of students literal
comprehension achievement from cycle I to
cycle II was 20.3%.
In the table above also shows that the
achievement of students literal
comprehension in significantly,
Diagnostic-Test, the students the main ideas
achievement is 53.3. After evaluation in
cycle I, the students achievement in the
main ideas became 69.3 and in cycle II
became 86.2. The students in sequence of
details achievement also improves from
134
Diagnostic-test to cycle I namely 60.3 to
72.8 and in cycle II is 84.6.
The table above proves that the use of
cross group reporting strategy in teaching
and learning process is able to improve of
students literal comprehension after taking
action in cycle I and cycle II in which the
students achievement in cycle II is the
highest and the improvement of students
literal comprehension from diagnostic test
to cycle II is 51%.
To see clearly the improvement of the
students literal comprehension, the
following chart is presented:
D- Test
71 85.4
56.8
51% test of
cycle I
LITERAL
COMPREHENSION
Figure 1: The Improvement of the
Students Literal Comprehension in
Narrative Text
The chart above shows the
improvement of the students literal
comprehension in which cycle II is higher
(85.4) than that in cycle I (71) and
Diagnostic -Test (56.8). It also shows that
the result of Diagnostic-Test is the lowest
mean score achievement. The students
achievement in D- test which categorized as
fair. After evaluation in cycle I and cycle II,
there is significant improvement of the
students literal comprehension where the
result of cycle I is categorized as fairly good
and cycle II categorized as good. The
improvement is shown clearly in the chart
above that is 51%.
in
3.2 The Improvement of the Students
Interpretive Comprehension in
Narrative Text
The improvement of the students
interpretive comprehension, which focused
on the conclusion as the indicator in
 135

Nautical class AMI AIPI Makassar as result

of the students assessment of Diagnostic-
Test, cycle I and cycle II can be seen clearly
in the following table: Figure 2: The Improvement of the
Students Interpretive Comprehension in
Table 2: The Improvement of the Narrative Text
Students Interpretive Comprehension in
Narrative Text The chart above shows the
improvement of the students interpretive
reading comprehension in cycle II is higher
(76.8) than that in cycle I (61.7) and D-Test
(45.8). It also shows that the result of D-Test
is the lowest achievement. After evaluation
in cycle I and cycle II, there is significant
improvement of the students interpretive
reading comprehension that shown clearly in
The table above indicates that there is
the chart after taking an action in cycle
improvement of the students interpretive
through cross group reporting strategy that is
comprehension from D-Test to cycle I and
31%.
cycle II. in the D-Test the students score
achievement in interpretive comprehension 3.3 The Improvement of the Students
was 45.8. After evaluation in cycle I the Reading Comprehension in Narrative
students interpretive comprehension Text
became 61.7 and 76.8 in cycle II, so the
improvement of students interpretive The improvement of the students
comprehension achievement from D-Test to reading comprehension in narrative text,
cycle I was 15.9%, cycle I to cycle was II which focused on literal comprehension and
15.1% and D-Test to cycle II was 31 %. interpretive comprehension as variable at
There is also a significant Nautical Class of AMI AIPI Makassar as
improvement of students interpretive result of the students assessment of
comprehension from cycle I to cycle II Diagnostic-Test, cycle I and cycle II can be
where the students interpretive seen clearly in the following table:
comprehension in cycle I is 61.7 and in
cycle II is 76.8. Thus, the improvement of Table3: The Improvement of the
students interpretive comprehension Students Reading Comprehension in
achievement from cycle I to cycle II is Narrative Text
15.1%.
The table above also shows that there
is a significant improvement of students
interpretive comprehension after taking
action in cycle I and cycle II through the
application of cross group reporting strategy.
The improvement of students interpretive
comprehension from diagnostic test to
cycle II is 31%.
To see clearly the percentage score
The table above shows that there is
improvement of the students interpretive
improvement of the students reading
comprehension following chart is presented:
comprehension from D-Test to cycle I and
100.00 cycle II, which in D-Test the students mean
80.00 score achievement in reading
D- Test comprehension is 51.3, it is categorized as
60.00 76.8
61.7 poor achievement. After evaluation in cycle
40.00 45.8
20.00 31%
0.00
INTERPRETIVE
COMPREHENSION
 136

I the students reading comprehension cycle I and cycle II, there is significant
becomes 66.4, it is categorized as fairly improvement of the students reading
good. Thus, the improvement of students comprehension where the result of cycle I is
reading comprehension achievement from categorized as fairly good and cycle II
D-Test to cycle I is 20.7%. categorized as good. The improvement is
There is also a significant shown clearly in the chart above that is 41%.
improvement of students reading
comprehension from cycle I to cycle II 3.4 The Observation Result of the
where the students reading comprehension Students Activeness in Teaching and
in cycle I is 66.4, and in cycle II is 81.1. The Learning Process
students achievement in cycle II is The result of observation of the
categorized as good, so the improvement of students activeness in teaching and learning
students reading comprehension process toward the application Cross Group
achievement from cycle I to cycle II is Reporting Strategy in improving the
17.7%. students reading comprehension in
The table above proves that the use of narrative text at the second-year students of
cross group reporting strategy in teaching Nautical class of AMI AIPI Makassar which
and learning process is able to improvement was conducted in 2 cycles during 8 meetings
of students reading comprehension after by the research through observation carried
taking action in cycle I and cycle II where out. It can be seen clearly through the
the students achievement in cycle II is the following table:
highest and the improvement of students
reading comprehension from diagnostic Table 4: The ObservationResult of the
test to cycle II is 41%. Students Activeness in
To see clearly the improvement of the Teaching Learning Process.
students reading comprehension, following Meetings
chart is presented: Improve
Cycle Average
ment
I II III IV Score
I 60% 63% 69% 72% 66%
13%
100.00 D- Test II 78% 79% 80% 81% 79.5%
80.00
81.1 Test of The table above is formulated based
60.00 66.4
40.00 51.3 Cycle I on the technique of data analysis and the
41% Test of students scores that are collected through
20.00
Cycle II observation. From the table above, it the
0.00 Improv students scores it shows that in cycle I the
READING ement students activeness in each meeting
COMPREHENSION improves significantly. It can be seen clearly
in table that the students activeness in the
fourth meeting is higher than the first, the
Figure 3: The Improvement of the second and the third meeting. The first
Students Reading Comprehension in meeting in cycle I, the students activeness
Narrative Text was 60% and it improves to 63% in the
second meeting, and then students
The chart above shows the activeness in the third meeting is 69%
improvement of the students reading improves to 72% in the fourth meeting. So,
comprehension in cycle II is higher (81.1) the average of the students activeness in
than that in cycle I (66.4) and D-Test 51.3. It cycle I is 66%.
also shows that the result of Diagnostic -Test In cycle II the improvement of the
is the lowest achievement. The students students activeness is up. Where in the first
achievement in Diagnostic test is meeting in cycle II the students activeness
categorized as poor. After evaluation in is 78% to 79% in the second meeting, and

then students activeness in the third
meeting is 80% improves to 81% in the
fourth meeting. This improvement of the
students activeness is caused by the strategy
that used and teaching material is really
interesting for the students. So, the average
of the students activeness in cycle II is
79.5%. Later, the result is presented in the
chart below that shows the average of
student activeness in the first cycle and the
second cycle.
100.00 CYCLE I
66%79.5%
50.00 CYCLE II
13%
0.00 IMPROVE
MENT
STUDENTS' ACTIVENESS
Figure 4: The Improvement of the
Students Activeness
The chart above shows that there is
improvement of students activeness in
teaching and learning process where in cycle
I is (66%) lower than cycle II, but after
conducting cycle II the students activeness
in learning process becomes 79.5%. The
improvement of students activeness is 13%.
3.2 DISCUSSION
In this part, the discussion dealing
with the interpretation of findings derived
from the result of findings about the
observation result of the students reading
comprehension in narrative text in terms of
the result of the students activeness in
teaching and learning process, literal
comprehension dealing with the main ideas
and sequence of details and interpretive
comprehension dealing with conclusion.
3.2.1 The Improvement of the Students
Literal Comprehension in
Narrative Text dealing with the
Main Ideas and Sequence of the
Details.
a. Main Ideas
The application of Cross Group
Reporting Strategy in improving the
137
students literal comprehension in terms
of main ideas can be seen the difference
by considering the result of the students
Diagnostic Test and the students
achievement after taking action in cycle
I and II through the application of Cross
Group Reporting Strategy in teaching
and learning process
Table 5: The Percentage of the Students
Main Ideas in Literal Comprehension.
To know the percentage of the
students achievement in main ideas clearly,
following chart is presented:
60%
60% 52% Poor
50%
40% 48%
30% 24% 20% 32% Fair
20% 24%
10% 4% 16% 12%
0% Fairly
Good
Good
Very
Good
Figure 5: The Percentage of the Students
Main Ideas in Reading
The table and the chart above shows
the percentage of the students main ideas in
literal comprehension Diagnostic Test
indicates that 13 students (52%) get poor, 6
students (24%) get fair, 6 students (24%) get
fairly good and none of students for the
other classification.
After taking an action in cycle I by
Cross Group Reporting Strategy, the
percentage of the students main ideas is 4
students (16%) get good, 15 students (60%)

get fairly good, 5 students (20%) get fair, 1
student (4%) get poor and none of the
students for the other classification.
In cycle II, the percentage of the
students main ideas in literal
comprehension is 3 students (12%) get fairly
good, 12 students (48%) get good, 8 students
(32%) get very good, 2 students (8%) get
excellent and none of the students for the
other classification. The result above proves
that the use of Cross Group Reporting
Strategy is able to improve the students
literal comprehension in the main ideas
where result of Cycle II is higher than cycle
I and Diagnostic test.
f. Sequence of Details
The application of Cross Group
Reporting Strategy in improving the
students literal comprehension in terms of
sequence of details can be seen the
difference by considering the result of the
students Diagnostic- Test and the students
achievement after taking action in cycles
through the application of Cross Group
Reporting Strategy in teaching and learning
process.
Table 6 The Percentage of the Students
Sequence of Details in Reading.
To see the percentage of the
improvement of the students sequence of
details in literal comprehension clearly, the
following chart is presented:
138
Figure 6: The Percentage of the Students
Sequence of Details in Reading
The table and the chart above shows
the percentage of the students sequence of
details achievement in Diagnostic Test
indicates that 5 students (20%) get fairly
good, 12 students (48 %) get fair, 8 students
(32 %) get poor and none of students for the
other classification. After taking action in
cycle I by using Cross Group Reporting
Strategy, the percentage of the students
sequence of details achievement improves
where 6 students (24%) get good, 18
students (72%) get fairly good, 1students
(4%) get fair, and none of the students for
the other classification. In cycle II, the
percentage of the students achievement in
sequence of details is higher than cycle I
where 3 students (12%) get excellent, 10
students (40%) get very good, 6 students
(24%) get good, 6 students (24%) get fairly
good, and none of the students for the other
classification.
The result above proves that the use
of Cross Group Reporting Strategy is able to
improve the students sequence of details in
reading where result of Cycle II is higher
than cycle I and Diagnostic test.
3.2.2 The Improvement of the Students
Interpretive Comprehension in
Narrative Text dealing with
Conclusion.
a. Conclusion
The application of Cross Group
Reporting strategy in improving the
students interpretive comprehension in
terms of conclusion can be seen the
difference clearly by considering the result
of the students diagnostic test and result of

the students test in cycle I and II after using
Cross Group Reporting strategy.
Table 7: The Percentage of the Students
Conclusion in Reading
To see the percentage of the
improvement of the students sequence of
details in literal comprehension clearly, the
following chart is presented:
Figure 6: The Percentage of the Students
Conclusion in Reading
The table and the chart above shows
the percentage of the students conclusion in
Diagnostic -Test indicates that 3 students
(12%) get fair, 21 students (84%) get poor, 1
student (4%) get very poor, and none of
students for the other classification.
After taking action in cycle I by using
Cross Group Reporting Strategy, the
percentage of the students reading test in
conclusion is 8 students (32%) get fairly
good, 9 students (36%) get fair, 8 students
(32%) get poor and none of the students for
the other classification.
In cycle II, the percentage of the
students reading test in conclusion is 1
students (4%) get excellent, 28 students
(28%) get very good, 11 students (44%) get
fairly good, 6 students (24%) get fair, and
none of the students get good.
139
The result above proves that the use
of Cross Group Reporting Strategy is able to
improve the students interpretative
comprehension in terms of conclusion in
reading.
3.2.3 The Improvement of the Students
Reading Comprehension in
Narrative Text dealing with the
Students Literal Reading
Comprehension and Students
Interpretive Reading
Comprehension.
The result of the data analysis through
the reading test shows the students reading
comprehension in terms of literal and
interpretive improves significantly. It is
indicated by the mean score of result of the
students D-Test is 51.3 it is classified as
poor achievement. It is also lower than the
mean score of the students reading test in
cycle I that is 66.4 that is classified as fairly
good and cycle II is 81.1 it is classified as
good. Those scores are got from the result
test of the students literal reading
comprehension and interpretive reading
comprehension.
a. The students literal reading
comprehension in narrative text at the
second-year students of SMA Negeri 18
Makassar, class XI IPA 4 in 2012/2013
academic year through Cross Group
Reporting Strategy.
The indicator of the main ideas of
the students literal reading
comprehension in the first cycle has
improved from Diagnostic test. The
improvement can be seen after testing
and observing the students where the
improvement of the students main ideas
is 30% and the students main ideas mean
score is 69.3. It is classified as fairly
good. In cycle II, the students main ideas
also improve from cycle I to cycle II
where the improvement is 24.4% and the
students mean score is 86.2 that is
classified as very good classification. The
classification shows that the
improvement of the students
understanding main ideas in cycle II is
lower than the improvement from
Diagnostic test to cycle I. Although the

improvement in cycle II is lower than
cycle I, the research is not continued to
the third cycle because the target score
has been achieved in cycle II.
In the first cycle, the students
sequence of details in reading is not bad
than the other indicators, like main ideas.
The result of the students sequence of
details can be seen after testing and
observing (reading test of first cycle),
where the students sequence of details is
20.7% and the mean score achievement is
72.8. It is classified as fairly good
classification. After testing and observing
in the second cycle, the student sequence
of details really has a good improvement
where the improvement is about 16.2%
and the students mean score is 84.6 that
is classified as good classification.
Because of the target score has been
achieved in cycle II, so the researcher is
not continued to the third cycle.
b. The students interpretive reading
comprehension in narrative text at the
second-year students of Nautical at AMI
AIPI Makassar, through Cross Group
Reporting Strategy.
The indicator of conclusion of the
students interpretive reading
comprehension in the first cycle has
improved from Diagnostic test. The
improvement can be seen after testing
and observing the students where the
improvement of the students conclusion
is 15.9% and the students conclusion
mean score is 61.7. It is classified as fair.
In cycle II, the students conclusion also
improves from cycle I to cycle II where
the improvement is 15.1% and the
students mean score is 76.8 that is
classified as good classification. Because
of the target score has been achieved in
cycle II, the research is not continued to
the third cycle.
The Observation Result of the
Students Activeness in Teaching and
Learning Process
The result of the students
observation in teaching and learning
process improved significantly through
Cross Group Reporting Strategy in
improving the students reading
140
comprehension in narrative text. It is
proved by the improvement of the
students participation the first meeting
of cycle I was 60% and in the last
meeting of cycle II students participation
became 81%. It is indicated that the
application of Cross Group Reporting
Strategy can stimulate the students
activeness in teaching and learning
process.
4. CONCLUSION
Based on the explanation above, the
researcher concludes that the application of
Cross Group Reporting Strategy in teaching
reading comprehension could improve the
students ability in literal comprehension
and interpretative comprehension
significantly. So, the target that was stated in
the background to improve the students
mean score until 75 could be successfully
achieved. In the other hand, teaching reading
comprehension in narrative text through
Cross Group Reporting Strategy is able to
improve the students achievement of
Nautical class at AMI AIPI Makassar.
It is suggested that the English
teachers must use Cross Group Reporting
Strategy in teaching and learning process,
because it is effective to improve the
students achievement especially in reading.
1. For the teachers, they can attempt to call
up the entire ability to increase the
learning process by doing or using
Classroom Action Research in other
classes.
2. For next researchers, they must do the
best research from the researcher before
by using Cross Group Reporting
Strategy in the other variables or
teaching material.
5. ACKNOWLEDGEMENT
The researcher addressed thanks to State
University of Makassar, AMI AIPI
Makassar and UKI Toraja, and
UniversitasMuhammadiyah Makassar
(UNISMUH).
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Aa Study On Western English Lecturer Styles In Teaching At Uki Toraja.

Saifula, Sumirnab
a
Unismuh Makassar, Jl. Sultan Alauddin No 256, Makassar, Indonesia
b
ABA UMI, Jln Urip Sumoharjo Km 5, Makassar, Indonesia

Corresponding e-mail: Chozsaiful@yahoo.co.id, sumirnaemir@gmail.com

Abstract The aim and cord point of this research was to find out the students perception toward
their western English lecturer styles in teaching the researcher employed qualitative
description method for the study. The data resources for the research were 27 students
at sixth semester students, they were chosen randomly and one Western English
Lecturer from UKI Toraja. The instrument for the research consisted of observation,
questioners and interview. In analyzing the data, the researcher applied a descriptive
method by investigating one of teaching styles namely delegator. The result of the
teaching styles based to the interview conducted were the lecturer delegated students
in independent to explore their opinion, the lecturer did not intimidate students in
giving and express their ideas, the lecturer served students critical questions, the
lecturer gave explanation in core points only for every teaching and the lecturer
encouraged students thinking in learning process also design the material himself in
order to appreciate copyright. The students perception toward teaching style that used
by the western English lecturer in teaching can be explained that delegator was at the
high-level perceptions. The student gave high level perception toward delegator in
teaching style.

Keywords: Teaching styles, Western English Lecturer, Student Perceptions, Delegator.

INTRODUCTION Popularity in teaching style cannot be

The capability of a student can be
influenced by the teaching style of English
lecturers. To encourage students motivation to
learn English subject, the lecturers have to
design appropriate materials and use
appropriate teaching style in English. In
teaching style, there will be fluctuation effect
that can be felt by the learners, therefore
through this research, the researcher will study
the students perception toward their English
Lecturer.
Teaching style of English lecturers can
be influenced by lecturers ability, attitude,
approaches, and behavior to transfer
knowledge and use method in the classroom.
They can use all the facilities or tools in the
classroom that can improve their popularity in
teaching style.
separated between lecturers performances in
their skills and personal behavior because they
can influence students willingness to learn
English subject through their teaching style.
According to Tim OBrien and Dennis Guiney
(2007:8) the personal qualities of lecturer as
follow: empathy with the difficulties and needs
of the pupils, an enthusiasm for what you are
teaching, an interest in provisional
development, an interest in up-to date research,
a willingness not to take problem behavior
personally, a willingness to adapt a plan to
meet an individuals needs, a sense of
proportion, a caring nature, an inquisitive
nature and actually liking to be with children
and young people.
According to OBrien (2007:52), there
are four factors to make students interactive

160

and interested, namely: pedagogical,
emotional cognitive and social
Based on the opinion above, the writer
explains that to be a popular lecturer, we must
have good personality, empathy, enthusiasm.
All of them can give contribution toward the
lecturers performance in teaching style to
encourage students motivation and their
interest to learn English subject.
The researcher conducted a research
on the teaching style of English lecturer.
Currently practice every lecturer has teaching
styles in their teaching, therefore the lecturer
should have appropriate teaching styles.
According to Grasha (2012:47)
teaching style such as good in expert, formal
authority, personal model, facilitator,
delegator, controller, organizer, assessor,
participant, in teaching style. The lecturer
should try to use appropriate teaching
approaches, teaching method and specific
behavior in teaching. Hoy and Lee (2012:1)
Teaching style is combination the behavior,
approach, method and all performance that
belonged by the lecturer in teaching process.
Based on the background above, the
writer is interested in conducting a research on
Lecturers teaching style in teaching English at
UKI Toraja at term of delegator only.
Based on the background above, the
problem statements are formulated as follow:
1. What are the teaching styles
used by the western English
Lecturer at UKI Toraja?
2. How is the students perception
towards teaching styles of their
English Lecturer?
Based on the five of lecturers style in teaching
by Grasha (2012), the researcher is focus on
the teaching styles delegator only, of the
English Lecturer and the students perception
in teaching styles toward their English
Lecturer at UKI Paulus Toraja.
RESEARCH METHODOLOGY
A. Research Design
161
The design of this research is
quantitative descriptive research (Margarete
Sandelowski, 2005:5) quantitative descriptive
studies have as their goal a comprehensive
summary of events in the everyday terms of
those events. Researchers conducting
qualitative descriptive studies stay close to
their data and to the surface of words and
events. quantitative descriptive designs
typically are an eclectic but reasonable
combination of sampling, and data collection,
analysis, and re-presentation techniques.
Quantitative descriptive study is the method of
choice when straight descriptions of
phenomena are desired.
Quantitative descriptive research is the
collection, analysis, and interpretation of visual
data. The purposes of quantitative descriptive
research are to describe the real events I scope
or understanding of particular events, such a
process or event belief.
Quantitative descriptive research involves data
collection that is collection of extensive data
on many variables over extended period of
time in naturalistic setting the data gathering
technique dominate in qualitative descriptive
consist of participants observation,
interviewing, document collection, in this
research, the researcher collects data of
students perception toward the teaching style
of English Lecturer at the Fourth semester
students in UKI Toraja.
B. Data Source
The Population of this research is the
sixth semester students in Academic year
2014/2015. The number of population is 360
students who are divided into 9 classes.
Because the population is big in number, the
writer will use random sampling technique,
where the writer chooses 3 students from
each class. That means the sample is 27
students.
C. The Instrument of the research
The instruments of the research in
collecting data consisted of observation,
interview and questioners. The source of the
required data was descriptive students

perception by the sixth semester students at
UKI Toraja, to analyze observation class the
researcher used the instruments that used by
Anthony F.Grasha (2012:2-4) the instrument
check list was provided on appendix. In
analyzing students perception toward teaching
styles, the researcher used Sthepens Research
(2010:6) to guide the researcher to interview
the students that provide on appendix to get
furthermore information, the researcher used
questioners. In observation, the researcher
observed teaching style that used by the
lecturer. To analyze students perception
toward the English lecturer styles the
researcher interviewed the students then the
result of interview described into descriptive
scripts. To analyze students perception
through questioners the researcher used online
system on http://longleaf.net/teachingstyle.htm
to classify significant result of teaching style
only focus to delegator.
D. The procedure of Data Collection
The procedures of collecting data in this
research consisted of observation, questioners,
and interview. The researcher used 1 class that
consists of 27 students in teaching. The
researcher observed the English lecturer by
using observation check List to identify the
English lecturer styles. Then the researcher
used questioners to know students perception
toward the English lecturer style and interview
students in formal and informal conversation,
structures and clause and open ended
interview, and also used English. The
interview was done after teaching and learning
process, the researcher asked about lecturers
performance, such as style in presenting their
materials After teaching process, asked about
students feeling, opinion, or idea of teaching
style that used by the English lecturers,
lecturers personality, the researcher also
interviewed students in different time, the
researcher asked about students perception
toward teaching style that used by the English
lecturer in the classroom. It consisted of
students perception, feeling and act of the
162
teaching of English at the sixth-grade students
at UKI Toraja.
The researcher supplementary documents,
interview transcripts, and photograph (Gay,
2006:55). During observation, the researcher
made note to write what was seen, heard, and
experienced and write when it is happening.
Not only write what the researcher seen, heard
experienced but also interpreted it and the
researcher has observation check list. In order
word, the researcher makes descriptive note to
describe teaching style that used by the English
lecturer, students activities, and classroom
condition. The researcher also collected
supplementary data such as teaching materials.
E. Technique of Data Analysis
The data was taken from observation,
interview, in data observation the researcher
observed the English lecturer styles by using
checklist data that provided on appendix to
identify teaching style that used by the English
lecturer then the teaching style that belongs by
the lecturer is analyzed through students
interview. The documents were analyzed by
using descriptive method the data was
organized, identified, and labeled theme and
topics. After labeling the data interpreted or
described, explains and connect to review
literature and previous research findings. The
data analysis can be drawn as follow
FINDINGS
The findings reported in this chapter are based
on the analysis of data collected and described
in the previous chapter. It has been stated that
the study is to find out the teaching styles
focus on delegator used by the western English
lecturer in teaching at UKI Toraja and
students perception toward teaching styles of
the western English lecturer.
The finding was organized into delegator
aspect relate to the teaching styles, and
students perceptions toward teaching styles
that used by the Western English lecturer. In
data analysis consisted of check list
observation data, questionnaires data and

interview data. The data collections are
presented as follow:
A. The First Observation
At the first observation, directly the
researcher tells about what to see, hear, and
feel, the lecturer guided the students in
learning process in discussion process.
Therefore, the activities in the class
encouraged students to develop their own
word ideas about content issues through
students answer well, students gave their
opinion through exercises that given by the
lecturer. Then the lecturer gave personality
questions to design more self-directed
learning experiences. The lecturer gave core
point of materials then the students made
questions in personality. It means that the
students really free to answer lecturer
questions because the question that given by
the lecturer was contextual for the learners. In
lecturers explanation, the students take care
toward the lecturers explanation in classroom
as a responsibility such as students.
1. Data interview
Students 1
She said, the lecturer quite good in
encouraged students thinking toward English
subject. Then the students gave opinion or
express their ideas through answered these
question that given by the English lecturer and
also did the practicing in the classroom by
using full English. In learning process, the
students stand in front of the classroom and
express what they want to express about their
mind and their idea. About books used in the
classroom, the lecturer use his own book like
making book by himself, and the lecturer also
really respect copyright because the book
prepared by himself without copy paste other
books .
Students 2
According to him the lecturer encouraged
students thinking toward English subject by
using enjoyable situation even sometimes
difficult to answer the students questions
163
because sometimes misunderstanding
happened. Students show up their self by doing
many practices with friend, and just rise the
hand in the classroom if they want to ask or
speak. Lecturer uses 3 kinds of different books
and the lecturer really appreciate copyright
Students 3
According to her, the lecturer encouraged
students thinking toward English subject
through good responds and positive feedback
and answer. In learning process, she gives
herself motivation and good support or
suggestion. She also participated in the
classroom by rise hand and ask the speak to
friends and lecturer. The lecturer uses three
books then he really appreciated the copy
right.
2. Data questionnaire
The data of questionnaire was given to the
students based on data observation. The result
of the first data questionnaire showed that in
delegator was 4,512, it can be categorized as
high level. The table is provided on appendix.
B. The second Observation
In guiding students in course project,
the lecturer showed pictures ten students
explained them. It means the students explored
their opinions in learning process. To know
that the course active encouraged students and
take initiative and responsibility to think
critically, the lecturer gave contras questions
then students gave comments. In teaching,
before delegating to the students to do the
exercises, the lecturer gave instructions how
and what the students did it. Then the students
did the exercises in independently without
intimidation from the lecturer. In finishing
students typically work on course projects
alone with little supervision from the lecturer,
the students were given chance to answer
questions.
Students worked independently in the
classroom was the typically of the class
observation, the activities in the class
encouraged students to develop their own ideas
about content issues through students
explanation about animals that they like. Even

though in learning process just one chooses
activity but the students were really
independent to express their ideas in the
classroom. Then the lecturer gave delegation
toward individual. When the lecturer taught,
the students cared to the lecturers explanation
in the classroom.
Finally, the lecturer gave applause to the
students after answer or the students gave their
opinion, and gave appreciation such as very
well, nice answer, good answer. To make
enjoyable the classroom, the lecturer gave
games to the students. In the last of the
teaching and learning process the lecturer
guided the students, and made sure that, the
students have understood the course topic that
has been presented by the lecturer.
1. Data interview (II)
Students 1
In teaching and learning process, the
lecturer answered students questions through
enjoyable situation. It means, the lecturer
served well to them. To encourage students
thinking toward English subject, the lecturer
giving imagination of the topic course then the
students express their ideas through making
sentences, good communication and so on.
Finally, the students respect to the English
lecturer through giving respect and share to
each others.
Students 2
In learning process, the lecturer
answered toward students question through
giving clearly explanations, give responds
positively and very well answer. The students
encouraged their thinking by motivate their
salve and love English first then continue to
DISCUSSION OF FINDINGS
The findings have been described. In this
chapter, discussion of the findings is presented.
The purpose of the discussion and relate
presentation is to provide the answers to the
problems discussed and relate findings of the
present study to the findings of the previous
studies of teaching style.
In an attempt to meet the purpose, the
discussion includes the brief representation of
164
study. He also said that he expressed himself
by rising hand when lecturer asking, so he can
try to understand the material given. Then the
lecturer gave critical questions toward the
students to improve students thinking toward
course topic. To express students thinking
the students gave question toward the English
lecturer to discuss furthermore the course
topics. At the last he told to the researcher
that, she obeyed her lecturer as if she obeyed
him liked their parents. The lecturer tries to
combine the material by the popular author in
order to enrich the students knowledge. The
lecturer also highly respects the copyright
therefore he designed the material by his own
Students 3
The lecturer answered the students question
through clearly explanation, he gave the
respect and good answer also good responds.
Then the students encouraged their thinking
through giving questions and answering
questions in learning process. She expressed
self-confidents through giving answered the
exercises that given by the lecturer and
sometimes asking the lecturer if he did not
know and understand the material. The lecturer
used CLT books in teaching mostly in the
classroom. The lecturer also respect copyright
because he made the material for students.
Finally, she told to the researcher. To respect
her English lecturer, she cared the lecturers
explanation.
2. Data questionnaire
The data of questionnaire was given to the
students based on data observation. Therefore,
the data of delegator was4,425 and it canbe
classified or categorized as high level
some points: (1) problem discussed, (2) the
answers of the findings, and (3) the comparison
of the findings of the present study to those of
the previous studies.
A. Problem Discussion
In has been stated in chapter I that there are two
problem statements of western English styles in
teaching English in the present study. The first

concerns with the teaching style of delegator
used by the western English lecturer, the second
concerns with the students perceptions toward
teaching style of the western English lecturer.
B. Answer to the Problems
a) Teaching styles of delegator
In an attempt to answer the first problem,
teaching styles that used by the western English
lecturer. The analysis of teaching styles that
used by the western English lecturer was
conducted in references to Grasha (2002).
Type of teaching styles that used by the western
English Lecture in the classroom. Based on the
finding on chapter IV, the researcher explains
the teaching styles of delegator that used by the
Western English lecturer as follow:
Grasha (2002:207) the delegator consists of
students typically work on course projects alone
with little supervision from the lecturer,
activities in the class encourage students to
develop their own ideas about content issues,
students design or more self-directed learning
experiences, students think independently,
students took responsibility for teaching in the
classroom, students set their own pace for
completing independent and group project,
lecturers approaches toward students in
learning process, and lecturer gave roles based
on students needs.
In observation, the researcher found the data
such as: the lecturer delegated the students to do
the exercises in independent activities;
therefore, the students give their opinion
without intimidation of the English lecturer
then the lecturer gave core points of the
students therefore the students also give
comments toward the core points that presented
by the English lecturer.
On the other hand, the students gave critical
thinking, gave contrast comments. Based on the
explanation above the researcher found the
teaching style that used by the western English
lecturer as follow:
No Delegate teaching styles that
Used by the western English
lecturer
165
1. The lecturer delegated students in
independent to explore their
opinions
2. The lecturer did not intimidate
students in giving and express their
ideas.
3. The lecturer served students
critical questions
4. The lecturer gave explanation in
core points only every teaching
5. The lecturer encouraged students
thinking in learning process
According to the explanation above, it can be
categorized good delegator in teaching and
learning process.
b) Students perceptions toward teaching
styles of delegator that used by the western
English lecturer in teaching
Grasha (2002:47) Concerned with developing
students capacity to function in an autonomous
fashion, students work independently on project
or as part of autonomous fashion, advantage is
help students to perceive themselves as
independent learners, disadvantage is may
misread students readiness for independent
work.
Based on the result research, the students give
perceptions toward teaching styles that used by
the western English lecturer in teaching as
follow:
Extract 5
According to the students that, the delegator
that used by the western English lecturer in her
teaching styles that lecturer answer the
students question the students felt the
lecturer very welcome and give responds very
well. based on the explanation above, the
researcher explains that, the English lecturer
answer the questions of the students into
various techniques for the students therefore the
students never be afraid to asked course topic
that they did not yet. Then the students
encouraged their own thinking through games
and almost students said that the English
lecturer encouraged students thinking and also

the students gave opinion we first love English
then continue to study
based on the opinion above, the researcher,
explains that lecturer encouraged students self-
confident, he used by using simple questions,
made simple statement in English. Therefore,
the students really enjoy it. Then the students
encouraged in thinking toward English subject
through motivate them self-first and have the
principle that English is fun and interesting
based on the opinions above the researcher,
explains that the English lecturer gave course
topics that can influence students critical
thinking such as gave contras topics toward the
students therefore, the students encouraged their
thinking. therefore, the teaching and learning
process was run well. The next is about the
books using in the classroom, sometimes he
has thick book then then he tries to give from
someone who have popular. based to the
explanation the researcher think that new things
will occur when many sources of books used in
learning so that will help students in enriching
their basket knowledge. The last is about the
copy right, the lecturer respect the copyright
the researcher think that the lecturer is really
respect the copyright because he designed the
material himself in order not to copy paste the
source of book.
C. Data questionnaire
First meeting observation the delegator as one
of teaching styles by western English lecturer
used in this research has analyzed and showed
the result that delegator consist of five of five
components that used by the lecturer with the
students perception is 4.512 it is categorized
high level.
Based on the finding above, the students
perceptions toward the western English lecturer
styles in delegator that that used by the western
English lecturer can be categorized high level.
At the second observation the researcher
explain that the teaching styles that used by the
western English lecturer in delegator is 4.425, it
is categorized high level. Based on the findings,
the students perception toward the western
166
English lecturer styles in teaching at he second
observation was high level.
D. The comparison of the findings
Based on the observation above, the researcher
found teaching styles that used by the western
English lecturer in this research focus only to
delegator based to the result of observation it
can be accumulated that the first observation
questionnaire showed the result 4,512 and the
second day observation showed the result 4,425
it can be concluded that both observation gave
the indication of delegator was high. Based on
the average data accumulation from the first
until the second data questionnaires, it can be
concluded that, the teaching styles that used by
the western English lecturer was categorized
into high level category
CONCLUSION AND SUGGESTIONS
A. CONCLUSION
From the discussion of findings above, some
conclusions can be drawn. The conclusions
cover two points. Namely
1. The teaching styles that used by the
western English lecturer in teaching that
focus only to delegator consists of the
lecturer delegated students in independent
to explore their opinion, the lecturer did
not intimidate students in giving and
express their ideas, the lecturer served
students critical questions, the lecturer
gave explanation in core points only every
teaching and the lecturer encouraged
students thinking in learning process also
design the material himself in order to
unappreciated copyright.
2. The students perception toward teaching
style that used by the western English
lecturer in teaching can be explained that
delegator was at the high-level perceptions.
The student gave high level perception
toward delegator in teaching style.
B. SUGGESTIONS
Based on the conclusions above, in teaching
styles of delegator that had been found by the
researcher used by the western English lecturer.
The researcher suggests that the lecturer should:

1. Be expert in teaching process, the lecturer
should make good preparation in concepts
that will be presented in classroom.
2. Delegate the students in freedom of actions
to design and express their skills in
learning process.
3. The researcher also suggests to the
lecturers that in teaching styles, the
lecturer should not lose emotional control.
It means that the students can give bad
images toward the lecturer in personal
model of the lecturer;
4. The lecturer should not lose control in
classroom management, and should
evaluate reflection, how deepest the
students enjoy the teaching and learning
process in the classroom.
5. Finally, in this research, the researcher
admires that, this research is still not
perfect. Therefore, the researcher suggests
to the readers to research the four-other
aspect of teaching styles in the other
aspects in the futures.
Acknowledgement
The researcher addresses thanks to,
KEMRISTEK DIKTI (Ministry of Research,
Technology and Higher Education of Indonesia
for the financial support (Penelitian Dosen
Pemula), and Unismuh Makassar.
BIBLIOGRAPHY
Bdam in Athony book.2002. Teaching with
style. San Barnado. USA. Stanford.
Braund James Michael. 2008. The Structures of
Perception an Ecological Perspective.
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Brendly Susan.1994. Teaching English. U.S.
Routledge.
Gage Nathaniel.L.2009. A conception of
Teaching. USA. Stanford University.
Grasha.1994. Teaching Style
(http://susanlucas.com/it/dissertation/te
achingstyle.html.diakses 28 Juni 2013).
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(http://funfairsafe.edublogs.org/about-
2/professional-goals/. Diakses 22
Agustus 2013)
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Language.Bouston.
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Grazi Raheleh & Alikhani Madani.2012. the
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Model Of Writing Materials Based On Experiental Language Learning

Approach For Second Grade Students Of University Of Borneo Tarakan

Arifina, Yansara, Siti Fathonaha

a
Faculty Teacher Training and Education, Address, University of Bornoe Tarakan, North Borneo

Corresponding e-mail: arifin.ubt@gmail.com, yanlasofy@yahoo.com,

sitifathonahfathan@gmail.com

Abstract: An experiential language lesson can be conducted in multiple ways, and a number of
different activities can be included under the umbrella of ELT. For example, realia,
show-and-tell, games, and videos are examples of teacher-fronted ELT activities. The
main purpose of this research is to produce a set of instructional writing learning
materials based on the experiential language learning approach. There were 2 classes
involve in this research as respondents (N=48) and a writing instructor (N=1). The
students as respondents asked to fill the questionnaires and the writing instructor asked to
answer the questions in interview session. Based on the data finding suggest that 1) there
were 66% students need the writing materials based on the experiential language learning
to generate their writing performance in composing writing, 2) the students need that
writing activities or tasks should be designed based the students experience (47,62%), 3)
44,64 % of the students still faced writing problems in composing paragraph, it indicates
that grammar materials also must be involved in developing writing learning materials,
4) sharing with other and discussion is the writing strategy should be implemented by
instructor to ask the students in writing learning process, 5) 34,15% of the students
expect that source of writing learning materials should be taken from social media, 6) the
writing instructor expects that developing writing materials based on the experiential
language learning approach endorses students ability to write good English sentences or
paragraph; sentence-building in narrative, descriptive, and expository paragraph,
mechanical aspects of writing, identifying paragraph elements, grammar review,
exercises on mechanical aspects and paragraph elements. Based on the data finding, it
can be revealed that developing writing learning materials based on the experiential
language learning will give a beneficial thing to improve their writing performance and
endorse their writing achievements.

Keywords: Experiential Language Learning, Learning writing materials

INTRODUCTION students knowledge and students

Learning is an open-ended
investigation process that guide the learners
within a social context. It is often mediated
by conceptual and cultural tools which aid
the exploration process. It happens in a
collaborative, interactive, and supportive
environment. Learning all the language
skills and the language components must be
understood well by the lecturers and
students as the process of increasing the
achievement on how the students are able to
producing the potential a good composing
an article, etc. Educational psychologists
have studied the learning process. They
concluded that learning is is equated to a
change in behavior. So, all the language
teachers must understand well that learning
indicators that they wrote in every learning
materials

32

There are many writing researches
have been done by the researchers, the main
studies aim was to figure out how the
students can be endorsed to more
proficiency in writing skill (Oshima, 2007;
Brown, 1999, Taylor,2009; Tomlinson,
1998). Not only writing researches on
genres was done by the researchers, but also
writing strategies on improving the
students strategies in composing
paragraphs, essay etc. (Andrew, 2011;
Steven, 2003). One of the writing research
result that can be implemented by instructor
in the classroom is writing English in the
context of the experimental learning
approach. This language learning approach
will generate the students performance on
composing writing tasks since it needs to be
understood well then practicing directly.
Even though this learning and teaching
writing approach focuses on writing skill,
but it also cannot be separated from other
language skill activities, such as reading,
listening, speaking activities. By
implementing this approach, it will promote
the students activities in composing
writing.
To facilitate the students writing
performance, the instructor should find the
writing materials that invite them to explore
what they want to write or how the writing
materials can invite them to dig the idea to
write. Without any good materials. It is so
difficult to generate students writing
performance because writing materials have
the significant role in generating the idea in
composing the interesting writing.
Composing writing in English language is a
cognitive and creative process. Marheani
(2004) states that writing is a process of
interaction between the writers scheme
consists of linguistic and non-linguistic
information, and the writing consists of
symbols as a form of utterance that has a
potential meaning. Composing writing for
improving the students performance must
be viewed as the best teaching strategies by
the instructors. Writing could not be seen
from the result only, because a good writing
33
result needs some steps to make it is easy to
be written and enjoy to be read.
The purpose of this article is to
develop model of writing materials based
on experiential language learning approach
for second grade students of University of
Borneo Tarakan. Students in the first
semester, in English Department of Faculty
of teacher training and education, will have
some courses must be programed before
starting the new semester. All the courses
must be accomplished well, if they fail in
some courses, they will not be allowed to
buy the course for the next semester, in
the other word, those the courses are
prerequisite course. For example, writing 1.
It must be accomplished well with
minimum grade C if the students want to
program the writing 2, etc. the course of
writing 1 was designed.
Learning is a process to a change in
behavior. It does not mean students who
have bad behavior then entering the
classroom and the teacher will change the
bad behavior to become a good behavior. A
good teacher will design some learning
indicators for her/his course. From those
learning indicators, for example, students
are able to identify, describe, explain and
write, the teacher will change the students
behaviors. All the learning indicators must
be measured and also sequenced well from
the simple learning indicator to
sophisticated indicator. If the students are
able to gain all learning indicators, it
indicates that learning process has a
significant role to change the students
behavior and it can be revealed that the
teacher is professional teacher.
Experiential learning involves
observing the phenomenon and doing
something meaningful with it through an
active participation. It emphasizes learning
in which the learner is directly in touch
with the phenomenon being studied, rather
than just watching it or reading, hearing or
thinking about it (Kolb 1984; Kohonen
2001). Experiential learning consists of the
following four components (Woolfe 1992,
1), 1) the student is aware of the processes
which are taking place, and which are whether the elements of the product have
enabling learning to occur, 2) the student is been covered and that the writing materials
involved in a reflective experience which are ready to be used by the English lecturer
enables him/ her to relate current learning for first grade students, but in this
to past, present and future, even if these manuscript, the author just describe the
relationships are felt rather than thought, 3) result from questionnaire and lecturers
the experience and content are personally interview.
significant: what is being learned and how Figure1 The Procedures of developing writing
it is being learned have a special materials
(adapted from Richard, 2001)
importance for the person, 4) there is an
involvement of the whole self: body,
Course Rationale
thoughts, feelings and actions, not just of
the mind; in other words, the student is
Needs Analysis
engaged as a whole person. David Kolb Describing entry and
(1984, 42) advances a general theoretical exit level
model of experiential learning 1) Concrete
Experience, 2) Reflective Observation, 3) Choosing course
Richards Model in content
Abstract Conceptualization and the last one Designing Product
is Active Experimentation. All these
models of experiential language learning Determining
sequence course
will be described in developing writing content
Production of A
materials later. Proto type product Planning the course
structure
RESEARCH METHOD
According to Borg and Gall (1983)
Production of
the purpose of educational research and Pedagogical Product
development is to produce a finished
product that can be used effectively in the
educational programs. The purpose of this
Expert Validation Evaluation&Revision
research is to produce a model of writing
material based on experiential language
learning approach for second grade students of
University of Borneo Tarakan. The
appropriate research design for this research Evaluation aand Try Out
is Research and Development (R&D). The Revision
sequences of the research follow Richards
model in course development. This model
includes developing a course rationale,
describing entry and exit levels, choosing a Final Product
course content, sequencing course content,
planning the course structure, and preparing
the scope and sequence plan. These
processes do not necessarily occur in a Procedures of Development
linear order. Some may take place Concerning the main objective of
simultaneously and many aspects of a this research that is developing model of
course are subject to ongoing revision each writing materials based on the learning
time the course is taught (Richard: experience approach as guideline for the
2001:145) instructional activities of writing course 1.
This educational product will be In this stage of developing writing materials
followed by experts validation to see on needs analysis and Richards model
 35

(2001: 145) to proposes a model of

developing writing materials based on the THE FINDING AND DISCUSSION
learning experience approach discussed Concerning the first question of the
below. questionnaires deals with the students
expectation on writing course. The
Needs Analysis following table. 1 Students expectation on
In general terms, needs analysis writing course presents the result.
refers to the activities involved in gathering
information as the basis for developing Table 1. Students expectation on writing course
writing materials that meet the learning No. Description F R Percentage
needs of a particular group of students. So, 1. Improving writing 4 8,33 %
competence about life
the first and most important step in experience
developmental research is the need analysis. 2. Improving writing 7 14,58 %
Need analysis was applied in this research competence on
is in the purpose to find out responds of the composing article
learners in terms of the objectives of 3. Improving genre (text 33 66,00 %
type) writing
studying writing course etc. discussed competence
below. 4. Improving writing 3 6, 00 %
competence on
The procedure of data analysis contextual issues
The data was collected from 5. Improving writing 3 6, 00 %
competence on update
questionnaire are in the form of students
issues
opinion about their needs and expectations Total 50 48 100 %
toward the teaching writing course. Then
they were classified based on each item and The second question of the
changed into percentage. The highest questionnaires deals with the learning
percentage of the item showed the writing activity that the students want to do
respondents preference. Finally, the table in the learning and teaching process. The
of percentage and frequency for each item figures presented in the table.2 Learning
in the questionnaires were utilized as the Writing Activity.
consideration to develop writing course for Table 2. Learning Writing Activitiy
Description F R Percentage Ket
first grade of English education department. No.
Meanwhile, the data from interview
was in the form of information, opinion, 1. Composing by 20 47,62 %
and suggestion. Those were coded based on themselves based
on the task given
each item, then classified, and finally, 2. Composing by 5 11,90 %
changed into percentage. The highest working together
number of percentage of the data that with friend
showed respondents preference was 3. Composing by 7 16,67 %
reported descriptively. class group
discussion
4. Share the writing 10 23,81 %
Richard Model on Course Development result (peer
The Richards Model as the model assessment)
of writing course development in this Total 42 48 100 %
research was not adopted completely. There
were five of the six stages of that model has The second question was intended
been implemented, they are; course to find out what the students want to do in
rationale, describing entry and exit level, learning writing activity. There were 48
choosing course content, sequence course respondents who are asked to fill it. Based
content, and planning the course structure. on the data above the learning writing
activity that students want to do in the
writing class based on the topic given by indicates the respondents choice on the
the lecturer, it indicates that the students teaching strategies in learning writing.
want to write based on the idea they have or
the other word, it can be revealed that free Table 4. Teaching writing strategies
writing activity is a good activity for them No Description F R Percentage Ket
because free writing is a prewriting 1 Case and Problem- 9 14,52 %
based studies
technique in which a person writes 2 Guide Writing 8 12,90 %
continuously for a set period of time 3 Simulation 1 1,61 %
without regard to spelling, grammar, or 4 Based on the 39 62,90 %
topic. It produces raw, often unusable experience
material, but helps writers overcome blocks 5 Project 5 8,06 %
of apathy and self-criticism. It will make Total 62 48 100 %
them understand and know well what the Based on the data above, it can be
unimportant sentences must be eliminated revealed that the writing strategies that can
later after they have done and revised and invite the students interest in doing writing
the writing result from the students can be is composing writing based on the
shared to their classmates or doing peer experience (62.90%). It indicates that the
assessment (23.81%). students are able to generate their idea in
composing writing based on what
Table 3. Problem faced by students in Writing experiences they have. The previous
course knowledge can guide them in exploring the
No. Description F R Percentage Ket idea. Meanwhile, case and problem-based
1. Writing a short 4 7,14 % study is also the important way used by the
sentence
2. Writing a 25 44,64 % lecturer in generating the students interest
paragraph in composing their writing. Guide writing
3. Organizing the 14 25,00 % (12.90 %) is also one strategy must be
ideas considered by lecturer in generating the
4. Writing or 13 23,21 % students performance in composing
arranging the
content of the writing because not all students are able to
paragraph write well without any previous
Total 56 48 100 % explanations from the lecturer in designing
their writing framework, drafting, revising
Concerning the students interest in
and final writing result.
learning writing, the table shows that most
of the respondents are interested in writing Table 5. Method in writing activity
a paragraph (44.64%). The other activity No. Description F R Percentage
that the students are interested is writing a 1 Let students to 23 41.82 %
short sentence (7.14%). While, the write with their
percentage of writing or arranging the own language
content of paragraph is 23.21%. From the 2 Write based on the 6 10.91 %
lecturers
result above, it can be revealed that actually instruction
all writing problems are very prominent for 3 Write based on the 4 7.27 %
lecturer to be understood well then finding textbook
the best way to overcome it in increasing 4 Write based on the 8 14.55 %
students writing ability. It is experience
5 Let students to 14 25.45 %
understandable if they face all the problems write with free
above because these problems help the theme
lecturer how to find the best method to Total 55 48 100 %
reduce the students writing problems. From the date above. It can be
Concerning the next question about described that let students to write with
the teaching writing strategies. Table 4.4 their own language (41.82%), it
 37

recommends that the lecturer can provide a reasonable that many students, even lecture
simple material in asking the students to have low priority at this skill due to same
write because It is essential to write more reasons. However, it is found out that most
simply than in their first language. They respondent faced problem in dealing with
can also review by asking their classmate to the grammar (36.92%). The other option is
assess it and give a feedback or right organizing ideas. It can be stated that the
correction. Meanwhile, asking the students percentage (24.61%) of the problem is in
to write based on the textbook (7.27%). organizing those paragraphs into an
Much of the advice in standard textbooks effective and meaningful piece of writing. It
about writing in English is not helpful, is not surprising that only 15.38 % of the
because it tells you what to do, but not how respondents got the problem dealing with
to do it. lack of the content knowledge since they
Table 6. Writing materials based on the students actually have background knowledge about
experiences the management content that have studied
No. description F R Percentage
from the other courses but they have
1 Strongly agree 30 62,50 %
difficulties how to write it into a effective
2 Agree 18 37,50 %
3 Disagree
and a good sentence or paragraph.
4 Strongly Disagree
Table 8. Students strategy in writing course
Total 48 48 100 %
No. Description F R Percentage
A good writing material is not only 1 Students write 11 26,19
what the lecturers judge whether it a good what they have
or not, but the writing materials should observed
consider what the students interest to the 2 Students write 13 30,95
what they have
writing materials. Most of the students are done
strongly agree if the writing materials 3 Students write 16 38,10
should be considered or taken from the based the current
students experience. The writing topics issues on the
must be based on the students need and media
4 Students write 2 4,76
experience, it helps the students are able to what the lecturers
explore and generating their writing command
performance. Total 42 48 100 %
Concerning the students problem Based on the data above, it showed
faced in organizing their ideas and dealing that students like to write what they have
with the grammar in constructing sentences. observed (26.19%), it is spirit of
Table 7. indicates the respondents choice experiential language learning approach. In
on the problems in learning writing. teaching and learning process at the
classroom, a good lecturer should ask all
Table 7. Problems in Writing skills students to observe one thing that is
Problems F R Percentage interesting for them, then they can design a
Limited vocabulary 30 23.07%
framework, composing a writing as their
Dealing with 48 36.92%
grammar
task from the lecturer. Meanwhile, the
Organizing ideas 32 24.61% students also want to compose a writing
Lack of content 20 15.38% based on what they have done and students
knowledge (30.95%), the last one isto write based the
130 48 100% current issues on the media (38.10%). It
The ability to write effectively is also can be revealed that social media can
considered to be the highest level of the be another learning and teaching sources
four skills in English that is the most can help the students and the teacher in
difficult to get it. Therefore, it is quite finding the best learning materials.
The next question of the questionnaires 1 blog 9 10,98 %
deals with teaching and learning model in 2 Facebook 4 4,88 %
writing course. The figures presented in the 3 YouTube 8 9,76 %
table 9 Teaching and learning model in 4 Website 16 19,51%
writing. 5 Social media 28 34,15 %
Table 9. Teaching and learning model in writing 6 Relia media 2 2,44 %
No. description F R Percentage Ket 7 Real object 15 18, 29 %
1 Personal journal, 30 15,08 % Total 82 48 100 %
diaries Concerning writing media in
2 Portfolio 2 1,01 % writing, the students want social media can
3 Reflective 6 3,02 % be employed by the lecturer in teaching
personal essay
and thought
writing process. Most of the students want
questions social media should be designed as the
4 Role plays 7 3,52 % important media in lecturers lecturing
5 Drama activities 25 12,56 % (34.15%) and using website (19.51%).
6 Games and 24 12,06 % While, the other media also can be
simulation considered by the lecturer in teaching
7 Personal stories 22 11,06 %
8 Case studies 3 1,51 %
writing, or at least she/he can prepare it for
9 Visualizations 14 7,04 % teaching writing before entering the class
and imaginative discussion.
activities From the result above, it can be
10 Models, analogies 5 2,51 % stated that social media is most important
and theory
media that must be considered to involve in
construction
11 Empathy-taking 4 2,01 % developing writing materials for teaching
activities writing because it based on the students
12 Story-telling 16 8,04 % interest in the order to gain the instructional
13 Sharing with 21 10,05 % objective well.
others The additional data taken from the
14 Discussions 20 10,05 %
Total 199 48 100 %
lecturers opinion related to study, the
From the data above, it can be writing instructor expects that developing
drawn a conclusion that actually all writing materials based on the experiential
teaching models in teaching writing are language learning approach endorses
important as long as long the teacher is able students ability to write good English
to generate the students to involve in doing sentences or paragraph; sentence-building
writing task, because the main purpose of in narrative, descriptive, and expository
the implementation of experiential language paragraph, mechanical aspects of writing,
is the students learn better if they use identifying paragraph elements, grammar
language as opposed to being passive review, exercises on mechanical aspects
receptors of artificial language. By and paragraph elements
implementing many writing model for
Model of writing materials based on the
students, they will be able to analyze and experiential language learning approach
discover their own information about the Experiential language teaching
topic and language use as they are involved approach is learned best if students are
with tasks or projects. involved in concrete, hands-on ex presences
The next question of the with the writing subject. By developing this
questionnaires deals with writing media in writing material based on the experiential
writing course. The figures presented in the language learning approach, the students
table 4.2 Writing Media in writing will learn better if they use the language as
Table 10. Writing Media in writing
opposed to being passive receptors of
No. Media F R Percentage
artificial language. It is also thought that
 39

students will be able to analyze and details

discover their own information about the - Using lists to brainstorm and
Learning to edit list
topic and language use as they are involved - Combining sentence and
with tasks or projects. The lecturers should writing about place
have a strategy to have students be involved UNIT 5
in doing. An experiential language lesson Week : 5
can be conducted in multiple ways, and a Theme : An exceptional Person
Topic : - Using word maps to
number of different activities can be
brainstorm
included under the umbrella of ELT. For - Using adjectives in sentences
example, realia, show-and-tell, games, and - Writing about people
videos. UNIT 6
Based on the data finding and Week : 6
discussion above, the following table is the Theme : Shopping
Topic : - Descriptive vocabulary
theme and topic list that has formulated as - Using freewriting to
the model of writing materials based on brainstorm
experiential language learning approach for - Review of paragraph contents
second grade students of University of - Developing peer feedback
Borneo Tarakan. skills

UNIT 7
Table 11. Model of Writing materials based Week : 7
on the experiential language learning Theme Explanations and Excuses
UNIT 1 - Paragraph explaining
Week 1 cause and effect/ result
Theme : Introduction to the Writing Course - Combining sentences
2 with so and because
Topic : - Course Introduction - Practicing word maps and
- Course Contract freewriting
- Course Description - Writing about explanation
- Course Outline and excuses

UNIT 2 UNIT 8
Week : 2 Week : 8
Theme : Going to Work Theme : Problems
Topic : - Beginning and ending a Topic : - Expressing personal
sentence feeling
- Common paragraph features - Using would like to, want
- Identifying the topic of a to, and have to
paragraph - Writing about problems
- Recognizing and writing and difficulties
complete sentences UNIT 9
Week : 9
UNIT 3 Theme : Strange Stories
Week : 3 Topic : - Using time expression:
Theme Presents for Someone after, before and when
- Identifying topic and main - Identifying the main
ideas parts of a narrative
- Identifying strong and weak - Writing an interesting
topic sentences and unusual experiences
- Writing topic sentences UNIT 10
- Combining sentence using and Week : 10
and but Theme : Differences
Topic : - Using double list to
UNIT 4 brainstorm
Week : 4 - Organizing a comparison
Theme : An exceptional Person paragraph
Topic : - Developing paragraph with
 - Comparing different
situations/ events
- Writing about life
changes
UNIT 11
Week : 11
Theme Difficult Decisions
- Writing about cause and
effect relationship
- Using pair interviews to
brainstorm
- Beginning paragraph
with a question
- Writing about a difficult
decision
UNIT 12
Week : 12
Theme : Fate or Choice
Topic : - Review of transition
expression
- Writing about hope and
plans
- Writing about future
UNIT 13
Week : 13
Theme : Writing Genre Model
Topic : - Review of all previous
themes
- Text Type and generic
structure of each text
CONCLUSION
By having writing material through
developing writing instructional based on
experiential language learning, students can
learn to read and write by using their own
level because experiential learning involves
observing the phenomenon and doing
something meaningful with it through an
active participation. It emphasizes learning
in which the learner is directly in touch
with the phenomenon being studied, rather
than just watching it or reading, hearing or
thinking about it. In addition, experiential
language teaching approach is learned best
if students are involved in concrete, hands-
on experiences with the writing subject. By
developing this writing material based on
the experiential language learning
approach, the students will learn better if
they use the language as opposed to being
passive receptors of artificial language. It is
also thought that students will be able to
analyze and discover their own information
about the topic and language use as they are
involved with tasks or projects.
Model of writing material base on
experiential language learning can be
conducted in multiple ways, and a number
of different activities can be included under
the umbrella of ELT. For example, realia,
show-and-tell, games, and videos.
Suggestion from the lecturers
opinion related to study, the writing
instructor expects that developing writing
materials based on the experiential
language learning approach endorses
students ability to write good English
sentences or paragraph; sentence-building
in narrative, descriptive, and expository
paragraph, mechanical aspects of writing,
identifying paragraph elements, grammar
review, exercises on mechanical aspects
and paragraph elements
The model of writing materials
based on experiential language learning
approach for second grade students of
University of Borneo Tarakan is expected
to give a significant contribution for
students a achievement on improving
writing competence
REFERENCES
Andrew. R et al. 2011. Developing Writers;
Teaching and Learning in Digital Age.
USA: the Mc Graw-Hill Companies
James.D. 2013.
http://www.greateducationdebate.org.uk/art
icles.the-importance-of-sharing-
knowledge.html?author=dr-david-james
accesed in July 2017.
John Blackwell.J and Martin.J. 2011. A
Scientific Approach to Scientific Writing
Kolb, D. A. (1993). The Process of
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

The development of teaching-based reflective teaching teachers to improve

skills to make the plan of creative learning for teachers basic school

Ramdhan Witarsaa, Anna Permanasaria, Udin S. Saudb

a
Department of Elementary Education, STKIP Siliwangi and Postgraduate School UPI,
Jalan Terusan Jenderal Sudirman No.3, Bandung, Indonesia
b
Postgraduate School UPI, Jalan Dr. Setiabudhi No. 229, Bandung, Indonesia

Corresponding e-mail: ramdhansatu@gmail.com

Abstract The general purpose of this research is to strengthen Elementary School (ES) teachers
who already have the competence to stay professional and can realize the goals of
national education. The specific purpose of this research is to strengthen the ES teachers
to have more skills based on the Creative Thinking Skills (CreTS) shown in terms of
planning the lesson. The research methodology used in this research is experiment with
pretest postest design. The result of this research is the increasing of skill of ES teachers
in preparing planning the lesson (RPP) based on CreTS by 35%. The implications of this
research are as follows: PKGRT needs to be continued; Institutions of Education and
Teaching Personnel (LPTK) can adopt the guidance pattern conducted on PKGRT,
PKGRT can be applied in Teacher Professional Education (PPG) SD.

Keywords: Development, teacher competences, reflective teaching, creative thinking skills.

1 INTRODUCTION practices are less appropriate to the topic and do

The 21st Century National Education Paradigm
states that the future educational achievement
strategy one of them is by implementing
creative learning in Elementary School (ES).
This method adheres to the principle that each
individual is unique and has their own talents,
so the learning method must take into account
the different learning styles of each learner.
Learning with characteristic and different
learning styles is important to develop.
Examples of such learning include problem
based learning. In addition, learning needs to
develop cooperation among learners in
improving interpersonal skills and social life,
such as: cooperative and collaborative learning.
But unfortunately, the current ES is still far
from expectations. In learning in the classroom
for example, often less meaningful learning
process for learners. Learners just sit and be
quiet, listen to the teacher's explanation, many
teachers stand in front of the class explain the
subject matter, and tend to many lectures. There
is also an indication that teacher pedagogy
not have an appropriate focus.
The condition described can be a possibility
because there is a relationship between the lack
of knowledge and the teacher's Creative
Thinking Skills (CreTS). There are also
concerns about subject matter knowledge,
pedagoy competence, and academic ability of
ES teachers as the results of the Teachers'
Ability Test (UKG) ES generally decline from
2004 as well as 2012.
Similarly, teachers' ability is low in science.
The average score is 46.5 with a passing grade
of 80.0. The lowest score is 15.56 and the
highest is 82.22. In addition, the result of CreTS
of teachers obtained the lowest score of 41.34
and the highest of 55.82. The average teacher's
thinking skill is 33.22 out of 100.
Other evidence of Indonesian teachers'
abilities also shows the quality of Indonesian
teachers ranked lowest in Asia. The majority of
teachers in Indonesia are still difficult to
implement 21st Century learning. Four
categories need to be owned and implemented
in the 21st Century are the way of thinking,

42

working, living skills in the world, and skills to
work (UNESCO, 2011; World Bank Report,
2011).
The motivation of teachers in developing
professionalism is still low, because the
teachers in the field in conducting the learning
is only limited to carry out activities as they are.
Teachers should be able to carry out
professionalism such as: implementing a fun
learning, student cantered learning, hands-on
learning activities, and learning-based skills of
creative thinking.
Teachers rarely implement fun learning,
such as observation, experimentation, or
simulation. As a result every learning is
considered rote. Learning should be a place
where learners practice becoming researchers,
building motivation, innovation, and creative
thinking, so learners will be able to face
challenging future one example through the
mastery of science (Hasbi, 2007).
The low skill of the teacher affects the
achievement of the learners. PISA 2012 results
show that Indonesia ranks 64th out of 65
participating countries in the field of science.
The value obtained is 382 from the average
value of 528. Participants have just reached the
level of two science on PISA of 66.6% of the
six levels of science achievement. Level six
PISA is the ability to synthesize a variety of
knowledge owned and explicitly stated
information to solve complex problems or take
decisions. In fact, it is still 24.7% of Indonesian
students have not reached the lowest level (The
World Bank Report, 2011; OECD Report,
2012). The ability of teachers and PISA results
is another indicator that learning in Indonesia
has not changed and decreased from 2006
(PISA science result 393), 2009 (result of
science PISA 383).
Learning outcomes of learners one of them
caused by the skills of teachers facilitate
learning in the classroom. Teachers who have
the skills to facilitate good learning, it is
expected also good learning outcomes of
students. Elementary teachers should be able to
create fun learning, that is, by hands-on
learning (Lee, 2006; Pine, 2006; Foolds, 1996).
43
Marx (2004) and Matson (2006) found that
the low learning outcomes of learners were due
to a lack of teacher skills in organizing science-
based learning in CreTS such as sensitivity,
fluency, flexibility, originality, detailing, and
evaluation. Teacher training aimed at improving
CreTS as well as the ability to conduct creative
science learning for teachers is suggested by
Foolds (1996) and Pine (2006) for his CreTS to
improve.
Observation of trainings conducted in West
Bandung Regency (KBB), both quality
improvement training and other training for ES
teachers focus more on providing information
on concepts and theories only. Rarely is a
resource person providing a real example of
learning. Only theories alone, so that the
teachers in the training activities only
knowledge. Such training does not affect the
ability of teachers to implement science-based
learning CreTS, especially at the stage of
preparation of the implementation plan of
learning (Witarsa, 2011).
The results of observations of the Lesson
Plan (LP/RPP) of science made by ES teachers
have not yet reflected the LP/RPP of science-
based CreTS. This happens due to
imperfections of teachers at the beginning of
preparing the creative LP/RPP. The form of
LP/RPP does not reflect the learning of science
creatively (Witarsa, 2011).
Based on the results of observation as well,
it is necessary to improve the training and
mentoring CreTS for ES teachers. Materials
should be directed more towards the practice of
developing a science-based LP/RPP with
CreTS. Training orientation needs to be taken
into account: training objectives, materials
based on need, use of learning resources in the
environment, excavation of science concepts
learned through interaction with teachers.
Similarly, it needs to be trained in creative-
based science learning by focusing on creative
aspects such as: sensitivity, fluency, flexibility,
originality, detailing, and evaluation (Witarsa,
2011).
The training and advisory program
developed should prioritize the creative ability
of teachers and the ability to teach science-
43

based CreTS through the optimization of
reflective teaching activities. This activity needs
to be implemented because during this time the
reflective teaching activities have not shown the
expected results as they should. Most teachers
do not reflect deeply when they finish teaching
practice.
Learning through optimization and
mentoring of reflective teaching activities is
expected to shorten the time to improve
understanding in learning skills that are not
possible to learn alone, so that the involvement
of CreTS can be improved and accelerated
(Capobianco and Lehman, 2006; Bandura,
1986).
The optimization of reflective teaching
activities by teachers is ultimately expected to
have an impact on the CreTS that appear when
teachers develop science LP/RPP, and the
presentation of the components of CreTS, it
also demonstrates the CreTS that teachers have
(Langer, Colton and Goff, 2003, and York-
Barr, Sommers, Ghere and Monti, 2001).
Based on the previous description, it is
necessary to develop a Master Competency
Program that can Facilitate Creative Thinking
Skills of Elementary School Teachers through
Reflective Teaching (PKGRT).
Research Questions
Based on the previous explanation on the
research background, the formulation of this
research problem is stated as follows: "How can
the provision of reflective teaching-based
teacher competence improve the skills of
making creative LP/RPP for elementary school
teachers?". The problems in this research are
specifically formulated through the following
research questions:
1. How is the improvement of teachers skill
to make LP/RPP of science based on CreTS
after following PKGRT program?.
2. How big is the improvement of teachers
skill to make LP/RPP based on CreTS after
following PKGRT program?
Limitations of Research
Based on the formulation of the problems that
have been disclosed, it is necessary to limit the
research to make this research more focused.
The research limits are given as follows:
44
1. This study is limited to ES science learning.
2. The subjects of the study were ES teachers.
3. Learning is done through LP/RPP-based
creative learning.
4. The measured learning outcome is the skill
of making LP/RPP based on CreTS through
LP/RPP analysis sheet.
Research Purposes
The purpose of this research as follows:
1. To obtain an effective and efficient PKGRT
program that can improve teachers' skills in
making creative LP/RPP.
2. To acquire creative LP/RPP tools for
PKGRT programs developed to guide
teachers for their development to develop
optimally.
3. To obtain an appropriate evaluation tool to
be able to test teachers' achievement
through a given PKGRT program.
4. To obtain information on the feasibility of
PKGRT program given in its
implementation.
5. To facilitate teachers in delivering learning
materials that should be given in the form
of creative LP/RPP.
6. To guide elementary teachers in gaining
more knowledge and experience through
CreTS-based learning.
2 METHODS
This research used pretest postes experimental
method of CreTS class and inquiry class as
control class, where pretest was done to both
classes, then the two classes were given
different treatments and postes were performed
to know the final skill of the teacher after
treatment, especially in the aspects of CreTS.
Stages of Research
The steps of research activities conducted as
follows:
1. Formulate problems, develop an LP/RPP
assessment, collect ES teachers who will be
the subject of research.
2. Determination of experimental class and
control class.
3. Provide an overview of the research
activities to be performed.
 45

4. Conduct reflections and discussions on the 3 RESULTS AND DISCUSSION

various learning activities of CreTS to be This research activity has been conducted at
undertaken. SDN Tagogapu 1 District Padalarang West
5. Collaborate with ES teachers in Bandung Regency in February - May 2017 and
determining the location of the learning produce some findings that match with the title
activities of CreTS. of proposals submitted to UPT P2M STKIP
6. Pretest implementation of both classes. Siliwangi which carried the "Teacher-Based
7. Implementation of CreTS learning Teacher Competency Based on Reflective
activities. Teaching to Improve Making Skills Plan of
8. Evaluation of CreTS learning activities in Implementing Creative Learning for
the form of posttest and interviews with Elementary School Teachers ". As described in
teachers. the previous chapter, this study aims to improve
Research sites the skills of making LP/RPP of ES teachers
The research location used is ESs located in based on CreTS. Results and outcomes
Cluster IX and X District Padalarang West achieved in this study as follows:
Bandung Regency with the number of research The research findings obtained in the form
subjects 70 ES teachers are divided into two of research findings of teachers CreTs covering
classes. six aspects, namely sensitivity, fluency,
Variables Measured flexibility, originality, detailing, evaluation, and
The variables observed or measured in this interview data. The findings are further
study are the CreTS aspects of ES teachers analysed and interpreted.
observed at the time of pretest, implementation, Teacher CreTS Data Result
and when posttest were conducted. The data obtained to find out the teacher's
Models Used CreTS is a preliminary and final test. Initial
The model used in this study is the CreTS for tests were performed to find out the initial
the experimental class, and the inquiry for the CreTS of teachers before the learning of the
control class. CreTS with the PKGRT program was awarded
Data Collection and Analysis Techniques and the results of the CreTS obtained in the
Techniques of collecting and analyzing the data final test were used as a comparison to
carried out following the stages as follows: determine teacher success in following the
A. Provide score to the teacher's pretest and CreTS-based learning the preliminary test
posttest answers. results are presented in the following table:
B. Change the score data of pretest and
posttest answers into percentages. Table 1. Research Data of Comparative Class (Inquiry)
C. Determining the average scores obtained by No Value Percentage Gai Teacher
teachers for each category (group of high, Pre Post Pre Post n Group
medium, low) teachers to get the depth of test test test test (%)
the research results. (%) (%)
1 0,50 2,50 5 25 20 Low
D. Determine the percentage of teachers in
2 0,75 2,50 7,5 25 17,5 Low
each group (high, medium, low).
3 1,00 2,50 10 25 15 Low
E. Compare the pretest and posttest results of 4 1,00 5,50 10 55 45 Low
each group. 5 1,50 7,00 15 70 55 Low
F. Analyze interview transcripts from each 6 1,50 4,25 15 42,5 27,5 Low
teacher category (high, medium, low), to 7 1,75 3,25 17,5 32,5 15 Low
explain other research findings. 8 1,75 5,50 17,5 55 37,5 Low
G. Conclusion. 9 1,75 6,25 17,5 62,5 45 Low
10 2,00 5,50 20 55 35 Medium
11 2,00 5,50 20 55 35 Medium
12 2,25 6,00 22,5 60 37,5 Medium

45
 46

No Value Percentage Gai Teacher N Value Percentage Gain Teacher

Pre Post Pre Post n Group o Pre Post Pre Post (%) Group
test test test test (%) test test test test
(%) (%) (%) (%)
13 2,25 8,25 22,5 82,5 60 Medium 17 3,70 9,75 37 97,5 60,5 Medium
14 2,50 4,00 25 40 15 Medium 18 4,00 9,50 40 95 55 Medium
15 2,50 2,75 25 27,5 2,5 Medium 19 4,00 9,00 40 90 50 Medium
16 2,75 3,75 27,5 37,5 10 Medium 20 4,25 8,50 42,5 85 42,5 Medium
17 2,75 6,50 27,5 65 37,5 Medium 21 4,25 8,00 42,5 80 37,5 Medium
18 3,00 4,75 30 47,5 17,5 Medium 22 4,50 9,00 45 90 45 Medium
19 4,50 1,75 45 17,5 - Medium 23 4,75 8,00 47,5 80 32,5 Medium
27,5 24 4,75 8,00 47,5 80 32,5 Medium
20 4,75 8,25 47,5 82,5 35 Medium 25 4,75 7,50 47,5 75 27,5 Medium
21 5,25 6,25 52,5 62,5 10 Medium 26 4,75 9,25 47,5 92,5 45 Medium
22 5,25 8,50 52,5 85 32,5 Medium 27 5,00 8,25 50 82,5 32,5 Medium
23 5,50 5,25 55 52,5 -2,5 Medium 28 5,00 9,00 50 90 40 Medium
24 5,75 6,00 57,5 60 2,5 Medium 29 5,00 8,75 50 87,5 37,5 Medium
25 5,75 6,00 57,5 60 2,5 Medium 30 5,50 9,00 55 90 35 Medium
26 5,75 7,25 57,5 72,5 15 Medium 31 5,50 9,25 55 92,5 37,5 High
27 6,00 9,50 60 95 35 Medium 32 6,00 9,00 60 90 30 High
28 6,00 9,50 60 95 35 Medium 33 6,25 9,50 62,5 95 32,5 High
29 6,25 5,75 62,5 57,5 -5 Medium 34 6,25 9,25 62,5 92,5 30 High
30 6,25 8,50 62,5 85 22,5 High 35 6,50 9,75 65 97,5 32,5 High
31 6,25 7,00 62,5 70 7,5 High A 41 85 44
32 6,25 7,75 62,5 77,5 15 High ve
33 6,25 6,75 62,5 67,5 5 High ra
34 6,50 7,25 65 72,5 7,5 High ge
35 7,00 8,00 70 80 10 High Based on the above table, the average
Ave 38 59 21 score of the initial tests obtained by the
rage comparator class teachers (inquiry) was 38 with
the highest score of 70 and the lowest 5, while
Table 2. Research Data of CreTS Class the CreTS class scores the average test initially
N Value Percentage Gain Teacher 41 with the highest score of 65 and the lowest
o Pre Post Pre Post (%) Group
of 15. After being tested statistically, the
test test test test
(%) (%)
average score of the initial test of inquiry with
1 1,50 5,50 15 55 40 Low the CreTS class, the comparison is not much
2 2,20 6,25 22 62,5 40,5 Low different and the second homogeneous test
3 2,70 9,50 27 95 68 Low score, it indicates that the initial ability of the
4 3,00 7,00 30 70 40 Low two classes before the treatment is given is the
5 3,00 7,75 30 77,5 47,5 Low same.
6 3,00 8,25 30 82,5 52,5 Low Based on the above table, the average
7 3,00 8,50 30 85 55 Low score of the final tests obtained by the inquiry
8 3,00 8,00 30 80 50 Low teacher class is 59 with the highest score of 80
9 3,20 9,00 32 90 58 Low and the lowest 25, while the grade of the
10 3,20 6,75 32 67,5 35,5 Low average score of the test score is 85 with the
11 3,20 8,50 32 85 53 Medium highest score of 97.5 and the lowest 55. If
12 3,20 9,75 32 97,5 65,5 Medium compared between the average score of the
13 3,50 9,00 35 90 55 Medium final tests of both classes, the final score of the
14 3,50 8,00 35 80 45 Medium CreTS class is greater than the inquiry class.
15 3,50 8,75 35 87,5 52,5 Medium The gain class score of inquiry and the
16 3,70 9,75 37 97,5 60,5 Medium CreTS class is obtained from the difference
 47

between the initial test result and the final test. No. %Gain
Based on the above table, the average gain Inquiry Class CreTS Class
score of the inquiry class is 21 with the highest 5 2,5 52,5
value 60 and the lowest -27.5, while the average 6 10 60,5
7 37,5 60,5
gain of the CreTS class is 44 with the highest
8 17,5 55
score of 68 and the lowest is 27.5. When 9 -27,5 50
compared between the average gain scores of 10 35 42,5
the two classes, the average score of the CreTS 11 10 37,5
class gain is greater than the inquiry class. This 12 32,5 45
indicates that there is an improvement of skills 13 -2,5 32,5
in the CreTS class that uses CreTS-based 14 2,5 32,5
learning with the PKGRT program as a learning 15 2,5 27,5
medium. 16 15 45
Statistical Test Results 17 35 32,5
18 35 40
This statistical test was conducted to determine
19 -5 37,5
the difference of learning outcomes between 20 22,5 35
classes that were given learning using CreTS Average 18,5 45,23
with classes that were given inquiry learning as There was a significant difference in
a comparison class. Test results for final score learning outcomes between the medium group
as follows: teachers in the inquiry classes and the CreTS
classes. The learning of CreTS can increase the
Table 3. Analysis of Learning Outcomes of Inquiry Class
and CreTS Class of Low Teacher Group
percentage of medium group teacher learning
No. %Gain outcomes from 18.5% to 45.23%.
Inquiry Class CreTS Class
1 20 40 Table 5. Analysis of Inquiry Class Learning Outcomes and
High Teacher CreTs Class
2 17,5 40,5
No. %Gain
3 15 68
Inquiry Class CreTS Class
4 45 40
1 7,5 37,5
5 55 47,5
2 15 30
6 27,5 52,5
3 5 32,5
7 15 55
4 7,5 30
8 37,5 50
5 10 32,5
9 45 58
Average 9 32,5
10 35 35,5
Average 31,25 48,7
There is a significant difference in learning
There is a significant difference in learning outcomes between high group teachers in
outcomes between low group teachers in inquiry classes and the CreTS classes. The
inquiry classes and the CreTS classes. The learning of CreTS can increase the percentage
learning of CreTS can increase the percentage of high group teacher learning outcomes from
of low group teacher learning outcomes from 9% to 32.5%.
31.25% to 48.7%. Table 6. Analysis of Learning Outcomes of Inquiry Class
and CreTS Class
Table 4. Analysis of Learning Outcomes of Inquiry Class No. %Gain
and CreTS Class of Medium Group Teachers
Inquiry Class CreTS Class
No. %Gain
1 20 40
Inquiry Class CreTS Class
1 35 53 2 17,5 40,5
2 37,5 65,5 3 15 68
3 60 55 4 45 40
4 15 45 5 55 47,5

47
 48

No. %Gain 2 Improved understanding Implemented

Inquiry Class CreTS Class and skills of the
6 27,5 52,5 community
7 15 55 3 Services, models, social Implemented
8 37,5 50 engineering, systems,
9 45 58 products / goods
10 35 35,5 Outcomes that have been implemented as
11 35 53 described above are activities to improve
12 37,5 65,5 understanding and skills of society and services,
13 60 55 models, social engineering, systems, products /
14 15 45 goods through mentoring activities addressed to
15 2,5 52,5 ES teachers in SDN Tagogapu 1 District
16 10 60,5 Padalarang West Bandung Regency. The next
17 37,5 60,5 release is publication scientific in the
18 17,5 55 international proceedings which will be
19 -27,5 50 published in July 2017 to the international
20 35 42,5
proceedings of Makassar State University and
21 10 37,5
Thompson Reuter indexed.
22 32,5 45
23 -2,5 32,5
In addition to the outcomes that have been
24 2,5 32,5 delivered, there are several outpourings among
25 2,5 27,5 them as follows:
26 15 45 1. The data of other research results can be
27 35 32,5 used as material as data and facts for the
28 35 40 study materials for completion of research
29 -5 37,5 articles and can be published.
30 22,5 35 2. There is a follow-up program for the next
31 7,5 37,5 year of program development based on
32 15 30 program evaluation, whether conducted by
33 5 32,5 the research team, or ES.
34 7,5 30 3. Increased ES teachers who do the learning
35 10 32,5 of CreTS.
Average 21 56 4. Socialization of dissertation research results
There is a significant difference in learning that can introduce this program more
outcomes between inquiry classes and the widely as a result of the implementation of
CreTS classes. CreTS learning can increase the the program.
percentage of learning outcomes from 21% to 5. Increased knowledge and learning skills of
56%. CreTS at elementary level for both teachers
Outcome Achieved and students.
From the results of research activities that have
been implemented in SDN Tagogapu 1 District 4 CONCLUCIONS
Padalarang West Bandung Regency obtained Based on the results of research conducted in
some outcomes according to the plan that has SDN Tagogapu 1 District Padalarang West
been described in the previous chapter. The Bandung regency, it can be concluded things as
results are as follows: follows:
1. Learning CreTS can improve the skills of
Table 7. Output of Research
making LP/RPP creative ES teachers in
Output
No. Output Type of West Bandung regency.
Indicator
1 Scientific publications in Accepted 2. Improved learning outcomes of teachers of
international proceedings the CreTS class is greater than inquiry class
(35%) and there are significant differences
 49

in learning outcomes among each teacher of Research in Science Teaching, 10

group. (4), 607-636.

5 ACKNOWLEDGEMENTS Marx, R. W. 2004. Inquiry-Based Science

Chairman of the researcher and members would
like to thank the UPT P2M STKIP Siliwangi
Bandung for the Competitive Grants and
Postgraduate School UPI Bandung. Trusted
institutions will continue to be maintained and
we will continue to develop in future studies.
in The Middle Grades: Assessment
of Learning in Urban Systemic
Reform. Journal of Research in
Science Teaching, 41 (10), 1063-
1080.

Matson, J. O. 2006. Misconceptions About

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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Learning about ICT and implementing it in English language

classroom: an autoethnography study

Dyah Setyowati Ciptaningrum

Universitas Negeri Yogyakarta, Indonesia

Corresponding e-mail: dyah_ciptaningrum@uny.ac.id

Abstract: This paper discusses an autoethnography study on an English language teacher
(Linda) experiences in trying to implement what she learned on the use of ICT in her
professional context during 2005 - 2009. This personal narrative is a therapeutic way
to explore her past experiences on practicing what she has learnt regarding the use of
ICT in the classroom. What material base that constitutes these practices is explored
in this paper. The paper begins by outlining the purpose of writing this
autoethnography, followed by the teachers personal accounts related to the
formation of her belief in the potential of ICT, her professional learning journey and
her efforts in integrating ICT-based pedagogy in her professional context are
highlighted. This paper concludes with a discussion of the meaning behind these
experiences by drawing from Pierre Bourdieus field theory as the framework of
analysis.

Keywords: autoethnography, ICT-related professional learning, ICT integration, field, habitus,

capital

. . . writing a personal narrative is perhaps
worth a try because the prize is very great: that of
some degree of transcendence of difference, of
reaffirmation of common humanity (Pat Caplan,
1997: 17).
1 INTRODUCTION
Reality for Linda is social since the way
she act is influenced by a web of social
relations with the other actors in my social
group. She is a member of a social group
that has its own culture that she often does
not question it because she sees it as
simply how the world is, something that
she takes for granted. Autoethnography
allows researchers to draw on personal
experiences as research data. It provides a
tool to connect the personal to the cultural
(Grbich, 2007) because the self is socially
constructed. Personal stories necessarily
involve and depend upon others. It is thus
possible to learn about the general from the
particular (Walford, 2004, p. 412). The
purpose of making this connection is to
create valuable knowledge that reveals
taken-for-granted assumptions that have
occupied ones self and her or his
practices.
The significance of looking at Lindas
personal experience from a critical
perspective will aid in reflecting upon her
pedagogical practices concerning the use of
ICT. ICT integration efforts in educational
context involve theory of change. In
practice, change is in fact a complex

51
 52

endeavour. This study is her personal are still common practices in Lindas
attempt to better understand this complex department.
process of ICT integration within her
professional context. In general, Linda and her colleagues are
not quite happy with their students
English language communicative ability.
2 HOW IT ALL STARTED Only a handful of students are willing to
have a go in expressing themselves during
The problems with English language
classes. Many students fail in some topics
learning and teaching in Indonesian context
and have to retake those topics. Linda
(Dardjowidjojo, 2000; Exley, 2004;
observes their performance during peer-
Lengkanawati, 2004; Lie, 2007;
teaching topic and teaching practicum, as
Marcellino, 2008) do happen in Lindas
well as there are concerns from classroom
professional context. She has been teaching
teachers who made comments about her
in a university in Yogyakarta since 2005.
students speaking skill during teaching
This university was originated from a
practicum. Many of her students also take
teacher training institution. It aims to
longer than four years to graduate because
produce qualified teachers who can
they are struggling with writing their
respond to the challenges of the future.
undergraduate thesis both in terms of
language and content.
The English language and education
department (ELED) in this university has
Linda remembers having lots of fun
around 250 new students intake every
listening to actors conversations in
year. Students need to take topics on
television series and movies, repeating
Linguistics, language skills, teaching
expressions that were cool while
methodologies, general education, teaching
matching them with the subtitles. She sang
practicum, and write undergraduate thesis
the lyrics of her favorite songs in the radio
in order to earn Bachelor of Education
or cassette player years ago before online
degree which entitles them to teach English
technologies were highly developed. Back
language in primary and secondary/middle
to the time when ICQ was a hit (around
schools. ELED has a heavily packed
1996), She chatted with people from some
curriculum which requires students to take
parts of the world about family, food,
ten topics each semester. There are fifty
education, about culture. Through these
academic staff in ELED and each of them
activities, she learnt a lot about English
has to teach twelve to fifteen classes per
pronunciation and expressions and
week.
managed to have good marks for her
English tests in her secondary school years
In the last few years, the dean has
and obtained her B.Ed degree in English
required all of the departments within the
language and education without much
Faculty to have only twenty-five students
difficulty regarding the use of English
in each class. However, some classes can
language. She even managed to earn some
have more than forty students due to the
pocket money by working part-time at a
addition of those students who do not pass
boutique hotel where 90% of its guests
certain topics in the previous semester.
were foreigners as a guest relation officer
Text-book and teacher-centered activities
because she could speak English well.

When Linda was assigned to teach
Pronunciation classes and Phonetics and
Phonology classes, online dictionaries were
still not as advanced as today where people
can hear how the word is pronounced in
addition to its definition. At that time, she
often visited the International Phonetics
Association website to collect teaching
materials and her own personal learning
purposes. She realized that she is not a
native speaker of English, with this website
she could hear how each phonetic symbol
was pronounced by clicking it and
watching short clips of the movement of
the articulation places in the mouth. She
does believe that ICT has the potentials to
enhance English language learning.
3 THE LEARNING JOURNEY
University wide, academic staffs are
encouraged to use ICT. The rector, in some
of his speeches, has raised attention on the
universitys plan to become a research-
based and paperless university and urged
the use of ICT throughout university life.
Professional developments are provided by
the university to help faculty members use
ICT for teaching purposes. Linda took two
courses, one was about using video for
teaching and the other was about using the
universitys e-learning platform. She
knows how to make video and how to
upload files and use other features in the
universitys e-learning platform then.
However, she was not sure she knows how
to use them well in her classroom. In her
speaking class, she asked her students to
work in groups of four, write a story board,
and video-tape them performing the
scenario. She gave her assessment based on
the video clips that they submitted to her
on disc, and on flash drives. Sending those
clips via email was not a good idea at that
53
time (2005) since it took too long to upload
the file. So, she had to face the risk of her
laptop being infected with virus. She did
install an anti-virus program, but it was a
free version which had limited capabilities
in virus protection. She also uploaded some
of her topic materials in the university e-
learning platform.
In 2006 to 2007, she had an opportunity to
pursue further knowledge in the use of ICT
in education in an Australian university. In
addition to written essays, many of the
assignments required the students to create
an artefact (ie. design-brief and Logo) that
could be used in students professional
context. When she was preparing for the
design-brief, she thought about the
problems that her students often experience
in her Pronunciation classes. She searched
for academic articles about learning and
teaching speaking and pronunciation in the
Internet. She also had to consider the ICT
resources that were available in ELED. The
next step was to design lesson plans that
showed an integration of the Internet and
Powerpoint in enhancing my students
learning experiences in Pronunciation
class. She planned for activities that put her
students to work in groups of three. She
provided them with a list of websites on
English as a foreign language. Two
meetings were designed to show them how
to use the Internet and access the websites
as well as how to create Powerpoint slides.
Then, they needed to choose six sounds
that were the most problematic for them
which they could consult these with the
websites. Creating Powerpoint slides
would follow. In the slides, they should
include the reasons why they selected those
sounds, find English words that contain
each of the sound and three short
paragraphs with sentences that contained
the use of some or all of the six sounds in

the words. They also needed to insert the
recording of themselves pronouncing the
words and reading each paragraph out loud
in the Powerpoint slides. Two meetings
were set aside for each group to present
their slides in front of the class. After each
groups presentation, the whole class
would be divided in groups of four or five
to practice the pronunciation of the six
sounds with each of the presenter became
the leader of the practice (as they had
become the expert of the pronunciation of
the sounds).
4 THE IMPLEMENTATION
JOURNEY
After completing her Master degree
study, Linda returned to her teaching
position at ELED in August 2007. She
soon found herself in hectic schedules of
teaching many classes, supervising
teaching practicum, writing publications,
and some community engagement work.
All these did not prevent her from trying to
use ICT in her classrooms.
Lindas faculty has two language
laboratories and one internet connected
computer laboratory with twenty-five
desktops that have to be shared by six
departments including ELED. The
computer laboratory has been used only for
listening classes because of that reason.
Our classes are not equipped with a
computer but there is an LCD projector in
each class, an internet outlet, and Wi-Fi
connection. All academic staff has their
own personal laptop and it is becoming
more common to see students working
with their laptops in the halls outside class
hours.
54
Linda went to see the administrative
staff who was responsible for scheduling
the computer laboratory to ask whether he
could find slots for all of her language
skills classes (not only listening) to use the
lab. When this was not possible at all, she
went to see another person in charge at the
university level to ask for permission to use
the universitys computer room.
Linda tried to implement the design-
brief that she wrote as one of the
assignments during her study. She asked
her students to collaboratively process the
information they get from the Internet and
create an artefact (ie. Powerpoint slides) as
a product of their learning processes. In
Listening class, she asked students to check
a list of podcasts for English language
learning. In the beginning of the semester,
they had practiced together on activities
that need to be done before, while, and
after the listening. As the class progress
through the semester, students worked in
pairs and chose their listening text from the
podcasts collection. After they finished
with the before, while and after listening,
they shared with the class the main
message of the text, their opinion regarding
the topic, and words or expressions, and
cultural aspects that were new to them.
Things did not always run smoothly
though. Power failure, slow internet
connection, and desktops not working
properly were their common obstacles.
Linda was also overwhelmed with the
amount of additional work and time that
she had to devote for preparing the lessons,
as well as the chaotic atmosphere that
happened during classes with students
asking loads of questions. When there was
no power or desperate internet connection,
she asked her students to work with pen
and paper to brain storm and mind map

ideas, and to write a section that need to be
presented on the blog or the Powerpoint
slides. However, these alternatives could
not be done in the Listening class. She
allowed her students to bring their own
devices in order to address the problem of
lack of equipment in ELED.
Teaching language skills classes is a
must for each faculty member. In addition,
they have their own specialized subjects.
Lindas are English Instructional
Technology (EIT) and Teaching English as
a Foreign Language (TEFL) Methodology.
EIT is the only topic where educational
technology is introduced to her students.
As a junior faculty member, she needs to
conform to the syllabus designed by a
senior lecturer, a professor. Students are
required to write a lesson plan and develop
instructional media for evaluation of the
learning outcomes. There is hardly any
room to introduce students to the use of
ICT in English language classrooms. With
so many materials she needs to cover as
dictated by the syllabus, she gave in to the
lecture mode of delivering the topic.
Trying to save time finding slots in her
computer laboratory, in a staff meeting she
came up with a suggestion for ELED to
equip each classroom with a set of
desktops that was connected to the internet
rather than spending the department budget
for hosting another local or national
seminar this year. One of the senior
colleagues who happened to be an
associate professor responded with
sarcasm, Well yea, what about the
security issue? Our building is not safe
from thieves. And everyone in the room
was just laughing. That was it. End of
question. No room for discussing
alternative ways to address this security
problem.
55
In September 2009, Linda received a
two-week short course scholarship to learn
about the competency-based learning in
Ede, The Netherlands. One of the activities
was a trip to a teacher training institution in
a town nearby Ede. She learned about the
ePortfolio that the student teachers there
had to compile during the process of their
teaching practicum. Back home in a staff
meeting, she shared this idea of
implementing ePortfolio for her students
assessment during teaching practicum
since it could capture more complete
process of the students learning. In addition
to merely reporting and documenting
everything that they had done, ePortfolio
allowed students to reflect on their
experiences (Arap, 2007; Finger &
Jamieson-Proctor, 2009). Once again, she
finds herself sidelined and silenced when
another senior colleague snapped at her by
pointing to Linda, her tendency to be
westernized and technology-
deterministic. There was no chance to
explore the conditions of possibility for
implementing this idea on ePortfolio. Her
other colleagues were silent as well. She
knew that the majority of the faculty
members was not against ICT integration
since they had used ICT every day to
support their personal work, but they are
not active for more effective ICT
integration to enhance their students
learning either.
Her new assignments as an assessor and
instructor at the national teacher
certification program as well as an
appointment to join the Directorate of
Junior High School Quality Assurances
national team of teacher instructors in
addition to her responsibilities in ELED
did not dishearten her motivation in using
ICT in her classes. She could see that her
 56

students were more engaged in their emphasized the technological aspect of

learning and she enjoyed listening to their ICT integration. This type of trainings fails
comments on the fun they had during her to address the facts that the participants of
English language skills classes. It was her the programs teach different levels and
colleagues resentment and indifferences different subjects (Harris, Mishra, Koehler,
that had placed doubts in her. It takes a 2009). These programs also do not take
village to raise a child. Could she raise this into account the variation among different
child just by herself? disciplines (Koehler & Mishra, 2008) and
each participants unique classroom
situation (Harris, Mishra, Koehler, 2009).
5 A PATH TO THE Linda learned how to use the technology
UNDERSTANDING hardware and software, but it was not
adequate to change her classroom
Research (Warschauer, Turbee, &
practices. she still did the old ways with the
Roberts, 1996; Felix, 2003; Kern, Ware,
new technology (Cuban, Kirkpatrick, &
Warschauer, 2008) shows that ICT
Peck, 2001).
facilitates authentic cultural context and
collaborative and meaningful human
Successful ICT integration in the
interactions. It promotes student autonomy,
classroom needs to be connected with
creates equal classroom participation, and
curriculum and classroom context,
provides opportunities for reflection. ICT
facilitates deep learning, and uses
can also increase motivation for language
constructivist teaching approach (Conole,
practice and encourage greater
2008). Teachers ICT-related professional
involvement of students who rarely
learning experiences need to be based on a
participated in oral discussions. In short,
framework that is developed to enhance
ICT can enhance the development of
teachers technological pedagogical
students language skills, writing ability
content knowledge (TPACK). TPACK
and speaking ability.
involves an understanding of how to
represent concepts with technologies,
For ICT to positively influence student
pedagogical techniques that use
learning, there should be changes in
technologies in constructive ways to teach
classroom practices. Teachers ability to
content; knowledge of what makes
design learning environments with
concepts difficult or easy to learn and how
authentic learning tasks that utilize ICT as
technology can help students learn;
a tool where students are engaged in
knowledge of students prior knowledge
collaborative activities to solve real-world
and theories of epistemology; and
problems that address individual students
knowledge of how technologies can be
learning needs and interest are essential to
used to build on existing knowledge and to
successful ICT integration (Felix, 2003).
develop new epistemologies or strengthen
Extensive teacher training in ICT-based
old ones (Mishra & Koehler, 2008, p. 10).
pedagogy is essential to assist teachers to
bring about changes in their use of ICT in
Teachers professional learning
the classroom (Jung & Latchem, 2011).
experiences that use learning-by-design
approach is believed to enhance teachers
Lindas in-house training on video-
TPACK (Koehler & Mishra, 2005). The
making and eLearning platform simply

principles of social constructivism or
constructionism, problem-based learning,
and community of practice are also
reflected in this approach. The participants
actively construct their knowledge on a
particular topic with the help of their peers
by creating artefacts (such as online
courses, digital video, podcasts) to be used
in their own classroom and meet their
teaching goals. It focuses teachers
attention on a problem they might
encounter in their practice; then they work
collaboratively with other participants to
investigate the ways in which technology
can be used to address the problem. Design
projects lead to sustained inquiry and
revision of ideas (Koehler and Mishra,
2005). Learning in this kind of
environment happens informally and
within the immediate context of the
participants which results in deeper
understanding of the topic. The length of
the program is extended than the traditional
one-shot type of training, the activities to
solve the real-world problems are learner
centered, interdisciplinary, and ill-
structured where there can be more than
one solution to the problem (Koehler &
Mishra, 2005). This kind of learning
environment required a pedagogical shift
on the role of the learners and the
teacher/instructor. The learners have to be
like an apprentice who investigate the
problem and find solutions with the help of
their peers (who might have more or less
knowledge on the topic under
investigation) in the actual context of
practice. The teachers/instructors assist
learners to understand the content, provide
them with feedback, mentoring and
coaching, and manage the learning context
and setting. They no longer become the
main source of information who transmit
their knowledge to their students.
57
Through a longer professional
development in the form of postgraduate
study where Linda was immersed in rich
learning resource, learning-by-design
classroom activities, academic
conversation with fellow students, lecturers
and professional mailing-lists, Linda
discovered that her early application of
ICT adopted a technocentric view toward
technology (Oliver, 2011) and she learnt to
develop a more holistic perspective of ICT
integration in her English language
classroom (Van Olphen, 2008). She did
change her practices regarding the use of
ICT in the classroom.
The sustainability of such change,
however, is being questioned in Lindas
case. To fully understand this, Pierre
Bourdieus field theory will assist in
unpacking the power relation within her
professional context and explain how the
process of integration and disintegration
can take place. As a theoretical construct,
field theory consists of the elements of
field, capital, and habitus (Bourdieu, 1983).
According to Bourdieu,
A field is a structured social space, a
field of forces, a force field. It contains
people who dominate and people who are
dominated. Constant, permanent
relationships of inequality operate inside
this space, which at the same time becomes
a space in which the various actors struggle
for the transformation or preservation of
the field. All the individuals in this
universe bring to the competition all the
(relative) power at their disposal. It is this
power that defines their position in the
field and, as a result, their strategies
(Bourdieu, 1998, pp. 40-41).

The struggle within this field to own a
legitimate mode of cultural production
goes hand in hand with the struggle within
the dominant class to defend their own
position. Each agent in the field develops a
disposition, a habitus. Habitus is a
concept that expresses, on the one hand,
the way in which individuals become
themselves develop attitudes and
dispositions and, on the other hand, the
ways in which those individuals engage in
practices (Webb et al 2002, p. xii). The
notion of habitus is perhaps best
understood as Bourdieus theory of capital
(Bourdieu, 1986) in which he extends the
notion of capital from accumulation of
wealth to cultural and social capitals.
Cultural capital includes, for examples,
long lasting dispositions of the mind and
body, forms of cultural goods, and
educational qualifications. Social capital
consists of resources that give access to a
network of institutional relationships of
mutual acquaintance and recognition.
Group memberships and credentials are
some of the examples.
Lindas classroom ICT-based pedagogy
practices are a result of her social
interaction with the actors or players within
her context as illustrated in Figure 1. How
she reacts within this field is down to
habitus which is a result of her personal
history, preferences and disposition. She is
lucky because her parents could support
her with different types of technologies to
help her learned English during her time as
a student, which had led her to believe that
ICT is potential in enhancing English
language learning. The ICT-related
trainings offered by her university increase
her technological knowledge on ICT
integration, while her ICT-learning
experiences during her postgraduate study
contribute to development of her
58
technological and pedagogical content
knowledge which influence the change in
her ICT-based pedagogical practices.
Figure 1. The field of my ICT-based pedagogical
practice.
ELED operates on a particular structure
which often presents her with barriers with
implementing ICT in her classroom. Even
though she could find alternative ways
within the structure of ELED in order to
integrate ICT, the other players within
ELED appear to preserve the structure of
relation of forces by using their power to
impose their views. Because of their age,
experience, and academic qualifications,
the senior lecturers form a group which
represented the voice of authority in staff
meetings and played a critical role in
setting the boundaries of any discussion.
Henry and Tator (2005: 1056) call this
group the dominant elite. These people
did not consider Linda as the staff who had
the authority, legitimation and
trustworthiness to speak on any issue. They
defined the approved discourse on any
topic and delegitimized those who have
different view or argument to resist change
and justify preserving the institutionalized
practice in the ELED system.
Linda was weakened by the
conversations she had in the staff meetings.
It is like she was prisoned by their logic

and authoritative voice. The silence of her
other colleagues showed that her belief in
ICT integration within ELED context was
not affirmed and validated. This eroded the
identity of investment she had tried to
make to whole-department ICT
integration. She has not changed her beliefs
about the values of effective ICT
integration. She just felt tired of fighting
against the brick wall and she needed to
take a rest. Her decision to pursue further
study to get her Doctorate degree came at
just about the right time.
5 CONCLUSION
Linda has experienced both traditional and
contemporary professional development on
how to use ICT in her pedagogical
practices. In addition, she also develops a
positive attitude and belief towards ICT
and the importance of related knowledge
and skills. However, an institution and its
members are never free- agents in their
decision to take a certain action. In terms
of technology integration, her
implementation journey shows that the
power relation within the culture of her
instution plays a crucial role in influencing
the sustainability of change regarding the
use of ICT for learning and teaching
purposes.
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Education Efficiency Analysis on Sulawesi Provinces

Estro Dariatno Sihalohoa, Ahmad Kafrawi Mahmudb, Jacobus Rijolyc

a
Department of Economics, Universitas Padjadjaran, Bandung, Indonesia
b
Department of Economics, UIN Alauddin, Makassar, Indonesia
c
Department of Economics, Universitas Pattimura, Ambon, Indonesia

Corresponding e-mail, estro.sihaloho@unpad.ac.id

Abstract Sulawesi Island is one of the big islands and located in middle of Indonesia. Education is
an important pillar of development and can be demonstrated by the Human Development
Index. In 2015, Sulawesi Island has average Human Development Index about 67.31 that
still below the national average of 69.55. The average Human Development Index of
Sulawesi Island is also below the average of the Java Human Development Index of 72.3.
All the provinces in Sulawesi had make the education become priorities and allocated
more budget for education. With more budgets, the government can increase the
education quality in Sulawesi. This paper has two objectives. The first objective is to
estimate efficiency score of education spending in all provinces in Sulawesi. The second
is to analyze the environmental factors that have an impact to increase the efficiency
score of education in all provinces in Sulawesi. This study calculates score of education
efficiency using Data Envelopment Analysis (DEA) method and using the Tobit for
environmental factors analyzing. This study calculates and compares the efficiency score
of education spending in 6 provinces in Sulawesi from 2013 to 2015. The DEA method
uses the education spending of provinces as Input and uses Net Enrollment Ratio of
Junior High School, Net Enrollment Ratio of Senior High School, and Human
Development Index (HDI) as Output. While the Tobit uses Number of Junior High
School, Number of Senior High School, Number of Junior High School Teacher, and
Number of Senior High School Teacher. DEA shows that West Sulawesi with the lowest
budget has the highest average of efficiency score. West Sulawesi reaches about 1
efficiency score. With the highest average of education spending, the South Sulawesi has
the lowest average of efficiency score with 0.396897. The low efficiency score show that
the government didnt optimal to use the education budget to create the education output.
The Tobit shows that number of junior high school has negative marginal effect with -
0.0012914 while number of senior high school has positive marginal effect with
0.0009504. The Tobit also shows that both numbers of teachers in junior/high school will
give positive marginal effect to increase the education efficiency with 0.0000651 and
0.0000858.

Key words: Efficiency, Education Spending, Data Envelopment Analysis, Tobit

70

1. INTRODUCTION
Education is an important foundation for
creating the best quality of human resources. The
Increasing of human resources quality will
encourage the creation of creativity and
innovation. This will ultimately have a good
impact on the economy with increasing of GDP.
The previous research found that high levels of
GDP per capita were associated with high levels
of primary school enrolment (Stevens & Weale,
2003). With higher education will increase the
Human Development Index in the region because
education is one of important pillar in Human
Development Index (UNDP, 2015). There are
still many education problems in Indonesia,
including all the provinces in Sulawesi. The
various problems faced in education sector, from
whom manage education, how education is
managed, and how regulations have been
effectively implemented in schools and many
districts (Hidayat, 2011).
In 2015, Sulawesi Island has average
Human Development Index about 67.31 that still
below the national average of 69.55. The average
Human Development Index of Sulawesi Island is
also below the average of the Java Human
Development Index of 72.31 (Indonesian Bureau
of Statistics, 2015). Many factors cause less HDI
in Sulawesi. One of the factors is the educational
problems in Sulawesi.
Figure 1.The Education Output of Sulawesi
Province in 2015
Gorontalo
HDI
South
South
Net Enrollment
Ratio (Senior
Central
High School)
West Net Enrollment
Ratio (Junior
North High School)
0 50 100
Source: Indonesian Bureau of Statistics, 2015
The different characteristics in each
province in Sulawesi create the different
education output. Figure 1 shows the output
characteristic of education in Sulawesi provinces.
71
The figure shows North Sulawesi has the highest
HDI about 70.39 followed by South Sulawesi at
69.15. The province with the lowest HDI by
2015 is Gorontalo province with 62.96. Data
show that actually all provinces have increasing
HDI values from 2013 to 2015. But there are
provinces that have not significantly increased.
The figure also shows about the net
enrollment ratio of junior high school and net
enrollment ratio of senior high school. In 2015,
almost all provinces have lower net enrollment
ratio of junior high school than in senior high
school. South Sulawesi was the only province
with the different condition. If the government
had optimal for the education sector, there will
be no big different between the net enrollment
ratio in junior high school and senior high
school. The condition shows that the education
output in senior high school was lower than
junior high school. For the net enrollment ratio in
junior high school and senior high school, South
Sulawesi has the highest ratio among other
Sulawesi provinces. Gorontalo has the lowest net
enrollment ratio both in junior high school and
senior high school.
The governments of Sulawesi provinces
have realized that education is an important
foundation for the economy. So the provinces
government also makes education a priority
program. One of the ways that the provincial
government is doing is by increasing the
education budget.
Figure 2.The Education Expenditure of Sulawesi
Province 2013-2015 (In Million IDR)
350,000 North
Sulawesi
300,000
West Sulawesi
250,000
200,000 Central
Sulawesi
150,000
South
100,000 Sulawesi
South East
50,000 Sulawesi
0 Gorontalo
2013 2014 2015

Source: Ministry of Finance 2015
This education budget will be used to
improve the output quality of education. From all
provinces in Sulawesi, South Sulawesi Province
has the higher budget compared to other
provinces. South Sulawesi province also has a
significant budget increase from year to year.
While the province of West Sulawesi province
which has the lowest budget compared to other
provinces. West Sulawesi is the youngest
province in Sulawesi and is still trying to
increase the provincial budget. The government
2. DATA AND METHODS
2.1. Data Description
This research used secondary data from
Indonesia Statistics Bureau 2013-2015 and
Statistics Bureau of Sulawesi Provinces 2013-
2015 and Directorate General of Fiscal Balance
of Indonesia Finance Ministry 2013-2015. This
research focuses on measuring the efficiency of
education budget and analyzes the
environmental factors that can increase the
technical efficiency score in 6 provinces in
Sulawesi Islands. This study uses the period of
2013-2015. This research uses local government
budget of education, human development index,
net enrollment ratio of junior high school, net
enrollment ratio of senior high school to analyze
the education efficiency score. This research
uses number of junior high school, number of
senior high school, number of junior high school
teacher, and number of high school teacher that
can affect the efficiency scores.
2.2. Data Envelopment Analysis
Data Envelopment Analysis (DEA) is
one form of measurement analysis that creates
and evaluates the relative efficiency of a set of
decision making unit (DMU). The DEA can help
us how to understand how the resources (inputs)
can create the maximum result (output). The
DEA will compare the input and output from
one DMU relative to other DMU in the same
year. For data processing, the selected regencies-
cities are classified into DMU (Decision Making
Unit). DMU would reflect both its own priorities
over its outputs and the environment in which it
operates (Thanassoulis, 1996). DMU will be
compared by comparing the input and output for
each period.
72
must try to allocate the entire education budget
and create the optimal output. A high education
budget may not necessarily produce maximum
output. The government must implement various
strategies to use the budget efficiently and
appropriately. The Differences in how to use the
education budget, creates the different output like
level of human development index and net
enrollment ratio both in junior high school and
senior high school.
The optimal and the most efficient
DMU will used become the benchmark for the
inefficient DMU. To use the DEA Analysis, the
input and the output can be have many variety of
form but still have the same characteristics. This
study also used the multiple input and output
with similar characteristics. The impact of the
input to create the various level of output which
seen as the success indicator of education
development. This research used STATA 12 for
DEA process.
2.3. Tobit Analysis
Tobit analysis, a model devised by
Tobin (1958) in which it is assumed that the
dependent variable has a number of its values
clustered at a limiting value (McDonald &
Moffitt, 1980). The use of censored regression
techniques is appropriate for this two-step
analysis since the efficiency scores, the
dependent variable, are observed in only a
certain range: in our case assuming a maximum
value of 1 (Ruggiero, 2004). Tobit regression
can use data with zero value (discrete) and
continuous data. Afonso and Fernandes evaluate
the importance of environmental or non-
discretionary inputs by Tobit estimations by
regressing the output efficiency scores on a set
of possible explanatory variables (Afonso &
Fernandes, 2008)
3. RESULT
3.1. Dea Result
DEA results show that the score of the
efficiency of education spending almost in all
provinces in Sulawesi have positive trend from

2013 until 2015. In 2013, West Sulawesi
province had the highest educational score about
1.000000, while Central Sulawesi province had
the lowest efficiency score about 0.429413. In
2014, West Sulawesi province is also the
province with the highest efficiency score about
1.000000 while South Sulawesi province has the
lowest efficiency score about 0.323687.
By 2013, almost all provinces in
Sulawesi have improved efficiency scores
compared to the previous year except South
Sulawesi province. This can be achieved
because with the increase of education budget is
not accompanied by an increase in education
output. West Sulawesi province has the highest
efficiency score again about 1.000000 in 2015
while South Sulawesi province has the lowest
efficiency score with 0.314247. In 2015, only
South Sulawesi province experienced a decrease
in efficiency score while other provinces
experienced an increase in efficiency scores.
Figure 3.The Education Efficiency Score of
Sulawesi Province 2013-2015
1.00
0.90
0.80
Efficiency Score
0.70 2013
0.60
0.50 2014
0.40
0.30 2015
0.20
0.10
0.00
Source: Indonesian Bureau of Statistics 2015 and
Ministry of Finance 2015, STATA 12
The DEA result show that West
Sulawesi Province has a constant value of
efficiency score from 2013 until 2015. The
efficiency score of West Sulawesi Province
show that with lower expenditure, West
Sulawesi Province was more efficient than other
provinces in optimization of education spending
and can create more optimal output. While the
South Sulawesi Province has the highest budget
for education, but the government cant use the
73
budget to produce optimum education output.
The DEA compared the input and output of all
provinces in Sulawesi per year and generated the
different level of efficiency every year.
DEA shows that the average efficiency
score in Sulawesi provinces is increasing.
Sulawesi provinces have an average education
efficiency score of 0.587867 in 2013. The
average efficiency score increased to 0.637842
in 2014 and increased again to 0.657462 in
2015. This indicates that there is an increase of
education budget quality in Sulawesi provinces.
In 3 years, West Sulawesi province has the
highest average efficiency with 1.0000000
followed by Southeast Sulawesi province with
0.697788. Gorontalo Province is in third
position with an average efficiency about
0.611844, followed by North Sulawesi province
with 0.589899. Central Sulawesi province is
ranked fifth about 0.469912 followed by South
Sulawesi province as the lowest with 0.469912.
3.2. Tobit Result
Tobit result shows the impact of
environmental factors with marginal effect on
efficiency score of education spending in
Sulawesi provinces. There are many factors that
can affect the improvement of education quality.
One of the weaknesses of education in Indonesia
is the lack of infrastructure. Improving the
educational infrastructure like school building is
important so everyone can have easy access to
education. Nowadays there are still many society
cant go to school because there is no school in
their place.
The government must build many new
schools building spread in all districts. The other
weakness is about the lack of the teacher in the
school. This weakness makes the ratio the
teacher to student in many schools become low.
Based on the Regulation of the Minister of
Education and Culture of the Republic of
Indonesia No 19 in 2016 about Indonesia Smart
that support the implementation of compulsory
education of 12 years, the local government also
needs to pay attention to school facilities to
senior high school.
Table 1. Tobit Result of Environmental Impact to
Education Efficiency
Environmental dy/dx t P>|t|

Factors
Num_Sch_Jun -0.0012914 -2.53 0.024
Num_Teach_Jun 0.0000651 2.22 0.044
Num_Sch_Sen 0.0009504 1.02 0.325
Num_Teach_Sen 0.0000858 -1.90 0.078
Source: Indonesian Bureau of Statistics 2015 and
Ministry of Finance 2015, STATA 12
The table shows that number of junior
high school has negative marginal impact to
education efficiency about -0.0012914. This is
due to enough number of junior high school in
Sulawesi provinces. But the provinces in
Sulawesi still need the additional teacher in
junior high school; the number of junior high
school has positive marginal effect about
0.0000651. The provinces in Sulawesi also still
need to build new senior high school. One
additional of senior high school will have
positive marginal effect to education efficiency
about 0.0009504. Same as with needs of teacher
in junior high school, the senior high school also
still need teacher. One additional of senior high
school will have positive marginal effect about
0.0000858.
4. CONCLUSION
DEA result shows that most of the
provinces in Sulawesi not optimal to use the
education budget to create the optimal education
output. These proved by low human
development index, low net enrollment ratio of
junior high school and low net enrollment ratio
of senior high school. With the higher budget,
the local governments cant have significant
increasing on HDI and net enrollment ratio. The
Tobit also shows that the government must make
the additional of teacher both in junior high
school and senior high school become priorities.
Tobit also shows that additional of new senior
high school building are more important than
new junior high school building.
5. REFERENCES
Afonso, A., & Fernandes, S. (2008). Assessing
and Explaining the Relative Efficiency
74
of Local Government. The Journal of
Socio-Economics 37 (2008) 19461979.
Hidayat, M. (2011). Masalah Mutu Pendidikan
di Era Otonomi Daerah. Makassar:
LPMP Sulawesi Selatan.
Indonesian Bureau of Statistics. (2015).
Statistical Yearbook of Indonesia 2015.
Jakarta: BPS Indonesia.
McDonald, J., & Moffitt, R. (1980). The Uses of
Tobit Analysis. The MIT Press - JSTOR.
Ruggiero. (2004). Performance Evaluation when
Non-Discretionary Factors Correlate
with Technical Efficiency. European
Journal of Operational Research 159 (1),
250257.
Statistics Bureau of Central Sulawesi. (2016).
Sulawesi Tengah Dalam Angka 2016.
Palu: BPS Provinsi Sulawesi Tengah.
Statistics Bureau of North Sulawesi . (2013).
Sulawesi Utara dalam Angka 2013.
Manado: BPS Sulawesi Utara.
Statistics Bureau of South Sulawesi. (2016).
Sulawesi Selatan dalam Angka 2016.
Makassar: BPS Provinsi Sulawesi
Selatan.
Statistics Bureau of Southeast Sulawesi. (2016).
Sulawesi Tenggara Dalam Angka 2016.
Kendari: BPS Provinsi Sulawesi
Tenggara.
Statistics Bureau of West Sulawesi. (2016).
Sulawesi Barat Dalam Angka 2016.
Mamuju: BPS Provinsi Sulawesi Barat.
Statitstics Bureau of Gorontalo. (2016).
Gorontalo Dalam Angka 2016.
Gorontalo: BPS Provinsi Gorontalo.
Stevens, P., & Weale, M. (2003). Education and
Economic Growth. London : National
Institute of Economic and Social
Research.
Thanassoulis, E. (1996). A Data Envelopment
Analysis Approach to Clustering
Operating Units for Resource Allocation
Purposes. Omega, Int. J. Mgmt Sci. Vol.
24.
UNDP. (2015). Human Development Report
2015. New York: United Nations
Development Programme.
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

The Influence Of Edufair Psychoeducation To Improve Student Career

Maturity At Y Senior High School Of Makassar

Eva Meizara Puspita Dewi a, Novita Maulidya Djalala, Dian Novita Siswanti a
a
Faculty of Psychology, Makassar State University, St. Mappala No.1, Gunung Sari, Rappocini,
Makassar City, South Celebes, Indonesia

Abstract: A student who is able to choose a course by considering his or her ability, personality, and
interests is likely to choose the right course for their self. The purpose of this study is to
determine whether there is influence of giving "edufair" psychoeducation to career maturity
of senior high school students. It is known by examining the differences in career maturity of
students before and after being given psychoeducation about careers established in the
"Edufair psychoeducation program. The populations in the study are the students of XII
grade in Y Senior High School of Makassar where they are willing to follow the activity until
the end. The numbers of determined samples use random sampling technique, where the
numbers of research subjects are 30 students. The used research design is One Group Pretest
and Posttest Design. Career maturity is measured to use career maturity scale with instrument
validity test result at career maturity scale generating validity index moving from 0,268 -
0,648, and reliability test made with alpha Cronbach formula yield reliability 0,884 at career
maturity scale. Furthermore, the statistical test uses a difference test or t test. The results
show the value of significance of 0.001, so the value of p = 0.001 <0.05. It shows that there is
a significant difference in career maturity before and after the subject gets "Edufair"
psychoeducation, so that psychoeducation proved to have an effect on career maturity.

Keywords: psychoeducation, career maturity, senior high school students.

1. BACKGROUND reality, education is often routine, so less

Good education is one that can provide a
picture of life and lead students to develop
their potential. Each level of educations has
its own stages and goals contained in the
curriculum in accordance with the task of the
development of his age. Thus, the longer or
higher level of education of a person, he will
be able to understand life with the challenges
of the future even understand yourself and all
the potential he has.
The education undertaken by each
student will be continued from elementary
school to senior high school level. But in
directing interest and talent is not felt at the
level of high school, students become
confused to choose the majors in accordance
with the potential what he has for further
study in college.
The condition is so much experienced by the
students so choose majors in college no
longer because of according to interest talent
but based on parental orders or the number of
friends who choose the department. You can
imagine how this prospective student is
perplexed because the confused course just is
not directed to let alone learn it. It seems that

75

there needs to be intervention to be done so
that this condition is resolved immediately
and not protracted. One of them is to do
psychoeducation and counseling. However,
this needs to be proven whether this method
can be effective in solving the problems of
prospective students in choosing a career.
Based on the results of preliminary
research conducted by researchers in
February 2017 at the Faculty of Psychology
UNM, it is known that some consider
themselves who are exactly not the right
direction because it is not appropriate and
based on the results of 65 questionnaires, it is
known that 63% of senior high school
students in Makassar do not yet know the
details of the department at the university
level, and 47% are still confused to choose
the major in the next level of education. The
results of this preliminary study are in line
with the results of a survey conducted by
Subrata (Juwitaningrum, 2013) who shows
that career preparation of high school
students in Surabaya shows 85% of students
of hesitant about their future careers, 80%
have not set their future careers steadily, 75%
Difficulty in deciding and planning careers
well.
Supriatna (2009) states that career
problems are often experienced by students
include: a. Learners do not understand how
to choose courses that match the ability and
interests, b. Learners do not have information
about the world of work enough, c. Learners
are still confused to choose workers, d.
Learners are still less able to choose the work
in accordance with the abilities and interests,
e. Learners feel anxious to get a job after
graduation, f. Learners do not have a choice
of college or a certain advanced education, if
after graduation does not enter the world of
work, g. Learners have no idea of the
characteristics, requirements, abilities, and
skills needed in the job and job prospects for
the future of his career.
In their research, Saka, Gati, and Kelly
(2008) stated that teenagers who do not have
76
a clear career option tend to have emotional
and personality disorders such as pessimistic,
anxiety disorders, and negative self-concept
and low self-esteem. Furthermore, Creed and
Patton (2003) presented from 166 high
school students in Australia, it showed that
career maturity was related to the maturity of
self-concept in general. Thus, career maturity
in adolescents shows the ability of
adolescents to meet social expectations and
society.
Problem about career is often a problem
among learners. Questions are often related
to how to prepare for the future, what type of
education should be taken to achieve the
desired job or career, and how to achieve
career or work. These problems tend to
worry the learners, and make learners have
difficulty in making career planning.
One of the things that affect a person's
career maturity is the experience and
knowledge about the career options or majors
available. Basically, career related problems
can be caused by the students who are still
very minimal information.
Services or programs careers in
Indonesia should understand and meet the
needs of students in career development so
that have career skills at the time of leaving
school. Hoyt (Juwitaningrum, 2013) suggests
that there are four main needs: the need for:
a. Planning a career-oriented post-secondary
education.
b. Gaining general skills in work skills,
adaptation, and enhancement so as to
adapt to the changing world of work as
adults.
c. Emphasizing on the importance of work
values,
d. Planning ways to occupy yourself in work
as part of the overall career development.
Hallen (2002) states that career
counseling is a process of continuous relief
from a mentor who has been prepared in
order to develop all the potential he has
optimally by using various media and
guidance techniques in a normative care

environment in order To achieve
independence In a person so that it can be
beneficial both for himself and his
environment. Therefore, the existence of
career guidance services is expected to help
learners in addressing the problem of
deciding career to the next stage of
education. One form of approach that is
educative and pragmatic which is the act of
modality conveyed by professionals referred
to as psychoeducation. Psychoeducation of
career in high school students allegedly can
give effect to career maturity of high school
students.
Taking into account the background of
the problems that have been described,
researchers focused on the study of career
guidance in an effort to improve student
career maturity XII in Y senior high school
of Makassar. This research tries to provide
solution through career guidance activity
entitled "Edufair" covering career guidance
seminar program and career information
service to student in Y senior high school
which is appointed with research title that is
Influence Psychoeducation Edufair" to
career maturity of SMA Y students in
Makassar.
2. THEORY STUDY
A. Career Maturity
1) Definition of Career Maturity
Super (2001) develops the concept of
vocational maturity or career maturity that
leads to the readiness and success of a person
to fulfill tasks of typical vocational
development for certain stages of
development, such as the ability to make
plans, the willingness to assume
responsibility, And awareness of all internal
and external factors that must be considered
in making the choice of position or establish
themselves in a position. Such indications
can be further elaborated in each stage of
vocational development, especially during
77
adolescence and adulthood. Furthermore,
Brown and Brooks (1996) added that career
maturity is also defined as a person's
readiness cognitively and affectively to fulfill
his career development tasks. Affective
readiness consists of career planning and
career exploration while cognitive readiness
consists of decision-making and insight into
the world of work.
Dillard (1985) defines career maturity as
a person's attitude in career decision making
that is shown by the level of consistency of
career choice in a given period. Meanwhile,
career maturity according to Luzzo
(Levinson, 1998) is an important aspect for a
person in meeting the need for knowledge
and skills to make smart and realistic career
decisions.
2) Factors Affecting Career Maturity
Patton and Creed (Susantoputri, Kristina,
and Gunawan, 2014) stated that there are
several factors affecting one's career
maturity: career commitment, work value,
self-esteem, self-efficacy, gender, and career
choice. In line with that opinion, Seligman
(Pinasti, 2011) also stated that factors
affecting one's career maturity are family
factors, individual internal factors, and
socioeconomic factors. Seligman, then,
explains that the individual's internal factors
include self-esteem, self-efficacy, self-
expectation, locus of control, skills, interests,
talents, personality, and age. Meanwhile,
Partino (Widjaja, 2010) mapped out the
factors affecting one's career maturity:
counseling service, perception of study
choice, life values, self-efficacy, and
academic ability.
Naidoo (1998) said there are several
factors affecting individual career maturity,
namely:
a. Educational level One's level of education
can have an effect on one's career
maturity. McCaffrey, Miller, and
Winstoa (Naidoo, 1998) in his research
stated that junior, senior, and alumni

students have differences in career
maturity. The higher a person's
education level, the higher the career
maturity he has.
b. Race ethnicity person from a minority
group is often considered to have low
career maturity. However, parents who
provide support to their children even if
they are from minority groups, then the
child will still have good maturity.
c. Locus of control Dhillon and Kaur (2005)
in his research stated that someone with
good career maturity tends to have an
internal locus of control orientation. This
is in line with Taganing's (2007) opinion
of someone with an internal locus of
control, when faced with a career
selection, it will make an effort to get to
know yourself, find out about the work
and educational steps, and try to
overcome the problems. This will make
the career maturity of individuals to be
high.
d. Gender Women have a lower career
maturity score than males because
women are more vulnerable in viewing
role conflict as an obstacle in the career
development process, and less able to
make the right career decisions
compared to men.
e. A social economic status person who
comes from a lower middle-class social
and economic background shows a low
value in career maturity. This is
characterized by a lack of access to
information about jobs, exemplary
figures and the assumption of low
employment.
f. Work salience The importance of work
affects individuals in making choices,
job satisfaction referring to work
commitment, as well as career maturity
in high school students and students.
3) Career Maturity Dimension
78
Super (Watkins and Campbell, 2000)
describes dimensions of career maturity
consisting of:
a. Career planning
This dimension measures the level of
planning through attitudes toward the
future when individuals have the
confidence, the ability to learn from
experience, realize that they have to
make educational and work choices, and
prepare to make that choice. Low scores
on career planning dimensions indicate
that individuals do not plan for the future
in the world of work and feel no need to
introduce themselves or relate to work.
High scores on career planning
dimensions indicate that individuals
participate in career planning activities
i.e: learning about career information,
talking to adults about career plans,
taking courses and training that will help
in deciding careers, participating in
extracurricular activities and working
part time.
b. Career exploration
This dimension leads to the desire of
individuals to seek career information
from various career sources, such as on
friends, teachers, parents, books, movies,
counselors, and others. The dimension of
career exploration relates to how much
career information a person has acquired
from these sources. This dimension is
different from the dimensions of career
planning i.e.: related career planning
about one's planning regarding its future.
Meanwhile, career exploration related to
resource usage. A low score on the
career exploration dimension indicates
that a person does not care about
information about the field and level of
work.
c. Career decision making
This dimension measures a person's
ability to use his or her knowledge and
thoughts in decision making. High
scores for this dimension indicate a

person has independence, makes a
choice of work appropriate to his or her
interests and abilities, ability to use
decision-making methods and principles
to solve problems including choosing
education and employment. The low
score on the career decision making
dimension shows that one does not know
what to consider in making a choice.
d. World of word information
This dimension consists of two
components according to Super (Sharf,
1992), which is related to developmental
tasks, that the individual must know the
interests and abilities, know how others
learn things related to the job and know
the reasons people change jobs. The
second component is knowing the job
tasks in a position and the behaviors in
work. This dimension measures
knowledge of the world of work
including the types of jobs, ways to gain
and success in work, and roles in the
world of work. Low scores on the
dimensions of the world of work
information show that one needs to learn
about the types of jobs and career
development tasks. Someone is less
aware of the work that suits her. High
scores indicate that a person with broad
insights can use self-employment
information and begin to establish the
field and level of work.
4) The Impact of Career Maturity
Career maturity will have an impact on a
person's readiness to make career choices,
including options for advanced study
(Widjaja, 2010). In fact, some teenagers are
unable to make career choices appropriately
and according to the stage of their career
development. Erikson (Widjaja, 2010) says
that career immaturity is the most important
problem facing teenagers.
B. PSYCHOEDUCATION
79
1) Definition of Psychoeducation
One of the interventions that can be used
in various settings and applied individually
or in groups is Psychoeducation.
Psychoeducation is a form of intervention,
both for the family and for someone who is
part of psychosocial therapy. Griffith (Walsh,
2010) states that psycho-education is an
intervention that can be done on individuals,
families, and groups that focus on educating
participants about significant challenges in
life, helping participants develop resources of
social support and support in addressing
these challenges, and developing Coping
skills to face the challenge.
Lukens and McFarlane (2004) define
psychoeducation as a professionally
administered treatment integrating
psychotherapeutic and educational
interventions. This is in line with the opinion
of Wijayanti, Wahyuningsih and Widiyanti
(2010) who state that psychoeducation or
often referred to as personal and social
education or personal and social education is
a relatively new but important movement in
the counseling psychology. Psychoeducation
is also a therapy aiming to provide
information, provide education to them to
improve skills, cognitive and psychomotor
skills, and understand and improve the
coping of the problem.
2) Purpose of Psychoeducation
The purpose of the psychoeducation
program is to increase knowledge, so it is
expected to reduce the impact of problems
and improve one's function. This goal will be
achieved through a series of educational
activities about a problem or disorder, how to
overcome it, and the ability of a person
(Stuart and Laraia, 2001). Psycho-education
is based on strength and focus on the present.
Psychoeducation, whether individuals or
groups, not only provides important
information related to the problems of
participants but teaches skills that are

considered important for participants to deal
with the situation of the problem. Group
psycho-education can be applied to different
age groups and educational levels (Dixon,
1999; Marsh, 1992, quoted from Lukens &
McFarlane, 2004).
Group psycho-emphasizing emphasis on
learning and education rather than self-
awareness and self-understanding in which
the cognitive component has a greater
proportion than the affective component
(Brown, 2011), but this does not mean that
Psychoeducation does not touch the aspect of
self-reliance and self-understanding. It is
returned to the goals of the psychoeducation
itself of children, adolescents, and adults in
various settings. Psycho-education of this
group can also consist of 1 session or more.
Psychoeducation is usually associated
with certain topics, such as bullying, the
dangers of drugs, reproductive health, or
violence in courtship. Psychoeducation at
school is usually a part of Counseling
Guidance according to the needs of students,
one of which is psychoeducation of the
student's career.
3) Psychoeducation components
Stuart and Laraia (2001) explain that in
general, the comprehensive programs of
psychoeducation are:
a. The didactic component, in the form of
health education, provides information
on diseases and mental health systems.
b. The skills component which provides
training on communication, conflict
resolution, problem solving,
assertiveness, behavior management and
stress management.
c. Emotional components giving ventilation
and sharing feelings with emotional
support. Mobilization of needed
resources, especially in crisis situations.
d. Social components increased use of
formal and non-formal networks.
Increasing contact with existing resource
networks and support systems in the
80
community will benefit families and
clients.
Griffiths (Walsh, 2010) states that the
focuses of psychoeducation are:
a. Educating participants about challenges
b. Helping participants develop resources of
support and social support in the face of
life's challenges.
c. Developing coping skills to face life
challenges.
d. Developing emotional support.
e. Reducing the sense of stigma of
participants.
f. Changing the attitude and belief of
participants to a disorder (disorder)
g. Identifying and exploring feelings on an
issue.
h. Developing problem solving skills.
i. Developing crisis-intervention skills.
4) Scope Psychoeducation "Edufair"
Psychoeducation "Edufair" provides
important information related to the problems
of high school XII students about careers,
also teaches skills that are considered
important for high school students XII to face
the problems of determining his career.
Psychoeducation "Edufair" consists of two
activities:
a. The "Edufair" seminar includes the
following materials:
1) Characteristics of adolescents
2) Interest and talent
3) Factors Affecting Career Option
4) Competence of each Department
5) Information of each Department in
institute
6) Tips on Achieving institute
7) Preparing for SBMPTN
b. Information service activities majors at
universities in Makassar.
3. RESEARCH METHODS
A. Sample Research
The populations in the study are the
students of class XII of SMA Y in Makassar
where they are willing to follow the activity
until the end. The number of samples is

determined to use a random technique that all
students get the same opportunity to be the
subject of research. The number of students
who are willing to follow the research of 30
research subjects.
B. Research Procedures
This research is carried out through
several stages:
1) Preparation stage
Researchers conducted a preliminary
survey conducted during February-April
2017. At this stage, the researchers
conducted field study on the background
research, looking for data and information
about first-degree career maturity in UNM,
as well as looking for data to some Y high
school students in Makassar. The data were
obtained through interview technique on
several respondents and distributed
questionnaires to some high school students
and students willing to be respondents.
Furthermore, researchers conducted a study
of book literature and other supporting
references. In addition, researchers also
drafted the research design to use, completed
the administration such as licensing to the
authorities concerned with the needs of the
study.
2) Stage of Field Work or Experiment
At this stage, researchers carry out
research. The implementation of the research
includes the provision of intervention or
treatment as well as data collection. The
treatments include career guidance that
includes (1) career seminars covering the
characteristics of youth, interests and talents,
factors affecting the career, and the steps that
can be taken to make decisions in career
selection. Then (2) participants are also given
information about the majors at the lecture
level along with work orientation in the field.
This stage was held in May 2017. The
experimental activities were carried out in
group settings for one day of meetings. This
research use research design that is One
81
Group Pretest-Posttest Design (Shadish,
Cook, & Campbell, 2002), where in this
model there is one group that is experiment
group (KE). In the experimental group two
measurements were taken (1) pretest before
treatment was given to obtain the baseline of
subject maturity, and (2) posttest after
treatment was given. The research design
diagram to use as follows:
Table 1. Research Design of One Group
Pretest-Postest Design
Pretest Treatment Postest
O1 X O2
Information: O1: Pretest O2: Posttest X:
Treatment
3) Data Analysis Stage
The third stage in this research is data
analysis. The researcher is in this stage after
a series of experimental processes and then
begins performing quantitative data analysis
until the interpretation of previously obtained
data. In addition, the researchers took the
review process of the instruments that have
been distributed. The review was conducted
after the researchers obtained SPSS data
analysis results. This phase was carried out in
June 2017 and carried out in conjunction
with the process of consultation and research
counseling.
This study used a career maturity scale
used to reveal how high or large career
maturity owned by the subject of research.
The data were obtained by analyzing the
scores of career maturity scales from Umam
(2015), which consist of four dimensions:
Plan fulness (career planning), Decision
Making, Exploration, and Career information
gathering.
Items that support the statement or
direction with the statement (favorable) have
the following scoring system: very suitable
(SS) score 4; According to (S) score 3; Not
fit (TS) score 2; Very unsuitable (STS) score
1. As for items that do not support a
 82

statement or not unidirectional with the presence or absence of the effect of

statement (unfavorable), the scoring system treatments on student career maturity. The
answers as follows: very appropriate (SS) effect is known by comparing the pre-post
score 1; According to (S) score 2; Not fit test of the subject. Interpretation of data is
(TS) score 3; Very unsuitable (STS) score 4. done by describing the meaning contained in
Testing the validity of career maturity the numbers. Career maturity is translated
instruments is done through trial (tryout). from data by calculating mean, mode, and
Validity test in this research use product median values. Then the effect of treatment
moment correlation. Data processing is done was tested by using the mean difference test
by using SPSS (Statistical Packages for (t-test) between pretest and posttest data,
Social Science) 17.00. The results of the which is called dependent sample t-test
experiment were analyzed by using SPSS technique, where the first measurement
version 17, obtained the result that the (pretest) was done before treatments, then the
validity for the career maturity scale with 54 second measurement afterwards
items, from 15 items invalid got the lowest r (Trihendradi, 2010).
-0,023 while from 39 valid items got the
highest r 0.648. Therefore, the validity ranges 4) Evaluation and reporting stage At this
from -0.023 to 0.648. stage
The reliability of the measuring The researcher tried to compile the research
instrument determines the extent to which report that has been implemented and has
measurements with such devices can be been analyzed.
trusted. Techniques to use in the reliability 4. RESULTS
test of this research are using Cronbach A. Descriptive Statistics
Alpha formula. It is used because of the score Based on the research, results obtained
imposed in instruments that range from 1 to descriptive statistical data presented in Table
4. Alpha Cronbach formula is used to search 1 which shows the results of the analysis of
for instrument reliability whose score is not 1 career maturity variables in the experimental
and 0 (Arikunto, 2006: 196). Data processing group from pretest to posttest. In table 1, the
is done by using SPSS (Statistical Packages total number of pretest and posttest (raw
for Social Science) v.17.00. Based on the value) is calculated to see the change of
results of testing through SPSS version 17 by value occurring so that there is an increase or
removing the invalid items obtained results decrease. The table 2 to find descriptive
for reliability of career maturity scale description of subject conditions.
obtained reliability coefficient of 0.884. Table 2. Difference in the total value of (raw)
Data analysis includes all activities pretest-posttest.
classifying, analyzing, interpreting and Subject SUM
drawing conclusions from all data collected pre Post Information
in action. Data analysis used in this research 1 115 111 decrease
is quantitative data analysis with parametric 2 102 100 decrease
analysis technique. 3 115 123 Increase
The use of parametric statistics is 4 114 125 Increase
caused by the data being used in the form of 5 129 130 Increase
intervals. The parametric statistics work with 6 101 103 Increase
the assumption that the data to be tested is 7 124 127 Increase
8 106 123 Decrease
normally distributed. Researchers will
9 90 117 Increase
perform data analysis about the maturity of
10 101 107 Increase
the subject's career by looking at the
 83

11 126 123 Decrease

12 106 116 Increase B. Assumption Test
13 95 93 Decrease Test Assumptions conducted normality
14 123 110 Decrease test conducted before testing hypotheses. The
15 109 116 Increase normality test was performed to use the one
16 104 112 Increase sample Kolmogorov-Smirnov technique with
17 112 117 Increase p> 0.05. The assumption that the distribution
18 121 139 Increase of normal data means the sample research
19 111 115 Increase can represent the existing population.
20 125 125 Stabil
Based on table 4 of normality test
21 104 115 Increase
results, Kolmogorov-Smirnov value for
22 115 113 Decrease
23 126 129 Increase
career maturity in the experimental group is
24 116 147 Increase 0.876 at the time of pretest and 0.940 at the
25 123 127 Increase time of postes. This means that the data
26 116 119 Increase distribution is normal in both conditions.
27 106 105 Decrease
28 116 140 Increase Table 4. Normality Assumption Test Results
29 114 137 Increase
30 98 106 increase One-Sample Kolmogorov-Smirnov Test
Based on the above data, it can be seen that PRE POST
career counseling can affect the maturity of TEST TEST
the subject's career, where there are 21 N 30 30
subjects who experienced an increase in 119,0
value. Mean 112,10
Normal 0
a,b
Parameters Std. 12,46
Table 3. Results of descriptive analysis of 10,097
Deviation 8
subject matter maturity Absolute ,108 ,097
Most Extreme
Positive ,094 ,097
Paired Samples Statistics Differences
Negative -,108 -,059
Mean N Std. Std. Kolmogorov-Smirnov Z ,591 ,532
Deviation Error Asymp. Sig. (2-tailed) ,876 ,940
Mean
PRET a. Test distribution is Normal.
112,1 30 10,097 1,844 b. Calculated from data.
Pair EST
1 POST
119,0 30 12,468 2,276
TEST C. Hypothesis Testing

Based on table 3 it is known that the average
score of experiment group career maturity at
the time of pretest is 112.10, then, it
experienced an increase in the average score
of career maturity to 119. It shows a change
in the average score of career maturity
subject after following career guidance
activities of 6.9.
The researcher analyzed the difference
of value in pretest and posttest, t test
calculation was done to see the significance
of the difference. Data is displayed in table.5
below.
Table 5. Hypothesis Test Results
Paired Samples Correlations
N Correlatio Sig.
n

PRETEST &
Pair 1 30 ,626 ,000
POSTTEST
Based on the above data it can be seen
that the level of relationship variables before
and after training shows a correlation value
of 0.626 which indicates a close relationship.
Then, 95% confidence level obtained value
of significance of 0.001, where the
significance value of 0.001 <0.05 is meant
significantly. It shows that there is a
significant difference in the career maturity
of the subject before and after receiving
career guidance.
5. DISCUSSION
Results of research conducted on student
career maturity to found that all indicators of
maturity significantly increased. Students
who received treatment in the form of
Psychoeducation "Edufair" received
materials covering the provision of
information about the characteristics of
adolescents, interests and talents, factors
affecting the career, the competence of each
department, information in various majors in
college, tips on grabbing dream institution,
and preparation for SBMPTN. Furthermore,
students also obtain information service
majors at universities in Makassar. The
results of this study are in line with the
results of research conducted by Milgram
(1991) who career development is a lifelong
crystallization process of a job identity,
career education being a process of learning
with emphasis on information world work,
requirements and activities of special work,
talents, interests, and job values. Career
guidance focuses on the use of the necessary
information in the career education process
on personal planning and career making
career. Therefore, both career education and
career guidance, they must be an integral part
of the educational curriculum.
The purpose of the psychoeducation
program is to increase knowledge and it is
84
expected to reduce the impact of problems
and improve one's function. This goal will be
achieved through a series of educational
activities about a problem or disorder, how to
overcome it, and the ability of a person
(Stuart and Laraia, 2001). Psycho-education
is based on strength and focused on the
present. This is in line with the activities of
Psychoeducation "Edufair" where the subject
of research is given knowledge about
information about career. In addition,
Edufair's psychoeducation "also teaches
skills that are considered important for the
subject to make decisions about his future
career (Dixon, 1999; Marsh, 1992, quoted
from Lukens and McFarlane, 2004).
Hallen (2002) states that the process of
continuous relief from a mentor who has
been prepared to someone who needs it in
order to develop all the potential what he has
optimally by using various media and
guidance techniques in a normative
upbringing environment in order to achieve
independence in a person. It can be beneficial
for both himself and his environment.
Assistance includes career planning, decision
making, problem-solving skills development,
career information and self-understanding,
understanding positive attitudes toward all
types of work, and developing positive living
habits (Abubakar, 2011).
Results of Psychoeducation Activities
"Edufair" consisting of career seminars and
information service majors in Y senior high
school of Makassar proved to affect student
career maturity. This is evident from the
increase in career maturity students before
and after joining Edufair Career Guidance.
This is in line with the opinion of Super
(1983: Melien Wu and Chen-Chieh Chang:
2009) states that efforts to improve career
maturity should be accompanied by the
provision of t which includes two
dimensions, namely affective dimensions,
and cognitive dimensions Information
sharing to use media classical guidance
services what is in accordance with these

demands. The affective dimension includes
attitudes toward careers and decision-making
processes, and on the cognitive dimension
includes the decision-making skills and
knowledge of careers.
Based on research, it can be seen that the
role of psychoeducation about career in
school is very important. Educators,
especially counseling and counseling
teachers, need to understand that the skill
levels are needed by people working in
various fields. In addition, teachers also need
to understand the personality, know the
existing value system, and be able to help
children connect their image with knowledge
about the work. Teacher Counseling and
Counseling thereby providing services
Career coaching should also master
information about the job and constantly
have to study the needs of the workforce and
the changes that occur in the job.
6. CONCLUSION
Based on the analysis of research results
and discussion, it can be concluded that:
A. Psychoeducation of "Edufair" can have
an effect on improving career maturity
of high school students.
B. Educators not only provide information on
the majors to choose from, but also need
to pay attention to the interests, talents,
and characteristics of adolescents.
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

The Effect of Classroom Management on Student Learning Outcomes

M. Said Saggaf1, Rudi Salam2, Rifka2

1
STIA PRIMA Sengkang, Kabupaten Wajo, Sulawesi Selatan, Makassar, Indonesia
2
Universitas Negeri Makassar
Corresponding e-mail: rudisalam@unm.ac.id

Abstract: This study aims to determine the description of classroom management and description
of learning outcomes and the influence of classroom management on student learning
outcomes. This research is a quantitative research. Sampling was done using
proportional random sampling technique from a population of 155 people. Respondents
in this study are the students of class X Skill Competence Administration Office SMK
Negeri Makassar as many as 47 respondents. To achieve these objectives, the
researchers used data collection techniques through observation, questionnaires,
documentation, and interviews. The results showed that classroom management was
categorized both regarding physical conditions, Socio-emotional conditions and
organizational conditions. For learning outcomes fall into the category of both the value
of student report cards. From the result of analysis and hypothesis test show that there is
the influence of class management to result in student learning of class X Office Skill
Competence Administration at SMK Negeri 1 Makassar. This is seen from the results of
data analysis performed, with r arithmetic is 0.451 and r table is 0.288 at a significant
level of 5 percent which means that the level of influence is categorized in the category
of being.

Keywords: Classroom Management, Learning Outcomes

1 INTRODUCTION improvement of education management,

Education is an effort to prepare students
through guidance, instruction, and training
for their role in the future (Clark & Mayer,
2016; Darling-Hammond, 2015, 2015;
Feisel & Rosa, 2005; Sherry, 1995;
Zeichner, 1987). Therefore, the school as a
formal educational institution should
systematically plan a variety of
environments, namely the educational
environment that provides various
opportunities for students to undertake
various learning activities. With a variety of
learning opportunities, growth and
development of students directed and
driven to the achievement of the aspired
goal (DuFour & Eaker, 2009; Paris & Paris,
2001; Wohlstetter, Datnow, & Park, 2008).
To achieve the objectives of National
Education, the Government through the
Ministry of National Education seeks to
improve and reform the education system in
Indonesia, namely in the form of
curriculum renewal, structuring teachers,
and the construction of educational
facilities and infrastructures. With this
renewal is expected to produce a creative
human being by the demands of the times,
which in the end the quality of education in
Indonesia increases (Kristiansen, 2006;
Medlock III & Soligo, 2001; Mourougane,
2012).
Improving the quality of education can
be seen from the achievement of optimal
learning outcomes. Learning outcomes are a
change in student behavior due to learning.
The change is sought in the process of
teaching and learning to achieve
educational goals. According to Stachowski
& Mahan, (1998) "learning outcomes are
patterns of deeds, values, insights, attitudes,
appreciations, and skills."
Learning outcomes are influenced by the
subject's learning experience with the
physical world and its environment. Student
learning outcomes depend on what is
already known, the subject of learning, the
goals, the motivations that influence the

98

process of interaction with the material
being studied. A person's learning outcomes
can achieve maximum results if the teacher
can manage the class well. Clark's research
says students '70% student learning
outcomes are influenced by students' ability
and 30% are influenced by the
environment.
Based on observations made in
November 2015 by researchers at SMK
Negeri 1 Makssar, showing the atmosphere
of the less conducive class, the arrangement
of goods that are less groomed, students are
noisy so disturbing the concentration of
other students and disrupt the learning
process. From the above problems, we can
conclude that a teacher must be able to
manage the class well so that the creation of
an atmosphere conducive to teaching and
learning process. Teachers are required to
improve their roles and competencies;
competent teachers will be better able to
create an effective learning environment
and will be better able to manage their
classes.
2 METHODS
Researchers use a quantitative research
approach with the type of associative
research. This research consists of two
variables, namely class management as
independent variable given X symbol and
student learning result as dependent
variable given Y symbol. To measure the
variable of this research, then used the
instrument in the form of a questionnaire
which is submitted to the respondent by
using a likert scale. The population in this
study were students of Class X Competency
of Administration Skill of Perkantroan
SMK Negeri 1 Makassar 155 people.
Researchers use the technique of sampling
in proportional (proportional random
sampling) so that the research sample can
be obtained as many as 47 people at once
used as respondents research.
Data collection techniques use several
techniques, namely: 1) Observation, 2)
Questionnaire, 3) Documentation, 4)
Interview. Data analysis techniques used
are descriptive statistical analysis and
inferential statistical analysis which aims to
examine research variables and will be
calculated using SPSS 23 (Statically Predict
and Service Solutions)
99
3 RESULTS AND DISCUSSION
3.1 Class management
The results showed that the implementation
of classroom management in SMK Negeri 1
Makassar was in a good category, seen
from 3 indicators, such as 1) physical
condition, 2) socio-emotional, 3)
organizational condition.
3.1.1 Physical Condition
The physical condition of the place where
the learning process has an important
influence on student learning outcomes.
Physical conditions in question are the
room where the process of teaching and
learning, seating arrangements, ventilation
and lighting arrangements and the
arrangement of storage of goods.
Based on the results of research related
physical condition indicator showed good
category. In this case, teachers who teach in
class X competence office administration
expertise at SMK Negeri 1 Makassar has
done the classroom management with good
visible from the flexibility of students while
in the classroom so as not to disturb other
students when going out or doing activities
in space class. Also, seating arrangements
are usually made by teachers to make
students feel more comfortable in following
the learning process because seating
arrangements made allow students to see
teachers who are explaining and can see the
existing writing on the board.
Good physical condition is also
supported from good air circulation where
there is considerable ventilation so students
can breathe fresh air. A large window also
allows the sunlight to enter so students can
see the writings on the board or any
textbook they use in the teaching and
learning process.
The process of teaching and learning can
also take place well with the arrangement of
goods such as hygiene kits, pictures of
presidents and vice presidents, pictures of
national heroes, vases of flowers, erasers,

and markers in good class and terartur.
Goods that is well organized it makes
students feel comfortable and to follow the
teaching and learning process properly and
help students take the goods when required.
3.1.2 Socio-Emotional Conditions
The socio-emotional codes in the classroom
will have a considerable effect on the
learning process and will ultimately also
affect the outcomes achieved by the
students. The sociological-emotional
characteristic is the type of teacher
leadership in the learning process, the
teacher's attitude and the voice of the
teacher in the teaching and learning
process.
The results showed that socio-emotional
condition in class X The competency of
administration skill in SMK Negeri 1
Makassar is in a good category, it can be
seen from the type of leadership of the
democratic teacher so as to provide great
opportunities for friendship attitudes
between teachers and students. The
democratic attitude of the teacher is seen
from the openness of the teacher to accept
the opinions of his students and the
students' openness about the problems faced
by his teacher thus creating a good
classroom climate and creating optimal
conditions for teaching and learning
process.
The attitude of teachers who remain
patient and friendly in dealing with students
who violate the rules provide a positive
value to the socio-emotional conditions felt
by students during the learning process. In
addition to that, the voices of teachers who
teach in the class X competency of
administration expertise in SMK Negeri 1
Makassar also provide stimulus for students
to dare to question because the voice of
teachers is relatively low but with clear
articulation and full volume so that All
students can hear it.
3.1.3 Organizational Condition
100
Regular organizational activities done both
at the classroom level and at the school
level will prevent classroom management
problems. With routine activities
undertaken and communicated clearly and
openly to all students, will be embedded in
every student and become a good habit and
regularity of behavior. The organizational
conditions that are meant are the
replacement of the lesson, the absent
teachers and the problem of students.
Based on the results of organizational
research conditions that occurred in class X
competency of administration expertise in
SMK Negeri 1 Makassar is in a good
category. This can be seen from some of the
students who will remain in the classroom
waiting for the teacher to be teaching
during the turn of the lesson, and if the
hours are long enough, then they will spend
their free time by visiting the library or
staying in the classroom and reading the
textbook.
The good organizational condition is
also evident from the condition of class X
Competence of office administration
expertise at SMK Negeri 1 Makassar which
looks to be coordinated with when their
teachers are unable to attend. All students
will directly perform the tasks assigned by
substitute teachers when teachers who are
supposed to teach cant attend. Also, the
class situation will be conducive back in the
event of problems, the class leader causes
this, or other students have the initiative to
report to the homeroom teacher or other
teachers to be able to solve problems that
occur so as not to cause distance among the
other students.
3.2 Learning outcomes
Student learning outcomes are abilities that
include the cognitive, affective and
psychomotor domains that change as a
result of students' experiences and learning
process. Student learning outcomes were
obtained from students' report score. The
result of class X students' learning
competency of office administration skill in
SMK Negeri 1 Makassar is in the good

category in a review of the average score of
student report cards.
The result of this research shows that there
is the influence of class management to
student learning result of class X
competence of administration skill in SMK
Negeri 1 Makassar with medium
relationship level. The results of hypothesis
testing of this study indicate that the
classroom management of student learning
outcomes class X competence of
administrative skills in SMK Negeri 1
Makassar has a significant influence.
The result of hypothesis from research
using SPSS 23 (Statistical Product Standart
Solusion), that there is the influence of
class management to result in student
learning of class X competence of
administration skill of office at SMK
Negeri 1 Makassar. This means that the
hypothesis that allegedly there is a
significant influence of classroom
management on student learning outcomes
class X competence of administrative skills
in SMK Negeri 1 Makassar in this study is
acceptable.
The results above are also in line with
the opinion of Metzler (2017) which states
a person can obtain maximum learning
outcomes if true teachers can manage the
class well. Also, Clark in his research stated
the students' learning outcomes at school
70% influenced by the ability of students
and 30% influenced by the environment.
The classroom is the smallest environment
of the school where students carry out the
learning process activities. Conducive
classroom conditions will have a positive
impact on the achievement of student
learning outcomes. Therefore, teachers
should be able to create conducive class
conditions through good class managers, so
that students can achieve maximum
learning outcomes.
4 CONCLUSIONS
Management of class X competence of
administrative skill of office at SMK
Negeri 1 Makassar in the good category.
This can be seen based on indicators of
101
physical conditions, socio-emotional
conditions, and organizational conditions.
The result of student learning of class X
competency of administration skill of office
at SMK Negeri 1 Makassar in the good
category. This can be seen from the average
value of student report cards that are mostly
within the range of values of 75-89. The
effect of classroom management on student
learning outcomes of class X competence of
administrative skill in SMK Negeri 1
Makassar with moderate influence level, so
that hypothesis that allegedly there is the
influence of class management to student
learning result of class X competence of
administration skill of office at SMK
Negeri 1 Makassar acceptable.
5 ACKNOWLEDGEMENTS
Thanks to the SMKN 1 Makassar who has
contributed in assisting researchers in
preparing the research to complete. Thus,
the 1st International Conference on
Education, Science, Art and Technology
(the 1st ICESAT) in improving scholarship
in the world.
6 REFERENCES
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575.
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

The Effect of Service Marketing Mix on Consumer Decision Making

Muh. Aras, Husain Syam, Jasruddin, Haedar Akib, Hasnawi Haris

Universitas Negeri Makassar, Jl. A.P. Pettarani Kampus UNM Gunungsari, Makassar, Indonesia
Corresponding e-mail: h.muh_aras@yahoo.com

Abstract: The purpose of this study is to determine the effect of service marketing mix to
consumer decision making. The location of the research was conducted in Hero Tailor
Makassar. Meanwhile, the research population were all consumers who chose men's
suits on Hero Tailor Makassar while the samples were 100 respondents. Data collection
techniques used were: 1) questionnaires, 2) documentation techniques, 3) interviews.
Data analysis used was path analysis with multivariate analysis development using
SPSS. The results showed that the most influential product variables on consumer
decisions. Next followed by variable price, promotion, people, location and physical
evidence. However, process variables are indicators that have no relationship or
influence between consumer decisions.

Keywords: Marketing Mix, Consumer, Decision Making.

1 INTRODUCTION through employee skill support, capital and

Progress and development in various
sectors, especially industries in Indonesia
has increased significantly. The increase in
this sector is in line with the increasing
level of the State's economy (Cohen &
Levinthal, 1989; Evans & Rauch, 1999;
Haskel, Pereira, & Slaughter, 2007;
Oconnor, 1979; Storey, 2016).
One of the industrial sectors that
experienced rapid development is the
convection industry, as well as expressed
by experts such as: Ananda & Setiawan,
(2011); Aribawa, (2009); Arifah, (2011);
Fadliilah & Atmanti, (2012); Setiyadi
(2008); Mekhilef, Saidur, & Safari (2011);
Mujumdar (1995). The changing pattern of
public consumption in accordance with the
development of fashion makes the
convection industries also adjust to the
needs of consumers in order to continue to
grow. As is known, convection is a type of
business in the manufacture of clothing or
clothing needs en masse especially in
fashion tailoring business. Fashion dressing
business is an activity that produces
clothing products starting with the selection
of raw materials / materials with color
criteria motif, price, model, then processed
knowledge and produce goods in the form
of clothing.
In order to develop and market a
business, not the exception of convection
business, so that needs to know is about
marketing management. Today, marketing
studies are increasingly complex, originally
targeting only four points, namely; Product,
price, promotion, and place are now
targeting to packaging, positioning, and
people (Asyari, 2010).
Thus, talking about the target market in
marketing studies means at least we must
know the seven things, especially in the
field of production of a good (Dharma &
Akib, 2009; Ismail, Sulur, Akib, & Salam,
2016; Salam, Rosdiana, Suarlin, & Akib,
2014). Hero Tailor is a company engaged in
good sewing which consists of several
types of men's and women's clothing in the
city of Makassar. In supporting the
operational activities, the company
experienced a growth in clothing sales from
year to year develop. But in the last year
Hero Tailor company experienced various
obstacles and challenges both from internal
company and from outside company. The
problems obtained in the field are: 1)

108
 109

changes in consumer tastes, 2) limited Table 1. Domination Test

business capital, 3) increased employee
salaries. To overcome these problems, it Standardized
takes a marketing strategy in making Coefficients
decisions. Companies must take concrete Variabel t Information
Beta
steps to address the problem. Product-
0,496 8,119 Domination
X1
2 METHOD
Price-X2 0,203 4,112 Influential
This research is a kind of quantitative Place- Influential
0,116 1,962
research. The location of the research was X3
conducted in Hero Tailor Makassar. The Promoti
0,180 2,826
Influential
population of the study were all consumers on=X4
who chose men's suits on Hero Tailor People Influential
Makassar, while the samples taken as many 0,117 2,248
=X5
as 100 respondents. Data collection Process= - No
techniques used are: 1) questionnaires, 2) -,083
X6 1,056 Influential
documentation techniques, 3) interviews. a Dependent Variable: Keputusan Konsumen-y
The variables in this research are: 1)
Independent variable (X) = Marketing mix
Service consisting of: X1 = Product, X2 = 3.1 Product Variable (X1)
Price, X3 = Place, X4 = Promotion, X5 =
People, X6 = Process, X7 = Physical Product variable (X1) has direct path
evidence, 2) the dependent variable (Y) is coefficient value to consumer decision (Y)
the consumer's decision. Data analysis used equal to 0,496, with coefficient value of
was path analysis with multivariate analysis Pearson zero order equal to 0,8 so result
development using SPSS. Path analysis is a direct influence from product is equal to
technique used to analyze causal linkages in 39,9 percent toward consumer decision.
multiple regression, if the independent This means that the quality of a good suit
variables affect the variables directly or will be able to influence the consumer's
indirectly" (Retherford & Choe, 1993). decision to choose a suit on Hero Tailor.
The results of this study are supported by
3 RESULTS AND DISCUSSION research conducted by Dodds & Monroe
(1985); Milgrom & Roberts (1986); Stark
Path analysis is used for direct or indirect (2015); Teng & Thompson (1996) revealed
correlation between independent variables: that with a quality product it will increase
X1 = Product, X2 = price, X3 = place, X4 = the product sales results. This shows that
promotion, X5 =people, X6 = process, X7 = the efforts made by Hero Tailor Makassar
physical evidence, with dependent variable have been very good by making
or decision consumer. In testing hypothesis improvements in product quality in
done with significance level t <0,05. For accordance with the needs of consumers.
more details, can be seen in table 1.
3.2 Price Variable (X2)

The value of coefficient of direct line

price variable (X2) to consumer decision
(Y) is 0,203. With the value of coefficient
pearson zero order of 0.487 then obtained a
direct influence of 9.8 percent. This means
that the price standard will affect the
consumer's decision to choose a suit on
Hero Tailor. Based on these results, Hero
Tailor has made an effort to adjust market

prices in accordance with consumer needs.
Price is one factor that greatly influences
the consumer's decision to own the product
(Laurent & Kapferer, 1985; Lu Wang &
Xiong Chen, 2004; Padel & Foster, 2005).
If Hero Tailor does not do that, then the
consumer will choose another place
because it has a lot of growing sewing
business in the city of Makassar.
3.3 Place Variable (X3)
The value of direct path coefficient of
Place Variable (X3) to consumer decision
(Y) is 0,116. While the indirect effect
through product variables (X1) of 0.217.
These results indicate that the strategic
location, then the consumer will get the
convenience to come directly and choose
the types of products desired. This is in
accordance with the results of research
(Ailawadi & Keller, 2004) who said that
with a strategic location will make
consumers to come because it is able to be
reached easily.
3.3 Promotion Variable (X4)
Promotion variable (X4) has direct path
variable coefficient of Place (X3) to
consumer decision (Y) equal to 0,180 and
indirect influence through product variable
(X1) equal to 0,254 and location variable
(X3) equal to 0,567. So, the effective
contribution resulting from the two patterns
of relationship is 12 per cent which is
obtained through direct influence and 17.04
and 38.04 per cent are indirect influences.
This means that promotion is done, then the
consumer will be easier about the products
offered so indirectly also will be easier to
know the location of Hero Tailor.
3.5 People Variable (X4)
The value of direct line coefficient of
people variable (X5) to consumer decision
(Y) is 0,177 and indirect effect value
through product variable (X1) is 0,304. The
value of zero order pearson coefficient of
0.627, so the effective contribution
resulting from the two patterns of
110
relationship is 11.09 percent for direct
influence and 19.06 percent for indirect
influence on consumer decisions to choose
suit on Hero Tailor. Based on the results of
research indicate that in performing
function as an people.
3.6 Process Variable (X6)
Process variables only have indirect
influence through promotion variable (X4)
to consumer decision (Y) equal to -, 083.
This means that the process cannot
influence the consumer's decision to choose
a suit, so the result of the tailoring process
will affect the consumer's decision after
through promotional variables. Pearson
zero order coefficient value of 0.613 so that
the effective contribution resulting from the
indirect relationship is 29.8 percent of
consumer decisions to choose a suit on
Hero Tailor.
3.7 Physical Evidence Variable (X6)
Physical evidence (X7) has direct path
coefficient value to consumer decision (Y)
equal to 0,123 and coefficient value of
indirect effect line through people variable
(X5) equal to 0,426. This means that with
complete physical e will certainly greatly
help improve employee performance.
4 CONCLUSIONS
The results showed that the product
variable is the most dominant variable that
affects the consumer's decision with the
value of direct path coefficient of 0.217.
Then followed by price variable with direct
coefficient value equal to 0,203, promotion
of direct coefficient value equal to 0,180,
people direct coefficient value equal to
0,177, place of direct coefficient value
equal to and physical evidence value of
direct coefficient equal to 0,123. However,
the process variable is an indicator that has
no relationship or influence between the
consumer decision of the value of the direct
coefficient of -, 083.

5 ACKNOWLEDGEMENTS
Thanks to the relevant parties in this
research. We highly appreciate for the
business Hero Tailor and the executor of
the 1st International Conference on
Education, Science, Art and Technology
(the 1st ICESAT) in improving scholarship
in the world.
6 REFERENCES
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Cohen, W. M., & Levinthal, D. A. (1989).
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Dharma, S., & Akib, H. (2009).
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Evans, P., & Rauch, J. E. (1999).
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M. J. (2007). Does inward foreign
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Implementation of Think Talk Write Learning Strategy (TTW) In Impro

Write Skills German Language

(Class Action Research Studies on German Students FBS UNM

Misnah Mannahali
German Language Education Study Program, Jl.Dg. Tata Raya, Makassar, Indonesia.
Makassar State University

e-mail: misnah_mannahali@yahoo.co.id

Abstract: This study aims to determine the process and results of improving students' writi
through Think Talk Write learning strategy. This research is a class action researc
cycles conducted on the students of German Language Study Program of Makas
University from January to May 2017. The data are collected through observati
interview, questionnaire and diary. The collected data were analyzed statistically des
The result of data analysis shows that the implementation of Think Talk Write stra
improve students ability in writing German language. The data indicated by the
score of pre-test obtained by students is 54.6 test results in cycle 1 increased to 64.50
the second cycle the average student's writing skill achievement increased to 76.5
test results on the third cycle increased to 88.50. This means that the learning str
Think Talk Write is very effective in improving students' skills in writing German.

Keywords: German writing skills, learning strategy of Think Talk Write.

1. PRELIMINARY expression in the form of written

Higher Education is the level of education that
accommodates students to explore various
disciplines as their stock before plunging into the
community. It is also an attempt to create human
resources ready to work in this globalization era.
Therefore, the students as the next generation
must have various skills, one of them is German
language skill.
German language skills include four
aspects: listening ability (Hoerverstehen),
speaking (Sprechfertigkeit), reading
(Leseverstehen) and writing skills
(Schreibfertigkeit). The four aspects of language
are related to each other. Reading and listening
skills are included in receptive skills, while
speaking and writing are included in productive
abilities. Listening and speaking is a direct
communication while reading and writing
activities is not direct communication. Reading
and writing activities are two complementary
activities. Writing skills demand the development
of thought patterns or ideas. Writing is a
productive and expressive activity. Without the
habit of reading someone will be difficult in
writing. Good writing will excite readers and good
readers always yearn for quality writing (Tarigan,
2008:8). Writing skills have a very important role.
These skills cannot be directly controlled by
learners but must go through the exercise of
between one individual with another in
Related to that Dendy Sugono (2009:15)
that the language as a means of
expression and means of communication i
life. Through written language one can
ideas, ideas and thoughts to achieve the
goals. Writing is the basis for learning sci
improving communication. Through th
students can improve their insigh
intellectuals on various disciplines,
communication and interaction globally,
develop language skills. To facilitate the
skills and facilitate the process of thin
producing a meaningful writing in ac
with the learning objectives to be achiev
there are various things that must be em
in the process of learning this writing inc
mastery of vocabulary and grammar,
ideas, thoughts or ideas Which correspon
type of writing that will be produced, the
writing and the accuracy in using the sente
Writing is a type of skill that is r
more difficult to be mastered by learn
other language skills. Writing is not a
matter, pouring a language into a sy
writing is a process of thinking in truth th
It therefore requires a sufficient ability
and interest in what is to be written.
German writing skills based on
German curriculum are present
the previous pre-requisite courses have been
graduated, and presented starting from the first
semester to semester VI. The purpose of teaching
German writing skills is to assist or equip students
with the ability to write different types of writing
such as narrative, argumentative, exposition, letter
writing, resume, personal data, reviews, reports or
papers.
From the result of value observation and
interview with some lecturers of Lesen und
Schreiben lecturer, obtained information that the
average student in the course is not bad but has
not Reached the maximum results in accordance
with the expected demands of mastery learning.
The lack of maximum learning outcomes is seen
in the still many students who are less able to pour
ideas and ideas into the form of writing is correct.
In addition, the mastery of vocabulary and their
ability in preparing the sentence is also not
sufficient.
In general, the results obtained by students
are influenced by various factors, among others,
the students themselves, facilities and learning
infrastructure and faculty. Similarly, in the
learning of German writing skills, that is still not
maximal learning outcomes achieved by students
most likely cannot be separated from these factors.
One of them is the technique factor or learning
strategy used by lecturers in presenting less varied
learning materials so that less effective teaching
and learning process that causes students'
understanding of the material presented less than
the maximum.
Writing skills is a process of thinking that
consists of a series of activities associated with
learning influenced by many factors. One of them
is the lecturer in this case the lecturer plays an
important role in directing the learning process to
achieve the goal. Learning strategy used by
lecturers is very influential in achievement of
student achievement. One of the strategies or
models of writing skill learning is Think-Talk-
Write (TTW). This strategy can be used to
develop the learning system effectively and
efficiently. According to Huda (2013:218) that
TTW strategy is a cooperative learning strategy
that encourages students to think, talk and then
write a certain topic. Through this Think-Talk-
Write strategy learners can work on ideas that
have been discussed before putting them into
writing. In addition, this TTW strategy invites
students to think first about the material related to
daily problems, then they are invited to exchange
ideas in group discussion, and then poured the
ideas obtained in the previous stage into writing.
The writings produced by learners are the result of
reflection and the process of brainstorming during
group discussions.
delivered (listening, stretching). Reading
are communicated through presentations
discussions, and then make a report
presentation or discussion.
Suryaman (2010:26) states t
strategy is a tactic that someone from an
designed to achieve the goal. Coo
learning strategy is a learning strate
provides opportunities for learners t
together and discuss to achieve a goal. Th
Write Strategy is a cooperative learning
two skills training namely speaking and
skills to achieve the purpose of language
Think Talk Write Strategy is one of coo
learning that can stimulate learners to
active to construct or build under
independently. This strategy is known
learning in groups. Huinker and Laughin i
and Anshari (2008) state that in the
process using TTW, awakening will be d
through thinking, speaking and wri
engaging learners in thinking and dialog
themselves after going through the pr
reading, then talking and sharing ideas (
with friends before writing.
Slavin (2009:19) suggests that th
kinds of coopeartive theory is the th
motivation which assumes that there
objectives of learners in group learning th
cooperative ie students try to contribut
achievement of other member goals, (2)
of other members, (3) individualistic t
learner does not have any consequenc
achievement of other member. Therefore,
to achieve personal goals, group memb
work together so that the group can succe
fullest. The second theory is cognit
emphasizes the influence of cooperation
success that will be achieved group. In
the steps are as follows:
a. Think (thinking), at this stage the
process is done to understand th
material individually which then the
the thinking process was used as a di
in the group.
b. Talk (talking / discussing), the di
process is intended so that learn
exchange thoughts and reflect the r
understanding at the stage of
Interaction between learners is exp
produce a solution to the understandin
given material. In this stage, the a
communicate learners will be seen
discussion.
c. Write (write), this writing stage is the
goal of learning. At this stage learne
down the ideas they get at the think
discussion stage.
1. Classes are divided into groups of 4 to 5 people
(adjusted to classroom conditions).
2. Students are assigned a topic as a task and they
individually search for as much information
related to the topic.
3. In groups, the students formed interact.
Collaborate and discuss to discuss topics that
have been previously studied individually. In
the process of the discussion, the student
should record new knowledge that may help
him and the writing process later.
4. Reconstruct the knowledge acquired at the time
of discussion, then pour in the form of writing.
In general, ability can be equated with
skills that refer to the relatively stable skills a
person possesses in performing certain activities
(Colquitt, 2009:337). In relation to language
learning and learning, ability or skill is a real
production (speaking and writing) or
understanding (listening and reading) of linguistic
events (Brown, 2007:35).
Furthermore, the definition of writing
according to Schneider is "talking" is to speak by
using the symbol of sound. He thinks that writing
is the same as speaking because it is a
representation of language in a textual medium
through the use of a series of signs or symbols
called the writing system (Schneider, 2011:1).
Similar opinion expressed by Nurgiyantoro
(2012:422) that in principle writing activities are
not different from the activities of speaking
because of activities that produce language and
communicate thoughts in writing.
The same notion by Dalman (2012:1) that
writing as a form of delivery of messages
(communication) by using written language as the
medium. In written communication, there are four
elements involved, namely 1) the author as a
messenger, 2) message or content writing, 3)
channel or media in the form of writing, and 4) the
reader as the recipient of the message. Writing
activities require the involvement of authors think
deeply to find the problems conveyed in the form
of ideas to the reader with the arrangement and
compilation of writing that coherent for reader's
thoughts the same as the author.
Another definition proposed by O'Malley
& Pierce that writing is an activity to express
thoughts and ideas in specific topics with using
background knowledge and complex mental
processes in developing ideas and insights
(O'Malley & Pierce, 2008:136).
From some opinions, it can be concluded
that writing is a skill in the language that train
someone to think critically in the development of
ideas or ideas into the form of writing. If it is
related to the understanding of the skill or ability,
it can be concluded that writing skill is the ability
Writing skills include a var
abilities: 1) the ability to use language
appropriately, 2) the ability to organize d
in the form of essays, and 3) the abilit
language style and choice of the righ
(Saddhono, 2012: 103).
In general, the stage or the writing
is 1) prewriting stage the author thinks
and ideas that emerged. 2) Drafting is the
a plan mapping or drafting, 3) revising.
In line with this, Boerner (199
forward four steps in the writing pro
Planen, Ideen erzugen, Zielen setzen, Inha
und Perspektive waehlen (planning, idea
goal setting, content arrangement and pe
selection); 2) Formulieren: Ausdrueck
Aufschreiben (formulation: declare an
down); 3) bertreiben: Lesen und ve
(Correction of reading and repair); 4)
produzierter Text (ready to produce writin
Furthermore, Harmer (2004:4)
four play elements in the writing proces
namely: 1) Planning items, namely auth
writing they will generate, 2) Drafting
drafting, 3) Editing is editing phase co
existing post to check Whether writing s
continued or revised., 4) the final vers
stage where the working end of the article
In connection with these opinion
Alex e.l. state that the writing process co
three stages: 1) Preparation (preparation
includes the manufacture of writing
(outline), found the idea attractive (eye c
and find keywords (key word finding), 2)
ie the writing stage, 3) Editing ie the edi
that includes pay attention to the word
punctuation, pay attention to the rela
between sentence and paragraph, fan
essay as a whole.
From some of Reviews These
can be concluded that an outline of the
process consists of Several stages namely
predation, drafts, writing, revision and w
the results of the revision.
An article is said to be good if it c
the components that have been Discus
clear and intact. Component of the asses
writing skills by Bolton (2008:132)
Beherschung der Grammatik und Wo
(mastery of grammar and vocabula
Beherschung der Ortographie
punctuation), 3) Kommunikative Angeme
(use of language communicative),
Sprachliche Richtigkeit (The accuracy
language).
Alderson (2002:116) sugges
components assessment in writing skill
namely: 1) content (content), 2) orga
components of the assessment in writing skills
items, namely: 1) the content of the idea. 2) the
organization of content, 3) grammar, 4) style, Lattice Instruments
choice of words and grammatical structures, and Components Description
5) the spelling and punctuation. Writing Skills
From some opinions mentioned above can The idea is clear,
be concluded that the components that need to be to the topic, specifi
considered in the assessment of writing skills is The contents
parts of an integr
the contents of essay, organization writing, (Content)
Appropriate.
vocabulary and grammar and spelling and developed the idea.
punctuation. Writing is well or
the idea is clear, log
Organization
2. METHOD effective order and
cohesion and coher
This study uses action research (Action Research) The use of th
by referring to the theory advanced by Elliot with efficient and div
two methods: qualitative and quantitative Writing a compl
Said Options
methods. Qualitative methods are used to describe proper word,
the activities and events conducted during the varies. Skilled cho
study, whereas quantitative methods used to right words and eff
analyze the study results or to compare values Using an efficie
obtained learning outcomes of students in the effective sentence,
skills of writing skills. Grammar
with the proper
structure.
On the findings and facts analysis Mechanical (Rule Using spelling and
obtained from the observation, interview and test Writing) punctuation.
scores on the pre-research obtained the fact that
one of the factors causing the low quality of The instruments used in this resea
learning outcomes obtained by students in writing 1. The test used to measure students' wri
skills is the lack of variety of methods or learning that becomes a sample consisting of
strategies used by lecturers in presenting the and post-test.
material. 2. Observations used to collect data be
Implementation of the action with the use during the process of action execution
of Think Talk Write model or cooperative learning out.
strategy built through the process of thinking, 3. Field notes intended to paint or re
speaking and writing will address the above events during the study in which inf
issues. Observations were made to observe the on the implementation of actions,
interest of researchers and students at each lecturer and student activities and con
meeting in the learning process. on the implementation of the action.
In the evaluation phase of the The collected data is analyzed by using de
implementation of the action there are two things statistic percentage
that will be implemented by researchers and
collaborators is the evaluation carried out through 3. RESULTS AND DISCUSSION
the assignment either individually or in groups.
At the end of each cycle researchers and From the pre-test result given before the
collaborators reflect on the learning process and given the average value obtained by the s
learning outcomes that are collected through tests 54,60. The average value obtained is still
according to the stages that have been designed. the expected standard of learning comp
The population of this research is the Therefore, a class action is done by d
students of German study program. While the learning process with Think-Talk-Write
sample will be a sixth semester student with three cycles, and each cycle is h
programming Schriflicher Ausdruck course which meetings. At each cycle there are stages: p
is a continuation course of Schreibfertigkeit 1 and execution, observation, and reflection.
2 courses (writing skills 1 and 2). In cycle 1 which is held for 2
The research data was obtained by using ends with giving test at end of cycle. The
the writing skill test instrument which was given score that students get is 64.5. The avera
in accordance with the theme contained in the text of their learning outcomes has increased
book which became the main hand in Schriflicher
cycle, obtained information that the learning steps courses related to writing both the ba
are done is good, but the implementation of this (Schreibfertigkeit), and advanced (Ar
TTW strategy is not maximized, the proportion of Text).
time used for learning activities in TTW (Think,
Talk and Write) has not been balanced. Students 5. REFERENCES
are still given plenty of time to think (think), and
the proportion of time for discussion (Talk) is less Alderson Charles J & Bahman. Lely,
so that the ideas to be written (Write) very little Assesing Writing. Camridge: C
obtained from the results of their discussion. The University Press.
average value obtained from their learning Bolton, Sibylle, (2008). Problem
outcomes was 76.5. The average acquisition value Leistungsmessung, lernfortschritt
has already reached the established standard of der Gru
learning completeness, however efforts to further Muenschen:Langndscheidt
improve the learning outcomes continue to be Boerner, Wolfgang Klaus Vogel, (1996).
done. Therefore, the learning process is continued Fremdsprachenerwerb Verstehe
by giving treatment in cycle 3. Produzieren. Germany: Gunth
Implementation of actions that have been Verlag Tuebingen.
done in the previous cycle has provided an idea Brown, H. Douglas, (2007). The Prin
that the application of cooperative learning with Language Teaching and L
Think-Talk-Write strategy has a good effect on Boston: Pearson Education.
improving students' ability in writing German. But Colquitt, Jason A. Lepine, Jeffery A dan
still in the standard mastery learning. In the Michael J, (2009). Organ
implementation of the second cycle there is an Behaviour Improving Performa
increase in learning outcomes both individually Commitment in the Workplac
and in groups from the first cycle. From the results York: McGraw-Hill
of the tests given at the end of cycle 3 obtained the Dalman. (2012). Menulis Karya Ilmiah.
average value of student learning outcomes Rajagrafindo Persada.
increased to 88.5. The acquisition of the average Harmer, Jeremy, (2004). How to Teach
score indicates a very significant improvement England: Pearson Educational Lim
that is already beyond the expected standard of Kumaradivelu, B. (2006). Under
learning completeness. This has proven that the Language Teaching: From Me
implementation of the Think-Talk-Write learning Postmethod. London: Lawerence
strategy is very effective in improving the skills or Associates.
ability of students in writing German. Most likely Nurgiyantoro, Burhan, (2009). Statistik
if the learning is continued with the next cycle untuk Penelitian Ilmu-ilmu
with various improvements from both the learning Yogyakarta: Gajah Mada U
execution steps and in addition to the allocation of Press.
time, will lead to the achievement of higher Samway, Katherine Davies., (2009)
learning outcomes than the achievements obtained English Language Learners
because to produce a good writing and quality of Potsmouth, NH: A Division o
course requires enough time and training for Elsevier.
students. Schnider, Pat, (2011). Writing Alone a
Others. Oxford: Oxford University
4. CONCLUSIONS AND SUGGESTIONS Slavin E. Robert, (2009). Cooperative L
Teori, Riset, dan Praktik. Bandun
Based on the findings obtained from the results of Media.
research and discussion can be concluded that the Sugono, Dendy, (2009). Mahir Berbahasa
skills of students in writing German language can Benar. Jakarta: PT. Gramedia
be improved through cooperative learning Think- Utama.
Talk-Write strategy. Student response during the Tarigan, Henry Guntur, (2008). Menulis
learning process is very good. This is seen in their Suatu Keterampilan Berbahasa. B
anthusianms both in discussions and in the work Angkasa.
of individual tasks. Referring to the above Yamin, M & Ansari, Bansu, (2008)
conclusions and based on findings related to the Mengembangkan Kemampuan In
implementation of Think-Talk-Write strategy in Jakarta: Gaung Persada Pers.
German writing lesson (Schriflicher Ausdruck), it
is recommended that this Think-Talk-Write
strategy learning be one alternative that can be
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Implementation Of Good Governance Principles In Public Services

In The Faculty Of Social Science Makassar State University

Muhammad Guntur a, Aslindaa, Third Authorb

a
Lecturer in State Administration Science Program, Faculty of Social Sciences,
Makassar State University

Corresponding e-mail: hmguntur13unm@yahoo.com, aslinda110@yahoo.com,

Abstract Indonesia is among the countries in the world that has been building trust of good
governance. However, the current situation shows that it is still far from the
expectation of good governance. Based on these problems, the research identified
various phenomena related to public service in Faculty of Social Sciences by
lecturers and students for the dissatisfaction of the services performed by
administrative staffs in the Faculty of Social Sciences, ranging from simplicity,
clarity, certainty of time, accuracy, security, responsibility, completeness of
facilities and infrastructure, ease of access, discipline, courtesy and friendliness,
and comfort. The purpose of this study is to find out how is the implementation of
Good Governance principles in public service at the Faculty of Social Sciences
Makassar State University. Type of research used is descriptive qualitative, by
taking seven informants consisting of students, lecturers, staff and faculty leaders.
Data collection technique is done by observation, interview by using data analysis
starting from data collection, data reduction, data presentation and conclusion.
The results showed that the application of the principles of good governance in
public services in the Faculty of Social Sciences can be categorized as still not
well based from the aspect of accountability, and aspects of the rule of law.

Keywords: Principles of Good Governance, Public Service

A. Introduction of public services not only held by the

government alone but also by private
Public service delivery undertaken
organizers. At this time, the problems faced
by the government is still faced with the
are so urgent as the public began to
government system that has not been
impatient or began to worry about the
effective and efficient and the quality of
quality of service government apparatus that
human resources apparatus that has not been
generally decline or deteriorate. Public
adequate. This can be seen from the
service by the government is worse than the
abundant complaints from the community
services provided by the private sectors; the
either directly or through the mass media.
public begins to question whether the
Public service needs to be seen as an effort
government is capable of organizing
to meet the needs and basic rights of the
government and/or providing quality
community. In this case, the implementation
services to its public.

113

In order to realize Good Governance,
it is necessary to establish a dialogue
between key actors in the State, so that all
parties feel that they are part of the
arrangement. Without an agreement born of
dialogue, prosperity will not be achieved as
the political aspirations and the people's
economy will likely be clogged. There are
several things that the government should
pay attention to; among them is the fact that
people can assess and choose, even
requesting better services. Faculty of Social
Sciences is one of the institutions that serve
to assist the implementation of educational
activities in the Makassar State University.
B. Problems
The General Guidelines for the
Implementation of Public Service in
KEPMEMPAN No.63/KEP/M.PAN/7/2003
on Public Services describes the public
service principles, which include:
"simplicity, clarity, timeliness, accuracy,
security, responsibility, completeness of
facilities and infrastructure, ease of access,
discipline, courtesy and friendliness, and
comfort. With this government regulation,
every public organization should have been
able to improve their public service system.
Yet, the reality of public services delivered
by the Faculty of Social Sciences, Makassar
State University, was still far from
expectations. Thus, the study formulates the
problem on How is the application of Good
Governance principles in Public Services
provided by the Faculty of Social Sciences,
Makassar State University?
C. Literature Review
1. Policy Implementation
Anderson in Dye (1987: 25) suggests
that; "Policy implementation is the
application of the policy by the
government's administrative machinery to
the problem". Later, Edward III (1980: 1)
notes that; "Policy implementation, ... is the
114
stage of policy making between the
establishment of a policy ... and the
consequences of the policy for the people
whom it affects". And, Grindle (1980: 6)
concludes that; "Implementation a general
process of administrative action that can be
investigated at specifics program level".
In practice, policy implementation is
a process that is so complex and often
politically inflexible because of the
intervention of various interests. In light of
the complexity of policy implementation,
Bardach's (in Agustino, 2006: 153) notes
that "it is enough to make a program and
general policy that looks good on paper. It is
even more difficult to formulate in words
and slogans that sound to the ears of leaders
and voters who listen to them. And it's even
harder to do it in a way that satisfies
everyone."
2. Understanding Good Governance
Lother (2003) states that governance
is not a new term. Lother argues that
governance was first used in France in the
14th century with the meaning of seat of
governance. According to Setiawan (2004:
223), Governance is a terminology used to
replace the term government, which uses
political, economic, and administrative
authority in managing state affairs.
Theoretically, Good Governance is viewed
by Sinambela (2006: 47) as a government
oriented process of equitable distribution of
power and authority to all elements of
society to influence decisions and policies
related to public life and all political,
economic, social and culture development in
the governance system.
3. Good Governance Principles
According to the United Nations
Development Program (UNDP) in
Sedarmayanti (2004: 9), the characteristics
or principles developed in good governance
are as follows: 1) participation, 2) Rule of
Law ), 3) Transparency, 4) Responsiveness,
5) Consensus Orientation, 6) Fairness

(equity), 7) Effectiveness and Efficiency, 8)
Accountability, 9) Strategic Servicing, and
10) Mutual Interconnection. Furthermore,
Sedarmayanti (2004: 7) considers that there
are four main elements or principles that
provide a description of public
administration that characterizes good
governance as follows: Accountability,
Transparency, Openness, Rule of Law.
4. Concept of Public Service
According to Sianipar (2001: 6),
service is a way of serving, helping to
prepare, manage, satisfying the needs, needs
of someone or a group of people. This
means that the object served is a society
consisting of individuals, groups and
organizations (a group of organization
members). Lukman (2000: 8) explains that
service is an activity or sequence of
activities that occur in direct interaction
between someone with another person or
machine physically.
While Lewis and Gilman (2005: 22) defined
public service as follows: Public service is
public trust. Citizens expect that public
services can serve with honesty and proper
management of income sources, and be
accountable to the public.
5. Principles and Principles of Public
Service
According to Law No.25 year 2009,
Article 4, the public service delivery is
based on: a) public interest, b) legal
certainty, c) equality of rights, d) balance of
rights and obligations, e) professionalism, f)
participative, g) non-discriminatory, h)
openness, i) accountability, j) facilities and
special treatment for the group, k)
vulnerable, l) timeliness; and m) speed, ease,
and affordability.
The provision of public services
must also fulfill some of the principles of
service as mentioned in KEPMENPAN
No.63 year 2003 in Ratminto and Winarsih
(2006: 22) stating that the implementation of
public services must meet the following
115
principles: a) simplicity, b) clarity, c)
certainty of time, d) accuracy, e) security, f)
responsibility, g) completeness of facilities
and infrastructure, h) accessibility, i)
discipline, courtesy and hospitality, and j)
convenience.
6. Implementation of Good
Governance Principles in Public
Service
One of the functions of government
administration conducted by the government
apparatus is the public service. Indonesian
legislation has provided the basis for the
delivery of public services is based on the
Good Governance Principles (AAUPB).
Article 3 of Law No.28 year 1999
concerning the Nation Implementation that
Free from Corruption, Collusion and
Nepotism states these principles, namely
Legal Certainty, Transparent, Responsive,
Fair, Effective and Efficient, Responsibility,
Accountability and Non-Abuse of Authority.
D. Research methods
1. Research Lokus
The research was conducted at the
Faculty of Social Sciences of Makassar State
University which was chosen purposively
by deliberate. This location determination is
also considering the condition of the area
which shows various problems with
administrative governance at the Faculty of
Social Sciences. The Study uses a
descriptive type with a qualitative approach
that emphasizes more on the disclosure of
meanings and processes relating to the
behavior and social actions of the local
academic community. A qualitative
approach is a process of research and
understanding based on a methodology that
investigates social phenomenon and human
problem. As for the details of
informants/respondents in this study are:
students and lecturers.
2. Focus Description

The description focuses on the
principles of Good Governance, among
others: a) Accountability, namely the sense
of responsibility of all management
activities undertaken by the Faculty of
Social Sciences and also clarity in making a
work program that can have benefits for the
academic community at UNM; b)
Transparency, which is an open policy for
the Faculty of Social Sciences and has a
clear standardization of rules in the
provision of services to students and
lecturers; and c) Rule of Law, namely the
clarity of standardization rules set by the
Faculty of Social Sciences in the
implementation of activities undertaken.
3. Data collection technique
Data collection in this research includes;
a) Library Research, the technique of
collecting data from various literature in
order to obtain basic equipment of theories
such as books, magazines, bulletins and
other readings relevant to the problem under
study; b) Field Research is a direct
observation of the object studied; c)
Documentation study, the technique used to
obtain data through literature review,
documents, regulations, laws and decisions
and literature; and d) Online data search,
data is collected using the same technique
employed in the Library Research. Yet,
there are differences of media as the source
of data or information. In short, this
technique utilizes online data, i.e. using
internet facility.
4. Data analysis technique
Analytical technique used is
qualitative. It is based on the development
that this research is a social research so that
it is faced with complex social phenomenon,
in addition to the fact that qualitative
method requires the researcher to use deep,
accurate, valid and honest/reliable
informants to make it easier for the
researcher to analyze data which will be
presented manually (language). Qualitative
116
data analysis will be completed by: a) Data
reduction (selecting the main points relevant
to the study); b) Display data (allows the
presentation of data through matrix and
graphs according to research needs); c)
Verification of data and conclusions (look
for the basic equations that have appeared in
the interview results) and collection is based
on the data final analysis; and d) Data
analysis will gain credibility, simplicity and
confirmability from all informants.
E. Results and Discussion
1. Research Results
Limitations and weaknesses of the
existing system at the Faculty of Social
Sciences of the Makassar State University
and the development of the environment has
led to the distrust of the academic
community, especially for students to the
faculty leadership, as well as forms of
indication of leadership failure of the Dean
of FIS in processing and advancing faculty
of Social Sciences as the leading faculty.
The leadership of FIS UNM Dean is
expected to bring a bigger change than ever
before, especially in providing services to all
academic community that exist in Social
Science Faculty. Therefore, to create a good
service in the Faculty of Social Sciences, the
following focus in this research are to be
considered:
a. Accountability
Accountability refers to the faculty
leader accountability to all employees,
lecturers, and students related activities
undertaken by the faculty. When asked
about the liability of any program of
activities to be carried by the Faculty, the
Head of Student Affairs, Mr. Sutrisno
Agussalim (interview dated 16 September
2016) stated that any activities carried out
by the Faculty is always accountable to the
faculty leaders, as well as to the Lectures in
the Faculty." In addition, based on the result
of interview conducted by the researchers

with Pak Bahtiar, staff of the development
of faculty quality assurance, implied that
"form of accountability of the Faculty when
making a program is to involve the Lectures
and staffs in all Faculty programs. This
shows that the Social Science Faculty
leaders demonstrate their sense of
responsibility from each of the activities
they have implemented (Interview on
September 8, 2016).
Judging from the opinions obtained
from the informants, the researchers also
observed that the process of accountability
of faculty on every execution of activities
that have been done at this time was not
quite good; it was due to the fact that not all
of the activities carried out were re-
discussed regarding the results of the
implementation of the activities.
b. Transparency
Transparency is a form of openness
from the institution to what has been
planned and implemented. Section Head of
Student Affairs, Mr. Sutrisno Agussalim
(interview dated September 16, 2016)
described the forms of transparency in
service to all academic community in
faculty, by stating that "the forms of
transparency that we provide in academic
service, especially to students and lecturers,
is to provide information to them about the
types of services we provide in the form of
Standard Operating Procedures (SOPs) that
have been prepared in the Faculty which
includes requirements, costs, completion
time and handling system, so there is
nothing to hide in providing services to the
students. If the issue relates to the clarity of
terms, rights and fees, such as the closing
exam handling and the graduation
registrations, are mostly well enough. This is
not the case we are talking about the
arrangement of the study fee which was not
transparent, as stated by Mr. Ruslan, the
Head of Sub-section of Equipment, as he
stated that "the problem of the study fee in
117
our Faculty is that the reality is not in
accordance with what has been promised"
(Interview, 19 September 2016).
c. Rule of law
Implementation of Good Governance
in services must also be based on the rule of
law. Operationally, the academic community
as the services receivers may obtain legal
certainty and fair sense in the process of
obtaining the services. In relation to the
sense of fairness, some student from the
Office Administrative Education program,
who is one of the selected informants in this
study, Ferdiansyah (interviewed on 21
September 2016) stated that "In my opinion,
the services given to students are sometimes
unfair. This is concluded based on fact that
some students may receive fast service while
he/she does not follow the existing
procedures while there are students who
have followed the procedure but still faced
by complicated handling in doing their
administration activities in the Faculty ".
Based on the above information, it
can be understood that although all forms of
service or occupation have legal rules in it, it
does not indicate that all execution services
provided by Faculty leaders to students and
lecturers are always implemented with the
appropriate rules. Thus, the rule of law
contained in the Faculty of Social Science
can be concluded as not been run in well
implementation.
2. Discussion
In relation to this, the leadership of
the faculty of social science is less applying
the Good Governance Principles. Based on
the results that researchers found in the field
and based on related theories, the leaders of
the Faculty of Social Sciences have also
made some improvements, especially on the
applied principles. The principles of good
governance in this research are namely:
a. Accountability

Based on the research conducted, it
can be concluded that the principle of
accountability is still not implemented well
as there are lack of sense of responsibility
possessed by the leaders of the Faculty of
Social Sciences, both in carrying out their
work and in providing services to the
students. Accountability refers to the
development of a sense of responsibility for
academicians for policy makers/decision
makers in the Social Sciences Faculty.
Particularly within the Faculty of Social
Sciences, accountability is an effort to create
systems for monitoring and controlling the
performance of Faculty employees in
relation to quality, efficiency, and
destruction of resources, as well as
transparency in financial management,
procurement, accounting and resource.
b. Transparency or Openness
Transparency can be observed in
three aspects: (1) the existence of policies
that are open to monitoring; (2) access to
information so that people can reach every
aspect of government policy; (3) enactment
of principle of check and balance between
management with subordinates. Referring to
the results of research conducted at the
Faculty of Social Sciences on the aspect of
transparency conducted by the leadership
indicates that it is still less open or
transparent to the staff, lecturers and the
students of Social Sciences Faculty.
Therefore, transparency must be
built within the framework of freedom and
information flow. Processes, institutions and
information should be freely accessible to
those who need them, and the information
should be provided adequately and easily
understood so that it can be used as a
monitoring and evaluation tool. Thus, the
students and lecturers can personally gain
clear understanding without any cover-ups
in the process of policy formulation and
action implementation.
c. Rule of law
118
The Rule of Law principle is a
condition that aims to create the condition
that the law binds to anyone, even the head
of a state, law enforcement must be without
discrimination, just and definite. In relation
to this principle, researchers found that the
principle implementation in the Faculty of
Social Sciences was still poorly enforced by
faculty leaders.
Implementation of the rule of law
should be obeyed by everyone within the
organization. The rule of law is the limit for
a person to take action. Reality in the
Faculty of Social Sciences, where the rules
that have been set by the leaders of the
Faculty, especially the rules in the issue of
service, showed that implementation of the
rule of law principle was still very poor. It is
very clear as the provision of services by the
faculty leaders to the students has not been
consistent. Thus, the students, as the
receiver of the service, experience injustice
feelings towards the leaders of the Faculty in
implementing their duty, which is to provide
good service.
F. Conclusions and recommendations
1. Conclusions
Based on the data and previous
discussion, some conclusions can be drawn
as follows: Implementation of Good
Governance Principles in Public Service in
the Faculty of Social Sciences of Makassar
State University can be described as follows:
a. Public service vertical accountability by
the Leaders of Social Science Faculty
has been run in good manner as for the
existence of the government agency
accountability report (LAKIP), while
horizontal accountability (to the
students, lectures, and faculty
employees) has not been well
implemented as seen from the accuracy
of completion in its service to students
and lecturers.

b. Transparency of service at Social
Sciences Faculty of Makassar State
University has not been well
implemented; this is seen from the lack
of transparency regarding budget
management, especially in every
implementation of activities that are
rarely reported to the people involved in
the committee.
c. The legal rules of service in the Faculty
of Social Sciences have not been well
implemented; it is felt for some students
and lecturers in terms of injustice from
the leaders in serving the students. In
addition, the legal rules that have been
prepared to be the procedures in every
implementation of service activities in
the Social Sciences Faculty were
sometimes violated by the service
providers and the local leaders.
2. Suggestions
Based on the above conclusions,
several suggestions that can be submitted as
follows:
a. Accountability of service at the
Social Sciences Faculty of Makassar
State University needs to be
improved by making a better
operational standard of service so
that the duration of service delivery
time can be completed in accordance
with the determined time duration.
b. Transparency is needed with respect
to both the costs of administrative
services and those relating to the
budget of activities undertaken by
the Faculty. Faculty leaders should
also be more open in communicating
to all lecturers and faculty staff about
the policies made by the leaders
which related to budget.
c. The rule of law of service concerning
the sense of justice in its service
needs to be improved by eliminating
service discrimination to any service
119
receivers who should be given
evenly service, whether he/she is an
acquaintance or not.
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2005. The Ethics Challenge in Public
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Public Policy, Eleventh Edition. New
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Sulistiyani, Ambar T & Rosidah. 2003.

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dalam Konteks Organisasi Publik.
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Kolusi, dan Nepotisme.

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2000 Tentang Pemerintahan yang
Baik.
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

The Enforcement Of Legal Culture In Public Service

State University Of Makassar

Muhammad Akbala, Firman Umara, Third Authorb

a
Lecturer in Civic Education Program, Faculty of Social Sciences, State University of Makassar
b
Lecturer in Civic Education Program, Faculty of Social Sciences,
State University of Makassar

Corresponding e-mail: akbalmuh@gmail.com, Firmanumar1208@yahoo.com

Abstract, Awareness of government officials in understanding and implementing the

values and norms of the applicable law is part of the legal culture and become
one decisive factor in improving the quality of public services. This is the
background that there should be efforts to strengthen the legal culture in the
public service, especially in Sub Rappocini Makassar. But the problem is how
to build legal culture that is relevant among government officials, so it can
support the creation of good public services and quality in accordance with the
demands and expectations of society. This study is normative and empirical
research in the field of constitutional law, the study includes the provision or
legislation and its application in the field of concrete. This study examines
how the cultural role of law and its implementation in order to improve the
quality of public services by the District government officials Rappocini
Makassar. The data obtained in the field will be analyzed qualitatively, to
interpret, describe, describe, and systematically arranged according to the
research objectives. The results showed that conceptually public service is a
manifestation of the state apparatus functions as civil servants or public
servants and not as masters of the country or public authorities. The values
embraced by the public as part of the legal culture plays a role as a moral
guide in the public service. Implementation of public services in the district
Rappocini realized by providing various types of services, especially related to
of licenses such as IMB, SITU, family card, or identity card. Disclosure of
information in providing services is very important because it can affect the
smooth service and time efficiency as well as useful to avoid
miscommunication.

Key words: Legal Culture, Public Servant, Rappocini, Makassar

A. Introduction implementing the values and norms valid

In this globalization era, the government
is expected to prepare all his subordinates
to improve the quality of services,
including manners in serving the public.
The ability of official in appreciate this
politeness is a form of consciousness
government officials in understanding and
law in the community. This becomes
absolute requirement to keep the image of
his agency.
Awareness of government officials in
understanding and implement values and
norms law is part of legal culture and was
one of the determining factors in

121

improvement of public service. This matter
becomes background thus there must be
cultural strengthening efforts of law in the
public service especially in Rappocini
District City of Makassar.
B. Research Problem
The problem of this research is How to
build legal culture that is relevant among
government officials, so it can support the
creation of good public services and quality
in accordance with the demands and
expectations of society?
C. Research Purpose
The research purpose is to find the role
of legal culture to improve the quality of
public service by government officials, and
how the implementations of the public
service form by the government in
Rappocini District.
D. Theoretical Background
Law enforcement (law enforcement) is a
series of process to outline value, ideas,
ideals, and legal purposes. Ideals or legal
purposes contain moral values, namely
justice (Rechtsvaardigheid), certainty
(Rechtszekerheid), and significance
(Doelmatigheid)1. The existence of law
recognized when moral values are
contained in the law is able to be
implemented. Failure law in implementing
moral values will cause distance and
isolation from community.
Policing responsive could be described
as current needs, if law still be regarded as
the forefront in social life, national and
state. In this case law must be able to
respond to the citizens desire to materialize
peace in intercourse social life. To become
evident policing responsive, it needs
progressive law.
1 4
Soedjono Dirdjosisworo, Pengantar Ilmu
Hukum, Jakarta: CV. Rajawali, 1984, hlm.
127.
122
The word of progressive comes from
Britain that is progressive which means
forward (an adjective)2. Based on that,
Satjipto Rahardjo3offers progressive legal
theories. The core of progressive low is
located on thinking and acting progressive
which escape her from legal document,
because ultimately the law it is not for the
text of a law, but it is to happiness and
welfare of humans. Public service is a form
of law enforcement in order to meet the
people needs as well as implementing the
regulations of constitution. According to
Moenir (1998: 26), public service is
activities by someone or a group of people
with the factors material through a system,
procedures and a particular method in order
to meet the interests of others
corresponding their rights4
Based on the provisions of article 1 law
Number 29, year 2009 about public
services, it was stated that the public
service is the activity or a series of
activities in the context of fulfilling service
needs in accordance with the constitution
for each citizen and for goods, services, and
administrative/or services provided by the
public services. The organizers public
service is any institution organizers of the
state, corporate, an independent agency that
formed based on the constitution for public
services, and legal entities formed solely
for the activities of public services.
2
Reality Team. 2007. Advanced Dictionary
English-Indonesian, Indonesia-English.
Penerbit: Reality Publisher, tanpa tempat
penerbitan. Hlm. 352
3
Satjipto Rahardjo. Konsep dan Karakteristik
Hukum Progresif. Makalah Dalam Seminar
Nasional Hukum Progresif I, Diselenggarakan
oleh Fakultas Hukum Universitas Diponegoro
Bekerjasama dengan Program Doktor Ilmu
Hukum Universitas Diponegoro dan Fakultas
Hukum Universitas Trisakti, Jakarta di
Semarang, 15 Desember 2007. Hlm. 11.
Moenir, H.A.S. 1990, Pendekatan Manusiawi
Dan Organisasi Terhadap Pembinaan
Kepegawaian, GunungAgung, Jakarta.

As an effort to clarify rights and
responsibilities of citizens and population
and the formation of the responsibility of
the state and corporation in public service,
it needs norm law that gives setting in a
clear manner. Hence based on the provision
of Article 3 Constitution Number 25 years
2009 about Public Service (UUPP),
specifically formulated purpose UUPP as
follows: (1) the formation of scope and
clear relation between responsibility,
obligation, and authority all parties that
related with the public service; (2) the
formation of public service system in
accordance to common principles of
government and good corporate; (3) the
fulfil of public service in accordance
constitution , and (4) the formation of
protection and legal certainty for the
community in the public service
E. Research Method
This research is normative and empirical
research in the field of law state
administration, that discuss about provision
or the rules of constitution and its
application in the field in concrete way.
This research is discuss about how the role
of legal culture and its implementation to
improve the quality of public service by
government officials in Rappocini District
City of Makassar. The data that obtained in
the field will be analyzed qualitatively, by
interpreting, outlining, detailing, and
arrange them systematically in accordance
with research purpose.
F. Research Result and Discussion
The research result showed that
conceptually public service is embodiment
from government official as state servant or
public servant, and not as a sovereign state
or ruler of community. The values that
adopted by community is a part from legal
culture that had a role as a moral guide in
the public service.
Some principles are adopted by the
people in South Sulawesi as part of culture
123
values and in accordance as basis in
embodying public services to the
community as follows: getteng, lempu and
adatongeng. Abu Hamid outlines that
getteng is obedient principle or consistent.
This attitude must be enforced both
utterance and attitude. The opponent of this
attitude is utterance or inconsistent.
Next principle is lempu that is being
honest and talk well both ourselves nor
anybody else. The last principle is
adatongeng that is the attitude to speak the
truth. However, a matter is difficult or hard,
we have to speak the truth. Lying is the
beginning of immoral attitude. Once we
lying to another and someone heard us, we
cannot be trusted again. The factors that
had a role in supporting the qualified public
are described in this following chart.
Rules/Law
Law as Law as
social social
imitation imitation
instrument instrument
Government official
Legal Culture Competence
Society
Hard and
Moral
Public Services Quality soft skill
Guide
Chart 1
The factors that had a role in supporting
the realization of public service quality
The government as a state servant are
required to integrate between the rules of
law with moral values which adopted by
the local community and to implement it in
the public service. It is aimed to avoid
conflict between patterns of behavior
government officials with cultural values
which is embraced by the community. The
efforts of integration between values that

become guide in the public service,
knowledge about rule officials that become
legal basis and increase capacity and
insight government officials about a
ministry, good service and good quality can
be pursued through education and training,
so that government officials competence
can increase. This education and training
can contain a topic about:
The values that become guidelines
in providing service to the public.
The rules that become legal
umbrella for public service
Good service and quality service
criteria
Increasing perspectives and
knowledge about good service and
quality service
The implementation of public services
in Rappocini District is embodied by
providing various types of services
especially in relation licensing like IMB,
SITU, family card, and identity card. The
transparency information in providing
services is very important that could affect
the service and efficiency time and useful
to prevent miscommunication. From the
information above, it can be understood
that public service by government
bureaucracy is a form of embodiment of
function state officials as the public servant
beside as the state servant. The concept of
government as the public servant or the
state servant is the opposite of practices
that develops so far that the government is
the state or ruler community, so that all of
his interest must be served and he not
serves the society. However, the service
principles that developed by government
institutions is not exactly the same with
non-government institutions.
In the end, the most basic process in
good public services is changing think
orientation of government officials
formerly act as a king officers to be state
servant or community servant.
G. Conclusion
124
The values that are embraced by the
community as part of legal culture (getteng,
lempu, adatongeng, temmapasilaingeng,
and sipakatau) had a role as a moral guide
in the public service. Conceptually public
service is the embodiment of the function
from the government official as the state
servant or public servant. This is the
opposite of understanding that develops so
far which the government was the lord state
or ruler of community, so that all of his
interest must be served and he not serves
the society. The implementation of public
services in Rappocini District is embodied
by providing various types of services
especially in relation licensing like IMB,
SITU, family card, and identity card. The
transparency information in providing
services is very important that could affect
the service and efficiency time and it useful
to prevent miscommunication.
H. Suggestions
The transparency information about
various types of the services that provided
by the Rappocini district office still need to
be increased, especially about the
procedures and requirements are needed to
take care various licensing issued by the
district government. This transparency
information can be fulfilled by making
website specifically contain about
information from a range of services public
given by government Rappocini District.
Thus, the people who need information can
be easy to access it via internet.
I. References
Agung Hendarto dan Nizar
Suhendra,2002. Good Governance dan
Penguatan Institusi Daerah, Jakarta:
Masyarakat Transparansi Indonesia (MTI).
Agus Dwiyanto (et.al.), 2007. Kinerja
Tata Pemerintahan Daerah di Indonesia,
PSKK UGM bekerja sama dengan
Kemitraan. Yogyakarta.
Bernard L. Tanya. 2006. Hukum,
Politik dan KKN. Srikandi. Surabaya.

Irawan, F. 2002, Sepuluh Prinsip
Kepuasan Pelanggan, Gramedia, Jakarta.
Joko Widodo, 2001. Good Governance
(Telaah dan Dimensi Akuntabilitas dan
Kontrol Birokrasi Pada Era Desentralisasi
dan Otonomi Daerah), Insan Cendekia,
Surabaya.
Lalolo Karina, 2003. Indikator dan
Alat Ukur Prinsip Akuntabilitas,
Transparansi dan Partisipasi. Bappenas.
Jakarta,
Lawrence M. Friedman, 1984.
American Law: An Introduction, (New
York: W. W. Norton & Company).
Menteri Penertiban Aparatur Negara.
1993, Keputusan Menpan Nomor 81 Tahun
1993, Tentang Pedoman Tatalaksana
Pelayanan Umum, Menpan, Jakarta.
Moenir, H.A.S. 1990, Pendekatan
Manusiawi Dan Organisasi Terhadap
Pembinaan Kepegawaian, Gunung Agung,
Jakarta.
Muin Fahmal, 2008. Peran Asas-Asas
Umum Pemerintahan yang Layak Dalam
Mewujudkan Pemerintahan yang Bersih.
Kreasi Total Media. Yogjakarta.
M. Ryaas Rasjid, 1998. Desentralisasi
dalam Menunjang Pembangunan Daerah
dalam Pembangunan Administrasi
diIndonesia, Pustaka LP3ES. Jakarta.
Nyoman Nurjaya. 2007. Reorientasi
Paradigma Pembangunan Hukum Negara
dalam Masyarakat Multikultural:
Perspektif Hukum Progresif. Makalah
dalam Seminar Nasional Hukum Progresif
I, diselenggarakan oleh Fakultas Hukum
Universitas Diponegoro bekerjasama
dengan Program Doktor Ilmu Hukum
Universitas Diponegoro dan Fakultas
Hukum Universitas Trisakti, Jakarta.
Semarang, 15 Desember 2007.
Reality Team. 2007. Advanced
Dictionary English-Indonesian, Indonesia-
125
English. Penerbit: Reality Publisher,
Jakarta.
Ridwan HR. 2006. Hukum
Administrasi Negara. PT. Raja Grafindo
Persada. Jakarta.
Sadu Wasistiono. 2003. Kapita
SelektaPenyelenggaraan Pemerintahan
Daerah, Fokus Media, Bandung.
Satjipto Rahardjo. 2006. Membedah
Hukum Progresif. Penerbit Buku Kompas.
Jakarta.
______________.2007. Konsep dan
Karakteristik Hukum Progresif. Makalah
Dalam Seminar Nasional Hukum Progresif
I, Diselenggarakan oleh Fakultas Hukum
Universitas Diponegoro Bekerjasama
dengan Program Doktor Ilmu Hukum
Universitas Diponegoro dan Fakultas
Hukum Universitas Trisakti, Jakarta di
Semarang, 15 Desember 2007.
______________2004.Hukum
Progresif (Penjelajahan Suatu Gagasan).
Makalah disampaikan pada acara jumpa
alumni Program Doktor Ilmu Hukum
Undip Semarang tanggal, 4 September
2004.
Sirajjudin, Didik Sukriono dan
Winardi, 2011. Hukum Pelayanan Publik
Berbasis Partisipasi dan Keterbukaan
Informasi. Setara Press (Kelompok Insrans
Publishing). Malang.
Soedjono Dirdjosisworo, 1984.
Pengantar Ilmu Hukum, CV. Rajawali.
Jakarta.
Soerjono Soekanto, 1983. Faktor-
Faktor yang Mempengaruhi Penegakkan
Hukum, PT. Raja Grafindo Persada,
Jakarta.
 The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Models design of spiritual therapy

For development of quality of soul and character of students

Ahmad1), Husain Anandtama Lutfi2)

Faculty of Psychology, State University of Makassar Indonesia
e-mail: Ahmadrazak71@yahoo.co.id

Abstract: This study aims to 1) design module spiritual therapy as a model of life
quality and character development of students. 2) determine the validity
of spiritual therapy module that has been designed. 3) Knowing the
response of student assessment on the implementation of spiritual
therapy. Spiritual therapy module validated by three experts, namely:
psychologist; Islamic religious scholars; and expert guidance and
counseling. The module is tested on 30 students of SMAN 11 Makassar
who have been purposive random sampling. The results of this research
are: 1) Model therapies spiritual has been designed, arranged in the form
of modules consisting of: background, theoretical basis, models and
dimensions of therapy, the stages of therapy, and assessment of therapy
2) The three experts have given judgments, namely: psychologist give
3:40 (fit for use), an expert in Islam gives the value 3.70 (very decent
used), and the expert guidance of Counseling give 3:55 (very decent
used). 3) The results of spiritual therapy trials on 30 students showed
that 11 people judging Good and 19 assessing Very Good.

Keywords: Spiritual Therapy Model, Quality of soul, Character

INTRODUCTION considered incompatible with age, so

Crucial question facing the world today
is the issue of education that is increasingly
prevalent delinquency done by the students.
Kartono (1998), found more delinquency
refers to a form of deviant behavior, which
is the result of mental and emotional
upheaval that is very unstable and
defective. Bynum and Thompson (1996),
defines the behavior of delinquency in three
categories, namely: the legal definition, the
role definition, and the definition of societal
response. Here the meaning is intended:
a. The Legal Definition. Legally behavior
delinquency is defined as any behavior
that could be a crime if committed by an
adult or behavior by the juvenile court
that the child is considered behavior,
delinquency by a ban imposed by law
status of criminal behavior of
government.
b. The Role Definition. In the role of a
more focused meaning delinquency
behavior as antisocial offenders. This
notion refers to an individual who
maintains form delinquency behavior in
a fairly long period of time, so that the
lives and identities of his personality is
formed of deviant behavior (deviant).
c. The Societal Response. In societal
response, emphasizing the consequences
as a result of an action and/or an
offender who is considered a deviant
behavior or delinquency, where the

266

audience to observe and appraise the
behavior. Audience is a social group or
community where the offender is a
member.
The survey ever conducted at 20 from
high schools in the city of Makassar
showed that among students have been
doing disrespectful behavior towards
teachers and parents, promiscuity, watching
pornographic films, LGBT, abuse of
narcotics, and fights (Ahmad 2017).These
survey results confirm the results of
research Aroma and Suminar (2012);
Unayah and Sabarisman (2015) which
explains that behavior delinquency
committed by teenagers is getting increased
very alarming, such as substance abuse,
promiscuity, skipping school, fighting,
leave without permission, reading /
watching things a porn, speeding (robber),
alcoholism, premarital sex, stealing,
abortion, gambling, and crime of murder.
This kind of behavior is an indication of
the weakness of character among students.
According Hidayatullah (2010) character is
a quality or mental or moral strength,
character individual who is a special
personality that drives or drive, and that
differentiates it from other individuals.
Musfiroh (Walid, 2011) character refers to
the set of attitudes, behavioral, motivation,
and skills. People whose character is the
personality, behavior, character, temper,
and character. According Lickona
(Megawangi, 2004) a person of good
character certainly have a good mind
(thinking the good),had a good feeling
(feeling the good), and well-behaved
(acting the good). In other words, a good
character is harmony between knowing the
good, desiring the good, and doing the
good. Because the character is defined as
the integrity of the knowledge of the good,
want to do good, and proven in the real
action well behaved.
267
Both the poor moral character of every
teenager is highly dependent on high or low
quality of soul as the internal elements of
human psychologist. Berkowitz (2002) says
that moral character is "the hallmark of an
individual's psychological affecting the
ability and propensity of the person to
function morally. According to the
Infallible (2003) that the deviation of
morals can occur because of a spiritual
crisis and poor quality of soul.
According to Azmi (2009) Quality the
human soul is the capital of beings who can
lift and lower the dignity of the human
being. According Karzon (2010) Quality of
soul is a state of internal potential of the
human person can improve and can destroy
themselves. According to Mubarok (2009)
that the soul is the core of the human causes
different qualities with other creatures,
namely that causes humans are able to
develop ideas, to think and reflect, then
with ideas and thoughts that humans take a
decision. an important factor in this regard
is how humans are able to control their
individual character as well as
responsiveness to their surroundings before
making a action. The quality of one's soul
can be increased and may also decrease,
and was strongly associated with a system
that involves a series of nature and human
nature. Psychology and religious
perspective asserts that the construction
quality of soul is very important, because
the quality of soul which will result in
personal mature, intellectually, emotionally
and spiritually. As has been stated
previously that the soul is a potential that
can cause human behavior to be good or
bad.
Along with the complexity of the
behavior of delinquency vulnerable
happened to the students, necessary
interventions which are able to develop the
quality of soul and character they are to be
the generation that moral and virtuous
 268

noble. Based on this, it designed a model of a. Introduction which includes: the

spiritual therapy that can be used as an background, the goal of therapy,
alternative handling of the problem of therapeutic methods of implementation,
juvenile delinquency. basic implementation of the therapy, the
therapist team, location and duration of
METHODOLOGY therapy.
b. Models and dimensions of therapy, at
This research is an R & D (Research & this portion described on the approach
Development) is the research methods used used in the therapy and the therapy
to produce a specific product and test the process. The targets include the
effectiveness of these products (Sugiyono dimensions spiritual aqal therapy, qolb,
2015). The resulting product of this and nafs. The following models and
research is the Spiritual Treatment Module dimensions of spiritual therapy:
to develop the quality of soul and character
of students.
This study has recently come to the two
stages, namely: 1) the design model that has
been validated by three experts
(psychologists, an expert on Islamic
religion, and expert guidance counseling),
2) group trial is limited to 30 high school
students in the city of Makassar.
The formula used to add ratings and Figure 1. Model and dimension of spiritual
therapy
validity of expert mengategorisasikan
results are as follows (Zaenuddin, et al, c. spiritual therapy stages
2011): include:recitations of al-Quran,
FS = W x S = __ = __ tausiyah, dzikr, prayer, muhasabah, and
100 100 counseling.
Explanation: d. Rate spiritual therapy,intended to
FS = Final Score W = weighting S= Score elicit a response from the participants of
the spiritual therapy that run.
Scores given are the numbers 1 through
4. The results of the assessment categories 1.2.Assessment of three experts to
modules spiritual therapy
are:
Very Good (VG) = 3:51 - 4:00 Design spiritual therapy has been refined
Good (G) = 2.76 - 3:50 and evaluated by three experts, namely
Enough (E) = 2:00 - 2.75 psychologist, an expert on Islamic religion,
Less (L) = 1.99 and expert guidance counseling. Following
the assessment of the three experts:
RESULTS AND DISCUSSION
Table 1. Assessment of Psychological Expert
1.1.Module Spiritual Therapy for the No. Aspect W S WxS Info.
1. Introduction 20 3 60 340=3,40
development of quality of soul and 100
2. Model therapy 40 3 120
character of students. 3. Steps 30 4 120
4. Evaluation 10 4 40 Good
Spiritual therapy module consists of five Total 100 14 340
compositions, namely:
 269

Table 2. Assessment of Islamic Religious Scholars of the expert assessment theoretically

No. Aspect W S WxS Info. eligible to apply. No matter how the team,
1. Introduction 20 3 60 355=3,55
2. Model 40 4 160 100 according to one expert mentioned that
therapy although theoretically modules have been
3. Steps 30 3.5 105 Very eligible to apply, but success in its
4. Evaluation 10 3 30 Good application is determined by the team that
Total 100 13.5 355 runs the therapy as well as the results of the
Table 3. Assessment of expert guidance and counseling
application in the field. So the treatment
No. Aspect W S WxS Info. team must be trained and competent
1. Introduction 20 3 60 370=3,70 professionals.
2. Model therapy 40 4 160 100 Based on qualitative expert judgement
3. Steps 30 4 120 mentions that spiritual therapy that has been
4. Evaluation 10 3 30 Very
Good
developed for the development of the soul
Total 100 14 370 and character of students can be applied to a
number of considerations, namely:
Based on assessment of the three-three a. The module has been built therapy can
experts, spiritual therapy module unfit for be precisely targeted.
use as a model for the development of life b. The module content can be done with
quality and character of students. either therapy.
c. Fill the therapy module according to the
1.3. The response of students to the set time.
implementation of spiritual therapy. d. Fill the therapy module can change to
improve the quality of soul and
Here are the responses 30 students who character.
participated in the spiritual therapy. e. Fill the therapy module can increase
awareness of students participate in
Table 4. Response of students to the implementation of therapy.
spiritual therapy f. Fill the therapy module includes
Scoring
No. Therapy Activity spiritual and psychological basis. It is
L E G VG
1. Right on Target - - 25 5 excellent in combining religion and
Duration of psychology in the therapeutic process.
2. 2 28 - -
Implementation Guided to view Borg and Gall
3. Steps - - 7 23 (1983) that the results of expert assessment
4. Punctuality - 2 20 8
5. Impression - - 19 11 can be used as a basis for determining the
validity of a module. Such a procedure has
Based on the above table shows that the been done other researchers to build and
average student and very good judge of the develop a model, such as the study of
whole series of spiritual therapy. Truth, (2015) the design of the model
The results of spiritual therapy model development tools stroke therapy non
development research shows that this model pharmacological
is feasible to proceed on the effectiveness Assessment is very consistent with the
of the test phase. view Rusell (Ahmad 2007) which states
Results of statistical analysis is based that anything module is considered to have
on three categorization as eligibility validity if meet five criteria, namely: should
determination module testing that module is the right target population, the situation is
a legitimate spiritual therapy. Total scores satisfactory execution module, adequate
obtained from three experts, two experts time in the run, managed to improve
give very good categories (VG) and an
expert give a good category (G). The results

performance, and managed to change the
attitude towards the more brilliant.
CONCLUSIONS
The conclusion that can be drawn based on
the results of this study are:
1. Built up a spiritual therapy model for
the development of the soul and
character of students.
2. Islamic religious scholar and expert
counseling assess Very Decent (SL) and
psychologists have assessed Worth (L)
design model of spiritual therapy for the
development of the soul and character
of students.
3. Students of 30 people who participated
in the trial (Try out) gave a positive
response to palekasanaan spiritual
therapy.
ACKNOWLEDGMENTS
Speech award of magnitude to:
1. Kemenritek Higher Education, which
has funded this research.
2. Dean of the Faculty of Psychology at
UNM who have been recommended to
follow the activities of the international
seminar.
3. Committee of the International
Conference on Education, Science, Art
and Technology (ICESAT), which has
included in the scientific arena.
Hopefully this is a good deeds for us all.
Amen.
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Malaysia.
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Relationship Between Level of Self-
Control Behavior With Juvenile
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Educational Psychology and
Development, 1 (02): 1-6.
Azmi, I.A.G. (2009). Human capital
development and organizational
performance: a focus on Islamic
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Borg, W.R & Gall, M.D. (1983).
Educational Ressearch: an
introduction. 3rd ed. New York: David
MCKay.
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complete moral person. In L. Nucci
(webmaster), Studies in Moral
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University of Illinois. Retrieved
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Bynum, J. E, and W. Thompson. (1996).
Juvenile delinquency: Sociological
Approach. Boston: Allyn and Bacon.
Hidayatullah, Furqan. (2010). Character
Education: Building a Nation
Civilization. Surakarta: Yuma Library.
Kartono, K. (1998). Social Pathology 2.
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Human Liberation. Surabaya: Student
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Megawangi, Rachael. (2004). Character
Education: The Right Solution for
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 The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017
habitual patterns or ways of using ability,
Learning Style inlearning and processing of information
Teaching:
An Effort Understanding the Characteristics of Learners in Early Learning

Muhammad Raisa and Farida Aryanib

a,b,
Universitas Negeri Makassar, Jalan Andi Pangeran Pettarani, Makassar, Indonesia

Corresponding e-mail: m.rais@unm.ac.id

Abstract: Learning styles become one of the interesting variables to study, because it deals with one's
cognitive style in optimizing its cognitive strategy. Learning styles are an individual way of
gaining knowledge and skills in academic achievement. This paper examines the different
types of learning styles that can be used as a reference in getting to know the early
characteristics of learners based on their learning styles. The learning styles are: 1) Claxton
and Murrel's learning styles, 2) Perry's learning style, 3) Honey and Mumford Learning
styles, and 4) David Kolb's learning style. Theoretically this learning style is believed to
facilitate the individual way in processing and transforming knowledge information,
attitudes and skills in learning.

Keywords: Learning Style, Characteristics Learners

.
1. INTRODUCTION
Kata Kunci: Pembelajaran Inkuiri, Gaya Belajar, Kemampuan Menggambar Teknik
The learning conditions as factors
influencing the effect of methods in
improving learning outcomes are classified
into three, namely: 1) the purpose and
characteristics of the field of study, 2)
constraints and characteristics of the field
of study, and 3) the characteristics of
learners Reigeluth and Merrill (1979).
Characteristics of learners is a quality of
individuals related to talent, interest,
motivation, goal orientation, intelligence,
learning styles and learning outcomes that
have been owned.
Learning style is an interesting
variable to be studied, as it relates to one's
cognitive style in optimizing cognitive
strategy. According to Pritchard (2008),
learning styles are an individual way of
gaining knowledge and skills that
contribute to academic achievement.
Learning styles as one of the factors
that influence learning outcomes are
characteristics that show a person's
(Winkel, 1989; Kolb, 1984; Sternberg &
Zhang, 2000; Santrock, 2007; Lee, 2005).
Learning styles contain several
components, including cognitive style and
learning type (Riding and Pearson (1994),
Winkel, (1989). According to Riding and
Pearson (1994), learning styles are an
individuals repertoire of learning
strategies (the ways in which learning
tasks are habitually responded to)
combined with coghnitive style (the way
information is organized and represented).
Learning styles describe individual
differences that show the preferred way of
learning and in processing information
(Salkind, 2006).
Learning styles are a way that learners
use to understand something in the
learning process to achieve academic
achievement (Keefe, 1990, Raiff, 1992,
Yuson, (2005). The learning style relates
to the way students manage in the face of

259

problems. according to Yuson (2005)
helps many learners in solving problems.
This paper is inspired by the problems
faced by learners, namely: 1) many
learners who do not know how to learn
meaningful and 2) can not focus good
attention. It recommends the importance of
knowing the different types of learning
styles of learners. Understanding the
learning style of learners well will be able
to help educators understand the
shortcomings that occur in learners Raiff
(1992). Knowing the learning styles of
learners, will help educators in providing
appropriate learning strategies to apply for
learners in a lesson.
2. METHODS
This article uses an in-depth literature
study of the various sources of learning
style theory. The literature study is done
by comparing and analyzing the theoretical
literature sources about learning styles.
Sources of literature in the form of books,
articles of national and international
journals both in print and electronic
versions relating to research problems.
Theories obtained are used as the basis for
reference in the development of related
learning styles in teaching.
3. RESULTS AND DISCUSSION
Learning styles are known as factors
that contribute to the individual's academic
achievement. There are several types of
learning styles already known in the
literature review. Some of them are
Salmes's learning style in Yuson (2005)
which states there are five elements of
learning style, namely deep learning style,
surface learning style, motivational
learning style, organized learning style,
and hardworking learning style.
Some learning styles are often
encountered in learning practices as
follows:
1. Learning Styles Claxton and Murrel
260
Claxton and Murrel in Zaini (2002)
found at least sixteen styles of learning
styles and grouped them into four general
categories. First, the personality model
relating to basic personality characteristics.
Second, the information processing model
describes how people acquire and process
information. Third, the social interaction
model emphasizes how students interact
and behave in the classroom. Fourth, the
instructional preferences model that
focuses on learning media occurs such as
listening, reading, experiencing directly.
According to Zaini (2002), students
are in continuum, on the one hand,
students view the situation in its totality,
see the whole pattern, or gestalt. They see
the forest rather than the trees inside. Such
students are called sensitive fields that
have characteristics, among them, tend to
be friends, prefer to study social materials,
such as social studies, social sciences, and
literature. Instead, they have difficulty in
observing the details and studying the
structured material. For example, students
with field sensitive learning styles may
have difficulty understanding the
mathematical problems because they can
not identify and distinguish between
relevant and irrelevant information.
Finally, they are more responsive to praise
and encouragement and more easily
influenced by criticism. Characteristics of
this learning style is characterized by a
high curiosity, independent, but less
disciplined. They are also more task-
oriented. They learn better with
unstructured tasks, such as problem
solving. On the other hand, they have
difficulty in learning social materials and
working with others. They do not require
praise and encouragement and are not
affected by criticism.
Some studies show that boys are
generally more field independent, which
then gave birth to different parenting
patterns. Some scholars argue that it
relates to one's cultural heritage. For
example, among American youths of
Mexican descent and of African descent,

they are more field sensitive than the
majority of American society (Zaini,
2002). Although all the time a person can
be more or less field sensitive or field
independent, every human tend to remain
and not the same with each other.
2. Perry Learning Style
Another somewhat different model
was put forward by Perry in Zaini (2002).
He argues that students develop through
nine different stages of development,
which are then summarized into three
stages. Through this stage a student
changes his ability to understand the
difference in information and knowledge,
to understand the roles of lecturers and
students, and to make decisions in social
complexity and personal life.
1. The first stage is called dualism which
is marked by a black or white world
view that is completely wrong.
Knowledge is seen as a collection of
facts to be memorized and educators
are figures who are authorized to
provide all the answers.
2. The second stage is called multiplicity
that learners consider the uncertainty
of the knowledge they receive, all
opinions are considered equal.
Learners can recognize the diversity of
opinions and views about an issue.
Learners in this position will always
raise their hands in class discussions or
in debates because they see such
activity solely as an equally acceptable
expression of difference of opinion.
The opinions of educators and learners
of both are equally appreciated.
3. The third stage is called relativism ie
learners can understand that facts often
related to context and decision-making
should be based on logical or
consistency criteria. Learners at this
stage solely as people who have more
experience in a particular discipline.
Compared to the previous two stages,
at this stage they are better equipped to
develop rational discourse skills,
support the establishment with
261
evidence, and use logic to criticize
ideas and opinions. They learn more
through discussions to get an
opportunity to practice their skills and
understanding.
4. Learning Style Honey and
Mumford
The next learning style model is the
learning style of Honey and Mumford. The
learning style expressed by Honey and
Mumford in Pritchard (2008) are activist,
reflective, theoretical and pragmatic
learning learning style. Pritchard (2008)
describes the learning styles of Honey and
Mumford models in the form of images as
follows:
Figure 1. Dimensional learning styles of Honey and
Mumford
a) Activist Learning Style
According to Honey and Mumford in
Nor bin Ihkasan (2005), someone who has
an activist learning style likes to actively
and actively engage in learning activities.
These students usually have an attitude of
impatience and haste. This right is caused
by high curiosity about new problems.
They are also fond of looking for new
experiences, always excited, open minded,
have strong self motivation and always
take initiative to solve their own problems.
According to Nor bin Ihkasanan
(2007), activist learning style is suitable to
choose engineering majors. Activist
learning styles will learn more memorable
if in learning, given the opportunity to use
equipment and work in groups. In

addition, students also need to be active by
involving themselves in learning activities
undertaken.
b) Reflective Learning Style
Honey and Mumford in Nor Bin
Ihkasanan (2007) explain learners who
have reflective learning styles prefer to
pay attention, think and make self-
reflection to what is around it. They have
their own ideas, pay attention, find
solutions, interpret, assess and make self-
reflection with the thinking skills it has.
Learners in this group have critical
thinking skills and creative, like to
interpret and assess a problem from
various perspectives, principles, decisions
or projects, make self-reflection,
cautiously, think carefully about the
options before making a conclusion, learn
and make work systematically.
In doing a job or solving various
problems, these learners need sufficient
time to make preparation work, have a
careful attitude, be alert and carefully
think through the options especially in
practicing workshops at Honey and
Mumford in Nor bin Ihkasanan ( 2007).
c) Theoretical Learning Style
Learners who have a theoretical
learning style are fond of using principles
and theories to make conclusions about a
problem. Students of this group integrate
the results of knowledge in a logical order
and think of a problem following certain
steps and are logical. They are more
disciplined, have objective judgment,
rational and logical thinking, are less
creative because they emphasize the use of
the left hemisphere, are fond of exploring
the causes and consequences of an
applicable problem and are interested in
studying the phenomena prevailing in the
wild around Honey and Mumford in Nor
bin Ihkasanan (2007 ).
Learners who apply this learning style
more emphasize the theoretical aspects in
their learning. In understanding an in-
depth concept, learners of this type of
262
habit are applying theory as the underlying
concept of the problem being studied.
According to Julie in Nor bin Ihkasanan
(2007), learners who apply this learning
style have power when in a research
situation, designing with models, concepts,
theories and systems when asked to
understand and take part in complex
situations.
In conducting the study, students of
this group are happy to create and test
hypotheses to draw conclusions based on
the evidence obtained. This fact is
supported by Honey and Mumford in Nor
bin Ihkasanan (2007), which suggests that
students who apply theoretical learning
style use more rational and logical
thinking.
In addition, learning in the technical
field not only requires an activist learning
style, and reflective, but learners also need
to be theoretical. Theoretical learners will
be disciplined in learning activities.
Rosewell in Nor Bin Ihkasanan (2007),
states that a student who has a theoretical
style of learning will learn easily if they
understand the theory and concept of a
topic in comparison to their active
involvement in learning activities.
d) Pragmatic Learning Style
Honey and Mumford in Nor bin
Ihkasanan (2007) say pragmatic learners
are more practical and concerned about the
truth than existing theories, laws or
principles. They prioritize the application
of theories, laws or principles that exist in
real situations, and try as much as possible
to realize ideas, theories or some ideas that
are technical. In addition, they are also
more expressive than creative and likes to
make comparisons. Learners in pragmatic
learning styles like using concrete
materials to run learning activities.
Pragmatic learning style is more
emphasis on learning through experience
(experiental learning), because according
to Honey and Mumford Nor bin Ihkasanan
(2007), students who are pragmatic can
master a subject that is learned easily after

through practical sessions and theory.
Pritchard (2008) says that this learning
style will lead learners to be more
practical, like trying ideas, theories, and
techniques in learning.
4. Learning Style of David A. Kolb
Kolb's learning style model (1984)
emphasizes more on the activiy-centered
styles by identifying the four phases of
learning. At each learning phase there is a
different process and ability to acquire new
information or skills. Kolb (1999) suggests
the existence of four poles (a-d) that
illustrate a person's tendency in the
learning process. The tendency of a person
to run the habit of learning according to
Kolb is usually not dominant at one
particular pole, therefore the result of this
learning style measurement will be
represented by four types of learning style:
1) poles of concrete experience (CE) and
reflective observation (RO) represented by
learning style Diverging, 2) reflective
observation (RO) poles and abstract
conceptualization (AC) are represented by
assimilating learning styles, 3) Abstract
conceptualization (AC) and active
experimentation (AE) poles represented by
converging learning styles, and 4) active
polarization experiments (AE ) and the
conrcete experience (CE) is represented by
the accommodating learning style. The
four poles of the learning style are
described as follows:
(a)
(c)
(d)
(b)
Figure 2 Dimensions of learning style Kolb (1999)
263
Based on figure 2, Kolb (1999) explains
from each pole as follows:
a. Pole Feelings/Feeling (Concrete
Experience)
Individuals learn through feelings, by
emphasizing the aspects of concrete
experience, more concerned with
relationships with others and sensitivity to
the feelings of others. In the learning
process, individuals tend to be more open
and able to adapt to the changes it faces.
b. Polar Thinking (Abstract
Conceptualization)
Individuals learn through thought and are
more focused on the logical analysis of
ideas, systematic planning, and intellectual
understanding of the situation or subject
matter encountered. In the learning
process, individuals will rely on systematic
planning and develop theories and ideas to
solve the problems it faces.
c. Pole Observation / Watching (Reflective
Observation)
Individuals learn through observation,
emphasis on observing before judging,
listening to a case from various
perspectives, and always listening to the
meaning of the things observed. In the
learning process, the Individual will use
his thoughts and feelings to form opinions.
d. Pole Action / Doing (Active
Experimentation)
Individuals learn by action, tend to be
strong in terms of ability to carry out the
task, dare to take risks, and influence
others through his actions. In the process
of learning, the child will appreciate his
success in completing the work, his
influence on others, and his
accomplishments.
Further Kolb (1984) developed four
phases of the learning cycle and identified
the following four learning styles:
1. Converging: these types are those who
rely on abstract conceptualization and
active experimentation; they are happy to

find concrete answers and move quickly to
find problem solving; they are very good
at defining problems and making
decisions; they are not emotional; they
prefer to work with ideas rather than
working with others.
2. Diverging: these types are those who
use concrete experiences and reflective
observations to generate ideas; they are
good at brainstorming and making
alternatives; they are most happy to
interact with others.
3. Assimilating: these types are those who
rely on abstract conceptualization and
reflective observation; they are happy to
assimilate information and rearrange it
with proper logic; they are good at
planning, developing theories and creating
models, but are less interested in applying
theory in real life, they learn well by
reading, listening, observing, and
contemplating the information obtained.
4. Accommodating: these types are those
who learn well by using concrete
experience and active experimentation;
they often use trial-and-error strategies
rather than read their instructions first, or
intuition to solve problems, they tend to
take risks and get into the problem, they
are good at adapting to new situations.
In class activities, converging learners
tend to prefer solving problems with
definite answers. Diverging divergent
learners tend to benefit more from
discussion groups and work on projects
collaboratively. Students assimilating tend
to feel very comfortable observing, paying
attention to role play (role play) and
simulation in the classroom, and create
concepts. Attached learners are more likely
to be on the move, being good players in
role play, group work, simulations, and
field trips.
Kolb in Yildirim (2010) suggests that
Individuals with diverging learning styles
are more likely to learn through
observation, individuals with converging
learning styles tend to learn through
action, individuals with assimilating
learning styles tend to learn through
264
thinking, and individuals with
accommodating learning styles tend to
learn through feelings.
4. CONCLUSION
Based on the result of the writing which
has been described above, it is concluded
that learning style is a characteristic
variable of learners which theoretically has
an important role in determining the way
one manages knowledge information,
attitude and skill. The way individuals
learn to acquire knowledge, attitudes and
skills and transform them into academic
practice becomes urgent in the formation
of learners' personality..
5. ACKNOWLEDGEMENTS
Thank you to the committee of the seminar
The 1st International Conference on
Education, Science, Art and Technology
(the 1st ICESAT) for the sake of loading
this article in the proceedings of the
seminar.
6. REFERENCES
Keefe, J., & Fertel, B. (1990). Developing
a Defensible Learning Style Paradigm.
Educational Leadaship, 48(2):57-61.
Kolb, D.A. (1999). Learning Style
Inventory. Version 3. Boston:
Hay/McBer
Kolb, D.A. (1984). Experiential
Learning: Experience as The Source
of Learning and Development. New
Jersey: Prentice Hall, Inc.
Lee, W. Steven. (2005). Encyclopedia of
School Psychology. United Kingdom:
Sage Publications.
Merril, M.D. (1983). Componen Display
Theory. Dalam Reigeluth, C.M. (Ed).
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Lawrence Erlbaum Associates
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 265

Nor bin Ihkasan, Moh. (2005). Gaya

Pembelajaran di Kalangan Pelajar-
Pelajar Sarjana Muda Pendidikan
Teknik dan Vokasional di Universiti
Tun Hussein Onn. Seminar
Penyelidikan Pendidikan Institut
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Washington DC: National Education
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Salkind, J. Neil. (2006). Encyclopedia of
Educational Psychology. United
States of America: Sage Publications.
Santrock, W. John. (2007) Psikologi
Pendidikan. Jakarta: Kencana Prenada
Media Group.
Sternberg, J.R. & Zhang, L.F. (2001).
Perspectives On Thinking, Learning,
and Cognitive Styles Educational
Psychology Series. London: Lawrence
Erlbaum Associates
Winkel, W.S. (1989). Psikologi
pendidikan dan evaluasi belajar.
Jakarta: Gramedia
Yuson, Yufisa Mohd. (2005). Gaya
Pembelajaran dan Hubungannya
dengan Pencapaian Pelajar
Perakaunan Kolj Matrikulasi Perak.
Tesis Sarjana. Universiti Kebangsaan
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Zaini, Hisyam. (2002). Desain
Pembelajaran di Perguruan Tinggi.
Jogjakarta: CTSD.
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Building Creativity Of Packaging Products Using Vacuum Suction

Method

Dian Cahyadia
a
Universitas Negeri Makassar, BTP Blok F No. 286, Makassar, Indonesia

Corresponding e-mail: dian.cahyadi@unm.ac.id

Abstract: Efforts to improve the competitiveness of small industrial products in South Sulawesi in
general and the City of Makassar in particular in general have constraints on the variety
of packaging offered. Where they are still highly dependent on the variety of packaging
products offered. So efforts to build a product image or add value to the product becomes
very limited. Therefore, this research is intended to solve the problem. By using the
method of design research and experiments conducted experiments are based on the need
for problem solving, so then get a form of formula or working mechanism accordingly.
The end result of this research activity is obtained a basic design of a compatible and
practical tool that can be used for small industries.

Keywords: Creativity, packaging products, suction method

1 INTRODUCTION
The high competition level of small
industry in seizing the market both local
and national is still a major obstacle.
Several factors are the constraints of
product quality, packaging quality, and
market strategy. When referring to these
three factors, they are related to the
packaging design. As it is known that
packaging design plays an important role
in an effort to increase market interest in
the product. Therefore a design approach
is needed to solve the problem.
Figure 1. Marning Maize snack product with
simple packaging design.
Source: http://cdn.bisnisukm.com, diakses 17 Juli
2017
Figure 2. Pisang Ijo culinary product with simple
different packaging design.
Source: Kios Amanda, 2017
STUDY METHOD
Methodology
This project proceeded as follows:
1. Literature search; 2. Subject and
research topics; 3. Research method and
instrument; 4. Survey sample; 5. Survey
interviewing; 6. Drafting and Assembly of
survey sample; 7. Data collection; 8. Data
analysis; 9. Evaluating; Rendering draft.
Literature Search
A literature search was conducted in order
to determine relevant topics warranting
further investigation. Studies have been
conducted in Makassar and elsewhere on
the following subjects: portfolio and hiring
expectations; and theoretical and creative

249

preparation of experimental mechanism of
moulding technology and the procces
system. The aims indepth literature of
subject needed for the experimental
preparation.
Packaging is a creative design that links
form, structure, material, color, image,
typography and elements with product
information to make the product
marketable. Packaging is used to wrap,
protect, send, remove, store, store and
distinguish a product on the market. (3)
Functionally, the packaging has two
functions: (1) Protective function, related
to product protection, climate difference,
transportation infrastructure, and all that
impact on the packaging. With protective
packaging, consumers do not have to. (2)
Promotional function, packaging is also
used as a promotional tool. With regard to
promotion, the company preference goods
color, size, and appearance. (4)
Based on the content structure, packaging
is divided into three types, namely; (1)
primary packaging, ie packaged material
directly accommodate foodstuff (milk can,
drink bottle, etc). (2) secondary packaging,
ie packaging of important functions, food
box packaging, food box packaging, food
box packaging, food box packaging,
packaging of goods (3) tertiary and quartz
packaging, ie packaging required for
storage, delivery or identification. Tertiary
packaging is generally used as a protector
during transport. Considered aspects of
product quality to be protected. The
quality of products when reaching
consumers depends on the conditions of
raw materials, processing methods and
storage conditions. Thus the packaging
function must meet the following
requirements:
Good wrapping capability to facilitate
handling, transport, distribution, storage
and compilation / buildup.
250
The ability to protect its contents from a
variety of external risks, such as protection
from hot / cold air, sunlight, odor,
mechanical stress, microorganism
contamination.
Ability as an appeal to consumers. In this
case identification, information and
appearance such as shape, color and
beauty of packaging materials should get
attention.
Economic requirements, which means
ability to meet market desires, target
communities and destination places.
It has size, shape and weight that conform
to existing norms or standards, is easy to
dispose of, and is easy to mold or mold.(2)
Subject and Research Topics
The subject of research is focus on design
design of Pisang Ijo packaging as product
sample project. Where the design of the
packaging to be designed later can be
produced using packaging tools with the
method of suction.
Research Method and Instrument
The method used is a research design
method that prioritizes the collection of
initial data as a review material before
proceeding to the design method that
contains the required design data. After
that the results of the design will be
evaluated according to the rules of good
packaging conditions.
Survey Sample
Survey sample will doing by collecting a
number of documentation and interviews
on producers and consumers related to the
feasibility variables of a packaging design
that suits their needs on both sides. So that
will be obtained the basic data is accurate
to be used as a reference in the design
process. Of course, by putting the
necessary needs to be realized in the form
of the design of the prototype of the
prototype.
Survey Interviewing
 251

The fundamental questions related to the Drafting and Assembly of survey

model and type of packaging they have sample
been using, the reasons for using, the The process of presenting the form is done
choice of using the packaging, the price of by conducting a study of the sketches
the packaging used, find out the details of made to find an alternative form that will
their expectations with their ideal idealized
be evaluated further. Once an alternate
prototype.
Hine in Underwood (2003)(4) explains the form is selected then an in-depth
role of packaging in attracting the attention evaluation of the form which will be used
of consumers, so that consumers have a as a basic reference form in the next
picture related to the product. To development process, before entering the
summarize all of these suggestions, it stage of of making the drawing work or
could be concluded that packaging detail engineering design.
communicates various marketing messages
via its communicative dimensions which Data Collection
consist of the following elements are: To reassure the direction of the design
shape, process. the initial set of reference data is
packaging size, presented for use as an evaluation material,
packaging colour, the goal being to reconcile the next stage
packaging material, to stay focused and stay focused.
carried information,
graphic applications (e.g. brand Data Analysis
logo, fonts, pictorials, etc.). Due to complexity of perception and
All of these elements together different approaches to the comprehension
communicate various marketing messages of it, there are a number of theories that
to the consumer in both the purchase and attempt to explain the essence of
consumption phases. The message that the perception. However, there are two major
consumer receives is a combination of approaches resulting in two main
particular messages carried by the theoretical directions constructive
communicative dimensions of perception and direct perception. These
packaging,as showing in picture below. theories are usually presented in
opposition to each other, although
sometimes they simply deal with different
aspects of the same phenomenon
Size (Sternberg, 1995)(5).
Based on the intended theoretical
Color Material objectives, the image that will be used as a
Communic reference is how to keep showing the
ative performance of the authenticity of the
dimensions
of form of Pisang Ijo. So line out the
packaging Carried rendering process will consistently refer to
Shape Informat the product form. So the product image
ion
becomes the main focus of packaging
Graphic
applicati
ons Result and Conclusion
Literature search
Consumer packaging could be defined as
Figure 3. Communicative dimensions of a medium between producer and
packaging consumer whose aim is to guarantee a
product with fixed qualitative standard
 252

from the producer and at the same time

offers to the consumer a product which
corresponds to the illustrated standards
(Meroni, 2000, p. 243) (6). It is a container
containing goods where the goods are
placed for sale and it includes any
container or wrapping in which any
consumer commodity is enclosed for
delivery or display of that commodity to
consumers. (WELMEC, 1997) (7)
Fill (2009) suggest that packaging
communicates through various
(8)
dimensions. Based on it indicates that
each packing basically communicates its
shape, size, color to be easily perceived by
the consumer. In addition, related to the
form must be related to the consideration
of dimensions, the ability to protect the
product on the delivery process.
Based on the results of data collection
obtained information that, generally the Figure 4. embossing bend surface or structural
grooves on trimmed corner.
producers are worried about Pisang Ijo
products they will be damaged if they send
their products far away or outside the city.
The most common occurrence of
occurrence is Pisang Ijo received by the
consumer in a state of dent due to other
goods override when sent. From this
information leads to underline this
problem to find a solution during the
design process by thinking of its
construction structure system.
The recommended design recommendation
for this problem as a solution is to give
consideration to placing embossing bend
surface or structural grooves on the
packaging vertically.

Figure 5. Vertically embossing bend surface or

structural grooves on rear side of packaging.

Product Data
Based on the visual data of the packaging
collected based on the most widely used

by the manufacturer, the following
description is obtained below.
Figure 6. Good and strong packaging, the weakness
of this product does not feature Banana Ijo in its
entirety, has been mixed with its sauce and syrup
and is not prepared for products that can be
delivered to distant places.
Documentation: Es Pisang Ijo LiNi, 2017.
Figure 7. Packaging is not good and weak, very
commonly used by manufacturers. Structural
reinforcement systems are minimally used on
the packaging so that the weakness of this
product are on packs that are particularly
vulnerable to cause crumbling products on the
delivery process or when stacked in shipment
to distant places. Many manufacturers choose
this packaging product because of the cheap
price, in addition to their reasons that there are
no other design alternatives.
Documentation: sedapur.com, 2017.
253
Figure 8. The package used by
'Kulinerpakhendra' is included both with the
method of packaging system utilizing the use
of 2 sub-containers in a container that serves
as a place to store the sauce and syrup as well
as serves as a pressure barrier if it gets the load
from the top so as to protect the product. The
main strength factor in this package is the
proper material selection and design.
Documentation: kulinerpakhendra, 2017.
Vacuum Suction Method Data
Some printing molding techniques and
methods use the following plastic
materials;
Extrusion is a processing technique for
converting a powder or grain thermoplastic
material into a continuous uniform melt
and promoting the melting through a
shaping die located at the end of the
machine. The final product formed
depends on the shape of die orifice through

which the polymer melts. This extrusion is
a process that combines several processes
including mixing, cooking, kneading,
destruction, molding, and formation. The
purpose of extrusion is to increase the
diversity of food products in various
shapes, textures, colors, and flavors. But
the price of this tool is very expensive and
not affordable by the small home industry.
In addition, the cost of making a master
mold is also expensive, which is only able
to be held by a large industrial
manufacturer of plastic products.
Figure 9. The extruder machine for making
variant of plastic product.
Injection Molding, One technique that is
quite effective and widely used for
thermoplastic material processing is
injection molding. This technique was first
introduced by John Wesley Hyatt in 1868,
by injection of hot celluloid into mold, to
make ball billiards. Together with his
sister Isaiah, he patented an injection mold
machine for a vacuum header in 1872. In
1946 James Hendri for the first time made
screw machine injection mold, resulting in
major changes to the plastics industry. And
95% of current molding machines follow
this technique, to produce efficient heat,
mix efficiency and plastic injection into
molding (Anonymous, 2008). But the price
of this tool is very expensive and not
affordable by the small home industry. In
addition, the cost of making a master mold
is also expensive, which is only able to be
held by a large industrial manufacturer of
plastic products.
254
Figure 10. Major parts of a typical injection-
molding machine.
Blow molding, is a method of printing
hollow workpieces by blowing or blowing
air into materials using molds consisting of
two parts of the mold that do not use the
core as the cavity shaper (Yuswinanto,
2011) (9).
Thermoforming, is one method and
widely used in processing plastic
materials. Thermoforming is the formation
of plastic sheets into parts through the
application of heat and pressure. Tooling
for this process is the least expensive
compared to other plastic processes. Can
also accommodate a very large piece of
sheet and small parts.
Vacuum Forming: The working principle
of the vacuum forming process is to heat
the plastic sheet form (sheet) to soften/soft
and put it abovemold. Then the vacuum
starts sucking the material into mold. Then
the material was removed from the mold.
In this short formation, the vacuum
forming process utilizes pneumatic,
hydraulic and heat controls that allow
shorter production time. The product of the
vacuum forming process is very much and
plays an important role in everyday life.
 255

Figure 13. Steps in the vacuum forming process:

Acrilic vinil prepared above.
Documentation: formech.com, 2017.
Figure 10. Steps in the vacuum forming process.

The technique to be developed is one of

thermoforming technique, namely vacuum
forming method.
The current vacuum forming molding
equipment can only be produced by large
manufacturing companies because the
equipment is expensive and the amount of Figure 14. Steps in the vacuum forming process:
production is high. Acrilic vinil heating below.
This method has been widely used since Documentation: formech.com, 2017.
the 1980s to produce products such as
plastic doors, plastic sinks, bath-tubs, car
dashboards, etc. The equipment is known
as Vacuum Membrane Press as shown
below.

Figure 15. Steps in the vacuum forming process:

Acrilic vinil suction with 80 Psi/5 bar.
Documentation: formech.com, 2017.

Figure 11. The vacuum former machine.

Documentation: formech.com, 2017.

Figure 16. Steps in the vacuum forming process:

Acrilic vinil already molding has been in shape.
Documentation: formech.com, 2017.

Thus a brief overview of the molding

process using the vacuum suction method
Figure 12. Master object molding prepared. that became the basis in the tool creation
Documentation: formech.com, 2017. experiment. The difference that is the basis
of the tool is the use of air blowing in the

process, where alattersebut use two
methods in the process, namely the process
of suction and blowing mechanism. So on
the process of creating tools that are in
experimental stage we only rely on the
method of suction mechanism.
Experiment
The materials prepared are as follows;
Triplex board, lackban, pvc pipe 3/4.
While the equipment used is as follows;
saw, drill, glue gun or silicon gel.
Here are some photos that illustrate the
experimental process as below:
Figure 17. Bottom box that has been pipe fitted as a
lane to suck air using a vacuum cleaner tool
commonly used in many homes.
Documentation: Roboforcerx2000, 2017 (10)
Figure 18. The top board as a perforated cover
Documentation: Roboforcerx2000, 2017
Figure 19. Perforated cover with a diameter of 1
mm is 1 cm away which serves to suck air during
the forming process.
Documentation: Roboforcerx2000, 2017
256
Figure 20. Frame holder of acrylic vinyl sheet and
the base of the holder.
Documentation: Roboforcerx2000, 2017
Basically, the working process of forming
the vinyl plastic sheet is very simple which
consists of several stages, are:
Stages of placing the plastic in the
holder frame,
Stages of heating the plastic sheet,
Stages of sucking,
Stages releasing plastic sheets that
have been formed.
The process are showing below.
Figure 21. The master object to be duplicated is
placed on the evaporator board, the unwanted hole
is covered with the lackban so that the suction area
is focused on the master object.
Documentation: Roboforcerx2000, 2017
Figure 21. The heated plastic sheet is placed over
the master object then sucked.
Documentation: Roboforcerx2000, 2017

Figure 22. Releasing the molding result.
Documentation: Roboforcerx2000, 2017
Figure 23. The molding result with PET vinil.
Documentation: Roboforcerx2000, 2017
In the first experiment the results obtained
were not satisfactory. This is caused
around the object of molding there are
unwanted folds. After done many times the
experiment found the cause of errors in the
process of closing the suction area should
not be covered with a lackban.
Closing the suction hole makes the pull
caused by the suction to be uneven.
Although treatment efforts have been
made using heat blowers it is considered
unhelpful to leave the suction holes
unbound in the desired area.
257
Figure 24. Some creative products resulting from
the vacuum forming process, such as the remote
control car body, the mask, the plastic wrapping
package and more according to other creative
desires.
Documentation: Roboforcerx2000, 2017
Conclusions
Produce a variety of unique packaging and
according to the desire or according to the
form of packaged products or other
creative uniques can be realized, without
relying on products offered by other
manufacturers that only provide a variety
of forms common in the market. So the
goal to raise the image of the product
packaged according to taste is no longer
the reason for small industries or home
industries. The designed equipment is not
as expensive as it is widely used by
industries worth tens to hundreds of
millions of rupiah. The packaging tool that
will be made is estimated only for less
than a million rupiah and according to the
ability of small industries in Indonesia.
This product design development plan is
aimed at designing comprehensive
products, ease of operation in the tool,
concise, lightweight and portable form.
Acknowledgements
The author would like to thank the
following people for their assistance with
this project: the participants, who gave
valuable time to helping and who
generously and enthusiastically of
feedback; All my colleague from the VCD
FSD Universitas Negeri Makassar, Dean
of Fakultas Seni dan Desain UNM, The
 258

Rector and The Vices Rector, Dies UNM 12. Jaswin M. Packaging Materials and
56 International Conference Team. its Applications. . Jakarta: :
Indonesian Packaging Federation.,
2008.
Works Cited
1. Klimchuk, Marianne dan Krasovec,
Sandra A. Desain Kemasan.
Jakarta : Erlangga, 2006.
2. Simamora, Bilson. Panduan Riset dan
Perilaku Konsumen. Jakarta :
Gramedia, 2007.
3.
https://id.wikipedia.org/wiki/Peng
emasan, Wikipedia. [Online] 25
Maret 2017. [Dikutip: 5 7 2017.].
Wikipedia. [Online] Wikipedia.
[Cited: 7 5 , 2017.]
4. The communicative power of product
packaging: Creating brand.
Underwood, R.L. 01 pp. 6-76, s.l. :
Journal of Marketing Theory and
Practice, 2003, Vol. Volume 11.
5. Sternberg, R.J. In Search of the Human
Mind. Orlando : s.n., 1995.
6. Meroni, A., Active Packaging as an
Opportunity to Create Package
Design that. s.l. : Packaging
Technology and Science, 2000, Vol.
Vol. 11(7).
7. WELMEC. Application of Directives
75/106/EEC and 76/211/EEC
concerning the marking and quantity
control of e-marked prepackages:
Definitions of terms. s.l. : Middlesex,
1997.
8. Fill, C. Marketing Communications:
Interactivity, Communities and
Content. s.l. : Harlow, 2009.
9. Yuswinanto, Aris. [Online] [Cited: 05
15, 2017.]
http://www.indopolimer.com/artikel/
basic-blow-molding-definisi-
tahapan-jenis/.
10. Roboforcerx2000. DIY vacuum
molding box. 2017.
11. Wikipedia. [Online] Maret 25, 2017.
[Cited: 7 5, 2017.]
https://id.wikipedia.org/wiki/Pengem
asan.
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Development Of Guided-Inquiry Based Biology Learning Device In A

Setting Of Cooperative Learning Model Type Stad

Yusminah Halaa, Sitti Saenaba and Yusrawita Baharb

a
Biology Department, Mathematic and Science Faculty, Universitas Negeri Makassar
Daeng Tata Raya Street, Parangtambung, Makassar 90224

Email: yushala12@gmail.com

Abstract: The research aims to produce a guided inquiry based biology learning instrument in a setting of
cooperative learning model type STAD on human nervous system materials for junior high school. The
development process of the learning device utilized a modified 4-D model which includes four stages, namely:
(a) the defining phase, includes: (1) analysis of a preliminary and final, (2) analysis of students, (3) analysis of
material and (4) analysis of the task; (b) the design phase, includes: (1) test preparation, (2) media selection, (3)
format selection, and (4) prototype development; (c) the development phase, includes: (1) content validation
performed by experts and practitioners in the field of education, (2) Field testing of learning device prototype
that has been prepared; and (d) the dissemination phase. The quality of the developed learning device are as
follows: 1) Lesson Plan, Student Activity Sheet, and the test document are in valid category; 2) Practical,
because the result of learning implementation observation by the observers showed that the learning device had
been implemented properly; 3) effective, because the learning device satisfied the four criteria of learning
device effectiveness which include: student's activity is in accordance with the tolerated time interval, teachers
ability to manage the learning are in the very good category, students responded positively to the learning
device and enforceability of learning activities, and students learning achievement has reached high category.

Keywords: Learning device, Guided Inquiry, STAD, Human Nervous System.

1 INTRODUCTION forming the student's own cognitive

The concept of human nervous
system is one of the science curriculum
content in grade IX. According to the
standard competence and basic competence,
the material content of human nervous
system is directed to the interrelationship
between the structure, function, and
processes that occur in the human nervous
system so that not only the product aspect is
needed to master the knowledge of the
concept or principle, but also the process
aspect. Based on the material
characteristics, it is appropriate to use
inquiry learning because students can find
the concept or principle by using their own
mental process. Inquiry-based learning
provides an opportunity for students to
internalize new information by building or
structure (Setiawan, 2016).
Inquiry learning can be implemented
in the STAD type of cooperative learning
model setting by combining the guided
inquiry learning syntax with STAD type of
cooperative learning syntax. Consideration
of this integration was because both models
of learning use the principles of
constructivism that is the principle of active
learning and collaborative learning.
Implementation of guided inquiry based
learning process in STAD type of
cooperative learning setting should be
supported by appropriate learning tools.
Reality that occurred in some schools
based on field observations showed that: 1)
the schools has not developed learning
devices using certain learning methods and
models, including the guided-inquiry based

239
 240

learning devices in STAD type of
cooperative learning setting; 2) there is an
asynchrony between the students manual
and the worksheet used because it was
written and published by different
publishers; 3) there is an asynchrony
between instructional devices with the
methods and learning model applied; 4) the
presentation of the material by the teacher
during the learning process is still
dependent on the structure of the textbook
content, the learning is monotonous and
dominated by teachers, and the students are
passive; and 5) The learning process
experienced by the students is less
meaningful. Based on the situation that has
been proposed, it is deemed necessary to
develop a guided inquiry based biology
learning device in STAD type of
cooperative learning model on the material
of the human nervous system.
According to Usman (2001),
Learning device is a collection of learning
resources that enable students and teachers
to do learning activities. Learning devices
affect the success of the learning process in
the classroom. Thus, it is necessarily
needed by a teacher in managing learning.
In this research, there are three tools that
will be developed to produce prototype,
namely lesson plan, student work sheet and
learning outcomes test.
2. RESEARCH METHOD
This research is a research and
development that is directed to develop a
Guided Inquiry Based Learning Device
with STAD Type of Cooperative Learning
Setting on Human Nervous System
Materials for Junior High School Students
which follows a process of development as
shown in figure 1. The subjects of the
research are students in class IXA of MTs.
Negeri Bontotanga, Bulukumba Regency
registered in academic year 2015/2016. The
device development trials were conducted
in September 2016. The research
instruments used to collect data were non-
test techniques and test techniques. The
data analysis techniques used were
descriptive statistical analysis, including
data analysis of validity, practicality,
effectiveness, and achievement test.
Based on the result of analysis on
guided inquiry learning syntax and STAD
type of cooperative learning syntax, a
syntax that combines the two instructional
models was developed as shown in Table 1.

Table 1. Syntax of Inquiry Learning Guided Setting of STAD Type Cooperative Learning Model
Phase Teacher Activity Student Activity
Phase 1 Present the learning objectives to be Listen to the learning objectives to
achieved and emphasize the importance be achieved
Convey the of the topics to be studied and motivated Recall materials that has been
purpose and students. achieved
motivation to Provide ideas on a phenomenon to
learn cultivate curiosity.

Phase 2 Present information or materials to Writing and understanding

Presenting students by demonstration or through information from teachers about
information reading material content for work procedures,
demonstrations or practicum
Phase 3 Explain to students how to form learning Form groups of 5-6 people
Organize students groups and guide each group to do Make group agreements for future
into cooperative transition efficiently. activities.
groups
 241

Phase 4 Guide groups in terms of; Reading the problem in

Guiding group Formulating problem general.
work and study Determine the problem and present the
(Inquiry Phase) problem through power point.
Identify the problem
Encourage and guide students to Identify the problem
conduct assessment and analysis of Conduct assessment and
problems. analysis of problems.

Preparing hypothesis
Help students identify and verify Identify and verify the problem.
problems
Encourage students to develop Develop a hypothesis
hypotheses
Guide students in determining Determine the hypothesis
hypotheses relevant to the problem. relevant to the problem
Encourage students to develop Develope temporary
temporary conclusions conclusions.
Collecting data Conduct an experiment or
Guide students to get data through library review to collect data.
experiment or literature review
Organize and group data to be
Guide students in analyzing data.
easily read and analyzed to
Observe delivery and analysis in group
prove hypotheses or answer
discussions and class discussions
worksheet.
Conduct class discussions to
discuss the outcomes of the
group's exploits or discussions
Phase 5 Evaluate learning outcomes about the Answer test questions that given
Evaluation material that have been learned or each individually,
group presents their work. Together with the teacher
determines the score of the test.
Phase 6 Reward the effort or the learning Receive an award from the
Reinforcement achievement of students, either as teacher based on the score
individual or as member of a group. obtained either individually /
Make a conclusion group.
Make inferences based on the
data obtained.
including the guided-inquiry based learning
3. RESULT AND DISCUSSION devices in STAD type of cooperative
Learning instrument in this research learning setting; 2) there was an asynchrony
was arranged and developed based on 4-D between the students manual and the
Thiagarajan model consisting of four stages worksheet used because it was written and
namely define, design, develop and published by different publishers; 3) there
disseminate. wais an asynchrony between instructional
3.1. The results of the defining stage devices with the methods and learning
(define) model applied; 4) the presentation of the
The results of observation on biology material by the teacher during the learning
learning condition showed that: (1) the process was still dependent on the structure
schools had not developed learning devices of the textbook content, the learning was
using certain learning methods and models, monotonous and dominated by teachers,

and the students were passive; and 5) The
learning process experienced by the
students was less meaningful. Based on the
situation that has been proposed, it is
deemed necessary to develop a guided
inquiry based biology learning device in
STAD type of cooperative learning model
on the material of the human nervous
system.
Based on the results of analysis on
students condition, it is known that
students have not learned the material of the
nervous system in humans. Students come
from the tribe of Makassar mountainous
area, while the people around the school
live in Makassar cultural environment.
Students communicate using Indonesian
language in school. Thus, the learning tools
developed is in Indonesian language.
Material outlines are based on the
results of the material analysis: (1) the
components of the nervous system, (2) the
nerve cell structure, (3) the types of nerve
cells based on their function, (4) the types
of nerve cells based on their structure, (5)
the parts of the brain and their functions, (6)
the central nervous system, (7) the
peripheral nervous system, (8) usual motion
and reflex motion.
The results of the task or indicator
analysis material including: (1) mentioned
components of the nervous systems, (2)
explain the structure, types, functions and
mechanisms of nerve cells, (3) determine
the structure and function of the brain, and
(4) distinguish the central nervous system,
(5) identify the function of the peripheral
nerve, (6) to understand the mechanism of
reflex motion, (7) understand the
mechanism of regular motion, (8) know the
difference between refrelx and normal
motion.
The results of the analysis of the
learning objectives specification, including:
(1) Mention the component of impulse,
242
receptors, impulse conductor, central nerve,
effectors, (2) identify the structure and
function of dendrites, cell body, axons,
myelin sheath and node of ranvier, (3)
differentiate the unipolar, bipolar and
multipolar nerve cells, and (4) distinguish
the sensory, relay, and motor neuron, (5)
describes how the neuron work, (6)
determine the location and function of large
brain, cerebellum, marrow, and spinal cord,
(7) distinguishes the cranial and spinal
nervous system, (8) identify the function of
sympathetic and parasympathetic nervous
system, (9) understand the mechanisms of
reflexes, (10) understand the mechanism of
motion normal, (11) know the difference
between reflexes and ordinary movement.
3.2. The results of design stage
(design)
The developed achievement test
consists of 25 multiple choice question
items. The learning media chosen for the
learning activity including (1) worksheets,
(2) student books, (3) laptops, (4) ice cubes,
and (5) the books of the brain, (6) rubber,
and (7) hammer. Lesson plan format
includes: standard of competence, basic
competence, achievement indicators,
learning objectives, teaching materials,
learning resources / media, learning
activities, type of evaluation.
While the format of worksheet design
consists of several components, including:
time allocation, achievement indicators,
instructions, problem formulation,
hypotheses, problems and blank space as a
place of student answers. For the initial
design result, lesson plan is made for 3
meeting with the time allocation of 2 x 40
minutes for each meeting. A worksheet
developed is in 3 units, designed with
pictures and illustration, and contains
empty space for studnets to write their
answers. Each worksheet contains
 243

instruction for students to always discuss A summary of the results of expert

one another in solving the problem. The validation on the instructional devices and
achievement test was developed by the research instruments can be seen in
designing the test content outline, the test table 2 and table 3 respectively. The results
items, the alternative answers, and the of validation by 2 experts in the field of
scoring guideline. education, shows that the overall
The test is arranged in the form of components of instructional devices and
multiple choice with time allocation of 2 x research instruments declared valid and
40 minutes amounted to 25 items. reliable. Based on the validity criteria of
Nurdin (2007), the valid category value is
3.3. The results of development stage 2.5 M <3.5, and the reliability criteria that
(develop) an instruments is recognized as reliable if
a. Validation the reliability value (R) 0.75.
Table 2. Summary of expert validation results on instructional devices
Instrument Indicator Assesment Category
Lesson Plan 1. Format 3,9 Very Valid
2. Content 3,4 Valid
3,3 Valid
3. Language 3,5 Very Valid
4. Benefits / Usage 3,0 Valid
5. Time
Average of total valuation 3,4 Valid
Percentage of Agreement 0,84 Reliable
Worksheet 1. Format 3,5 Very Valid
2. Content 3,6 Very Valid
3,5 Very Valid
3. Language 3,7 Very Valid
4. Illustration and layout 3,0 Valid
5. Benefits / Usage 3,7 Very Valid
6. Time
Average total valuation 3,5 Very Valid
Percentage of Agreement 0,78 Reliable
Learning 1. Matter items 4,0 Very Valid
Outcomes 2. Construction / format 3,7 Very Valid
Test 3,8 Very Valid
3. Language 3,0 Valid
4. Time
Average total valuation 3,6 Very Valid
Percentage of Agreement 0,92 Reliable
Table 3. Summary of Validation Results of Research Instruments
Instrument Index of
Indicator Assesment Category
Sheet Understanding
Student 1. Aspects of Instructions 4,0 Very Valid
Response 2. Aspects of Language 4,0 Very Valid 1,00
Questionnaire 3. Aspects of Content 3,4 Valid
Average 3,8 Very Valid Reliable
 244

Observation 1. Aspects of Instructions 3,5 Very Valid

of Student 2. Aspects of Language 4,0 Very Valid 0,88
Activity in 3. Aspects of Content 3,6 Very Valid
Learning
Average 3,7 Very Valid Reliable
Observation of 1. Aspects of Instructions 3,8 Very valid
Teacher 2. Aspects of Language 3,6 Very Valid 0,90
Activity in 3. Aspects of Content 3,3 Valid
Learning
Management
Average 3,5 Very Valid Reliable
Observation of 1. Aspects of Instructions 4 Very Valid
Learning 2. Aspects of Language 4 Very Valid 0,88
Devices 3. Aspects of Content 3,4 Valid
Implementation
Average 3,7 Very Valid Reliable

b. Field trials c. Analysis of the practicality

Field trials consists of simulation (effectiveness) of instructional
class trial and special class trial. The former devices
was conducted in two classes for 3 This analysis includes the
meetings in 2 weeks, and the latter was components of learning syntax, social
interaction in learning, and the principle of
conducted by the researchers themselves reaction in learning as shown in Table 4.
and two observers in one class for 4
meetings.
Table 4. Summary of practicality analysis on instructional tools
Learning syntax component
Observation Result
NO Observation Aspect 1st 2nd 3rd
Meeting Meeting Meeting
P1 P2 P1 P2 P1 P2
1 Introduction Activities 2 2 2 2 2 2
2 Main Activities 1 1 1 2 2 2
3 Closing Activities 1 2 2 2 2 2
Average Observation aspect in each
1,45 1,8 2
meeting
Average overall aspect 1,75
Percentage of Agreement 0,77
Social interaction in learning
Observation Result
1st 2nd 3rd
NO Observation Aspect
Meeting Meeting Meeting
P1 P2 P1 P2 P1 P2
Multi-way interaction of teachers
1 and students and between students and 2 2 2 2 2 2
students
2 Activity of students in cooperative 1 1 2 1 2 2
 245

group to be involved in carrying out

worksheet activities
Average overall aspect 1,3 1,8 2
Percentage of Agreement 1,7
Percentage of Agreement 0,89
Principle of reaction in learning
Observation Result
1st 1st 1st
N
Observation aspect Meeting Meeting Meeting
o
P P P P P P
1 2 1 2 1 2
1 Teachers motivates students in
creating a comfortable atmosphere for 2 2 2 2 2 2
learning
2 Teachers provide and manage
relevant learning resources that can
2 1 2 2 2 2
support the fluency of the learning
process
3 Teachers provide assignments in the
form of worksheet to students and 2 2 2 2 2 2
explain things related to worksheet
4 The teacher guides the students in
1 1 2 2 2 2
groups
5 The teacher gives positive
2 2 2 2 2 2
reinforcement
6 The teacher takes into account the
1 1 2 2 2 2
time allocation
Average overall aspect 1,55 2 2
Percentage of Agreement 1,85
Percentage of Agreement 0,94

In general, the developed learning
tools have met the criteria of practicality
that is entirely in the performed category.
However, further review in each component
showed that there are some aspects that still
need to be improved in its implementation.
There were several factors which causes the
learning tools could not be implemented
maximally, including: (1) teachers still had
difficulty in directing or guiding students
who are not yet accustomed to do
independent learning in order to find their
own concepts of the material being studied,
(2) Some students were unconfident to be
active during class discussions, only certain
students were active, (3) Students
sometimes provided questions that are far
from the main problem during group
discussions. The students were not focus on
discussing the main indicator for learning,
thus the available time allocation could not
be used efficiently.
Teachers need to provide strength
and motivation to students in cooperative
learning. It is in line with the explanation of
Isjoni (2012), that teachers in cooperative
learning encourage students to cooperate in
certain activities. Insufficient time
allocation for finishing the task on
worksheets with guided inquiry learning by
cooperative learning model setting is in
accordance with Sutawidjaja and Afgani
(2011) that besides there are some
advantages, the inquiry model also contains
some weaknesses, including: (a) require
enough time , (B) not all subjects contain a
problem, (c) require regular and mature

planning, (d) ineffective if there is a passive
student.
d. Instructional device effectiveness test
Learning tools are effective, if
they meet the four conditions, namely: (1)
ideal student activity, if five out of the
seven of ideal time tolerance criteria is met,
(2) the ability of teachers to manage the
learning is at least reach the good category
in learning management aspect, (3)
Students respond positively to the learning
device that is at least 50% of students give
positive responses to at least 70% of the
total aspects assessed, and (4) students
succeed in learning if at least 85% of
students reach the high category.
The observation of student
activity in three meetings showed that at the
first meeting, 75% of aspects were within
the limit of time tolerance, including the
1st, 2nd, 3rd, 4th, 5th, 7th aspects.
Meanwhile, 25% of the aspects did not
satisfy the time limit of time tolerance that
is: (1) the 6th aspect (Active in paying
attention, responding and questioning the
class discussion) is less than the time
tolerance limit, (2) the 8th aspect (Activities
outside the task, For example, not paying
attention to teacher explanation, doing other
subject assignments Other activities not
related to learning activity). Student activity
in learning has been fulfilled.
Students perform activities that are
dominated by group work in finding a
concept through observation, literature
review and working on worksheets.
Students are not monotonous in learning
activities as the learning are student-
centered. The involvement of students in
guided inquiry-based learning through the
setting of cooperative learning model in
line with the statement of Trianto (2007)
that the inquiry learning strategy is a series
of learning activities which maximally
involves all students' ability to search and
246
investigate mathematically, critically,
logically and analytically in order that they
can formulate their own invention
confidently. Similarly, Hairida (2016)
found that the application of inquiry-based
learning in science learning integrated with
authentic assessment proved to improve
students' critical thinking ability.
The result of data analysis of teacher
ability in managing learning showed that
the value of learning management is 3.77
which is categorized in very good category
with reliability coefficient of 0,88. Based
on the terms of learning tools effectiveness,
the ability of teachers to manage learning is
declared as effective. As stated by Nurdin
(2007), the learning is said to be effective in
terms of teachers ability to manage
learning, when every aspect of teachers
management skill is in well category (2.5
leraning management <3.5). Efforts that can
be done to improve the management of
learning are: (1) the need for habituation for
teachers to create an active student
atmosphere in learning and habituation for
students to construct their own knowledge,
(2) revise the technique of group
presentation by choosing one group as
presenters and 4 other groups as opposing
groups to provide feedback.
Students responses to student books,
worksheets, learning process, and
achievement test are in the positive
category in which there are more than 80%
of students who respond positively. The
result of this student's response has fulfilled
the criteria of effectiveness, as stated by
Nurdin (2007) that the students have
responded positively to the learning device
developed if at least 50% of students gave
positive responses to the minimum of 70%
of the number of aspects asked.
Accordingly, based on the students
response, the developed learning device is
effective to be used. The implemented

lessons have made students interested in
reading students' books, passionate and
challenged in completing the worksheet and
the test of learning outcomes, and happy to
follow the lesson as it combines the guided
inquiri learning with group discussion
lesson so that the students are more eager to
complete group tasks.
Table 5. Statistical Results of Student Achievement in MTsN Bontotanga Bulukumba District after a
special class test
Variables
Research subject
Ideal value
Average
Maximum value
Minimum value
Value Range
Number of Completed Students
Number of Uncompleted Students
Based on the data in Table 5, the
percentage of completed students with
grades 65-100 is 83.33%. This has satisfied
the criteria of effectiveness based on the
standards set by MoNE (2003), in which
the learning is said to be effective if: (1) at
least 85% of students get the score of
achievement test which is categorized in at
least as high category after learning with
the guided inquiry based instructional
device in the setting of cooperative learning
model type STAD, (2) If at least 85% of
students reach the minimum completeness
criteria, then the classical requirement has
been achieved. Biology learning based on
guided inquiry in the setting of cooperative
learning type STAD can facilitate the
learning process that can enhance the
science process skills through group
discussion. In line with the opinion of
Rokhmatika et al., (2012), guided inquiry
model combined with cooperative has an
effect on biological science process skills,
in which students who learned with guided
inquiry combined with cooperative learning
247
The results of descriptive analysis on
the result of achievement test after the
implementation of guided-inquiry based
learning device in the setting of cooperative
learning model type STAD is shown in
Table 5.
Statistic Value
24
100
80,33
96
52
44
20
4
model had a higher mean score of science
process skills when compared with the
students who learned with conventional
model.
3.3. Description of the results of the
dissemination
Various responses and suggestions
obtained from the socialization activities,
including: (1) worksheet 01 contains too
many questions that must be answered by
students. Thus, the time allocated was not
sufficient, (2) worksheet 02 activities 2.3
should provided better picture with a
distinct difference between sympathetic and
parasympathetic nerve.
4. CONCLUSION
Based on the results and findings
obtained in this study, several conclusions
are proposed:
1) The development of the
instructional instrument was based on the
modification of 4-D model which includes
 248

4 stages, namely: (a) the defining phase, And Inquiry Skills Of Junior High
includes: (1) analysis of a preliminary and School Students. Jurnal Pendidikan
final, (2) analysis of students, (3) analysis IPA Indonesia. JPII 5 (2) (2016) 209-
of material and (4) analysis of the task; (b) 215. Semarang: Universitas negeri
the design phase, includes: (1) test Semarang
preparation, (2) media selection, (3) format Isjoni. (2012). Cooverative Learning.
selection, and (4) prototype development; Bandung. Alfabeth.
(c) the development phase, includes: (1) Nurdin.( 2007). Model Pembelajaran
content validation performed by experts and Matematika yang Menumbuhkan
practitioners in the field of education, (2) Kemampuan Metakognitif Untuk
Field testing of learning device prototype Menguasai Perangkat
that has been prepared; and (d) the Pembelajaran. Disertasi. Not
dissemination phase. published. Surabaya: PPs
2) The quality of the developed Universitas Negeri Surabaya. .
instructional device are as follows: 1) Puskur-Balitbang Diknas. (2006).
Lesson Plan, Student Activity Sheet, and Kurikulum Standar Kompetensi
the test document are in valid category; 2) dan Kompetensi Dasar. Jakarta:
Practical, because the result of learning Diknas.
implementation observation by the Rokhmatika, S., Harita, dan Prayitno, B.A.
observers showed that the learning device (2012). Pengaruh Model Inquiri
had been implemented properly; 3) Terbimbing Dipadu Kooperatif
effective, because the learning device Jigsaw terhadap keterampilan
satisfied the four criteria of learning device Proses Sains Ditinjau dari
effectiveness which include: student's Kemampuan Akademik. Jurnal
activity is in accordance with the tolerated Pendidikan Biologi, Volume 4. No
time interval, teachers ability to manage 2.
the learning are in the very good category, Rusman. (2010). Model-Model
students responded positively to the Pembelajaran Mengembangkan
learning device and enforceability of Profesionalisme Guru. Jakarta : PT
learning activities, and students learning Raja Grafindo Persada.
achievement has reached high category. Setiawan. B, Sunarti. B, Astriani D.
(2016). The Application Of Inquiry
Learning Model To Improve Satu
5. ACKNOWLEDGEMENTS Atap Students Learning Results At
Smpn 4 Singosari Malang. Jurnal
This work was supported by the Program Pendidikan IPA Indonesia JPII 5 (1)
Pascasarjana Universitas Negeri Makassar, (2016) 45-50. Semarang: Universitas
lembaga Penelitian UNM and MTs. Negeri Negeri Semarang
Bontotanga, Bulukumba. Sutawidjaja, A. & Afgani, J.D,
6. REFERENCES Pembelajaran Matematika. (2011).
Jakarta, Universitas Terbuka.
Hairida. (2016). The Effectiveness Using Trianto. (2009). Mendesain Model
Pembelajaran Inovatif progressif.
Inquiry Based Natural Science Jakarta. Prestasi Pustaka
Module With Authentic Assessment
To Improve The Critical Thinking
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Application of Whichever Chain Game Method on Listening Ability

German Language Students SMA Negeri 1 Makassar
Wahyu Kurniati Asria
a
German Language Education Study Program, Jl.Dg. Tata Raya, Makassar, Indonesia.
Makassar State University

e-mail: wahyuku_ayu@yahoo.com

Abstract: The listening ability in German is is a difficult language skill, especialy for beginner,
because there are several alphabets in German which are little bit difficult to
pronounce by the student, especially when they are listening to a dialogue or a
conversation from CD and Video. To solve that student problem, a fun learning
process should be done. To optimizing the student learning ability, a chain whisper
game is possible to do. This game is played by divide the student into some groups, by
whispering a message in a chain. The purpose of this research is to discover how game
can increase students listening ability in German. The subjects of this research are 30
Senior high school 1st grade students, in SMA Negeri 1 Makassar. The method of
collecting data is a listening ability test while the data analysis method is statistic
descriptive. The result of this research shows the students listening ability using chain
whisper game method is 74.37% or including in the good chategory.
Keywords: Listening ability, Game, Whisper Chain, German.

1. PRELIMINARY each of these skills is also closely related to

One of the functions of language is to acquire
science, technology, art and culture. For that
coaching and development, especially in
educational institutions need to be improved.
Especially in this era of globalization, people
are increasingly required to be able to master
and use a variety of foreign languages.
German is one of the many foreign
languages studied in Indonesia aimed at the
absorption and development of science,
technology, art, culture and fostering
relationships with other nations. Indonesia as a
developing country does a lot of cooperation
with Germany. This is the underlying so that
learning German language became one of the
existing language and learned in high school
level in Indonesia.
Language skills include four basic
skills: listening skills (Hrverstehen),
speaking (Sprechfertigkeit), reading
(Leseverstehen), and writing
(Schreibfertigkeit). These four skills are
interrelated linguistic potentials. Furthermore,
the processes that underlie the language.
One of the language skills that became
the object of this research is the ability to
listen. Basically, listening ability precedes the
ability to speak and the ability to speak ahead
of reading ability, the latter obtained is the
ability to write. In general, listening ability
and speaking ability are obtained after
entering the educational institution. The four
abilities are a unified whole and can not be
separated. In various fields of their lives.
Listening is a process ranging from
the process of identifying sounds, composing
interpretations, utilizing interpretive results,
and storage processes, as well as the process
of connecting the interpretive results with the
overall knowledge and experience. This
means listening is a process to appreciate what
he or she is listening to, such as news reading,
poetry, music and songs, dialogue, panel
discussions, and debates.
In connection with the German
language lessons, listening skills is a major
factor in achieving the goals and fundamental

232

teaching of the German language. Students
will be well received materials German
lessons, if it has an adequate listening skill.
However, it is undeniable that the student's
ability to listen sometimes not adequate for
listening activity students are very influenced
by certain factors, including the facilities
available, the school environment, and the
lack of German language vocabulary of the
students.
In addition to these factors, the ability
to listen to German sentences is also
influenced by several factors, such as writing
in German. In German, there are several
sounds of letters that are rather difficult to
pronounce by students like the sound of sch,
sp, st, ei, ie. , , and. The sounds are
somewhat difficult to pronounce and listen to
by the students, especially when a dialogue is
played in German through audio and
audiovisual media.
Based on observations at school, when
learning is still a lot of students busy
themselves without regard to the teacher to
explain the subject matter in front of the class,
there are students who liked to talk with a
partner, the atmosphere less conducive school
so that students can not concentrate fully, and
so forth.
In addition to the above, the lack of
creativity of a teacher greatly affect student
learning outcomes. For that a teacher must be
able to choose appropriate learning medium
for students to play an active role in learning,
and indirectly the student learning outcomes
will be better.
To obtain this, it is necessary to listen
instructional strategies that encourage
students active in learning the German
language. One of the strategies that can help
students in listening skills that play a serial
whispered. By using this game an effective
learning process and will motivate the
students to listen because students learn while
playing with a train in listening to the
material.
Methods chain whispered language
game as a learning strategy for listening skills
where students play and learn with whisper a
233
message to his friends and then friends of the
last recite back a message properly and
appropriately. The game is very appropriate
given the serial whispered at beginner learners
of German. German language began to be
taught at the high school level.
Listening by Tarigan (2008:19) is a
process of listening to verbal symbols with
caring, understanding, appreciation, and
interpretation of information, capturing the
content or the message and understand the
meaning of communication that have been
submitted by the speaker through speech or
spoken language.
The listening comprehension
according to Akhadiah in Sutari, et al,
(1998:19) is a process that involves listening
to the sound of the language, identifying,
interpreting, and reacting to the meaning
contained there in it.
In terms of listening ability at its core
according to Chamdiah (2010:3) students must
be able to remember simple facts, be able to
relate a set of facts to which they listen, and to
estimate the meaning contained in the oral
message being heard.
In listening not only listening
(hearing), but requires other activities that
understand (understanding) the content of the
talk delivered by the speaker. Furthermore, it
is expected to interpret (interpreting) the
points of opinion which are either expressed
or implied. The next activity in the listening
process is evaluating activities (evaluating)
that the listener assesses the idea both in terms
of superiority and weakness, absorbing and
accepting the idea put forward by the speaker.
In relation to that the success of students in
learning depends on the ability possessed by
students and existing factors dilingkungannya,
as well as on the process of learning teachers
that provide interesting things in the learning
to make students become more interested in
learning and can affect student learning
outcomes better.
Based on the opinion of experts above
can be concluded that listening is a process of
listening to the oral symbols with full attention

and understanding to obtain information and
ideas contained in the material.
Each activity is certainly having a
purpose and in the ability to listen also has a
purpose. The purpose of listening is to obtain
information, capture content or messages, and
understand communication. According to
Tarigan (2008:20) the purpose of listening can
be viewed from various aspects of the
objectives are: a) listening aims to learn, b)
listening aims to enjoy, c) listening aims to
evaluate, d) listening aims to appreciate, e)
listening aims to Communicating ideas, f)
listening for the purpose of solving the
problem. Thus, it can be said that the purpose
of someone listening is to obtain information,
capture the content, and understand the
meaning of communication that the speaker
will convey through speech. In listening there
are stages. The stages are according to
Kusmayadi (2008:10) is: a) Stage of listening,
at this stage we just hear everything that the
speaker said in speech or conversation. B) the
stage of understanding, after hearing the desire
to understand well the content of the
conversation, c) the stage of interpretation, ie
trying to interpret or interpret the content of
the conversation, d) evaluating stage, listening
to opinion assessment and speaker's ideas, e)
responding stage, Ie the final stage after
receiving, understanding, interpreting, and
evaluating, we can express responses
according to our own opinion.
The game of serial whispers according
to Budinuryanta, Kasuriyanta and Koerman
(2009: 929-930) is a game that starts from the
teacher whispering a message or information
to a student and the student whispers the
information to the second student. The second
student whispers the message or information
to the third student, and so on in a chain. The
last student mentions clearly and precisely in
front of the class. The teacher checks if the
message actually reaches the last student or
not. The same thing is also stated by Kartono
and Halidjah ((2013:8) the game of serial
whispers is a game of conveying information
by whispering from one student to another
quickly and accurately. The first player
234
receives information from the teacher, then the
students deliver to the second player as well
the last player then sends the teacher back or
writes the information on the board.
As for the steps of the serial
whispered game according to Subana and
Sunarti (2013: 8) as follows: 1) the teacher
gives a brief introduction about the
implementation of the steps whispered chain,
2) the students in the group arranged in lined
or marching sideways or backwards, 3 ) The
teacher plays the tape recorder on the child's
story or other material; 4) each group rewrites
the message heard in a paragraph or phrase; 5)
after the student's position is as expected, the
teacher calls the student group representative
to whisper a paragraph that has been made. )
The student receives the info and whispers the
information to his/her friends, 7) the student
whispers the information whispered, 8) the
student whispers the result of his or her
friend's whisper and so on, 9) the teacher can
repeat some different information into one
group gradually. 10) the assessment can be
done by calculating some level of error made
by the group, 11) and doing the above as the
next group, 12) the group with the best score
is awarded. The same thing is said by Subana
and Sunarti (2011:209) as follows 1) for class
in teams and then circle shape, 2) whisper a
short sentence to a student on each team, 3) he
should whisper it again to a friend in Next to
it, 4) the last student had to say aloud to the
teacher, 5) the team that managed to say the
right sentence was the winner.
2. METHOD
This research is a study of the ability to listen
to the German language with a game of chain
whispers. The ability to listen to a chain
whisper in this case is the students say a short
sentence to a student on each team, then he
should whisper it again to the friend next to
him, and the last student should tell the
teacher in class.
Measurement of research variables
conducted to obtain data from the results of
students' listening ability used tests in which
 235

includes a listening ability test. Each item is correctly convey the message or information
scored according to the weight and criteria that has been given.
assessed. Furthermore, all scores obtained
from each criterion are summed and the result Presentation of Data Analysis Results
is the final score that each student has. To
evaluate the content of sentences seen from The results of the analysis of listening skills
the aspects of ability to be evaluated. The using games whispered chain in the German
aspects of the assessment of the ability to language class students of SMA Negeri
listen to the sentence from Nurgiyantoro Makassar X1 can be seen in the table below.
(2001) are: receiving messages, repeating Data were analyzed using frequency
words, repeating the word order, and smoothly tables and percentages. The data were
expressing the sentence. If the student can analyzed according to the serial whispered
correctly declare the sentence on every aspect skills assessment as follows:
then it is given a score of 4 and who can not
deliver correctly get a score of 1. Thus, the 3.1. Category Received Messages
total score for the listening ability in German
is 16. Table 1. Frequency Distribution and
The population of this study is all Percentage Score Category Received
students of Class X SMA Negeri 1 Makassar. Messages
While the sample used in this study is the
students of class X SMA Negeri 1 Makassar No. Score Frequency Percentage
and performed on 1 class representing class X 1. 4 10 33.33%
is class X1 by using random sampling. The 2. 3 12 40%
sample is 30 students divided into 5 groups. 3. 2 8 26.67%
So each group contains 6 students. 4. 1 0 0%
The instrument used in this research Amount 30 100%
data collection is the ability to listen to
sentence test. While to analyze the data used
The table above shows that listening
percentage technique, in other words, data
ability by using game whisper method in
from the research results collected in
German for the category of receiving message
percentage.
there are 10 (33.33%) students who got score
4. Next there are 12 (40%) students who got
3. RESEARCH RESULT AND score 3 dan86 (26.67%) Students who scored
DISCUSSION 2 and nobody (0%) of the students scored 1.
The result of listening ability test by
In this research method, it is proposed that the using game whisper method in German
instrument used to collect data is test. The test language to receive message category is
consisted of 1 (one) type, namely the listening analyzed with the following percentage
ability test in German students of Class X 1 formula:
SMAN 1 Makassar. The form of listening score
ability test by using the method of whisper X =
game in the German language is the students samples
are given information provided by the teacher.
X =
The message or information must be relayed
back to a friend in one group and the last = 3.06 (maximum score of 4)
group of friends who get the message must % =
relay the message or information to the
teacher. From these results, the teacher will
=
assess which groups can correctly and
= 76.67%
 236

These findings indicate that the

These findings indicate that the
listening ability by using the method of
whispered chain in German students of grade
X 1 SMA Negeri 1 Makassar in the category
of receiving messages is 76.67%, or including
the Good category. Thus, it can be concluded
that the students in listening to the German
language using the method of whisper game
chain. Based on this it can be said that
students can receive messages conveyed by
the teacher.
3.2. Category Repeating words
listening ability by using the method of bisik
berdantai game in German students of Class X
1 SMA Negeri 1 Makassar in the category of
repeating the word is 88.25%, or including the
Good category. Thus, it can be said that the
repetition of words by students almost no
errors.
3.3. Category Repeats Word Order
Table 3. Frequency Distribution and
Percentage of Category Repeats Word
Order

Table 2. Distribution of Frequency and No. Score Frequency Percentage

Percentage Score Category Repeating the 1. 4 7 23:33%
Words 2. 3 9 30%
3. 2 14 46.67%
No. Score Frequency Percentage 4. 1 0 0%
1. 4 19 63.33% Amount 41 100%
2. 3 8 26.67%
3. 2 3 10% The table above shows that the
4. 1 0 0% listening ability of using the game whisper
Amount 30 100% chain method in German language for the
category of repeating the word order is seen
The table above shows that the that 7 (23.33%) students get the score 4. Next
listening ability by using the game whisper there are 9 (30%) students who score 3 and 14
method in German for the category of repeat (46.67 %) Students who scored 2 and 0 (0%)
word there are 19 (63.33%) of students who students who scored 1.
got score 4. Next there are 8 (26.67%) Based on the results of German
students who got score 3 and 3 (10%) speaking skills test for aspects of Intonation is
Students who scored 2 and 0 (0%) of the analyzed by the following percentage formula:
students who scored 1. score
Based on the result of German X =
speaking skill test for vocabulary aspect is samples
analyzed with the following percentage X =
formula:
= 2.76 (maximum score of 4)
score
X = % =
samples
X = =
= 3:53 (maximum score of 4) = 69%
% =
These findings indicate that the
listening ability by using the method of
= whispered biscuits in German students of
= 88.25% grade X 1 SMA Negeri 1 Makassar in the
category of repeating the word order is 69%,
 237

or including the Enough category. Thus, it
can be concluded that not all students can
repeat the order of words it receives. They
find it difficult to repeat the words spoken by
the teacher to be forwarded to their group
mates.
concluded that it is not smooth in revealing
the sentence that he heard. This is because
they still have not mastered the vocabulary of
the German language and also still have
difficulty to pronounce some vocabulary
correctly.

3.4. Current Category Express

Sentences Table 5. Frequency and Percentage of
Table 4. Frequency Distribution and Student Score of Class X 1 SMA Negeri 1
Percentage of Current Category Scores Makassar On the Listening Skill Test Using
Reveals Sentences Method of Random Whispered Chain
Game In German
No. Score Frequency Percentage
1. 4 3 10% No. Score Frequency Percentage
2. 3 12 40% 1. 16 2 6.67%
3. 2 13 34.33% 2. 15 6 20%
4. 1 2 6.67% 3. 14 0 0%
Amount 30 100% 4. 13 4 13:33%
5. 12 4 13:33%
The table above shows that students' 6. 11 5 16.67%
listening ability by using the game whisper 7. 10 4 13:33%
chain method in German language for the 8. 9 2 6.67%
current category reveals 3 visible sentences 9. 8 1 3:33%
(10%) of students who got score 4. Next there 10. 7 2 6.67%
are 12 (40%) students who got score 3 and 13 11. 6 0 0%
(34.33 %) Students who scored 2 and 20 12. 5 0 0%
(6.67%) of students who scored 1. 13. 4 0 0%
Based on the results of the students' 14. 3 0 0%
listening ability test by using the whisper 15. 2 0 0%
method in German for the current category 16. 1 0 0%
express the sentence is analyzed with the Amount 30 100%
following percentage formula:
score The table above shows that the
X = students' listening ability by using game
samples whispering method in German language
X = analyzed from 4 Nurgiyantoro Evaluation
= 2.53 (maximum score of 4) Criteria seen 2 people (6.67%) of students
who got score 16, Next there are 6 (20%)
% =
students who got score 15, And 0 (0%)
= students who scored 14, 4 people (13.33%)
= 63.25% students who scored 13, and 12, 5 people
(16.67%) students who scored 11, 4 people
These findings indicate that the (13.33%) students who scored 10 , 2 people
listening ability by using the method of (6.67%) students who scored 9, 1 person
whispered chain in German language students (3.33%) students who scored 8, 2 people
X 1 SMA Negeri 1 Makassar in the category (6.67%) students who scored 7, nobody (0%)
of fluent express the sentence is 63.25%, or students who got a score of 6.5 , 4,3,2 and 1.
including the Enough category. Thus, it can be Based on the test of listening ability using

game whisper method in German for the four
categories, analyzed with the following
percentage formula:
score
X =
samples
X =
= 11, 90(maximum score 16)
% =
= Budinuryanta, Y, Kasuriyanta dan Koerman,
= 74.37%
These findings indicate that the
listening ability by using the method of
whisper game in the German language class X
1 SMA Negeri 1 Makassar is 74.37% or
including the Good category. This indicates
that listening ability by using the method of
whisper game chain is very useful for them.
Because by using the game method of
whispered chain students can convey
messages or information provided by the
teacher well.
4. CONCLUSION AND
SUGGESTION
Based on the previous discussion, the results
obtained that the listening ability by using the
game whispered method of class X students 1
SMA Negeri 1 Makassar is 74.37% or
included in the category of Good. This means
that in the German language learning process
teachers can use various methods so that their
students can better express themselves in the
target language.
Based on the research, some
suggestions are expected to be useful for all
238
parties, among others: 1) this game method
can be used in the classroom especially in
listening ability, 2) the game is conducted in
groups and no more than 10 students, 3) add
Other media so that it will be more interesting
for students, and 4) should the words
whispered to the students are pronounced with
correct pronunciation and intonation.
5. REFERENCES
Abdulah. (2013). Inovasi Pembelajaran.
Jakarta. Bumi Aksara.
Arikunto, S. (2006). Prosedur Penelitian,
Suatu Pendekatan Praktek. Jakarta:
PT. Bina Angkasa.
Imam. (2009). Pengajaran
Keterampilan Berbahasa. Jakarta:
Universitas Terbuka.
Kartono, Farida dan Halidjah, Siti. (2013).
Peningkatan Kemampuan Menyimak
Menggunakan Teknik Permainan
Berbisik Berantai di Kelas V Sekolah
Dasar Negeri 9 Sungai Pinuyuh.
Artikel Penelitian Pada Universitas
Tanjung Pura Pontianak.
Kusmayadi, Ismail. (2008). Think Smart
Bahasa Indonesia. Bandung: Grafindo
Media Utama.
Mukhtar. (2013). Metode Praktis Penelitian
Deskriptif Kualitatif. Jakarta Selatan:
Referensi.
Nurgiyanto, Burhan. (2001). Penilaian dalam
Pengajaran Bahasa dan Sastra.
Yogyakarta: BPFE Universitas Gajah
Madah.
Subana, M dan Sunarti. (2011). Strategi
Belajar Mengajar bahasa Indonesia
Cet. III. Bandung: Pustaka Setia.
Sutari, Ice. (1998). Menyimak. Jakarta:
Depdikbud.
Tarigan, Henry G. (2008). Menyimak Sebagai
Suatu Keterampilan Berbahasa.
Bandung: PT. Bina Angkasa.
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

The Application of Eclectic Method in Teaching Young Learners in X1

English Course in Makassar.

Vivit Rosmayantia, Bellona Mardatillah Sabillaha

a
STKIP Mega Rezky Makassar, Jl. Antang Raya No.45, Makassar, Indonesia

Corresponding e-mail: vivitrosmayanti_hasbullah@yahoo.com

Abstract: This study aimed to investigate the Eclectic methods applied by teachers in X1 English
course in Makassar in teaching Young Learners (YL). The subject of the study was that
the teachers in X1 English course who taught Young Learners program. The focus of the
research was the activities during the class in relation to the teachers methods and before
or after the class in relation to the students responses on the teachers performance. This
research employed a descriptive case study with qualitative research design. The main
instrument of the study was the researcher herself. In completing the data, guide
interview, and field-notes were used. The data and sources of the data were what the
teachers did in classrooms concerning the research questions. The additional data were
also taken from the students, staffs, and the teacher themselves in interview and
observation. The data analysis was carried out by following the grounded theory
procedures and technique comprised three steps: open coding, axial coding and selective
coding. The finding of the study revealed some critical incidents pertaining to the eclectic
methods applied by the teachers. The teachers applied eclectic methods by adapting five
teaching methods in ELT in teaching Young Learners students such as Grammar
Translation Method (GTM), Direct Method, Audio Lingual Method, Total Physical
Response (TPR), and Communicative Language Teaching (CLT). Based on the students
Progress Report of the students, the teaching methods applied in the class impacted on
good achievement of students as the consequence.

Key Words: Eclectic Method, Young Learners.

1. INTRODUCTION well. Based on this reality the parents try to find

English subject is one of the subjects which is
studied by students from elementary school to
tertiary level. For many years, lecture method
was the most widely used in many schools.
McIntosh (1996) observed that lecturing is
frequently a one-way process unaccompanied by
discussion, questioning or immediate practice
which makes it a poor teaching method. Most
schools in Indonesia employ some forms of
lecture teaching method to teach students.
However, the usefulness of other teaching
methods is being widely examined today.
Students have learnt English for years, but the
fact can be seen now is that we rarely find
students of high school who can speak English
solution for their children by giving additional
lesson in order to make their childrens English
improved considering that it is International
language which they surely need in the future. It
seems that parents dont really rely on school
then finding course place for their children is one
of the solutions.
X1 English courses are spread out in some
strategic points in Makassar. The location is near
from schools and university and also easily to be
accessed by using public transportations. The X1
English courses are available in some points in
Makassar. The strategic location is one of the
factors to attract the students because it enables
the students to access the places directly from
their school without being accompanied by their
parents. Another possible factor of why many

223

people come to study in X1 English course is
that the teaching methods they apply in the class.
This can be seen from the number of skip
students X1 English course has, it is more than
80% of the students skip from one level to the
higher one in every month. Based on the pre-
observation that the researcher has done, usually
the students register for one level or one month
only, and during their study, when they like the
teacher, the method, the atmosphere in the class,
and the progress of their English, then they will
skip or register to the next level. From this
phenomenon, it is obviously seen that the
teaching method also has important role in
attracting people to study in certain institutions.
From many factors of why X1 English course
become the most favorite English course, the
researcher is interested to examine deeply on the
last factor which is the teaching method applied
by teachers in X1 English course.
1.1 Problem Statement
Based on the background above, the
researcher formulated the following problem
statements.
1. What kinds of eclectic method applied in
teaching Young Learners in X1 English
course?
2. How does the eclectic method impact
students achievement in English?
1.2 Research Objective
The following points are considered as the
objectives of the research.
1. To examine the kinds of eclectic method
applied in teaching Young Learners in X1
English course
2. To investigate how the eclectic method
impact students achievement in English.
1.3 Significance of the Research
Since relatively little attention has been paid
to the students English improvement, so the
result of this research is expected to help
teachers to improve their teaching skill and find
a good method to teach students in order to get
better improvement. Besides, the result of this
research hopefully can be reference for the
224
teacher to be used in the class and also for those
who are going to find English course or who are
running the English course right now.
1.4 Focus of the Research
This research is limited to elaboration of the
Effective teaching methods in ELT Applied by
teachers in English course in Makassar. The
subject of this research focused on one of the
centers of X1 English course which is located in
Jl. A.P Pettarani Makassar.
2. REVIEW OF RELATED
LITERATURE
This chapter covers previous related studies,
some pertinent ideas which include the definition
of eclectic method and teaching method.
Teaching methods in this case includes grammar
translation method, the direct method, the audio-
lingual method, the silent way, suggestopedia,
community language learning, the total physical
response method, and communicative approach
2.1 The Definition of Eclectic Method
Eclectic method becomes popular right now
since this method considered as the method that
can fulfill the students need. According to
Kumar (2013:1) Eclectic method is the
combination of different method in teaching and
learning approaches. Every method has their
own strengths and weaknesses and by applying
eclectic method the teachers can cover the
weaknesses of certain method and adopt and
combine the teaching method based on the need
of their students. Gao (2011) stated that
principled eclecticism challenges the teacher to
ensure that every decision about classroom
instruction and activities is based on a through
and holistic understanding of all theories and
related pedagogies, in terms of the purpose and
context of language teaching and learning, the
needs of the learners, material available, how
language is learned and what teaching is all. In
addition, Gao (2011:1) described eclectic
approach as not a concrete, single method, but
a method, which combines listening, speaking,

reading, and writing, and includes some practice
in the classroom.
The eclectic method is actually very helpful
for teachers in teaching because not every
teacher can adopt the whole one method in
teaching considering their class needs. Kumar
(2013:2) actually stated that the purpose of
advocating eclectic methods is to connect life
experiences to the ideas presented in learning of
language. The types of learning activities the
teachers selected usually related to experience in
the real world based on their students need.
What is important for teachers is to get the
students to be able to achieve the goal of
teaching.
Ali (1981:7) lists the following principles of
eclecticism: a) teachers are given a chance to
choose different kinds of teaching techniques in
each class period to reach the aims of the lesson,
b) there is flexibility in choosing any aspect or
method that teachers think suitable for teaching
inside the classroom, c) learners can see different
kinds of teaching techniques, using different
kinds of teaching aids, that help to make lesson
much more stimulating and ensures better
understanding of the materials, d) solving
difficulties that may emerge from the
presentation of the textbook materials, e) finally,
it saves both time and effort in the presentation
of language activities.
2.2 Teaching Methods
Method means a particular way of doing
something (Cambridge Advanced Learners
Dictionary 3: 2008). Teaching methods can best
be defined as the types of principles and methods
used for instruction. There are many types of
teaching methods, depending on what
information or skill the teacher is trying to
convey. Class participation, demonstration,
recitation, and memorization are some of the
teaching methods being used. When a teacher is
deciding on their method, they need to be
flexible and willing to adjust their style
according to their students. Student success in
the classroom is largely based on effective
teaching methods.
For effective teaching to take place, a good
method must be adopted by a teacher. A teacher
has many options when choosing a style by
225
which to teach. The teacher may write lesson
plans of their own, borrow plans from other
teachers, or search online or within books for
lesson plans. When deciding what teaching
method to use, a teacher needs to consider
students' background knowledge, environment,
and learning goals. Teachers are aware that
students learn in different ways, but almost all
children will respond well to praise. Students
have different ways of absorbing information
and of demonstrating their knowledge. A variety
of strategies and methods are used to ensure that
all students have equal opportunities to learn. A
lesson plan may be carried out in several ways:
Questioning, explaining, modeling,
collaborating, and demonstrating.
A teaching method that includes questioning
is similar to testing. A teacher may ask a series
of questions to collect information of what
students have learned and what needs to be
taught. Testing is another application of
questioning. A teacher tests the student on what
was previously taught in order to identify if a
student has learned the material. Learning can be
done in three ways- Auditory, Visual, and
Kinesthetic. It is important to try and include all
three as much as possible into the lessons. There
are many kinds of methods that the teacher can
use in teaching language, Larsen (1986) divided
the methods into some, such as Grammar
translation method, direct method, audio-lingual
method, the silent way, suggestopedia,
community language learning, the total physical
response method, and the communicative
approach.
3. RESEARCH METHOD
3.1 Research Design
Atmowardoyo (2010) defined case study as
the study refers to an in-depth examination about
individual, a unit of organization, or a particular
event with probably special characteristic. The
main purpose of the study is to examine the
effective teaching methods applied by teachers
in X1 English course in each program such as
Young Learners (YL) and how those methods
impact on students achievements.

3.2 Site and Respondent
The subject of this research is one teacher as
the representatives of X1 English courses
teachers who teach Young Learners Class.
3.3 Research Instrument
In collecting the data, the researcher herself
was the key instrument. The researcher was the
observer and the interviewer of this research in
order to collect valid data. And then the data
obtained was analyzed by using systematic
technique which has been determined.
3.4 Data Collection Procedure
3.4.1 Nonparticipant observation
Nonparticipant observation is observation in
which the observer is not directly involved in the
situation being observed (Gay et.al 2006). In this
research, the researcher collected the data by
using non-participant observation. The data was
collected by doing observation for the teachers
and students in the classroom.
3.4.2 Semi-structured interview
Semi-structured interview is little more than a
casual conversation that allows the qualitative
researcher to inquire into something that has
presented itself as an opportunity to learn about
what is going on at the research setting (Gay
et.al:2006). In this research, the researcher
conducted the semi-structured interview and the
data from the interview was collected by taking
notes and audio recording.
3.4.3 Document examination
Document examination is also one of data
sources which can be in the form of written or
visual that can contribute to our understanding of
what is happening in the classroom. The
researcher collected the teaching materials given.
The students worksheet and the textbook were
the source of data and were examined by the
researcher as well.
2.5 Technique of Data Analysis
To analyze the data collected, the researcher
applied the following steps:
226
2.5.1 Examining the fields note containing all
the data collected
2.5.2 Open coding which is done through the
following steps:
2.5.2.1 Naming the phenomenon
(choosing the observation result
with the name which represent the
phenomenon)
2.5.2.2 Categorizing the conceptual label
and naming the category.
2.5.2.3 Developing the category from
property and dimension side.
2.5.3 Axial coding (combining and associating
the category after doing open coding)
2.5.4 Selective coding (the process of
choosing core category, relate it with
other categories systematically, validate
those categories, revise and develop the
category if necessary (Atmowardoyo,
2008))
4. FINDINGS AND DISCUSSION
4.1 Description of Findings
4.1.1 Concept/ phenomena in X1 English
course and the learning process.
After doing the open coding of identified
phenomena from some field notes, the researcher
found out some concept or phenomena which are
related to X1 English course and the learning
process in the class and out of the class. Those
phenomena are categorized in core category as
the teaching procedure of Young Learners.
Which is presented in the following open coding.
Table 3.1 The Result of Open Coding
 227

Category: Teaching Procedure of Young

Learners (YL)
4.1.2 Paradigmatic relationship among Concept/ Subc Propert Dimension Descri
phenomena phenomena atego y ption
ry of Data
The T stands in Pass Purpos Vocabulary building FN
The second step of analyzing the data as front of the word e/ aims Discipline 01,02,0
mentioned in chapter III is axial coding. Axial class and starts s Every meeting 5,06,08
coding is aimed to recombine and correlate the checking the chec Freque 3 to 5 words every
passwords to king ncy meetings
data identified through open coding. This one by one Numbe 3 to 5 minutes
combination is done to correlate one category to student r of
words
other categories and categories with Every time Stati Duratio Discipline
subcategories. The focus of this step is that to before the onar n Every meeting FN
specify the phenomena from it causal condition teachers starts y Purpos Students book, 01,02,0
the lesson, she chec e workbook,notebook, 5,06,08
to occur, another causal context, action strategy checks the king Freque students journal,
decided, and the consequence resulted. Therefore stationary, and ncy color pencil,
the following paradigmatic form applied: Causal the parents Items scissors, glue
signature in the 3 to 5 minutes
Condition Phenomena Context students Duratio
Intervening Condition Action Strategy journal. n
Purpos To teach students
Consequence (Atmowardoyo: 2010). The result The teacher e how to work in team
of this step is presented in table 4.9 on page 110. puts students in Grou Groups Small group, pairs FN
The table shows some critical incidents in group for ping Freque Sometimes/ before 01,08
certain activity ncy doing certain
learning process which lead the teacher to apply and the group activities
certain tactics as part of the teaching method will change as Duratio 2 to 5 minutes
itself. the activity n
change
Before Revi Purpos To review the FN
Table 3.2 The Result of Axial Coding presenting the ew/ e/ aim previous lesson, to 01,02,0
Paradigmatic Relationship among lesson, the war cheer the students 5,06,08
teacher always ming up, to bring the
Phenomena ask the students up/ students in with the
about their lead Freque lesson
Interveni previous lesson in ncy every meeting
Causal Duratio
Pheno ng Action Conseq
Conditio Context n 5 to 10 minutes
mena Conditio Strategy uence
n The teacher Prese Purpos FN
n
Students T gives Students Happen T use Student presents the ntati e To introduce the 01,02,0
are reward memoriz in the ticket and smemo lesson in on students with the 5,06,08
required for the e the class point as rize the simple way. Freque new lesson in simple
to student password after reward passwo ncy way to avoid
memoriz s s mentioni for rds boredom and
e some ng the students perfectl difficulties
password password y Duratio every meeting
s before s. n 10 to 15 minutes
enter to The teacher
the class asks the Lang Purpos To ensure that the FN
Students students to do uage e students catch the 01,02,0
Students speak Happen T use Student the exercise Pract Freque point of the lesson 5,06,08
may not T gives bahasa, in the ticket and s stop available on the ice ncy presented
speak punish mock class point as speakin students book Duratio Every meeting
Bahasa in ment friends, during punishme g in or workbook n 10 to 15 minutes
the class, for the disturb the nt Bahas, The teacher
may not student friends, learning disturbi applies fun Skill To get the students FN
disturb or s etc process ng activities to get pract Purpos practiced their skills 01,02,0
mock friends, the students ice e every meeting 5,06,08
friends, etc. practice the 10 to 15 minutes
and other skill Freque
bad The students ncy To enable the
attitude. fill in the Fillin students to write FN
journal and g in Purpos their reflection 01,02,0
Students T use T wants Happen T asks Student show it to the the e/ aim To enable the 5,06,08
have to concep to check in the the s pay parents later on journ parents to control
when they get al their childrens
home. progress
 228

pay t the class questions attentio students by using picture and speak in
attention checki students after in n to the
to the T ng understan giving concept Ts target language all the time, Audio
explanati questio ding explanati checking explan Lingual Method in giving limited
on in the ns about on or form ation vocabulary for the students and
class. what has instructio or
been n instruct giving reinforcement for the effective
explained ion response done by the students, Total
Students T gives Students Happen T gives Student
Physical Response (TPR) by
are extra who have in the extra s have involving a lot of physical movement
required attentio many class out class and require and the idea of fun learning, and
to have n to the absences of normal make up d
90% student and the schedule class to attenda Communicative Approach or
attendanc s weak cover nce Communicative Language Teaching
e in the students. students and get (CLT) in adapting the three principle,
class so missing better
they can class improv such as communication principle,
get better ement. task principle, and meaningfulness
improve
ment.
principle.
As the consequence, the teaching
methods applied in both Young
Learners and Young Adults program
4.1.3 Core category
give positive impact on the students
The next step of analyzing the data is that achievement in English. It is shown
selective coding which is the process of from the Students Progress Report
(SPR) made by the teachers as the
choosing the core category, correlating the core
category with other categories systematically, result of students progress test.
validating the relationship, and completing the From the story line, it was identified the core
categories need revision. The result obtained in category which is supported by other categories.
this process is the story line which reflects the The category is the teaching methods applied by
core category. Story line is short the teachers in Young Learners program. And
conceptualization of description about incidents then another one category which is the impact of
related to phenomena of the focus of the research the teaching methods applied brings good impact
(Atmowardoyo: 2010). on the students achievement in English occurs as
In this case, the main phenomena are the the consequence. The categories are the focus of
learning process in the class in X1 English the research so it is classified as the core
course in relation to the teachers teaching category. The other category such as the
methods. Specifically, those phenomena cover teaching procedures of YL program and the
the teaching procedure of the teachers in the response of students on teaching methods are not
class, and the impact on students achievement elaborated completely in the story line because
as the consequence of the teaching methods they are subsidiary category. Those categories
applied in the class. Based on the description of are called peripheral categories.
phenomena in the previews part of this chapter,
the story line of this research is formulating as 4.1.4 The relationship between core
follows:
categories and peripheral
One of the program in X1 English
course is Young Learners program. categories
Young Learners (YL) program
The identification of relationship between
applied eclectic method which
core categories and peripheral categories is done
combines five teaching methods in
systematically by using the following paradigm
ELT such as Grammar Translation
pattern: a). causal conditions that cause the
Method (GTM) by asking students to
occurrence of phenomena, 2). the phenomena
memorize some vocabulary every
themselves, 3). the background causes of certain
meeting, Direct Method in teaching
action, 4). the action themselves, and 5). the

consequences of the actions. By using this form,
the relationship between core categories and
other categories can be elaborated in some
pattern.
a. Grammar Translation Methods
memorizing passwords Students
vocabulary increased.
b. Direct Methods Speak in target language
and using picture in teaching students get
the point of presentation easily.
c. Audio Lingual Method teaching limited
vocabulary students memorized
passwords or vocabulary easily without any
complains.
d. Total Physical Response (TPR) the
teaching procedure involved physical
movement and fun activities students are
enthusiast without feeling bored to study in
the class.
e. Communicative Language Teaching (CLT)
communication principle, task principle,
and meaningfulness principle students
language ability improved.
f. Community Language Learning (CLL)
Free conversation and small group task
all students involve in the activity and being
closer with the teacher.
4.2 Discussion of Findings
As qualitative case study research which
adapted the grounded theory design, this
research has obtained a theory of language
teaching which was elaborated based on the data.
In general, the theory covers the effective
methods in English language teaching applied in
the most popular English course in Makassar and
its supporting factors. Specifically, the teaching
methods applied to teach young learners and the
impact of those methods on students
achievement in English.
4.3 Eclectic methods of young
learner program
The researcher found that the teachers in X1
English course applied eclectic method in
teaching their students. The teachers of YL
program combine five teaching methods in ELT
in teaching their students. The ELT methods that
the teachers adapted in their teaching procedure
229
are Grammar Translation Method (GTM), Direct
Method, Audio Lingual Method, Total Physical
Response (TPR), and Communicative Approach
or Communicative Language Teaching (CLT).
The teachers considered adapted the GTM, as
discussed on page 19 to 21, in their teaching
procedure because they still rely on the students
memorization in building their vocabularies in
which the memorization is one of the principal
characteristics of GTM according to Richards
and Rodgers (1986). He said that one of the
principal characteristics of GTM is that
vocabulary selection is based on the reading text
used, and the words are taught through bilingual
word lists, dictionary study, and memorization.
The students have to memorize some
vocabularies as passwords before they enter to
their class; the passwords were given in the
previous meeting so the students have plenty of
time to memorize. Besides that, the number of
passwords are limited from 3 t0 5 vocabularies
each meeting. Limited number of students
password aimed to avoid boredom and
difficulties of students in memorizing.
The adaptation of Direct Method is also
considered done by the teacher because they use
picture, pantomime, and realia in their teaching
procedure. The basic premise of Direct Method
is to teach students how to communicate in the
target language. According to Larsen-Freeman
(1986:24) the objective of using picture,
pantomime, and realia is that to teach the
students how to use the language spontaneously
and orally. The basic rule of Direct Method is
that no translation allowed. This rule is
supported by Richards and Rodgers (1986:9-10)
about the principal and procedure of the direct
method, he said that the new teaching points are
taught through modeling and practice and the
instruction is conducted exclusively in the target
language. This principal is along with the YL
teaching procedure where the students and the
teacher speak in the target language before,
during, and after the class.
The other teaching method in ELT that the
teacher adapted in their teaching procedure is
Audio Lingual Method because the teachers
teaches limited number of vocabularies to the
students and give reinforcement to the students
who give effective respond. This technique is
supported by Brown (1994:57) opinion about the

key features of The Audio-Lingual method, in
point e and i he said that the vocabulary is
strictly limited and learn in context and the
effective responses are immediately reinforced.
As discussed in preceding paragraph that the
number of vocabulary given to the students are
limited to everyday vocabularies or the
vocabularies which are related to the lesson of
the day. The teacher uses the new vocabulary at
that day as password for next meeting, and when
the students can mention the passwords they will
get number of ticket based on their class
agreement.
The next teaching method in ELT which is
also adapted by the teacher of X1 English course
in their teaching procedure is Total Physical
Respond. The adaptation can be seen from some
activities which are fun and relay much on the
physical movement as the characteristic of TPR.
This procedure is supported by Ashers (1977)
opinion about the idea of TPR method. He said
that learning should be fun and as stress-free as
possible. In running certain activities, the
teachers give instruction in very clear way in
target language. Usually the teacher gives
commend and the students act out the activity
and again this technique is supported by Ashers
(1977:43) opinion about the key feature of TPR.
He said that in TPR, the instructor is the director
of a stage play in which the students are the
actors.
The last teaching method in ELT adapted by
the teacher of YL program in their teaching
procedure is Communicative Approach or
Communicative Language Teaching (CLT).
David Nunan (1991:279) listed five
characteristics of Communicative Language
Teaching; three of them are an attempt to
communicate through interaction in target
language, an enhancement of the learners own
experience as important contributing elements to
classroom learning, and an attempt to link
classroom language learning with language
activation outside the classroom. These
characteristics listed by Nunan are applied by the
teachers of YL program in their teaching
procedure.
The adaptation of CLT in YL teaching
procedure is also supported by Richards and
Rodgers (1986) about the three elements of
underlying learning in some CLT practices
230
which are along with the idea of teaching YL
students in X1 English course. According to him
there are three elements of an underlying
learning of CLT practice, the first is
communication principle (activities that involve
real communication that promote learning), the
second element is task principle (activities in
which language is used for carrying out
meaningful task promote learning), and the third
id meaningfulness principle (language that is
meaningful to the learners support the learning
process).
5. CONCLUSION
Based on the description of finding in
the preceding subchapters, the researcher found
that the teachers in X1 English course applied
eclectic teaching method in teaching their
students. The teachers of YL program combine
five teaching methods in ELT in teaching their
students. The ELT methods that the teachers
adapted in their teaching procedure are Grammar
Translation Method (GTM), Direct Method,
Audio Lingual Method, Total Physical Response
(TPR), and Communicative Approach or
Communicative Language Teaching (CLT).
Based on the Students Progress Result showed
in previews chapter, it can be inferred that the
teaching method applied by the teachers in the
class has effectively bring a good impact on
students achievement.
REFERENCES
Ali, A.M. (1981) Teaching English to Arab
Students. Jordan: Al-Falah House
Anthony, Edward M.(1963). Approach, method
and technique. English Language Teaching
17: 63-57.
Asher, J. (1977). Children Learning Another
Language: A Developmental Hypothesis.
Child Development, 48, 1040-104
Atmowardoyo, (2011). Case Study Method In
TEFL Studies. A Paper Presented to
international lecture on educational practices .
Makassar 21-23 July 2011.
Atmowardoyo, (2008). Metode Penelitian
Kualitatif: Teori Dasar. Badan Penerbit
UNM. Makassar.
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Brown, H.D. (1994). Teaching by Principles

Englewood Cliffs, NJ; Prentice Hall.
Atmowardoyo Haryanto. (2010). Research
Methods for Language and Literature
Studies. Badan Penerbit UNM. Makassar.
Gao, L. (2011) Eclecticism or Principled
Eclecticism. Creative Educatio. 2 (4): 363-
369.
Kumar, C.P. (2013). The Eclectic Method:
Theory and Its Application to the Learning of
English. International Journal of Scientific
and Research Publications, 3 (6). ISSN 2250-
3553.
Larsen freeman, (1986). Technique and
Principle in Language Teaching. Oxford
University Press. England.
McIntosh, (1996). Delivering Effective Lectures.
Retrieved on 29th January 2012 from
http://www.reproline.jhu.edu/english/6read/6t
raining/lecture/delivering_lecture.htm.
Nunan, D. (1989). Designing Tasks for the
Communicative Classroom. Cambridge:
Cambridge University Press.
Nunan, D. (1991). Communicative Tasks and the
Language Curriculum. TESOL
Quarterly 25/2, 279-295.
Richards, Jack C. and Rodgers, Theodore S.
(1986). Method: Approach, design and
procedure, Chapter 2 in Richards, Jack C.
The Context of Language Teaching
Cambridge University Press.
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Reinforcement Approach as A Strategy in Sociology of Politics Teaching

at Civic Departement of UPRI Makassar

SyamsuaA. Kamaruddina, Harifuddin Halima, Rasyidah Zainuddinb

b
UPRI Makassar, Jl. Baruga Raya, Makassar, Indonesia
Universitas Bosowa, Jl. Urip Sumoharjo, Makassar, Indonesia
Corresponding e-mail: syamsukamaruddin@gmail.com

Abstract: This article aimed to describe the implementation process of reinforcement method as a
strategy in sociology of politics teachings at student of Civics Social Sciences
Department Faculty of Teaching and Education Universitas Pejuang RI of Makassar. So,
the research done by using survey approaching through Quota Sampling Technique of
46 students. They are distributed questionnaires as the main collecting data, besides
interview technique, and related literatures study. The result of interview and literature
study used to support the questionnaire data. Then, the data analyzed through tabulation
of frequency technique. The result showed that the reinforcement implementation is
moderate in effective. One of vision in this teaching method is giving inspiration and
motivation to student for learning not only in the class but also outside of the class. The
reinforcement indicators i developed such as: smiling, happy face, close to students,
giving good words, rejecting the bad words, and etcetera. All of the items oriented to
construct good relation to students. This aspect explained that developing the good
learning situation in good relation, not monolog, students will enjoy receiving teaching
and feeling unstressed. They will also pleasure the material. Based on this finding, I
suggest the improving and developing of teaching through making more effective the
reinforcement implementation in the classroom. The lecturers need to understand more
the orientation of education as the main goal of long time process of teaching.

Keywords: reinforcement approach, teaching method, sociology of politics, strategy

1 INTRODUCTION teacher in delivering a subject must be fully

In education, the transfer of teacher
science to students takes place in classroom
learning situations. It also shows that overall
teachers play a central role in the education
process. Joyce and Weil (Danim, 2002) classify
the learning process as an event that takes the
interaction of science between teachers and
students and suggests it in the form of a
teaching model. Of the 22 teaching models,
they categorize them into four things: (a) the
process of information, (b) personal
development, (c) social interaction, and (d)
behavior modification.
The main task of teachers is to
maximize students' potential through the
presentation of subjects. Each subject, behind
the material that can be presented clearly, has
certain values and characteristics that underlie
the material itself. Therefore, virtually every
aware that as he conveys the subject matter, he
should also develop the underlying nature and
traits within the subject itself (Abdullah 1987;
Sardiman, 1998).
Further, Weil and Joyce (Danim,
2002) argue that the process of teaching and
learning is a process that contains a series of
actions of teachers and students on the basis of
reciprocal relationships that take place in
educational situations to achieve certain goals.
One important component of learning is
teaching. Teaching (Sahabuddin 1995; Uzer
Usman 1992) in principle is guiding students in
teaching and learning activities. This context
implies that teachers are required to be able to
act as organizers of student learning activities.
The teaching and learning strategy
does not mean a strategy for teaching, but a
learning strategy and teaching strategy by
putting both learner and educator activities in a

215

context where more emphasis is placed on
learners' learning activities (Dimyati 1999;
Oemar Hamalik 2007).
Strategy as a term widely used people.
In a general sense, a strategy is a structuring of
potentials and resources in order to efficiently
obtain results according to design. Close to the
term is a tactic or strategy. Finesse is the
optimal utilization of situations and conditions
to reach the target. Teaching and learning
strategies mean how to organize potential -
learners and educators - and resources -
facilities, costs, and infrastructure - so that a
program can be optimally utilized, or a subject
or field of study can achieve its objectives;
Whereas teaching and learning tactics is a
structuring or management of instructional and
non-instructional conditions and situations so
that the learning objectives are achieved
efficiently (Getteng 1993, 2009).
Teaching skills as one of the learning
tactics is a major variant of the success of
students and teachers in the learning process.
The varied teaching skills-lectures, simulations,
discussions, modules, and so on-taking into
account the type of material delivered, the
classroom situation, and the student's condition
must have an effect on the student's acceptance
of the smallest material (Gie, 1995).
In the implementation of the learning
process that took place in the class almost all
teachers are synonymous with the use of lecture
methods, the method of discussion in
monotonous. As a result, learning outcomes
achieved by students are far from the target of
learning.
In this writing, the problem focused in a
rarely teaching skills that seldom used by
teachers. It is reinforcement approach. This
approach is one of the teaching skills model. It
is a form of whole responds of teaching
whether verbally or non-verbally. It is also one
part of behavior modification of teacher to
students behaviors that aimed to give
information or feed back to the students for
their motive as an encouragement or correction.
According to Purwanto (2007) that
reinforcement also interpret as a behavior that
can increase the possibility of recurrence of the
behavior. The action intended to reward or
encourage students to be more active in
teaching and learning interaction.
Reinforcement has a positive attitude
toward the learning process of students and
aims to improve learning activities and foster
student behavior is productive. The principles
of reinforcement are (a) warmth and
216
enthusiasm, (b) meaningfulness, (c) stimulating
and improving learning motivation, (d)
avoiding the use of negative responses (Shah,
2001).
According to Roestiyah in her
Writings with its title "The Problems of Teacher
Science (Nasution 2000), she stated that to
carry out an effective teaching required the
following conditions (1) Active learning both
mental and physical. In this case, the child must
experience mental activity, lessons can develop
their intellectual abilities, critical thinking
skills, analytical skills, the ability to apply their
knowledge and so on, but also experience
physical activities such as doing things,
composing the essence of lessons, making maps
and so on. (2) Teachers should use many
teaching methods. (3) The teacher should
always give motivation. (4) A good and
balanced curriculum. (5) The teacher considers
individual differences. (6) The teacher makes
teaching planning so that it will always teach
effectively. (7) The teacher gives suggestion to
the students. (8) The teacher should have the
courage to face his students as well as the
problems that arise during the teaching and
learning process takes place. (9) The teacher
must create a democratic atmosphere in the
classroom. (10) The teacher presents material
that stimulates the mind of the student. (11) The
teacher integrates the material presented, so that
the child has integrated knowledge not as
fragmented as in the old teaching system, which
teaches separately from one another. (12) The
material must relate to social reality. (13) The
teacher gives the child the freedom to be able to
self-investigate, self-observe, self-study, self-
solving. (14) Teach remedial teaching.
In sociology (politics), there are four
dimensions in approach (Soekanto, 1984),
namely: (1) cognitive dimension. In this
dimension, social scientists will always talk
about social theory as a way of building
knowledge about the social world. Here lies the
epistemology that builds various social research
methodologies. (2) Affective dimension is a
condition in which the built theory contains
experiences and feelings of the theorist
concerned. This dimension affects the desire to
know (to know) and be right (to be right) - both
of these points to a particular event and external
reality. (3) The reflective dimension, here,
social theory must be part of the world, as it
becomes a way of understanding the world. In
other words, social theory should reflect what is
happening out there and what happens to us as
one element of the existing social system. (4)

The normative dimension that extends the third
dimension. In these dimensions, social theory
should implicitly and explicitly contain how the
world reflects. These four dimensions construct
the whole approach in the process of
constructing existing social theories.
From the above definitions, the
elements of society are as follows: (a) Humans
living together. In Social Sciences, there is no
absolute size nor a definite number to determine
how many people there must be. However, the
theoretical minimum number is two people who
live together. (b) Mix for a long time. A
collection of people is not the same as a
collection of inanimate objects such as chairs,
tables and so on. Because with the gathering of
humans will arise new humans. Humans can
also talk, feel and understand; They also have a
desire to convey their impressions or feelings.
As a result of living together, the emergence of
a communication system and the emergence of
rules that govern the relationship between
humans in the group. (c) They realize that they
are a unity. (d) They are a system of living
together. The system of common life brings
about culture because each member of the
group feels itself tied to one another.
Based on the above descriptions, the
"reinforcement" approach as one component of
the teaching skill is basically humanist who
values each individual idea of student so that it
is considered able to arouse the learner's
learning passion. It has significance with
material in sociology of politics. By itself, this
approach also considered attractive in the
achievement of learning objectives.
2 METHOD
This study used a survey approach of all
students of the PPKn Study Program of IPS
FKIP UPRI Makassar, which amounted to 46
people. This amount is also determined as a
sample with Total Sampling withdrawal
technique. Data collection technique used is
Interview, that is interviewing subject related in
this research that is lecturer of Sociology of
Political subject to get data according to object
studied, Questionnaire, that is circulating
questionnaire to respondent about strengthening
approach that has been used by lecturer of
course Political Sociology, Documentation,
which is collecting data from official
217
documents owned by the object and the subject
under study. Data analysis techniques use
frequency tabulation..
3 RESULT AND DISCUSSION
In the variable "Reinforcement"
approach, the researcher has formulated some
of the indicators to be measured. Each of these
indicators is manifested in the form of a
questionnaire with scoring ranges as described
in data analysis techniques.
Based on the samples investigated it
was found that the approach of "Strengthening"
lecturers of Political Sociology subject to the
attitude indicator "lecturer smile if the student's
answer is correct when asked" is high (80.43
percent) of 46 respondents. The lowest score
obtained was 19.57 percent. The frequency
distribution of the scores of the applicable
variables of the "Reinforcement" approach of
the lecturer can be seen in Table 1 below.
Table 1. Lecturer smile if students answer right.
Items F %
Always 17 36,95
Often 20 43,48
Sometimes 9 19,57
0
Seldom 0
Never 0 0
Total 46 100
Data source: questionnaire.
In Table 1 above, it can be seen that
from all respondents, the fact that the
distribution of the score shows that the attitude
of the teacher in opening the lesson favored by
the students. This condition illustrates that the
attitude of the lecturer should maintained not
directly to start the lesson when in the
classroom. It takes conditioning for students as
a form of mental readiness and their minds
receive lessons.
Based on the results of the above
interviews, found similarities between students
with lecturers that in essence both students and
lecturers need good learning conditions through
the provision of warm stories and fun before
starting the lesson.
Another indicator of the
"Reinforcement" approach is the awarding of
 218

lecturers to correct student answers by pointing create different nuances. Applause is nuance
their thumbs. "game" so less appropriately applied in formal
The results of the questionnaire showed learning atmosphere, although there are some
that the lecturer never gave thumbs up to the courses that in the learning method using the
students who gave the correct answer either in game. For the subject of political sociology
question and answer aspect or in class whose character requires analysis, the applause
discussion. Overall respondents 46 people (100 is not appropriate to be use even though some
percent) suggested it. students admitted if the lecturer has also given
awards in the form of applause to the students.
Table 2. Lecturer gives thumb if students answer To reward students, one of the most
right. frequent activities lecturers show is "giving a
word or greeting" which inspires students. The
Items F %
praise often given by the lecturer is "Your
Always 0 0 answer is correct", "I agree with you", "exactly
Often 0 0 what you said earlier". "The answer is steady",
and so on.
Sometimes 0 0 Based on the data obtained, most
0 0 students (84.78 percent) acknowledged that the
Seldom lecturers of political sociology most often "give
Never 46 100 a word or praise to students" if there is a correct
answer, the rest (15.22 percent) say
Total 46 100 "sometimes".
Data source: questionnaire.
Table 4. Lecturer gives praise if students answer
Based on the above frequency right.
tabulation, illustrates that in the indicator Items F %
lecturers do less. However, it does not mean
that the lecturer does not give awards, but only Always 21 45,65
the form of "unfamiliarity" gives the thumbs up Often 12 26,08
to the students.
Another Reinforcement indicator is the Sometimes 7 15,22
applause by lecturers and other students in the Seldom 0 0
classroom. This aspect is slightly more likely to
do by lecturers because this attitude is more Never 0 0
common. Data showed that lecturer ever done
in the classroom in seldom level (47, 82%), Total 46 100
and 52, 18% said that lecturer never applause. Data source: questionnaire.

Table 3. Lecturer applause if students answer right. What illustrated in Table 4 above
actually shows the facts of action shown by the
Items F %
lecturer of Political Sociology in inspiring the
Always 0 0 students in this aspect, the lecturer has the
Often 0 0 consideration to prefer to give words of praise
(verbal) compared to the movement (kinesics).
Sometimes 0 0 The reason lecturers prefer verbal gift is that
22 47,82 everyone likes to praised and it makes him
Seldom inspired and passionate. Thus, verbal and
Never 24 52,18 kinesics actions are optional actions with
individual considerations.
Total 46 100 Another interesting aspect is the action
Data source: questionnaire. of lecturers to approach students (kinesic).
Table 5 shows the frequency of lecturers doing
The above description of the data can this is quite high (82.60 percent) and the rest
be interpreted that although applause or (7.40 percent) who say that lecturers sometimes
applause activity can encourage the students as approach students.
well as bring the class up, but in other situations
 219

Table 5. Lecturer close to students if their answer of compensation from a student like shaking his
right. hand.
Items F %
Always 10 21,73 Table 7. Lecturer close to students if their answer
28 60,86 right.
Often
Items F %
Sometimes 8 17,39
Always 0 0
Seldom 0 0
Often 9 19,56
Never 0 0
Sometimes 6 13,04
Total 46 100 Seldom 0 0
Data source: questionnaire. 31 66,96
Never
In the context of the kinesics (Table 5) Total 46 100
is very different from the action of "applause" Data source: questionnaire.
and "thumbs up" at the students. Although
kinesics also contains physical activity, this
activity is more likely to carry out for a variety The action of "tapping the shoulder"
of reasons, such as lecturers approach students or "holding the shoulder" said to be
because their voices are too small, especially spontaneous because if the lecturer is near the
women, or those with the most rear seats. student, the lecturer can immediately hold his
Another indicator in the shoulder and ask him to answer the discussion.
"Reinforcement" approach is that the lecturer According to the lecturer, the action usually
shakes the student's hand ". Table data shows done because students often chat behind and
that the lecturer of Political Sociology in the make a fuss. The view the professor diverts
learning process never did. All respondents their attention by asking them to engage in a
(100 percent) also admitted it. discussion. The act of touching the students'
shoulders is to distract them and re-engage the
mind in the subject matter presented.
Table 6. Lecturer shakes hands to students if their Similarly, if the answers given by
answer right. students are not right or wrong. The various
Items F % actions taken by the lecturer in responding to
Always 0 0 the erroneous responses include shaking your
head, smiling, blaming the student's answer, not
Often 0 0 responding, asking for repairs, or even smiling.
Sometimes 0 0 Table 8 below shows the lecturers'
actions "shaking their heads" against the wrong
Seldom 0 0 student answers. Of the total respondents (46
46 100 students) there were 19.56 percent saying
Never
"sometimes" and 79.44 percent saying "rarely
Total 46 100 or never".
Data source: questionnaire.
Table 8. Lecturer shaking heads if their answer
The reason given by the lecturer wrong.
concerned so that he did not shake the hands of Items F %
students, because it is the same as thumbs up. Always 0 0
In contrast to the action of "tapping Often 0 0
the shoulder" (Table 7) which the lecturer 9 19.56
indeed did (13.04 percent) but more stated Moderate
never (66.96 percent). This action is easier to Seldom 0 0
perform than any other action because it is Never 37 79.44
spontaneous and does not require the movement
Total 46 100
 220

Data source: questionnaire. The act of "smiling" in an unfavorable

situation is a great attitude. A lecturer who is
The data descriptions on Table 8 shows capable of doing so certainly has a mental
that basically, the sociology lecturer does not maturity and a long educational vision. When
take the action of "shaking his head" unless he the lecturer of Political Sociology asked why he
is unconscious and immediately shakes his head smiled.
while listening to student answers. The interesting thing about a good
Another indicator of the attitude in the classroom is the greatness of
"Reinforcement" approach is not to blame receiving anything, but higher than that is to
students for their behavior or answers. Table 9 give the best rewards. The context is the act of
"giving praise" to wrong or incorrect answers.
shows that lecturers have never (100 per cent) Table 11 below shows students
blamed students directly on behavior or 'impression of smiling lecturers' actions when
answers. their answers are wrong, and all respondents
state that the lecturer is smiling (100 percent).
Table 9. Lecturer doesnt blame to students if their
answer wrong. Table 11 Lecturer gives praise to students if their
Items F % answer wrong.
Always 0 0 Items F %
0 0 Always 46 100
Often
Often 0 0
Moderate 0 0
Moderate 0 0
Seldom 0 0
Seldom 0 0
Never 46 100
Never 0 0
Total 46 100
Data source: questionnaire. Total 46 100
Data source: questionnaire.
Even if there are students who make
mistakes, lecturers do criticism in other ways. The data above implies that attitudes
The actions made by lecturers actually make are very urgent in interacting with humans.
students more confident. There is also another action that lecturers
The hardest thing a person can do is generally do is "not responding to incorrect or
"smile" at an unexpected situation. A lecturer incorrect answers". Table 12 shows that
who is able to "smile" to listen to an incorrect respondents acknowledge that lecturers never
or false student response is an extraordinary responded, meaning they responded to
gesture. The following table 10 shows that the inappropriate answers (89.13 percent) and
professor actually "smiles" (100 percent) in the sometimes did not respond 10.87 percent.
face of such a thing.
Table 12 Lecturer responded to inappropriate
Table 10. Lecturer smile" at an unexpected situation. answers.
Items F % Items F %
Always 46 100 Always 0 0
Often 0 0 Often 41 89.13

Moderate 0 0 Moderate 5 10,87

Seldom 0 0 Seldom 0 0

Never 0 0 Never 0 0

Total 46 100 Total 46 100

Data source: questionnaire. Data source: questionnaire.

Based on the table above, not
responding to a student's answer, even if it is a
mistake, is also a slightly wrong attitude.
Whatever the student answers, it still requires
clarity from the lecturer, especially in the
lecturer science class remains the main thing
compared to the students' knowledge.
Based on the above conditions, the
lecturer should request a more correct repent
from the students if their initial answer is less
precise. By this, students feel appreciated and
their spirits rise.
Table 13 shows the responses of
student respondents to such lecturers' attitudes.
Apparently, all respondents (100 percent) stated
that the lecturer requested the correct answer
from the students.
Table 13 Lecturer requested the correct answer from
the students.
Items F %
Always 46 100
Often 0 0
Moderate 0 0
0 0
Seldom
Never 0 0
Total 46 100
Data source: questionnaire.
The attitude of students who feel re-
asked the right answer after knowing the wrong
answer gives almost the same response. Fitri
(21 Years) a student claimed to feel very
appreciated and his spirit rose.
Analyzing the research data above,
the researcher sees that the "Reinforcement"
approach is a very human approach. Status is
not taken into account in this approach but
relationships are situational.
Various researches on the same
approach did but their nature is explanatory and
correlational. Research conducted by Mrs.
Hasrati in 2009 at SD Pabbangiang Gowa
District found a significant influence on the
application of Reinforcement approach to
improve students learning motivation. The
research conducted by Hamdana in 2005 about
the relationship of Reinforcement approach
with student achievement also found strong
correlation to students of SMP Negeri 1 Sinjai
Selatan.
This study also descriptively describes
the details of the causes so that this approach is
221
very influential on the motivation that will
ultimately improve student achievement
students and students.
The core of the Reinforcement
approach is the inspiration of both the student
and the public. Reinforcement contains both
verbal and kinesics behaviour that is stimulus
for humans who accompanied interact.
Moreover, the basic human character is thirst
for praise and appreciation so Reinforcement
approach is very appropriate to encourage
students.
However, in essence the approach that
is part of the educational and teaching strategy
always has a purpose. In it, the goal can
interpret as an attempt to provide the expected
result formulation of the student / subject of
learning, after completing / gaining the learning
experience. Meanwhile, the formulation and
level of achievement of teaching objectives is a
practical guide on the extent to which
educational interaction must bring to achieve
the ultimate goal. The goal is something
expected of the subject of learning, thus giving
direction to where the teaching-learning activity
should carry and carry out.
The classroom teaching system has
placed the lecturer in a very important place,
because the lecturer who initiates and
terminates every teaching learning interaction
he or she creates. Various roles of lecturers
needed in the implementation. Implementation
of a good teaching and learning interaction can
be a clue about a lecturer's knowledge in
accumulating and applying all teacher's
knowledge. That is why, as it emphasized in
advance that in carrying out the interaction of
teaching and learning, there needs to be some
teaching skill.
One aspect of the skill in question is
interest or interest in the way the lecturers
attract or bring the attention of the students on
the subject matter. Someone who enters a
sudden new situation often arises psychological
shock or pressure because the old situation still
overshadows her thoughts or feelings. For that
new situation required involving the
components of educational interactions in the
form of objectives, materials, methods,
facilities, evaluation, lecturers and students.
Regarding the method aspect, one of
the most important parts is the lecturer's style of
interacting and responding to student behavior.
This aspect fundamentally directly related to
non-verbal cues of movements of limbs to give
an idea of something in order to clarify the

purpose or explanation / description expressed
by the lecturer.
In response students, lecturers should
appreciate them through spoken words or
expressed faces. Cynicism must throw away
while interacting with students.
If a negative student behavior
encountered, the lecturer needs to be
introspective, the lecturer must quickly take
corrective steps to the learning situation that is
disturbed. No reprimands given to disturbing
students, or given questions / duties to cultivate
attention. Lecturers also cannot hold a grudge
against the students because it is not in
accordance with the code of ethics of educators.
Attitudes to revenge can actually undermine the
dignity and good image of the lecturer.
4 CONCLUSIONS
Based on the results of processing and
data analysis, it can be drawn conclusion as
follows which is the answer of the formulation
of this research problem: "The application of
reinforcement approach (lecturer) in the course
of the subject of Political Sociology on the
students of Civics FKIP UPRI Makassar
Program has been running with effective".
Furthermore, the authors propose a
number of suggestions, namely to more
effectively Reinforcement approach in the
classroom lecturers need to multiply understand
the purpose of Education as the last results of a
long learning process. Thus, the Reinforcement
approach function is not as a goal but rather as a
strategy to help students be inspired and do
more to go through the education process.
5 ACKNOWLEDGEMENTS
Big thanks to all supporting and
participant that attend at this research directly
and indirectly, especially to all respondents
students of Civic Department, all lecturer, and
Dean of FKIP.
6 REFERENCES
Abdullah, Ambo Enre. (1987). Pengaruh Motif
Berprestasi dan Kapasitas Kecerdasan
Dalam Kelompok Akademis Pada SMA
Negeri di Sulawesi Selatan. Disertasi
Tidak Diterbitkan. Bandung: IKIP
Bandung.
Danim, Sudarwan. (2002). Inovasi Pendidikan
Dalam Upaya Peningkatan
222
Profesionalisme Tenaga Kependidikan.
Bandung: Pustaka Setia.
Dimyati & Mujiono. (1999). Belajar dan
Pembelajaran. Jakarta: Rineka Cipta.
Getteng, Abd. Rahman, (1993). Pengelolaan
Pengajaran, Ujung Pandang: Bintang
Selatan.
______________, Menuju Guru Profesional
dan Ber-Etika, Cet. I; Yogyakarta;
Graha Guru, 2009.
Gie, The Liang. (1995). Cara Belajar yang
Efisien. Yogyakarta: Pusat Kemajuan
Studi (Center for Study Progress).
Hamalik, Oemar. (2007). Proses Belajar
Mengajar. Jakarta: Bumi Aksara.
Nasution S. (2000). Didaktik Azas-Azas
Mengajar. Bandung: Jemmars.
Purwanto, Ngalim, (2007). Ilmu Pendidikan
Teori dan Praktik, Edisi Kedua , Cet.
XVIII; Bandung: Rosdakarya.
Sahabuddin. (1995). Belajar dan Mengajar.
Ujung Pandang: Badan Penerbit IKIP.
Sardiman, AM. (1998). Interaksi dan Motivasi
Belajar-Mengajar. Jakarta: Rajawali
Press.
Soekanto, Soerjono. (1984). Pengantar
Sosiologi. Jakarta: PT. Rajagrafindo
Persada.
Syah, Muhibbin. (2001). Psikologi Pendidikan
dengan Pendekatan Baru. Bandung:
Remaja Rosda Karya.
Usman, Moh. Uzer. (1992). Menjadi Guru
Profesional. Bandung: Rosda Karya.
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

A Preliminary Analysis Of Problem Based Learning Model

Development To Improve Scientific Thinking Skills Of Students

Syamsidah
Faculty of Engineering, Makassar State University, Indonesia
Email: chidamakka@yahoo.com / syamsidah@unm.ac.id

Abstract This article is the result of preliminary research of the ongoing development
research project. This study aims to produce a model and learning tool based
on problem based learning (PBL). The learning tools include: Learning
implementation plan (RPP), module, and model book based on problem
based learning method (PBL), this study also aims to improve students'
scientific thinking skills. The research method used was a research
development approach. This development research adopted the Thiagarajan,
Semmel and Semmel model which modified through four stages: define,
design, development and disseminate. The subjects of this research were two
lecturers from the Knowledge of Food Material class and 32 students of that
class. Data collection technique was done by using test method, non-test and
observation. Data analysis technique was descriptive analysis technique.

The results showed that for the model
guidebooks and devices, the validity test
of three experts was obtained
respectively (model book = 3.13,
Learning implementation plan (RPP) =
3.25; Module = 3.10) the average total of
3.16 with the index coefficient of expert
judgment was equal to one valid
category. The test result of the
practicality of learning model of PBL
responded positively by the students
with the average of 85.03%, the module
device used as supporting in learning
was 88.14%, the RPP was 86.8%.
Overall, positive response given by the
students was 86.45% with a good
category, so it can be said that the model
and the device is practical to use.
The implementation of
learning can be seen from the
observation of student activities related
to formulate problems, diagnose,
formulate alternative strategies,
determine and implement problem-
solving strategies, collect and analyze
data, discussion, team work and
concluding, obtained an average of
75.83%. This indicator shows that these
models and tools are effective for
improving learning outcomes and
scientific thinking skills. The outcomes
to be achieved in this research are: (1)
Produce a problem based learning
Implementation Plan Model (RPP), 2)
Module, 3) BPM (a problem based
learning guidebook model) that has been
validated by experts, practitioners and
has been tested and analyzed. (2) A
National Seminar Proceedings (3)
Published in the Accredited National or
International Journal.

206
 207

Keywords: Development, Learning teacher (Teacher center) and less in

Model, Problem Based Learning, using the available media. These
Scientific Thinking. consequently made the students in being
uncreative and have uncritical thinking.
INTRODUCTION Loss of sense and creativity in thinking
and behave is certainly a problem that
The government is always
needs to be solved through new and
concerned about improving the quality
more creative and innovative learning
of education, this is due to the demands
models. One such instruction model is a
and imperatives to face the dynamics of
problem based learning (PBL) model.
society and regional and global
Howard Barrows and Kelson
challenges. Improvement of quality is of
quoted Ibrahim, M et al. (2010) suggests
course a necessity and must be done
that problem-based learning (PBL) is a
because otherwise society will be
curriculum and learning process. The
disappointed and we will be left behind
curriculum is designed in a variety of
and dismantled by the change itself. The
issues that require students to gain
authoritarian paradigm becomes the
important knowledge, make them adopt
paradigm of democracy, is one of the
at solving problems, and have their own
dynamics within the society and has
learning strategies and have the skills to
implications for the field of education,
participate in teams. The learning
one of the implications is the desire of
process uses a systemic approach to
the community to accept the curriculum
solve problems or facing the challenges
in which the content of participatory
that will be needed in career and
learning instead of the passive, the
everyday life as well as developing self-
dogmatic learningcompared to the
reliance and self-confidence.
creative and innovative learningstyle.
Meanwhile, according to Ibrahim,
The society in which the learner is no
M, et al (2010) and Butcher, C., &
longer happy to be given learning with
Highton, M. (2006) the problem-based
the conventional approach such as
learning model (PBL) is a learning
Teacher Center learning oriented), they
model in which students involve trying
demand to be given the freedom to think
to solve problems with several stages of
innovatively and creatively through
the scientific method so students are
student center learning oriented
expected to be able to learn the
approach.
knowledge related to the problem and at
The student center learning
the same time the students are expected
oriented approach so far has been made
to have the skills in solving the problem.
the learners are imprisoned, deprived
PBL will be a learning approach that
from their reasoning and creativity, they
seeks to apply problems that occur in the
accept dogmatic teaching material
real world, as a context for learners to
without alternative choice, so that
practice how to think critically and gain
rational and objective scientific
skills to solve problems.
principles are ignored. Research by
Problem-based learning model has
Jusniar (2015) revealed that the model or
been known since the time of John
pattern of learning done by the teacher is
Dewey. According to Dewey who was
not varied and still centered on the

rewritten by Trianto (2009), learning
based on the problem is the interaction
between stimulus and response is the
relationship between the two directions
of learning and the environment. The
environment provides input to the
students in the form of help and
problems, while the brain's nervous
system functions to interpret the help
effectively so that problems encountered
can be investigated, assessed, analyzed,
and sought the problem solve well.
Problem Based Learning is a
learning approach that begins with
solving a problem, but to solve that
problem learners need new knowledge to
be able to solve it. Problem-based
learning (PBL) approaches are learning
concepts that help teachers create
learning environments that begin with
important and relevant issues (learners)
for learners, and enable learners to gain a
more realistic learning experience (real).
Problem-based learning involves
learners in an active, collaborative,
learner-centered learning process that
develops the problem-solving and self-
learning skills which will be needed to
meet the challenges of life and careers,
in today's increasingly complex
environment. Problem-Based Learning
can also begin by doing group work
among learners. Learners investigate on
their own, find problems, and then solve
the problem under the guidance of the
facilitator (teacher) (Bakhtiar, A. 2004).
Problem-based learning suggests
learners to seek or determine relevant
sources of knowledge. Problem-based
learning provides challenges for learners
to learn on their own. In this case,
learners are more invited to form
knowledge with little guidance or
teacher direction while on traditional
208
learning learners are more treated as
recipients of structured given knowledge
by a teacher.
Furthermore, according to
Sanjaya, W, (2010) Problem-based
learning, hereinafter abbreviated as PBL,
is one of innovative learning model that
can provide active learning condition to
learners. PBL is a learning model that
involves learners to solve a problem
through the stages of a scientific method
so that learners can learn knowledge
related to the problem and also have the
skills to solve the problem.
To achieve optimal learning
outcomes, learning with Problem Based
Learning approaches needs to be well
designed from the preparation of
problems that are in line with the
curriculum to be developed in the
classroom, raising the problems of the
learner, the equipment that may be
required, and the assessment used.
Teachers applying this approach should
develop themselves through the
experience of managing in their classes,
through continuing formal training or
formal education (Ibrahim, M. and M.
Nur, 2010)
Therefore, problem based learning
is an effective approach for high-level
thinking learning processes. This
learning helps learners to process the
ready-made information in their minds
and develop their own knowledge of the
social world and its surroundings. This
learning is suitable for developing basic
and complex knowledge.
Based on the above opinion it is
concluded that the model is a long-term
learning plan, containing a conceptual
framework that can guide the learning
objectives. If added to the problem-
based learning model, then this model
 209

actually contains the concept of methodological, systematic and

problem-based learning, for example universality.
learners are treated to various problems
and given the opportunity to solve itself. RESEARCH METHOD
This model according to (Slavin, R. E.
This research uses development
2008) aims to make tough and
research approach (research and
independent participants, accustomed to
development). Adopted from
taking the initiative and skillfully using
Thiagarajan, Semmel and Semmel
critical thinking to solve problems.
(1974) models through four stages:
Development of problem based
define, design, development and
learning (PBL) model, to improve
disseminate.
problem solving skill and students'
In its implementation, the
scientific thinking is relevant to be
operationalization of development
applied to students of Family Welfare
activities used a number of research
Education, the Faculty of Engineering,
approaches that are viewed in
Makassar State University, especially
accordance with the needs of the
those who take subject of Food
application of certain phases. In the
MaterialKnowledge. Because this course
preliminary phase, for example, a review
was not only demands credibility and
of needs and field characteristics for the
innovation as well as skillful decisions
materials of model development and
for students but also required to be
learning tools, using both quantitative
skillful in thinking by using the
and qualitative research approaches. The
principles of science.
combination of both designs was also
During this time, the subject of
expected to increase the scope, depth,
food Knowledge is taught with a
and strength of the research.
teacher-oriented learning approach
Based on the needs of the
(Teacher Center learning oriented), this
development of this learning tool then
subject is a prerequisite course that
the subject was the second semester
provides a solid foundation on the
studentsfromDepartment of Family
advanced subjet, consequently the
Welfare Education Academic Year
students are less creative and innovative
2015/2016. Research subjects were 32
and often can not do adaptability in
students.
advanced courses both theoretically and
Data collection was done by filling
practice. The other which is no less
out the review / validation sheet (Jihad,
important is the reality that students are
2008), the implementation of RPP
less accustomed to taking a role in
(Susanto, 2008) and questionnaire of
solving problems scientifically.
student and lecturer responses to the
Based on that background, this
model and learning tools. The data of
research development needs to be done
this research will be processed and
in order to find a model of learning that
analyzed descriptively (Arikunto, 2006)
can improve students' thinking skills in
including data of validation / review,
solving problems scientifically or based
learning management, student activity,
on objective science principles,
data analysis result of mastering concept
of foodknowledge, RPP implementation
 210

and questionnaire of student and lecturer irrelevant and not suitable to

response to model and learning Media. improve students' scientific
Processing and data analysis is done thinking skills. This conventional
with the help of SPSS 15.0 for windows model is not only eliminating the
program. potential of creativity, but also
The validity criterion of the does not nurture students
instrument refers to Gregory's standard 'independence, motivation,
index in Arikunto (2006) with a 50% innovation and initiative,
instrument implementation rate of at therefore more innovative and
least 70% of the observed aspects, and constructive models are needed
the effectiveness of theinstrument so that students' potential, both
refered to the coefficient of reliability cognitive, affective and
(Trianto, 2009). psychomotor potential can
develop maximally. And through
RESULTS AND DISCUSSION a problem-based approach
known as Problem-based
A. The defining stage Learning, the learning process
can produce students with
1. Front End Analysis intelligent, skillful outcomes and
Based on the observation have excellent scientific thinking
from front-end analysis found skills.
that the learning approach used 2. Student analysis (University
by the lecturer in the subject Student)
matteris still dominated by Student analysis is
teacher learning approach, conducted to examine the
although the student-based characteristics of students
learning model (problem based included the background,
learning) is done but not especially the basic skills of
implemented maximally, became knowledge and skills of food
less effective. knowledge. This analysis is done
From the observations through tests, and questionnaires.
also found that two lecturers who
conducted the learning process in The result of the analysis
the subject of food knowledge, shows that the students' scientific
one (50%) of them was still used thinking ability in the
more conventional method of Department of Family Welfare
lecturing, and the remaining one which is the subject of this
(50%) have implemented research is in the category of
discussion learning model which developing and the result of the
is based on the philosophy of learning of food knowledge is
constructivism. enough, with the average score of
Student-based learning 64.22 from the maximum score
model (student center) and of 100. However, the result has
lecturing method considered not been able to create a

maximum learning process to
improve students' scientific
thinking skills.
The low student's
scientific thinking ability is
associated with the conventional
learning model as described
above. It is recognized as true by
some lecturers who know the
subject of food knowledge that
during this one-way learning, it is
considered the best, since
innovative learning is not fully
understood andrecognized.
Problem-based learning model
has not been popular, both
among lecturers especially
among students.
3. Concept Analysis
The course of food
knowledge discusses a number of
basic competencies ranging from
basic concepts of food
knowledge, basic competence on
the classification of foodstuffs,
and then discusses the types of
vegetable and animal food
ingredients, good criteria. The
course of knowledge of
foodstuffs also includes material
related to the way of storing
groceries as well as the sample
both vegetable and animal foods
processed.
Characteristics of food
knowledge subject is slightly
different from other subjects,
means the instructor of the
course is required to creatively
choose the model and learning
instrument in accordance with
the characteristics of the subject
of food knowledge. However,
based on the results of in-depth
211
interviews of lecturers who
became the subjects in this study
found that generally they did not
understand and recognized the
existence of this course that
should be taught with creative
and constructive model, but
taught with conventional models
that more lectures and was
dominated by teacher (teachers
center approach).
In many literature, it is
mentioned that the learning
model which is suitable for food
science subject is model of
inquiry learning, colaborative
learning (CL), competence based
training (CBT), discovery
learning, and project based
learning (PJBL) (Trianto, 2009).
The learning models are also
very relevant to the model of
problem based learning (PBL)
and with this model is expected
to provide benefits on improving
students' scientific thinking
skills.
4. Task Analysis
Assignment to students is
done by testing how their
knowledge and skills about the
concept of knowledge of the
grains. Assignment given in the
form of topic of problem of grain
knowledge with real situation to
be developed and solution for
example through literature study
and so on.
The first assignment of a
student in a group was making a
paper / assignment related to
grain, the second task was to put
the paper in front of the class and
the third task was to discuss it

with the students and the
discussion was carefully
monitored by the lecturer whose
position was the facilitator.
Students 'habits to formulate
problems, discuss and express
opinions in front of peers and
lecturers were expected to
improve the ability to analyze,
initiate, solve problems,
ppresentation and so on in
accordance with the efforts to
improve students' scientific
thinking skills.
Based on observations
found that the ability of students
to make papers or tasks and
discussions have not been
maximized, this is due to their
knowledge and skills about the
concept of knowledge of grain
studied which so far has not been
also well understood.
5. Specification of Learning
Objectives
This specification was
done by extending the activity
time in the classroom (lecture
hall and laboratory). This method
was set by a constructivist
environment that was expected to
give students the opportunity to
work on the problems given in
small groups and find the right
strategy to solve the problem.
This method was done in the
form of planning, action,
monitoring and evaluation, the
purpose so that students
understood and skillfully to plan,
executedand evaluatedat the
same time and in this way of
course wouldmake students with
good ability in scientific
212
thinking.
Based on the results of
observations and interviews
found that students who become
subjects in this study generally
did not understand and
recognized how to do the task /
problem given and accuracy in
choosing problem-solving
strategies so that the ability to do
the planning, action and analyze
the problem werealso still weak.
Based on the analysis of
preliminary research results,
especially in the defining stages
of points 1 to 4, the objectives of
learning materials were set as
follows: (1) students were able to
explain the classification of
vegetable and animal food
ingredients and then skillfully
present them in front of the class
(2) Students wereable to explain
the characteristics of good plant
and animal food ingredients (3)
students progressed in improving
the skills of scientific thinking
(4) students became independent
learners, creative and innovative.
The stages are done in the
development of this learning
model were: Design stage
1. Instrument Arrangement
Based on the results of the
analysis of the front end, the
analysis of students (students),
concepts, task analysis and
learning objectives
specifications, then compiled:
(1) making the responses
questioners of the students and
lecturers about the
implementation of RPP (The
Learning Action Plan) , (2)

Preparation of validation
formats of RPP, BPM and
modules, (3) Preparation of
observation sheet: learning
activities and implementation
of RPP (4) Preparation of
observation sheet: Learning
activities and modeling, (5)
Scientific thinking skills tes.
This test is based on cognitive,
affective and psychicomotor
levels.
2. Selection of Learning
Model
The learning model chosen in
the development of learning
tools was Problem based
learning (PBL).
3. Format Selection
Selection of learning device
format based on scientific
approach.
4. Initial draft of learning
Instruments
The initial designs that have
been produced at the design
stage are: (1) Plan of learning
implementation of PBL
model (2) PBL-based module
(3) Model Manual
These three drafts will be validated by
two learning experts and one material
expert, to assess the validity level and to
correct and provide suggestions and
inputs for the improvement of the draft
models and learning tools before being
tested.
B. Development Stage
At this stage, the final form of
the model and the learning instrument
produced after going through the
revision phase based on the input from
the expert validator and the test result
213
data. The steps taken during this test
phase were:
1. Expert Validation
Assessment of validators of
instructional devices included
format, language, construction
and content coverage. Based on
validator input, models and
learning tools were revised to
obtain valid models and devices.
2. Trial
Models and learning tools that
have been revised tested on the
student department of Family
Welfare Education Department,
Faculty of Engineering,
Makassar State University. The
test of the device included
aspects of the use of models and
devices in the learning process.
The data obtained in this trial
was processed and analyzed for
use in assessing and revising
learning models and tools prior to
dissemination or dissemination.
C. Deployment Stage (dissemination)
This stage will be done in the
second year of this research period in
2018. At this stage, the model and
learning tools that meet the criteria of
valid, practical and effective will be
widely disseminated both in
undergraduate program and D3 program
for food knowledge of Family Welfare
Education Department, Faculty of
Engineering, Makassar State University.
CONCLUSION
1. Learning on the subject food
ingredients has not been effective due to
the use of models and learning tools
which have not been maximized, and the
 214

learning model was still conventional. meningkatkan keterampilan

Front-end analysis based on observations
found that the learning approach used by
lecturers during this course was still
dominated by teacher learning approach,
and generally used more conventional
and non-constructive lecturing methods.
2. A valid learning and development tool
has been obtained based on validation
results by experts or qualified people.
berpikir ilmiah siswa SMA. Laporan
Penelitian
Tahun I DP2M-DIKTI Lemlit
UNM.
Sanjaya, W. 2010. Strategi
Pembelajaran Berorientasi Standar
Proses Pendidikan.
Jakarta: Prenada Media Group.

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Inquiry diintervensi pendekatan
scientific untuk
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

An Investigation On English Reading Comprehension Problems In

Indonesian Cultural Contexts

Suryanto
English Education Department, Universitas Muhammadiyah Yogyakarta, Jl. Lingkar Selatan,
Yogyakarta, Indonesia

Corresponding e-mail: suryanto@umy.ac.id

Abstract: One of the keys to improve literacies in various fields in this globalizing world is
English reading comprehension skills since English has been used dominantly in
international contexts. In this respect, unavoidably, Indonesian people must possess the
English reading comprehension skills in order to get in touch with current global
development. However, at present Indonesians still face problems in English reading
comprehension skills. This paper aims to investigate the problems faces by Indonesians
in their activities to comprehend English texts. This investigation is paramount since by
conducting clear identification on these issues the authoritative and responsible parties
may use the findings to underpin their endeavors to find better and more accurate
solutions to the problems. Using literary studies as the research methodology in writing
this paper, the writer reveals that existing reading comprehension problems are
composed of cultural-based issues, English teaching and learning concerns, and social-
contextual problems

Keywords: Reading skills, reading comprehension, reading comprehension problems

1 INTRODUCTION 2016). The people with better reading

The basic literacy skill that one must
possess is reading skills because the concepts of
literacy primarily refer to the capabilities to
absorb information and knowledge through
reading activities and proficiencies to
communicate the obtained information via
written media. At hand, associating literacy
with reading skills is acceptable.
The reading skill are closely associated
with the peoples prosperities (Kumar, Kumar,
& Rani, 2016). The better the reading skills the
communities possess, the better the economic
lives they have. The better reading abilities also
enable people becoming successful in their
academic pursuit (Iftanti, 2015). A current
study indicates that the better reading
comprehension skills the students possess, the
better the students have in their science and
math achievement (Akbal, ahin, & Yaykiran,
comprehension skills also obtain greater
opportunities to brighter career promotion (Wei,
Cromwell, & McClarty, 2016; Bhatia &
Bremner, 2012). Despite of these important
roles of the reading skills, the literacy level of
Indonesian people unfortunately is listed among
the worst in the world in the level of 60 of 61
countries. (Gunawan, 2016).
Reading skills are one of the main
components taught in English language
teaching and learning processes in Indonesia.
Teachers perform English teaching reading
skills in, at least two level: beginning level and
reading comprehension level. Beginning level
comprises the earlier level of teaching reading
where teachers introduces to the students
orthographical writing in the form of separated
alphabetical orders. At this point, Teachers
commonly teaches students some basic English
vocabularies to contextualize the phonemic
knowledge of the alphabets.

200

English reading comprehension level
constitutes the higher level of reading skills.
Students should be able to use their cognitive
skill to comprehend the intertwined conditions
between written and spoken communication in
which factually these types of communication
are different in nature from one to another
(Oakhill, Cain, & Elbro, 2015). As mentioned
earlier of the significant roles of reading skills,
the writer intends to investigate the reading
comprehension problems faced by English
learners in Indonesia. This study expects to
reveal the issues of unique nature of Indonesian
students who have grown up in Indonesian
cultures develops their reading comprehension
skills of another culture-type of reading text.
2 METHODS
The methodology applied in this study is
literary studies. The researchers searched the
reading comprehension problems of Indonesian
students though English journal articles. To
gather the journal articles, the researcher
searched them through a search engine: google
scholar. He only included the articles that
explicitly contain the researches that were
conducted in Indonesia and deals with English
learning, more specifically, about English
reading comprehension problems.
The researcher used keywords of
reading comprehension problems in
Indonesia in the search engines, and limit the
search in the last five years publication. The
articles are then analyzed using thematic
analyses to explore the existing problems in
English reading comprehension problems in
Indonesia.
3 FINDING AND DISCUSION
The analyses of the data from the
research articles reveal that the English reading
problems that exist in Indonesia consist of three
major issues: cultural-based issues, English
teaching and learning problems, and social-
contextual obstacles.
3.1 Cultural based issues in reading
comprehension.
.3.1.1 spoken vs written cultures
Indonesian cultures are more dominant in
spoken cultures than in written cultures. To
201
understand oral communication is simpler as
the communicators do not requires to decode
the meaning through written symbols
(Cornoldi & Oakhill, 1996) The oral nature of
communication is generally conducted in
absence of involvement of written text. Such a
culture exposes Indonesian students to face
more struggles when learning English reading
comprehension skills as they have to overcome
overlapping problems of understanding both
writing and spoken system of Indonesian
language as their first language and the English
language as their second language. The
complications can be seen when students learn
pronunciation. Indonesian and English owns
different phonetic classification and symbols
(Weda & Sakti, 2017).
3.1.2 Common customs of student-teacher
relations
Teacher are regarded as the
knowledgeable. Students, then, are customarily
considered rude or impolite to differ from the
teachers (Masduqi, 2014) as the students
knowledge is not comparable yet to their
teacher. This culture seems hampering the
critical development of students in learning
processes as they should follow and obey
whatever teachers teach. Otherwise, students
are considered disrespectful in the relationship
with their teachers (Suryanto, 2014).
3.2 English teaching and learning
problems
3.2.1 students issues
Students issues deal with their attitude in the
learning processes. Firstly, students are passive
in the process of learning and teaching activities
(Natsir & Anisati, 2016; Suryanto, 2014). Such
an attitude seriously affects the run of the
classroom activities and students learning
achievement (Pamuji, 2015). Teachers
commonly have to struggle to activate students
learnings that demand more teachers energy
for both motivating students to be active in the
activities and ensuring their understanding
toward the contents of the lesson (Damayanti,
2017).

Students are lack of reading strategies.
To be effective readers, students should be
capable of employing some reading strategies
like predicting, text mapping, and summarizing
(Mistar, Zuhairi, & Yanti, 2016). Fitrisia, Tan,
and Yusuf (2015) list other reading strategies
that are applicable in order to be effective
readers. They include slowing down the reading
to better understand the text, focusing on certain
text, adjusting the reading speed, pausing and
thinking about the text, visualizing the
information read, repeat the reading processes,
and guessing meaning of unfamiliar words.
Students may impose more general reading
strategies like making the reading purposes,
applying previous knowledge, previewing,
evaluating the contents in contrast to the
reading objective, skimming the text, skipping
unnecessary parts, using contextual hints, stop
and thinking, and checking the guessing
(Fitrisia, Tan, & Yusuf, 2015, p. 25). Students
can use supportive reading strategies as well.
They cover taking a note, reading aloud,
summarizing text, discussing with other
students, underlining or circling, using
references, paraphrasing, and keeping asking
question about the context of the text (Fitrisia,
Tan, & Yusuf, 2015, p. 26). Incorporating the
reading strategies in teaching reading should be
carried to assist students to be successful
readers.
Besides applying less reading
strategies, students also own low awareness of
the text genre. Different text genres signify
different types of texts. Inability to figure out
the genre types is associated with students
reading comprehension skills. The higher the
students awareness on the reading texts, the
higher the students reading comprehension
skills are.
The number of students in classroom
can be one of the issues that potentially raise
problem in learning English reading
comprehension. In average, the number of
students in a classroom is 40 students (Lie,
2007). This number reduces chances for the
students to obtain facilitation for their teachers.
Lack of facilitation in their learning can lead to
problem in their learning attainment.
202
Students English learning
achievements are relatively low (Lie, 2007;
Hamra & Syatriana, 2010). This is indicated by
weakness in interpreting information from
reading texts, and they also face difficulties
when asked to find meaning using contextual
clues (Fitrisia, Tan, & Yusuf, 2015). The low
ability of secondary students to comprehend
analytical exposition texts become another
evidence that their English reading
proficiencies are low (Komariah, Ramadhona,
& Silviyanti, 2015).
3.2.2 Teachers exemplary
English Teachers do not provide good examples
of using English. This is obvious as they are not
active English user in their communities (Lie,
2007). Indonesian people culturally put teachers
as knowledgeable people that they refer to.
When the people they refer to do not use
English, they tend to follow their steps. This
learning condition may also become a problem
that influences students in learning English
reading comprehension skills
3.2.3 Teachers ways of teaching
The teaching ways of teaching needs to
be more interesting. Muhammad, Muslem, and
Sari (2017) argue that teachers still need to
improve their teaching by making some
improvement in designing more interesting
materials. The interesting authentic materials
that are developed with rich contextual clues to
understand the content facilitate students to
have better learning outcome (Astika, 2015).
Boring materials discourage students interest
in doing classroom reading activities (Natsir &
Anisati, 2016). Therefore, teachers are
suggested to use and design more attractive and
well-suited material with the nature of the
students contextual learning experiences. In
addition, teachers also need to motivate and
provide immediate helps to the students who
appears to face problems in their learning
(Muhammad, Muslem, & Sari, 2017).

Teachers need to handle poor readers.
There are still many poor readers in
understanding English reading texts (Natsir &
Anisati, 2016). In this case, teachers are
demanded to set teaching strategies to elevate
the students reading skills (Fitrisia, Tan, &
Yusuf, 2015; Mistar, Zuhairi, & Yanti, 2016).
Teaching using Think-Pair-Share technique as
one of the techniques in cooperative learning,
for instance, should be implemented well.
Unfortunately, many teachers who teach still
have shortage in applying theoretical
foundations in their classroom practices.
(Cahyono & Widiati, 2006; Lie, 2007)
Another issue in teaching reading is that
teachers still lack in providing reading practices
(Rochman, 2017). Practice makes perfect.
Teachers need to develop fluency in reading
skills. Reading fluency refers to the speed of
how the student read and how the level of
understanding of the students is toward the
reading text they read (Lesgold, et al., 2012).
To achieve reading fluency, teachers should
provide more practices (Rustipa, 2014).
Unfortunately, teachers provide less
opportunities for the students to practice. This
is most likely due to the limited time allocation
in the curriculum.
3.2.4-Time allocation for learning reading
Time allocations for reading skill practices are
limited. For non-education English education
department, the national curriculum just
provides two to four credit hours in a weak to
teach English (Lie, 2007). Similarly, secondary
school allocate similar amount of time to
teaching English. When teaching English
should accommodate for English main skills
(listening, speaking, reading, and writing), this
curriculum time allocation raises another issue
in English reading comprehension teaching and
learning. Adding time allotment for English
learning may become a solution to this issue
(Rustipa, 2014).
3.3 Social-Contextual Obstacles
Social-contextual environments can hamper
people to be competent in English reading
203
comprehension skills. Firstly, English is as a
Foreign Language in Indonesia (Lie, 2007).
This circumstance to some extent discourage
students in learning English to be more specific
English reading comprehension skills. Students
find no problems to understand any information
they need in absence of English reading
comprehension skills. This contextual condition
can be hampering factor for students to learn
English to be more specific English reading
comprehension skills.
Secondly, students have limited access to
any English private course as the cost seem
unaffordable for them (Lie, 2007). Lie (2007)
stated that to join a private course in Indonesia
students need to pay for USD 20 to USD 100
that is likely not accessible for Indonesian
common people whose salary is around USD
100. This social condition certainly has an
impact on the students English learning
because of their limited access to learning
opportunities.
Thirdly, the use of technology has not been
fully available in all regions in Indonesia. Many
regions do not have sufficient technological
accesses like internet connections. This
condition drives the learning processes being
conducted in more traditional ways. This tends
to force teachers to adopt teacher-centered
approach instead of student-centered one.
4 CONCLUSIONS
Students in Indonesia still face many
barriers culturally in order to gain good reading
comprehension skills. Culturally, students
should face the culture that older know better in
their relations with their teachers. In addition,
spoken culture that is more dominant in society
seems becoming a determining factor on the
students low habit in reading.
Students in Indonesia have also to handle
issues related to their teaching and learning
processes. In terms of the student themselves,
they are relative passive in learning, has
practiced inadequate reading strategies, and
achieve low attainment in English learning.
Students problems are intensified in their daily
life since their English teachers cannot be used

a role model in using and practicing English in
the community. Moreover, a number of teachers
still need improvement in both theoretical
perspectives and practical teaching practices
that inform one to another.
Time allotment in learning English poses
another issue. The limited time for learning and
practice can affect to the result of students
mastery in reading ability. In addition to time
allotment, students have to overtake
unsupportive environment where English is as a
foreign language. Consequently, students find
difficulty to practice their English in the
community including English reading
comprehension practices like informally
learning in private course. Last but not least,
technology that can be potentially support
learning currently still become barriers in many
areas in Indonesia because of its unavailability.
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Development of Potential Local-Based Edukative Book;

A Child Stimulation Guide at Home
Suardi
Faculty of Science Education, Universitas Negeri Makassar, Indonesia

Corresponding e-mail: suardi@unm.ac.id

Abstract: Family especially parents have a strategic role in optimizing the development
of the potential of children naturally. Nevertheless, the realization of the ideal
roles expected from families, especially in rural areas in Indonesia, has not
been fully realized because parents in general have limited knowledge of
what should and can be done to optimize child development at home.
Therefore, it is necessary to improve the ability and parenting skills in
stimulating children by developing local potential based educative books as a
guide to environmental conditions that can make children enjoy and benefit
in every phase of their development. Educative book development begins
with the identification of learning resources including tools, materials, and
eligible cultural results are used to stimulate children. Identification results
are used as a reference to design a number of educational activities by parents
at home to stimulate the child either through sight, speech, hearing, or touch.
Designing design takes into account the suitability of stimulation activities
with the stages and developmental needs of children, the nature of children's
learning, and the nature and principles of child stimulation programs. Such
suitability is required to obtain a judgment expert from a child education
expert as well as a child development psychology, so that the local potency-
based educative book developed has the flexibility to use it.

Keywords: Educative Book; Local Potential; Stimulation of children at home

A. INTRODUCTION cannot be replaced by any educational

institution or environment especially in its
Existentially, humans live in the form of
role to ensure the sustainability of a
an individual who always needs education,
generation. Therefore, in order to maintain
first obtained through the family
the sustainability of the generation, the
environment, further equipped in school
family must educate their sons and
educational institutions, even widely
daughters in the best way in various
available from the life of the community
aspects of life as has been proved a
in every field, as stated Suhartono (2013)
number of research that the family,
that education be at the root in family,
especially parents have a strategic role as
then at school grows into a shade tree, and
well as opportunities in optimizing child
finally bear fruit in the life of society. This
development (Cullen, et al. 2010, Tu,
confirms that the existential aspect of
Chou, & Lee, 2013, Deviana, Astuti &
education is in the family, school, and
Ali, 2015, Ronfani, et al. 2015, Takahashi,
community in implementing its role. It
et al., 2015). Other studies such as
also explains that education takes place in
summarized Brooks (2011) which states
three different environments but these
that the behavior and efforts of parents is
three environments are inseparable which
paramount, although not the only one that
in some literature is termed an organic and
affects the development and competence
uninterrupted relationship in the sense that
of children.
each environment has a certain function.
The perspective requires the need
Families who place parents as true
for parents as the first and primary
educators are the first and foremost
educators in the family, having sufficient
educational environment or center and
194

competence in realizing their
responsibilities. This is consistent with the
results of the study Walker, et al. (2007)
who found that one of the four factors that
affect early childhood development in
developing countries is inadequate early
stimulation. Early stimulation is associated
with the interaction of mothers and
children, in the form of activities to
provide experience through various
activities that stimulate the formation of
basic development capabilities for optimal
child development.
The strategic role and function of
the family for the child to gain a
foundation of development that can
reinforce his or her identity as future
generations, is in the hands of the parent
as the primary authority, because parents
are supposed to know the best things for
their children. The intended parent is the
biological mother of a child of the man she
marries, regardless of whether she is a
biological father or someone through
adoption.
In realizing the basic role of parents
as first and foremost educators, faced with
various problems. One of them is the
result of Iswarati (2010) research
conducted in 33 provinces in Indonesia
which found that family knowledge about
parenting pattern and child growth is not
as expected. The findings of this study are
in line with the growing reality in the
community that there is no special school
to prepare a person to be a parent, so that
the parent in performing his role takes
place naturally and not formally studied,
therefore parental readiness as first and
foremost educator is generally more
influenced by experience in running it trial
and error, including learning of other
parents' experiences and experiences when
they were raised by their parents. The
result of Widianto (2014) study proves
that the parent in carrying out his
parenting role undergoes a lot of
transformative learning in nurturing her
children especially in dealing with issues
related to the child.
The relationship with it, it is
important to pay serious attention to the
improvement of parental skills and skills
195
in providing positive support for child
development. The importance of this, can
also be observed from the reality that
generally exist in rural areas that is still
limited number of educational institutions
that are specifically prepared to facilitate
the fulfillment of child growth, especially
early childhood. The consequence is that
many children go through the process of
growing up with their families at home
with minimal environmental stimulation.
This reality is certainly not
beneficial for the child. As many experts
have described that an unpleasant
experience at an early age will have an
impression and enough effect on changing
the composition of cells in the brain, a
child raised in a minimally stimulated
environment diminishes his intelligence
and the opportunity is unlikely to be
replaced in the next period of time.
Furthermore, various theories also explain
that to maximize child development,
stimulation should be given since the first
three years of life. Starting a workout or
stimulus at the age of 5 years may be said
to be too late.
Based on the above ideas, especially
in the context of realizing parents with
sufficient competence in carrying out their
responsibilities, so that children as future
generations gain basic development in
accordance with the needs of growth and
development, then the main problem
studied is what strategies can be done so
that parents can increase Ability and skill
in stimulating children which in turn can
be realized by parents with adequate
competence in carrying out their
responsibilities as first and main educator.
B. THEORETICAL MODEL
Referring to various sources of
reading, it is known that there are various
strategies that can be done to maximize
the competence of parents in carrying out
their responsibilities. But in this
discussion, the strategy is limited to
activities that the author thinks are
relevant to the situation and condition of
most families in our society, especially
those in rural areas who do not have
enough access to improve their

competence as first and foremost
educators. The strategy is the development
of local potential-based educative books as
a guide for parents in carrying out their
responsibilities, which ultimately can
improve the competence in educating
children at home.
The theory underlying this strategy
is the theory of Bioecological Systems by
Bronfenbrenner (Brook, 2011) which
explains that there are a number of
systems that affect the development of
children that is microsystem, mesosystem,
ecosystem, and macrosystem.
Microsystems, the immediate environment
that interacts directly and underlies the
lives of children. Mesosystem, namely the
relationship between components in the
microsystem. The ecosystem, a system
that contains a number of conditions that
affect the child's development, but the
child here is not involved in a direct role.
Macrosystem, the system that surrounds
the micro-meso-and the ecosystem and
represents values, ideology, law, society
and culture.
From a number of systems that
affect the development of children as
mentioned above, the system that directly
affects the microsystem and mesosystem
that is the pattern of daily activities and
patterns of child relationships with
parents, relatives, teachers, and friends
Next is the theory of Montessori (Sudono,
2003) Which explains that the child will
learn everything that happens in his
environment. Therefore, the environment
must be designed in such a way that it is
fun for the child.
The next theory is a theory related
to the stages of child development as well
as the nature of learning of children
especially early childhood (Salkind, 1987),
which explains that the content of
stimulation programs in early childhood
ideally applicative, enjoyable, and easily
imitated. Applicative means that the
stimulation program is related to the daily
routine of the child, and which is very
necessary and can be done by children in
their life. Enjoyable means stimulation
program is fun for the child, make the
196
child happy, and make the child love his
activity.
Easy to imitate means that
stimulation programs can be performed /
practiced according to the child's ability,
lack of consideration of this can result in
the emergence of activities that are less
meaningful. Thus, the development of
stimulation packages is necessary to select
and determine the appropriate program
with the child's physical abilities, and
outward child characteristics. In other
words, it should be avoided giving a
troublesome stimulation and making the
child lazy to follow it.
In view of the nature of early
childhood learning, the basic principle of
the development of early childhood
stimulation program is to include the
principles of demonstration, play while
learning, auto activity, and linkage and
integrity. The demonstration principle
implies that any aspect of knowledge or
information viewed/concreted or abstract
must be demonstrated directly by the
parent or jointly imitated by the child
himself. Through this demonstration
activity, the child can capture a message or
information directly and concretely.
The principle of playing while
learning. This principle is concerned with
the design of stimulation programs that
match the character of early childhood.
Playing while learning is also the main
principle in developing all potential
children through educational stimulation.
The principle of auto activity. That as, the
child demonstrates his activeness in
following the stimulation that grows from
his inner impulse. While the principle of
linkage and integration means that the
stimulation program has a linkage and
integrity with all the potential that exists
within the child. In other words, a thing
that should be the basic guideline in the
development of stimulation activities is an
approach that suits the needs and
development of the child.
The foundation of further theory is
developmental theories to understand the
needs of children and ways that can be
done in meeting their needs so as to

contribute to the development of children,
the theory consists of:
1) The theory of classical conditioning
learning of Ivan Pavlov and Bandura's
social learning theory. This theory
helps to identify specific forms of
environmental stimuli that can
enhance child development.
2) Lev Vygotsky's theory explains a
unique concept called zone of
proximal development. This theory
helps identify the stimulation that has
the greatest impact on child
development when directed at the
potential of the child at the top of the
proximal development zone.
3) Piaget's theory explains the
intellectual growth of children by
showing that children think about the
world differently from adults. This
theory helps identify the needs of the
child to explore objects and activities
and think with their own minds of the
world in order to thrive.
4) Freudian theory that divides childhood
into five psychosexual stages that do
not separate over time from birth to
adolescence. This theory helps
understand that the parent is the
supervisory and supportive authorities
but not the party who must give orders
in the process of growth and
development of children.
C. IMPLEMENTATION
FRAMEWORK
Based on the theoretical framework as
stated above, the proposed strategy is the
development of local potential based
educational books. The educative book is
a guide that contains a number of
educational activities by parents at home
to stimulate the development of children in
accordance with the nature and principles
of stimulation and developmental needs of
children. Furthermore, based on the local
potential in question is educational activity
through playing by using learning
resources (materials, tools, objects,
cultural products, and traditional games)
that are generally owned and available at
home so that parents do not need to incur
additional costs for the smooth
197
Stimulation activity. As for the meaning of
stimulation is stimulation (vision, talk,
hearing, touch) coming from the family
environment that aims to provide
experience in children through various
activities that stimulate the formation of
basic development capabilities for the
development of children to be optimal.
With this educative book, parents
have educational guidelines to prepare a
conducive environment stimulation in
carrying out their responsibilities so that
their performance as first and foremost
educators can be better which in turn can
improve their competence. The presence
of this educative book can also be a
reading material for preparing young
couples before having children, so that
when the time comes they are fully
prepared to become the first and primary
educators in the family.
The development of local potency-
based educative book as one of the parent
capacity building strategies as intended in
the previous paragraph can be achieved
through research that begins by identifying
various learning sources (tools, materials,
cultural products, regional songs,
traditional games, etc.) That are eligible to
be used to stimulate the child at home. The
results of this identification can then be
analyzed as a reference material in making
the design of stimulation activities that can
be done in the home parent corresponding
to aspects of development according to the
age of the child.
Activities to design the stimulation
activities by using the results of
identification analysis of learning
resources as one of the references,
covering various activities, among others:
task analysis to determine the content
component and book structure; Formulate
specifications of goals and targets of
stimulation activities on aspects of child
development; Review and selection of
stimulation activities in accordance with
available materials and tools; And
organize stimulation activities in book
form. The result of the generated
stimulation activity should then be
reviewed by a child education expert and a

child development expert to obtain a
judgment expert.
Expert review can be done through
consultative interviews followed by reizis
mainly related to the suitability of tools,
materials, cultural objects, regional songs,
traditional games, etc. with stimulation
programs on stages of child development,
the nature of children's learning, and
developmental needs of children.
Similarly, the stimulated activity is
programmed. With such judgment experts,
local potency-based educative book that
contain a number of educational activities
by parents at home to stimulate the child
through vision, talk, hearing, or touch can
be viewed as having the feasibility or
feasibility to use.
With appropriate local potency-
based educative book, parents are
expected to have guidance to condition a
conducive environment to meet the child's
developmental needs that ultimately
increase competence in carrying out their
duties and responsibilities and in turn
increasingly the quality of family
education at home.
The next implementation
framework is piloting (a pilot program), a
local potency-based educative book
introduced to the target group in a small
and limited scope to identify the
deficiencies that existed before the
educational book was disseminated. In
addition, piloting is also expected as a
medium to identify the level of ease and
difficulty of the use of stimulation
activities contained in the educative books
of the parents. For that matter, it is
necessary a time line and matrix to
determine its success. The identification of
the problem from the piloting results
further becomes the material for making
improvements to the educative book
which will in turn include a larger target
group.
The implementation of this piloting
program begins with training on a limited
target group on how to implement
stimulation activities programmed in local
potential-based educative book. This
training uses a train-the-trainer approach.
Where every parent who becomes a
198
limited target, group is specially trained
over a period of time, and the outcome
will be that the limited target group can
improve their abilities and make
immediate improvements in stimulating
the child at home.
The last is a local disseminated
potency-based educative book.
Dissemination is done by face-to-face that
is through seminars and socialization
involving parents. In addition to face-to-
face, dissemination can also be done
through print media, especially print
media that is intended for parents.
D. CONCLUSION
A local potency-based educative book
developed through the identification of
sources of learning available in the family
as a reference in the design of stimulation
activities, and has received judgment
expert on the suitability of materials, tools,
cultural objects, traditional songs and
games used, as well as the suitability of
stimulation activities with Stages and
developmental needs of children, the
nature of children's learning, as well as the
nature and principles of child stimulation
programs, are eligible for use by parents at
home as an environmentally conditioned
guide that can make children enjoy and
benefit in every phase of their
development. On the other hand, it can
increase the competence of parents in
carrying out their duties and
responsibilities and in turn the increasing
quality of family education at home
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Initial Laboratory Skill of Senior High School's Students in Tidore

Kepulauan at Chemistry Subject

St.Hayatun Nur Abua, NurfatimahSugraha,NurulAuliaRahmana,

Muhammad Danialb, Muhammad Anwarb
aDepartment of Chemistry Education, Khairun University, Ternate, Indonesia
bDepartment of Chemistry, Faculty of Mathematic and Natural Sains, Makassar State University,
Makassar, Indonesia

Corresponding e-mail: ayahayatunnur@yahoo.co.id

Abstract: The aim of this research was to know of initial Laboratory skill at grade X and XI natural
sciences of Senior high school students in Kota Tidore Kepulauan. The initial laboratory
skill was analysed by using descriptive method. The population in this study were all
senior high school students in Tidore Kepulauan in the academic year 2016/2017.
Determination of sample used cluster random sampling technique and random sampling
technique. The sampling technique was through 2 steps, the first step based on the
accreditation level of each school, and the second step used random technique to
determine the sample of each school that has been determined in the first step. The
sample was the students of class X and XI SMA in Kota Tidore Kepulauan with A
school accreditation as many as 135 samples, B accredited were 77 samples and C
accredited were 25 samples. The laboratory skill was measured by using instrument test.
Techniques of data analysis used by descriptive data analysis techniques with SPSS 20
assistance. The result of the research showed that the average of the students' initial
laboratory skill of the school: (1) Accreditation A was 51,56 (2) Accreditation B was
52,59, (3) Accreditation C was 59.86. Generally, the average of the students' initial
laboratory skill on the medium category.

Keywords: analysis, laboratory skill, students of Senior High School, chemistry subject

1. Introduction laboratory encourages an active learning

The laboratory has become one of the
centers in science learning especially in
chemistry learning. Laboratory where to see,
try, test the existing science concepts so that
learners can better understand about science
especially chemistry (Wiratma & Subagia,
2011). Learning in the laboratory can help
learners to sharpen the concept of science
knowledge, the nature of science, methods, and
application of science learning. In the
laboratory learning can also stimulate high-
level thinking skills of learners such as
analytical, creative, and critical skills that play
an important role in learning chemistry
(Maknun, 2012). Activities in the laboratory
include demonstrations, live activities, and
experimental investigations. Work in the
process that requires students to engage in
observing or manipulating things. Learning in
the laboratory will develop about students'
understanding of the scientific concepts,
cognitive enhancement skills, and affective
students (Gobaw and Atagana, 2016).
Chemical learning deals with the
universe systematically, and relies on practicum
activities as a theoretical proof. Learning in the
laboratory can create learners to be more skilled
at understanding the sharing of natural
phenomena. Various obstacles are found in the
conduct of practicum activities and even some
of them cannot carry chemical labs in high
school. These constraints occur because
laboratory facilities and infrastructure were less
supportive, such as the availability of tools and

190
 191

practicum materials. Other barriers to school 2. Method

practicum include lack of laboratory
understanding, exposure and the ability of the The research method used descriptive
science process that prevents students from quantitative. Descriptive method used to
achieving the desired practicum goals (Geleta, describe the ability of early laboratory students
2015). of SMA Tidore Kepulauan, Province of Maluku
Based on data from the Education Utara. The population in this study was 30% of
the total number of students of class X and XI
Office of Kota Tidore Kepulauan, the SMA in Kota Tidore Kepulauan which was
availability of chemical laboratories in SMA is divided into three strata, namely accreditation
not sufficient. The results of observations A, B, and C. The study sample was taken more
conducted, SMA Negeri I Kota Tidore than 30% of the population. The number of
Kepulauan only held a small amount of samples used was presented in table 1.
practicum caused by lack of equipment, and
chemicals. In SMA Negeri 9 and Table 1. Number of sample of class X and class XI
Muhammadiyah 3 Kota Tidore Kepulauan have SMA in Kota Tidore
same problem. These constraints can have an
impact on students' laboratory skills. No
School
Population Sample
Initial student skills management in the Accreditation
laboratory will result in higher understanding 1 A 305 135
and skills in conducting laboratory chemistry 2 B 188 77
practice (Ezeano & Ezeudu, 2013). Laboratory 3 C 80 25
skills were defined as the skills of students
using measuring tools, props, calculators, and Total 582 237
computer software, to enhance the experience
in the laboratory (Setyaningsih & Harjito, Technique of collecting data using
written test in the form of a number of question
2013). Laboratory activities require students to about the use of laboratory tool which was
hypotheses prove, scientific thinking, observe, based on indicator on laboratory skill of essay
and interpret data. The success of an experiment student as much as 15 number for each matter
depends on the ability to select and use class X and class XI. Data analysis technique
laboratory apparatus appropriately. So it takes a using descriptive data analysis technique with
skill management tools in the laboratory, SPSS 20. Indicator on laboratory skill showed
among others; Skills of choosing, preparing, in table 2.
assembling and using tools for experimental Table 2. Indicators of laboratory skills
purposes.
Laboratory skills were part of the
psychomotor assessment. The laboratory skills Indicator Sub Indicator
1. Students was knew, prepared, and
students must possess include: 1) selecting, operated the tools properly in
installing, operating, opening, cleaning and accordance with the practice manual
returning equipment, 2) matching equipment, 3) Laboratory 2. Students was understand the function
reading metering tools, 4) handling, preparing skills practicum tool properly
and being aware of chemical hazards, 5) 3. Students choosed tools and materials
practicum properly
detecting, Calibrate, and correct errors in 4. Students used and read the measuring
regulating equipment ((Beasley, 1987) in instrument correctly
Maknun, 2012). Based on the description of the 5. Students can do safety handling
problem, it was necessary to examine the skills practices in case of accident in the
laboratory
of chemistry laboratory of high school students 6. Know and classify chemicals by their
who have never and never practiced chemistry nature
in school.
 192

3. Result and Discussion 48.40 respectively, while for grade XI was

56.86, so overall the average initial skill of
laboratory for accredited B was 52.59.
3.1 Result The third sample of SMA accredited C was
presented in table 5.
Description of initial skills of high
school student laboratory in Kota Tidore with Table 5. Description of initial skills of laboratory for
SPSS 20 for accredited SMA A, presented in accredited SMA B
table 3. Class X Class XI
Minimum 44 51
Maximum 67 79
Mean 55,85 63,86
Standard deviation 5,803 9,173

Table 3. Description of initial skill of laboratory for

accredited SMA A
The average initial laboratory skills for C
accredited class X was 55.85, while for class
Class X Class XI XI was 63,86, so overall the average initial
A B C D A2 B2 C2 skill of laboratory for accredited C was
Minimum 19 30 9 11 53 61 31 59.86.
Differences in initial laboratory skills of
Maximum 73 90 66 41 79 69 80 senior high schools student Kota Tidore
Mean 41,06 66,05 38,58 24,11 65,37 65,11 51,55 Kepulauan can be seen in figure 1.
Standard
16,980 15,460 14,025 8,452 6,906 2,132 13,461
deviation
Initial laboratory skills of senior high
schools student Kota Tidore
Average initial laboratory skill of class X A, B, Kepulauan
C and D respectively; 41.06, 66.05, 38.58 and 59.86
24.11, with the overall average initial skill of 51.56 52.59
the class X student laboratory is 42.45. While
the average initial skills of laboratory class XI
A2, B2 and C2 respectively; 65.37, 65.11, and
A B C
51.55, with the average initial skill of the class acredited acredited Acredited
XI student laboratory was 60.68. So, the
average of A-accredited high school students'
lab skills was 51.56. Figure 1. Initial laboratory skills of senior high
The second sample of SMA accredited schools student Kota Tidore Kepulauan
B was presented in table 4.

Table 4. Description of initial skills of laboratory for

3.2 Discussion
accredited SMA B
Class X The result of descriptive statistical
Class XI
analysis showed that the average of skill
A B A2 achievement result of high school student
Minimum 24 3 46 laboratory in Kota Tidore Kepulauan for
accreditation A was 51.56 with medium
Maximum 66 71 70
category, accreditation B was 52.59 with
Mean 48,22 48,40 56,86 medium category, and accreditation C was
Standard 59.86 with medium category. The results of this
11,128 15,766 9,356
deviation descriptive statistical analysis showed that
The average initial laboratory skills for B accredited school C which has the highest
accredited class XA and B were 48.22 and
initial laboratory skills of the students then

schools that have accreditation A and B. These
results indicate that the initial skills of the
student laboratory have no effect on the level of
school accreditation. Although based on the
results of observations at schools in Kota
Tidore Kepulauan high school indicates that
accredited C schools do not perform chemical
laboratory in schools because the facilities and
infrastructure was inadequate.
Teachers at SMA Kota Tidore Kepulauan
introduce tools and chemicals theoretically by
showing pictures and demonstrating some tools
to students to overcome the limitations of
laboratory facilities in schools. Thus, although
the lab was rare or not performed, students have
initial laboratory skills in the moderate
category. The introduction of tools in the
laboratory has in fact been done in junior high
school (SMP) on natural science learning. That
was also suspected to be the reason that the
initial laboratory skills of senior high schools
student in Kota Tidore Kepulauan at the same
level.
In this study, the measurement of high
school students' skills in Kota Tidore
Kepulauan focused on three main indicators;
recognize, discriminate the function of the
tools, skills of selecting tools and chemical in
high school chemistry laboratory. Based on data
analysis, the average students have the skills in
recognizing the chemistry with a presentation of
54.16%. Student's skill in describing chemistry
laboratory function was lower by 43.24%, skill
in choosing appliance and chemicals for
pratikum equal to 4.32%.
4. Conclusion
Based on the result of data analysis, it
can be concluded that: The initial skill of high
school student laboratory in Tidore Kepualuan
A accreditation is 51,56 with medium category,
accreditation is B 52,59 with medium category,
and accreditation C is 59,86 with medium
category. The initial laboratory skills of senior
high schools student Kota Tidore Kepulauan
should be improved in order to perform many
experiments in the laboratory. Practicum in
chemistry subjects should be implemented in
193
order to provide students with experience in
knowing the equipment and chemicals.
Improving laboratory facilities and teachers'
creativity in chemistry learning.
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Application of Laboratory Management
Skills by Chemistry Teachers in Enugu
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

New Media Literacy In The Education World

(Phenonema Digital Media in Higher Education Communication in Makassar)
Citra Rosalyn Anwara, Arnidaha
Teknologi Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Email: Chitra_ungu@yahoo.com

Abstract: The education world and communication are two inseparable sides of the coin though not many
are aware or admitting. That is why the media, both conventional media and digital media became a
unified part, including new media. The media here clearly does not concern the media of learning, but
rather the media as part of the education communication. New media is growing, especially the use of
social networking play a major role in various forms of interaction and communication activities,
including in education. Understanding the world of education is not only limited to the communication
that occurs as a process of learning and learning, but various forms of communication that occurs in the
world of education, between lecturers with lecturers, lecturers with students and lecturers to the
community. An idea that refers to the study of various literature, the results of research in data and
various theories have been collected. Traced by qualitative scientific methods that shove off from the
phenomenon. This paper is a combination of literature review and field study results with empirical data
needed to reveal reality as an idea in understanding literacy new media in the world of education, as a
new form of educational communication. This paper reveals the phenomenon of cyber communication, as
a leading role in educational communication. It takes the ability of educators to understand the value,
ethics and norms of cyber communication, especially when it comes to education.

Keywords: Media Literacy, Communication Education, New Media

1 INTRODUCTION (Koswara, 2016; 108). The development of new

One of the determinants of the nation's
progress are education. The determinants of
human quality and intellectual generation,
education and technology grow and develop
together. Accompany the transformation from
traditional society to technological culture. The
development and advancement of technology
one of them is new media or Cyber media. The
World of Education is required to be more
responsive in their application in education.
The education world in Indonesia itself is still
faced with many problems, such as textbooks
are still low order thinking, the application of the
curriculum that has not been right on target,
minimum literacy, teaching methods that are less
applicative and communicative, and so on
media (internet) demands education to catch up,
so media literacy becomes very important to be
utilized in the world of education, in addition to
eliminating inequality between educators and
learners in communication skills especially
accessing Internet-based media especially for
educational purposes.
After the reform in 1998, the wave of
openness entered various aspects of life in
Indonesia, including the internet. Penetration of
cyber media in Indonesia has reached about 10%
of the population or about 25 million users of its
237 million inhabitants. The use of cybermedia
throughout Indonesia is very broad, especially
social media users such as: Instagram, Blog,
Wikipedia, Facebook, Youtube, whatsapp, bbm,

183

and Twitter. All activities and transactions via
the internet are related to Law Number 11 Year
2008 About Information and Electronic
Transactions (ITE) which is destined to regulate
electronic commerce. The law was born in 2008
after the fourth amendment of the 1945
Constitution during the New Indonesia
Democracy.
CyberMedia desperately needs special
attention, because its spread virtual and mass
with consequences that can damage individuals
and / or groups. Moreover, social media can be
anonymous and / or using fake names. However,
cybermedia control must also be done carefully,
so as not to limit the freedom of expression.
There needs to be a balance between freedom
and social responsibility in surfing in
cyberspace. Based on the Constitutional Court's
decision it can be concluded that freedom of
expression can not be realized indefinitely,
because it can violate the freedom and human
rights of others. It needs to be maintained,
because not all Indonesians are able to use
freedom responsibly. Every Indonesian should
be able to respond positively to the media of
cyber, especially social media in free expression
in cyberspace. Until the end of 2015 there are
120 people in Indonesia charged with violating
UU-ITE because they express their opinions
freely through cybermedia, regardless of any
element of humiliation or defamation of a
person. Even cyber media, especially social
media can also contain content that incites and
incites hatred against individuals and / or social
groups based on ethnic, gender, sexuality,
disability, religious and faith.
That is the feature of the information
revolution. Mainly because of the ease of
accessing various information or messages
through the gadget. Gadgets are devices used to
access messages in cyberspace. Anwar Arifin
(2016) describes the number of gadgets in
Indonesia in early 2016, has reached more than
250 million units, thus exceeding the total
184
population of Indonesia (247 million people). In
2016 is estimated to reach over 63 million
people, of which 95 percent access social
networking. Even e-Marketer market research
institute recorded the number of internet users in
Indonesia in 2014, it is even bigger that is 83.7
million people. That number puts Indonesia at
6th place in the world (Tempo). Based on these
developments, then Indonesia is known as the
"capital city" cybermedia world that is able to
send about one billion tweets every month. Even
Jakarta is the city with the most active twitter
users in the world, and Bandung is positioned
sixth. Data Kominfo shows that 92.9% of
internet users in Indonesia access facebook. It is
estimated that internet users in Indonesia in 2015
has reached 139 million people.
There is an anomaly in the development of
cybermedia to the level of people's welfare,
because cybermedia is losing their role in
solving social and economic problems. The
development of cybermedia in Indonesia is not
able to encourage the improvement of people's
welfare. The anomaly also occurs because the
use of cybermedia in Indonesia, does not have a
positive impact on the improvement of HDI
(Human Development Index) Indonesia, which
in 2015, still in the 111th position of 188
countries. It shows that the development of
cybermedia infrastructure or communication
technology, not accompanied by economic
progress and social welfare. The fact is related to
the content that has been looking very neglected.
The proportion of media content in Indonesia is
67% entertainment, 27% information, and 6%
more. Moreover, the emphasis content
(broadcast media content) is more directed to the
entertainment function with commercial reasons,
so the educational function (education) received
less attention. It is ironic because cybermedia
seems incapable of making a positive
contribution to the welfare of the people, but
instead cybermedia comes across as a "part of
the problem" that requires a serious solution.

More than 40% or about 30 million internet
users under the age of 24 years are teenagers and
children. CyberMedia is the preferred choice of
communication channels used. Not a few of
them become victims of internet crime
(cybercrime). Even facebook made the arena of
transactions prostitution (children), gambling,
violence, drugs, and fraud. Facebook, Twitter,
Path, and Blackberry Messenger, emerged as a
new mode of "child sex trafficking" and other
sexual exploitation practices. Even Jakarta and
Yogyakarta are reported as the highest
pornography access cities in Indonesia. Online
sexual violence cases in children have been
reported since 2005, 2007, until 2009. GSM
Association 2014 data shows 67% of Indonesian
children are already using gadgets. In addition to
social issues such as pornography, prostitution,
and sexual harassment via the internet, it also
evolved the spread of ideology and radicalism
through cybermedia. Many young people learn
radicalism from cyber media, so social,
religious, and tribal conflicts in Indonesia can
also be triggered by short messages and social
media.
Cyber Media is widely used in social
interaction that include: e-mail, blogs, twitter,
facebook, youtube, whatsapp, fuel, and
instagram. This type of cybermedia can be
included in social media classes. Everything is a
legitimate product of the advancement of
science and technology, especially internet-
based digital technology (international
connection netrworking). Its presence opens up
one's private spaces and brings them to the
public sphere and keeps society in a new order
without much preparation. Social media
phenomenon was first introduced in 1964 by
Professor J.A. Barnes Mandibergh (2012)
mentions, "Social media is a medium that
facilitates cooperation among users who produce
content". Among the intended users, actually are
communication participants in communication
science perspective, also Djajusman (1985)
185
mentions, "Communication is a social
interaction through message".
The presence of cybermedia as a means of
social networking interaction as a reflection of
the internet, making the Internet should not be
viewed as a technology concept, but must also
be understood in various concepts and
perspectives, especially communication, social,
and culture. Daniel Bell (2001) mentions three
keywords in viewing the internet, Material
stories view the Internet as a technology tool
concept. Symbolic stories see the internet as a
concept that can not be approached virtually nor
as something abstract is not real. While
experiental stories, the internet growth
cybermedia and socialmedia also cyberspace
community. The term virtual world refers to the
metaphorical world by using many forms of
digital-based communication, which is used on
the internet. The Internet has transformed
communication in a very basic way, especially
involving a lot of interactivity between people.
CyberMedia implications that occur in
cyberspace can be formulated, "Communication
is the use of messages together through
cybermedia that includes social media". The
concise definition shows that cyberspace
communications put "users" as communication
participants, interactions that can be dialogical.
Communication no longer uses patterns from
one source that spread to a crowd called the
mass audience as it happens in mass
communication. The position of communication
participants in cyber media covering social
media is no longer separated between source and
consumer of message and information. In social
media communication participants can be both
producers and consumers of messages that
Cesaero (2011: 43) calls the term prosumer and
by Bruns (2010) called producers. Castells
(2009) gives different meaning to the term
audiences in the media of cyber or social media
because so far the term audiences were used as
the target of mass media in the process of mass

communication that is one-way. Whereas in
communication through cyber media that
includes social media running in an interactive
or two-way. Communication in cyberspace that
runs interactively, is one character of cyber
media that includes social media in personal
communication in an unlimited amount, through
the network. Communication that occurs in
cyberspace through cyber media and social
media, is also more dependent on the text in its
diverse forms. Facial expressions and intonation
of sound for example in cyberspace represented
by text (the didactic expression).
Communication and interaction in cyberspace,
nor does it require the same time and place
similarities as in dialogical communication. The
values are also about the birth and development
of a new culture, which is stretching social
relations face to face. Even the near ones can
feel far and away which can feel close. In
addition, because the communication
participants spent too much time in exchanging
information through social media, then
according to Nicolas Carr (2011) happened "the
way of thinking". In his work entitled, "The
Shallows", Carr concludes his research on the
human brain that the internet changes the way
the user thinks, and even is able to disown him.
There are also sociopolitical implications formed
by the presence of cyberspace communication
through cyber media, is the depletion of
hegemony and the development of media
democratization. Citizens gain a lot of ease in
accessing information and expressing opinions
freely through cyber media by creating their own
accounts. Such freedoms may be misused by the
participants of the communication, for example
by resorting to hate speech, which includes
humiliation, defamation, defamation,
provocation, sedition, unpleasant behavior, and
false news.
Media literacy in education world of
Indonesia has been started since the decade 1960
until now, James W Potter (2005) defines media
186
literacy as a perspective ranking where we
actively empower ourselves in interpreting the
messages we receive and how to anticipate it.
Meanwhile, according to Children Now, media
literacy is a way to encourage skills.
Various things can be used as an
educational media, but utilizing online media is
certainly expected to further expand the
influence of educational media. It has been
discussed in a national seminar with the theme
Media Education, Educational Media which is
held by students of technology Education. This
effort is done one of them by Mrs. Najeela
Shihab Founder Inibudi.org who is also founder
of Teacher Camp CIkal, School of Cikal and
Cikal Playground. Inibudi.org works with
teacher communities across Indonesia to make
learning videos and distribute them for free to
schools throughout Indonesia. This effort is in
line with that done by Pustekkom representing
the government which is also presented as the
main speaker in this national seminar.
2. CONCEPTUAL BASE
The conceptual foundation used in study of new
media literacy issues in the Education world, are
Media Literacy and Communication Education.
Media Literacy
The education world desperately needs media
literacy, it is given the development of
technology and information, and the availability
of devices to access the media. Educators
suggest that media literacy is the implementation
of education to reach the media literacy,
Children Now from www.childrennow.org
declaring media literacy is a way to encourage
critical media use skills in young audiences.Iwan
Koswara (2016; 110) states essentially, media
literacy is an effort to learn media, audience to
become a media-saturated audiences in the midst
of media-saturated, further Iwan Koswara
(2016) quotes Iriantara (2009) stated media
learning is known by various different terms,

there is Media Education (Buckingham, 1990),
Paedagogy of Media literacy (Toland Firth,
1997), Media Studies (Fedorov, 2002) and
media literacy (Hobbs, 1998).
Key elements of Media literacy by Silverblatt
(1995) cited by Intan Kemala and Nurul Huda
(2016; 101) as follows;
1. An awareness of the impact of media on
individuals and society
2. An understanding of the process of mass
communication
3. Developing strategies used to analyze and
discuss media messages.
4. An awareness of media content as a 'text' that
provides insight and knowledge into the
contemporary culture of person and himself.
5. Increased enjoyment, understanding and
appreciation of media content
In general, according to Stanley J Baran (2004),
literacy is an effective and efficient ability that is
easily understood by using written symbols,
while media literacy is the ability to access,
analyze and evaluate and communicate
messages. Media literacy directs the audience to
be able to distinguish what they want and what
they need from a medium.
Likewise in the education world, educators are
required to be able to choose the right media and
use the media in this digital media in the
education process. That's why the required
literacy education, in addition to being able to
take advantage of also able to balance the
technological progress experienced by students.
Educational Communication
Educational communication is not as popular
as political komuikasi, communication
development or other areas of communication,
but not popular does not mean not important,
because the education world are communication,
there is no process of education that takes place
without communication, with or without media
that is why it is time for educational
communication get a full attention from the
education world itself.
187
Conceptually, the development of media
literacy is the effort of learning audiences
towards the mass media, theoretically media
literacy is the intersection of two sciences
between the science of education and
communication.
Educational Communication especially in
higher education, is in need of media literacy, it
is considering the learning model which of
course is different from in primary and middle
education. Higher education is more flexible
both the matter of time and learning methods,
forcing educators to be able to take advantage of
various information technology, not just for the
media but the main learning as a medium to
communicate.
Media literacy in the world of education
today is a demand of the times, the development
of information technology as well as the
availability of devices to access the media.
Dependence on the existence of the media to
obtain information and entertainment to be very
high. Educators are required to have competence
included in media utilization.
METHODOLOGY
This paper is the result of a literature review
on the phenomenon of media literacy in Higher
Education as part of education communication
in Makassar. The sources of data come from
literature searches, research reports, journals and
other documents. To complete the data the
author made observations to several social
media networks, such as, blogs and websites
related to this paper.
3. DISCUSSION
The results of the authors indicate that the
general communication or media literacy in
particular, in the world of education is still
limited in the movement of unstructured
organizations such as conferences, seminars,
campaigns, and talk shows. The curriculum has
not included communication or media literacy as
an important part. Communication competence

is considered not to be important, whereas if it is
seen from Educator Competency which is
regulated by Education Act, then
communication competence includes media
literacy in the form of understanding and
utilization of media included in the competence.
Teachers and Lecturers' Law states that four
competencies must be met by an educator;
1. Pedagogic competence, ability related to
learners' understanding, educational and
dialogical learning managers.
2. Personality Competence, personal ability that
reflects a steady personality, wise and mature,
and authoritative.
3. Professional competence, ability related to
mastery of study subject material widely and
deeply covering the mastery of substance of
subject matter content of curriculum in school
and scientific substance that oversees the
curriculum material, and also increase scientific
knowledge as teacher.
4. Social competence, with regard to the ability
of educators as part of the community to
communicate and get along effectively with
learners, fellow educators, education personnel,
parents / guardians, and the community.
The exposure of these four competencies, all
these competencies require communication
competence including media literacy. The fourth
competence is social competence, even clearly
expressed the ability to communicate. While
professional competence and pedagogic states
required the ability pendiik in utilization and
anticipate adverse effects of information
technology, educators are expected to be able to
design the curriculum and learning that involves
media literacy, because also needed the ability to
evaluate learning outcomes.
Research conducted by Intan Kemala and
Nurul Huda (2016) states the competence of
educators in the media literacy needed because
students are actively using the media, so that
students can maximize any potential without
188
having to experience the shock of media
exposure.
Media literacy is absolutely required by
educators to synergize knowledge with
technology, so it is more easily understood by
their students, and educators are open to add
insight not only to himself but especially to
support every potential possessed by his
students.
The acceleration of education, potential
development and so on requires the full support
of information technology, that is why educators
desperately need media literacy to support every
educational activity. The condition of the young
generation is technology literate, forcing
educators to keep abreast of its development.
Media literacy is once again a necessity, not just
for the benefit of teaching and learning but also
for improving the competence of educators
themselves.
4. CONCLUSION
Media literacy in the education world today
still needs improvement, not just utilization as
educational media, but also as part of Education
Communication. Understanding of values, ethics
and norms also need to be improved as part of
media literacy, because it must be realized that
Digital era has a negative side, especially if there
is not a strong enough understanding, a lot of
people eventhough an educated person have to
deal with the law, due to lack of media literacy.
5. REFERENCE
AndiPate, Anwar Arifin (2016) Indonesia New
Media Democracy, Pustaka Indonesia.
Jakarta
Aji, Gilang Gusti (2016). Digital Literacy as a
strategy to anticipate hate speech in social
media,
ISKI-Jakarta
Cresswell, JW. (2002). Research Design
Qualitative & Quantitaive Approaches,
California Sage
Publication
 189

Fahrudin Dedi & Deden Maulidrajat (2016).

Media Literacy and Village Potential
Strengthening,
ISKI Jakarta
Guntarto, B. (2007). Media Education - A
Handbook for Elementary School
Teachers, Jakarta: Children's Media
Development Foundation and UNICEF
Iriantara, Yosal. 2009. Media Literacy: What,
Why, how. Bandung: Simbiosa Rekatama
Media.
Kemala, Intan. & Nurul Huda (2017)
Modernization Media literacy in
education, ISKI Jakarta
KNK
Koswara, Iwan (2017) TVE as the new literacy
of Education World in educating the Life
of the
Nation, ISKI Jakarta KNK
Potter, W.J., (2005). Media Literacy London:
Sage Publication
Severin, Werner & Tankard, James W. (2014)
Theory of Communication (History,
Methods, and
Applied In Mass Media). Jakarta: Kencana.
Yusuf, M. Pawit (2010) Instructional
Communication (Theory and Practice)
Jakarta: Earth
Literature
The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

The Development Of Supervision Model Using Kkg

In Improving Professional Abilities
Of Primary School Teachers
Sirajuddin Saleh
Fakultas Ilmu Sosial Universitas Negeri Makassar

Email: sirasaleh1971@gmail.com

Abstract: The work of this innovation is an alternative to overcome the problem of

academic supervision that has not been implemented properly. The
incompetence of academic supervision by the principal of the primary
school is due to the large amount of time that the principal's principal
uses to carry out administrative and management tasks so that the task of
supervision tends to be neglected. This is due to the absence of
administrative staff who can help the principal perform administrative
and management tasks. Therefore, an innovation is needed to facilitate
the implementation of the principal's supervisory task without overriding
administrative and management tasks by developing a Cooperative
Professional Development (CPD) model supervision that collaborates
with existing teacher competency-building trainings (Teachers Working
Group). The work of this innovation is generally designed to produce a
product in the form of development of academic supervision of
Cooperative Professional Development model based on GFC in Primary
School. In particular, the purpose of this innovation is: 1) To know the
description of the development of academic supervision model
Cooperative Professional Development that can improve the professional
ability of teachers in Elementary School. 2) To know the development of
academic supervision of Cooperative Professional Development model
based on KKG that is valid, practical, and interesting. 3) To know the
effectiveness of academic supervision development of Cooperative
Professional Development model based on KKG in improving teacher
professional ability in elementary school, and 4) To know the principal's
response as user model / executor of academic supervision of
Cooperative Professional Development based on KKG to be developed.
The method of innovation used is the Research and Development (R &
D) method recommended by Borg & Gall which is modified by stages,
namely: (1) preliminary investigation phase to determine potential and
problem, and information gathering; (2) design design phase, (3) test
phase validity / feasibility of design design (construction), (4) design
phase of the design; (5) the phase of conducting a limited trial, (6) the
initial product revision phase; (7) design trial use phases; (8) product
revision phase after use; And (9) the design / final product design phase.

Keywords: Development of Supervision dan Teacher Working Group,

A. Introduction teachers in performing their professional

duties, namely: (1) personality
In Law No. 14 of 2005 on competence, (2) pedagogic competence,
Teachers and Lecturers, four (3) professional competence, and (4)
competencies must be possessed by competence social. Teachers can be said
176

professional when it meets the elements
mentioned above. Therefore, in order for
teachers to improve their professionalism
other than through the education path
teachers need to get coaching in the form
of academic supervision conducted by
the principal.
Several research results indicate
the magnitude of the effect of supervision
on the improvement of teacher
performance both in order to improve the
quality of learning in public schools and
teachers in vocational schools (Kent, SI,
2001, Sailesh Sharma, Marohaini Yusoff,
et al (2011), Wildawati, Kandar, et al,
2010).
Supervision carried out by the
principal emphasizes on professional
guidance of teachers that is more directed
towards improving the process of
education and teaching. Therefore, in
order for teachers to be able to carry out
the tasks that are their responsibility, it is
necessary to always get refreshed in
order to improve their professional skills
in the form of technical assistance. One
form of assistance that can be provided is
assistance in the form of academic
supervision which is the responsibility of
school principals and school supervisors.
One of the supervisory activities
that can be done by the principal to
improve the learning process is academic
supervision. Glickman, Gordon & Ross-
Gordon (Prasojo and Sudiyono, 2011),
argued that academic supervision is a
series of activities to help teachers
develop their ability to manage the
learning process for the achievement of
learning objectives.
The fact shows that the
implementation of academic supervision
has not run properly. This is in
accordance with the results of research
conducted by Saleh (2016) that the
implementation of academic supervision,
especially assistance and guidance of
principals to teachers for aspects: (1)
Learning planning is still lace or equal to
44.16%, (2) Preparation of learning is
still low or equal to 43,67%, (3) The
evaluation of learning result is also still
low or equal to 45,05%, and (4) follow
177
up of result of moderate supervision or
equal to 50,45%).
There are several factors that
have not maximized the implementation
of academic supervision as the results of
research conducted by Saleh (2016),
among others: 1) Still lack of
understanding of the principal about
supervision. 2) The principal spends
more time doing administration than
supervision. This is due to the absence of
administrative staff in primary schools
who can assist principals to carry out
school administration tasks. 3)
Supervision is done just check the
preparation of teaching and class
administration. While the guidance
related to the improvement of learning
process less implemented.
To help overcome these
problems, it is necessary strategy for the
principal to perform the maximum
academic supervision. One strategy that
can minimize the problem of academic
supervision is through the development
of an academic supervision model in
accordance with local characteristics,
namely Cooperative Professional
Development (CPD) model.
Allan Glatthorn (Kadim, 2013)
suggests that the supervisory model of
professional development cooperation in
supervising teachers is a model played by
teachers in a collegial manner that agrees
to work together in improving
professional skills. In Indonesia, the CPD
model is better known as continued
professional development. This model
needs to be well designed to avoid any
connotation that teachers supervise
teachers. CPDs are seen as non-
evaluating and non-strict tools for
teachers to help each other collegially.
Professional development cooperation as
a moderate process by two or more
cooperating teachers to develop their
professionalism, by visiting each other's
classes, giving each other feedback and
exploring learning problems.
The form / type of CPD model
that can be developed by the author
depends on the principal and teacher in
the team as well as the situation and

condition of the study site, among others:
(1) clinical supervision in turn, (2)
discussion of learning innovations, (3)
Visiting, and (4) sharing overcoming
learning problems. The four types
provide opportunities for teachers to give
informal feedback and discuss learning
issues.
In order for the implementation
of academic supervision to be executed
by the principal effectively without
neglecting other basic tasks such as
duties in the field of administration,
management and entrepreneurship, then
put forward a collaboration with the
existing profession and existing teachers.
One of the institutions as a forum for
assembling primary school teachers to
develop their skills, both professional and
pedagogic skills, is the Teachers
Working Group (KKG). Thus, the CPD
model in academic supervision is
considered feasible to be collaborated
with KKG activities.
CPD model is when collaborated
with KKG activities then the writer is
supposed to help solve the problem of
supervision that has been experienced by
the principal because supervision model
cooperative professional development
(CPD) is a supervision model that is only
facilitated by the principal through a
process that is formulated moderately by
Two or more teachers who agree to work
together to cultivate and develop their
professional abilities.
Based on the above background,
the authors are interested to examine the
possibility of developing academic
supervision cooperative professional
development model (CPD) based
Teachers Working Group (KKG) in
Elementary School.
B. Basic Concepts of Cooperative
Professional Development (CPD)
and Teacher Working Group
1. Supervision Model Cooperative
Professional Development (CPD)
Strategy that can be used so that
the principal can perform the maximum
academic supervision and can minimize
178
the problem of academic supervision
through the development of an academic
supervision model in accordance with
local characteristics, namely Cooperative
Professional Development (CPD) model.
Allan Glatthorn (1984) cited (Kadim,
2013) suggests that the supervisory
model of professional development
cooperation in supervising teachers is a
model played by teachers in a collegial
manner that agrees to work together in
improving professional skills. In
Indonesia, the CPD model is better
known as continued professional
development.
This model is designed
effectively to avoid the connotation that
teachers supervise teachers. CPD are
seen as non-evaluating and non-strict
tools for teachers to help each other
collegially. Professional development
cooperation (CPD) is defined as a
moderate process by two or more
cooperating teachers to develop their
professionalism, by visiting each other's
classes, giving each other feedback and
exploring learning problems.
On the other hand, Glatthorm
(1987) mentions that: Cooperative
Professional Development is a process by
which teams of teachers work together
for their own professional development.
On the other hand, 5 (five) types of
Cooperative Professional Development
are proposed: (1) Professional Dialogue;
(2) Curriculum Development; (3) Peer
Supervision; (4) Peer Coaching; And (5)
Action Research.
The above-mentioned model is
able to help solve the problem of
supervision that has been experienced by
the principal because supervision model
cooperative professional development
(CPD) is a model of supervision that is
only facilitated by the principal through a
process that is formulated in moderation
by two or more teachers Who agreed to
work together to grow and develop his
professional skills.
2. Basic Concepts of Teachers
Working Group (KKG)

The development of teacher
professionalism that is being celebrated
thus provides an opportunity for
supervisors (principals and supervisors)
to jointly carry out sustainable teacher-
building efforts through various ways
including professional development of
teachers by engaging in Teacher Working
Group (KKG) activities.
The Teachers Working Group
(KKG) is a container formed by teachers
facilitated by the government for the
development of a professional teacher's
profession (Mulyasa, 2013: 148).
Mulyasa also pointed out that KKG is a
communication forum for teacher work,
from teachers, by teachers, and for
teachers. In addition, Teachers Working
Group (KKG) can be interpreted as a
forum for professional development of
elementary school teachers who are
members of the school cluster. Based on
the above opinion it can be concluded
that the KKG is a working group formed
and facilitated by the government
intended to enable teachers to jointly
develop their abilities especially related
to the learning process.
The scope of KKG activities according to
Mulyasa (2006: 145) are: 1) problem
solving learning, 2) problem solving
related to learners' learning difficulties,
3) problem solving related to parents of
learners. 4) problem solving related to the
school committee, 5) problem solving
related to the community, 6) problem
solving faced by teachers including
curriculum development, syllabus, lesson
planning plan (RPP), 7) problem solving
related to the implementation of learning
according to Standardized processes, 8)
problem solving related to simulation
materials, 9) problem solving of School
Management Information System (MIS)
related to informative delivery is
important to be known to teachers and
other education personnel, and 10)
problem solving related to learning
evaluation.
The purpose of the KKG
according to Mulyasa (2013: 140) is to
solve various problems related to the
main tasks and functions of teachers in
179
schools, is also a forum for togetherness
of teachers in determining the planning,
implementation, and assessment of
learning. Thus it can be understood that
the purpose of KKG implementation is as
a forum to develop professional skills
continuously in order to solve problems
in improving the quality of learning as
well as a forum for gathering teachers to
jointly develop planning, implementation
and evaluate learning outcomes
C. Some Supporting Research Results
There are several results of
studies related to the implementation of
supervision, especially academic
supervision in order to improve the
learning process, namely:
1. Duggan, Smith and Thomsen (2009)
in his research entitled "A monitoring
and evaluation framework for
transformative change from
sustainability programs in secondary
schools" Results of the research
concluded that it takes an effort to
develop develop monitoring and
evaluation in order to determine
whether the performance of teachers
Is good or not.
2. Lucy Steiner and Julie Kowal (2007)
in his research entitled "principal as
instructional leader Designing a
Coaching Program That Fits." The
results of these studies concluded that
school leaders to focus on the
managerial aspects and their
supervision by the principal to the
teachers to monitor Their
performance.
3. Muslihah (2014) in his study entitled
Contributions Supervising Principal
of Professional Teacher Development
Model Against National High School
Banten province concluded that the
supervision of the school principal
development model contributes to the
professionalism of teachers. Thus, the
implementation of the principal's
supervision of the development model
becomes a factor that can determine
the high level of professionalism of
teachers.

4. Pratama (2014) in his research
entitled Identification Benefit
Teachers Working Group (KKG) In
Supporting Primary Teachers
Pedagogic Competence Cluster
Diponegoro Pituruh In District
Purworejo concluded that: KKG
activities helpful in supporting the
pedagogical competence of
elementary school teachers in the
cluster Diponegoro. Implementation
of simulation learning in KKG
kemampuann teachers can improve
the understanding of learners, learning
implementation, and overcome the
difficulties of student learning.
D. The Need for the Development of
KKG-Based Supervision Models
One of the factors affecting
teacher professionalism is coaching by
the principal through supervision. This is
in line with the view that one of the
extrinsic factors that contribute
significantly to work motivation,
achievement, and professionalism of
teachers is the principal's supervisory
services (Mark, Stoops and King-Stoops,
1991). Peter (1994) states, that the low
motivation and achievement of teachers
that affect the profession of teachers can
not be separated from the low
contribution of principals in fostering
teachers in schools through supervision
activities.
Based on the results of research
conducted by Saleh (2016) in Bone
regency of South Sulawesi shows that the
implementation of academic supervision
has not run as expected. The
implementation of academic supervision,
especially the assistance and guidance of
the principal to teachers for aspects: (1)
Learning planning is still lace or equal to
44.16%, (2) Preparation of learning is
still low or equal to 43.67%, (3)
Assessment of learning outcomes are still
Low or equal to 45.05%, and (4) Follow-
up of moderate supervision results or
50.45%).
Based on the results of the above
research, it is necessary to do innovative
180
steps to find a solution so that the
implementation of supervision can be
carried out by the principal effectively,
efficiently and practically. One of the
efforts that the writer considers to solve
the problem of supervision experienced
by the principal is to develop a model of
supervision Cooperative Professional
Development (CPD) by making Teacher
Working Group (KKG) as the basis of
supervision activities.
KKG that has been formed so far
that serve as a forum for teachers to
develop competence assessed not running
maximally. Therefore, with the
involvement of school principals and
supervisors as supervisors provide
guidance through supervision programs,
then teachers can be more focused in
carrying out activities in the KKG forum.
In addition, with the involvement
of supervision programs undertaken, the
principal can also run the supervision
effectively without disrupting other basic
tasks, especially tasks in the field of
school administration.
E. Development Methods to be Used
The development of the model
will be done using Research and
Development method which is intended
to produce certain product in the form of
supervision guidance and some
instrument of supervision implementation
by the principal, and test the
effectiveness of the product. (Sugiyono,
2011) This research is developing a
model of KKG-based academic
supervision so that it can be applied in
supervision activities for elementary
school teachers. The supervisory model
developed is based on the results of
literature review, previous studies of
relevant research results, and empirical
studies on the need for academic
supervision in primary schools, so that
the resulting model of supervision of the
development outcomes based on their
activities is KKG.
In accordance with the purpose,
using the method of development is a
requirement analysis. To be able to
 181

produce a product in the form of Acheson, K. A., & Gall, M. D. 2007.

supervisory model of Cooperative Techniques in the clinical
Professional Development (CPD) based supervision of the
on KKG is used needs analysis and test teachers: Preservice and
the effectiveness of the product in order inservice applications (4th
to function effectively in supervision ed.). White Palins, NY:
activities conducted by principal or Longman. Diakses tanggal
senior teacher based in KKG forum. 15 Juni 2017.
In field trials, participation and
cooperation were undertaken by School Adkins dan Russell. 2004. Supervisor-
researchers and teachers in implementing Subordinate Work Value
the Cooperative Professional Congruence and
Development (CPD) model based on Subordinate Performance: A
KKG. This development research Pilot Study. Journal of
determines the form of academic Business and
supervision model based on KKG to Psychology. Volume 12,
develop teacher professional competence. Number 2, December, 2005.
The method of development used Diakses tanggal 15 Juni
refers to the stages of R & D method by 2017.
Borg & Gall (1989) modified by stages:
(1) preliminary investigation phase to Duggan, Smith and Thomsen. 2009. A
determine potential and problem, and monitoring and evaluation
information gathering; (2) design design framework for
phase, (3) test phase validity / feasibility transformative change from
of design design (construction), (4) sustainability programs in
design phase of the design; (5) the phase secondary schools. Journal
of conducting a limited trial, (6) the of Regional Sustainability
initial product revision phase; (7) design Research Group. Vo. 3 No
trial use phases; (8) product revision 5. Diakses tanggal 18 Juni
phase after use; And (9) the design / final 2017.
product design phase.
E. Mulyasa. 2006. Standar Kompetensi
F. Conclusion dan Sertifikasi Guru.
Based on the description that has Bandung: Remaja
been proposed, it can be concluded that Rosdakarya
academic supervision by principals and
primary school supervisors has not run as __________. 2013. Uji Kompetensi dan
expected because of the limited time that Penilaian Kinerja Guru.
the principal has to supervise due to the Bandung: Remaja
amount of time spent on administrative Rosdakarya
and management tasks.
Therefore, it is necessary to solve Muslihah. 2014. Kontribusi Supervisi
the problem by developing a model of Kepala Sekolah Model
supervision by involving teachers to Pengembangan Terhadap
jointly develop their professional skills, Profesionalisme Guru
namely the development of Cooperative Sekolah Menengah Atas
Professional Development (CPD) based Negeri Provinsi Banten.
supervision of Teachers Working Group Jurnal Pendidikan dan
(KKG). Kebudayaan, Vol. 20,
Nomor 3, September 2014.
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The 1st International Conference on Education, Science, Art and Technology (the 1st ICESAT)
Universitas Negeri Makassar. 22 23 July 2017

Development of ICT Training Models for Teachers

Based on ICT CFT (ICT- Competency Framework for Teacher)

Salmilah
Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Palopo, Sul-sel, Indonesia
Email: mheela.smart@gmail.com

Abstract : The purpose of this article is to develop a model of ICT-based teacher training for
teachers based on the ICT-CFT model issued by UNESCO containing aspects of ICT
competency which is the framework that teachers must possess. The ICT training
model that will be developed is aimed at improving the competence of teachers in ICT
(Information and Communication Technology) field covering six aspects of ICT-
based professional work, namely: (i) understanding of ICT in education; (ii)
understanding of curriculum and assessment; iii) mastering pedagogy, (iv) mastering
ICT, (v) understanding organization and administration, and (vi) learning of the
teaching profession. This ICT training model will use the ADDIE development model
which consists of Analyze, Design, Development, Implementation and Evaluation.
The expected outcome is a training model that comes with the product of a theory and
practice learning module as well as evaluation during training and post-training
monitoring. For implementation, cooperation with relevant stakeholders such as the
education office or interested school may also be provided by non-formal education
providers such as courses and training institutions. For the development can also be
applied in the form of an online course so that it can reach a limited space and time.

Keywords : Training Models, ICT-CFT, Teacher

I. INTRODUCTION
Teachers are the most decisive
component of the overall education system,
which should receive central, first and
foremost attention. This one figure will
always be in the strategic spotlight when it
comes to education, because teachers are
always associated with any component of the
education system, teachers play a leading role
in educational development. The quality of
education and learning outcomes will lie in
how educators perform their duties
professionally.
Professional teachers should equip
themselves with the necessary knowledge and
skills and continually update to keep up with
the needs of the students and the development
of the times. The problem is whether teachers
are ready to accept the changes offered by the
progress and development of information
technology, what competencies required
teachers so as to utilize information
technology in learning and learning process.
UNESCO in collaboration with CISCO,
Intel, and Microsoft, and educational experts
conducted intensive consultations to identify
their teachers' ICT competencies in order to
master the materials and classes effectively
and efficiently. To implement these aspects of
ICT-based professional work, the above are
done through three ICT-CFT (ICT
Competency Framework for Teachers Project)
approaches issued by UNESCO on teaching
based on human capability in mastering
technological development, namely: 1.
technology literacy, 2. Deepening of
knowledge, and 3. Creation of knowledge.
(Munir, 2014).
In a study conducted by Zaidatun Tasir,
et al (2012) entitled Relationship Between
Teacher's ICT Competency, Confidence Level
and Satisfaction Toward ICT Training
Programs: A Case Study Among Postgraduate
Students, presented that there is a relationship
between teacher's ICT competence with

168

confidence in managing Learning, and the
relationship between teachers' ICT skills and
the satisfaction acquired in ICT training. This
indicates that the competency level of
teacher's ICT is influenced by the ICT
competency development model that followed
and the teacher's ICT ability can improve
teachers' self confidence in the management
of learning.
There are six aspects of ICT-based
professional work: (i) understanding of ICT in
education, (ii) understanding of curriculum
and assessment (iii) mastering pedagogy (iv)
mastering ICT (v) understanding of
organization and administration, and (vi)
professional learning Teacher (Munir: 2014).
ICT training models for teachers so far have
largely not addressed all aspects of ICT
competence, this may be due to training
providers who do not yet know the ICT
competency framework that teachers should
have in accordance with their needs,
sometimes teachers are also constrained by so
that the training materials only end up in the
training venue only, after the teachers return
to school there is no monitoring and
evaluation process so they forget the result of
the training that has been followed.
A research entitled Developing ICT
Competency for Thai Teachers Through
Blended Training was conducted by Chaiya
Akarawang, et al originating from
Mahasarakham University Thailand in 2016,
which aims to improve the competence of ICT
teachers. 337 teachers were surveyed through
a questionnaire to identify training issues and
training needs. Then implement a "Blended
Learning" training model that combines
classroom training, offline training and online.
The results show that the model can improve
the score in the cognitive tests and attitudes
and competence of teacher ICT also increased
well.
169
It cannot be denied that competency
development models in the form of training in
ICT fields often rely more on theory, while
ICTs require more practice presentations and
practical sustainability through regular
monitoring and evaluation processes,
therefore a training model is needed Improve
ICT competency covering aspects of ICT
competence as a whole and can improve the
competence of teacher's ICT on an ongoing
basis. The above matters are so that
innovation is needed to develop a model of
ICT (Information and Communication
Technology) training for teachers in
accordance with ICT-CFT (ICT-Competency
Framework for Teacher).
II. DISCUSSION
2.1 Teacher Competence
Teachers are professional educators
with the primary task of educating, teaching,
guiding, directing, training, assessing, and
evaluating learners in early childhood
education, formal education, basic education,
and secondary education (UU.14 / 2005
article 1;). In carrying out its duties in the
present, professionalism becomes a demand
and becomes an integral part of the profession
of teachers in performing their duties as
educators. In the Government Regulation of
the Republic of Indonesia Number 74 Year
2008 on Teachers, it is explained that:
"competence is a set of knowledge, skills, and
behavior that must be possessed, experienced,
and mastered by teachers or lecturers in
performing professional duties.
According to Mulyasa (2009: 17), the
essence of teacher competency standards is to
get good and professional teachers, who have
the competence to carry out the functions and
objectives of the school in particular, as well
as the goals of education in general, according
to the needs of society and the demands of the
times.

Teachers in the era of information and
communication technology today is not just a
teaching (transfer of knowledge) but must be
a manager of learning, it means every teacher
is expected to create learning conditions that
challenge creativity and student activities,
motivate students, using multimedia,
multimetode, And multiple sources in order to
achieve the expected learning objectives
(Rusman, 2011).
A professional teacher should have at
least four basic competencies, based on Law
Number 14 Year 2005 on Teachers and
Lecturers, in Article 10 paragraph (1) stating
that the basic competencies that a teacher
must have as referred to in Article 3 include
pedagogic competence, Competence of
personality, social competence and
professional competence possessed through
professional education. Teacher competency
standards include core competencies that can
be developed into PAUD / TK / RA teacher
competencies, elementary / junior high school
teachers and subject teachers in SD / MI, SMP
/ MTs, SMA / MA, and SMK / MAK.
1. Pedagogic competence is the ability of
understanding of learners, design and
implementation of learning, evaluation of
learning outcomes, and development of
learners to actualize the potentials they
have
2. Professional competence is the mastery
of learning materials in a broad and deep,
covering the mastery of curriculum
material subjects in schools and scientific
substances that overshadow the material,
and mastery of the structure and
methodology of science
3. Personality competence is a personal
ability that reflects a steady, stable,
mature, wise and authoritative
personality, a role model for learners, and
noble character.
170
4. Social Competence is the ability of
teachers to communicate and get along
effectively with learners, education
personnel, parents / guardians of learners,
and the community around
If a teacher has had 4 such
competencies, then a teacher may be called a
professional teacher. In the development of
professional teachers also have to master
information technology. Therefore it has
become a necessity that every primary and
secondary educational institution in Indonesia,
teacher professionalism must be developed
and started from teaching and learning
activities in everyday either in class or in
teacher organization. In line with the various
demands of professionalism, social change
and the development of ICT, the quality
culture is a paradigm that can be used as a
foothold in the achievement of educational
goals. In the implementation can be started
from the governance of learning processes and
education in schools.
2.2 Information and Communication
Technology (ICT)
Information and Communication
Technology, is a large umbrella terminology
that includes all technical equipment for
processing and conveying information. ICT
covers two aspects: information technology
and communication technology. Information
technology includes all things related to the
process, use as a tool, manipulation, and
information management.
While communication technology is
anything related to the use of tools to process
and transfer data from one device to another.
Therefore, information technology and
communication technology are two
inseparable concepts. So, Information and
Communication Technology contains a broad
understanding that all activities related to

processing, manipulation, management,
transfer of information antar media.
The term ICT emerged after a mix of
computer technology (both hardware and
software) with communications technology in
the mid-20th century. The combination of the
two technologies is growing rapidly beyond
other technology areas. Until the beginning of
the 21st century, ICT continues to experience
various changes and has not seen its saturation
point (https://en.wikipedia.org).
2.3 ICT-CFT Framework for Teacher
Competencies
The use of ICT in education provides
new teacher professional roles, new pedagogy
and new approaches to teacher education. The
successful integration of ICT in the classroom
will depend on the teacher's ability to: (i)
structure the learning environment in a new
way, that is to combine ICT with new
pedagogy, and (ii) develop an active social
class that encourages cooperative interaction,
collaborative and work learning group. This
requires a different set of classroom
management skills than usual. (Munir, 2014).
UNESCO in collaboration with CISCO,
Intel, and Microsoft, and educational experts
conducted intensive consultations to identify
their teachers' ICT competencies in order to
master the materials and classes effectively
and efficiently. The results of the
collaboration resulted in three books of the
UNESCO framework on ICT competence for
professional teachers published in 2008,
namely: (i) a Policy Framework explaining
the reasons, structure and approaches of ICT-
Competency Framework for Teachers (ii) ) A
module development Competency framework
that explains how three stages of educational
development can be mapped to the six aspects
of a teacher's work to create a framework of
18 teacher competency modules, and (iii) the
171
Specifically and detailed Provision Guidelines
for each module in educational development
To implement these aspects of ICT-
based professional work, the above are done
through three ICT-CFT (ICT Competency
Framework for Teachers Project) approaches
issued by UNESCO on teaching based on
human capability in mastering technological
development, namely: 1. technology literacy,
2. Deepening of knowledge, and 3. Creation
of knowledge. (Munir, 2014).
Fig. 1UNESCO ICT-CFT Competency
Framework
In this innovation will be developed a
model of ICT training for teachers. Benny A.
Pribadi (2014) explains that training is one of
the most important components in developing
human resources (HR) in an institution.
Organizing a training program is expected to
increase the knowledge, skills and positive
attitude of the participants who are important
assets in an institution or organization.
Meanwhile Walter Dick (2009) in Benny A.
Pribadi (2014) defines training as: "... A pre
specified and planned experience that allows a
person to do something that he can not do
before". Training is a learning experience
deliberately designed to assist learners in
mastering competencies that were not
previously owned.
In several studies discussing the
specific training related to teacher's ICT
competence, there is a significant relationship
between teacher's ICT competence and ICT

training that has been followed, one of which
is by Zaidatun Tazir, et al (2012) entitled
"Relationship Between Teachers" ICT
Competency, Confidence Level, And
Satisfaction Toward ICT Training Programs:
A Case Study Among Postgraduate Students
". This study discusses the relationship
between teacher's ICT competence, Level of
confidence and satisfaction follow ICT
training program. The results of this study
indicate that teacher competence, confidence
level and satisfaction follow ICT training
programs are positively related to each other.
This study also found that teacher satisfaction
on the training that has been followed is one
of the important factors that can improve
teacher's competence and confidence.
Other studies related to teacher's ICT
competency levels were also conducted by
Dave E. Marcial, et al (2015) entitled ICT
Competency Level of Teacher Education
Professionals in the Central Visayas Region,
Philippines. This study uses the ICT-CFT
standard from UNESCO to measure the level
of teacher competence in a region in the
Philippines and shows the result that the
competency level of teachers' ICTs in the area
under study is at the level of deepening
knowledge and is needed to improve the
competence level to achieve innovative
learning process.
2.4 Innovation Model and Stages of
Innovation Development
The training program basically contains
learning activities that are deliberately
designed and developed to create a learning
process within the participants. Through the
learning process is expected to program
participants will have the ability that includes
knowledge (skills), skills (skills) and attitude
(attitude) required in a task or job.
The idea of innovation is a development
innovation, because it takes a model that will
172
be used as a reference in the process of
implementing this idea. There are several
models or approaches to the design of
learning systems that can be used to design
and develop learning programs. One model or
approach that can be implemented to design
and develop an effective and efficient training
program is the ADDIE model. This model is
simple and can be done gradually or
systematically to realize a comprehensive
training program. (Benny A.Pribadi: 2014).
The term approach used refers to a model or
pattern in which it reflects or describes a
number of steps and procedures that are
systematic to be used to achieve the desired
goal. The ADDIE model matches its name,
contains the following steps Analyze,
Designing, Development, Implementation,
and Evaluation.
The activity stages in the ADDIE model
are essentially related to each other.
Therefore, this model needs to be done
gradually and also thoroughly. In relation to
the idea of developing a model of ICT-
training for ICT-CFT-based teachers, the
development steps according to the ADDIE
model are described as follows:
2.4.1 Analysis
In this case as some candidate ICT
training participants need to know the
competence of ICT that has been owned by
the teacher, whether it is in accordance with
ICT-CFT standards or ICT competency
framework or not, what problems are
commonly encountered by teachers in the use
of ICT both in learning and in improving
teacher professionalism and what
competencies are most needed by teachers, so
that the designed training program will be
completely in accordance with the needs of
teachers.
To obtain the data and information, can
use some method that is: 1) observation
method that is see directly how the teacher use

ICT in learning process and everyday
activities, 2) Using questionnaire containing
question / statement which describe
competency level of teacher ICT ICT-CFT
framework, 3) test teachers to determine the
level of competence they have.
2.4.2 Design
The ICT training program to be
designed refers to the ICT-CFT competency
framework issued by UNESCO. The
competency framework consists of 6 (six)
aspects: (i) understanding of ICT in education,
(ii) understanding of curriculum and
assessment, (iii) mastering pedagogy, (iv)
mastering ICT, (v) understanding organization
and administration and (vi) Teaching
profession. To implement these aspects, 3
(three) approaches based on human capability
to master technological developments are 1)
Literacy technology, 2. Deepening of
knowledge, and 3. Creation of knowledge.
(Munir, 2014).
The steps needed in designing a training
program include: 1) establishing the general
objectives or competencies of the program, 2)
conducting an instructional analysis that will
produce a competence structure map, 3)
determining learning strategies, 4)
determining the form of assessment of
learning outcomes, 5) Conducting formative
evaluation, 6) revising the program, 7)
conducting a summative evaluation to
determine the effectiveness and efficiency of
training implementation. (Benny A. Pribadi ,
2014)
2.4.3 Development
This stage is the stage after the design.
At this stage will focus more on the
development of training materials to be used.
Various training materials can be used to
facilitate the participants to achieve the
expected competencies. Training materials
can be interpreted as a means that can be used
173
by the trainer to deliver the content of training
program materials.
Some things to consider in choosing
various training materials are 1) material
suitability with training materials, 2) accuracy
of content or substance of training materials,
3) clarity of information and knowledge, 4)
the ability of materials to motivate
participants, 5) Learning activities, 6) quality
condition of training materials, 7)
completeness and availability of materials.
(Benny A.Pribadi, 2014).
In this designed ICT training the main
ingredient required is the availability of
supporting hardware and software according
to the ICT-CFT framework. Theoretical and
practice modules and evaluation materials in
hardcopy and softcopy, as well as the
availability of adequate internet access as
support.
2.4.4 Implementation
In implementing the organizer or the
training designer must make decisions about
the time, place and cost of the program
implementation. In implementing ICT-CFT
teacher's ICT-based teacher training program
there are several plans to be undertaken:
1. Disseminate to the education office and
request recommendations to implement
ICT-based ICT-CFT training
2. Based on the recommendation from the
education office will be socialized to the
schools to introduce the training
program.
3. In addition to the schools will be
conducted also socialization to colleges
that have a college teacher so that
prospective teachers can gain additional
knowledge and competence of standard
ICT before graduation and this will be an
added value for graduates
4. There will be an MOU with some non-
formal education providers in this case a

computer course institution to serve as a
training ground.
2.4.5 Evaluation
In this innovation will be done both
types of evaluation are the evaluation of
learning outcomes to assess the extent of
training can be absorbed by participants and
the increase in competence as expected. For
the evaluation of the program will also be
done to see if the program is effective and
efficient both in terms of time and cost and
the results are as expected.
For evaluation instrument the results
have been prepared along with the design of
materials / training media at the design stage,
while for program evaluation will be done by
using CIPP evaluation model that is 1)
Context (evaluation toward objectives and
context of training program implementation,
2) Input Used to conduct training programs),
3) Process (evaluation of procedures
undertaken in conducting training programs),
and 4) Product (evaluation of outcomes
achieved by the implementation of training
programs). This evaluation model will be
done gradually and thoroughly by the
evaluator.
3. CONCLUSION
Based on the previous explanation it can be
drawn some conclusions are as follows:
1. The idea of this innovation is to develop
an ICT training models based on ICT-
CFT (ICT-Competency Framework for
Teacher) issued by UNESCO. This ICT
training model will use the ADDIE
development model which consists of
Analyze, Design, Development,
Implementation and Evaluation
2. The expected benefits from the
development of this training model is the
achievement of teacher's ICT competence
and to improve the competence of ICT
teachers so as to improve competence
174
and performance and able to compete
globally, where it can indirectly improve
the quality of education.
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Pengembangan Program Pelatihan
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ICT Competency for Thai Teachers
Through Blended Training, Journal
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 175

(https://en.wikipedia.org).