TEACHER-STUDENT
MATERIAL DEVELOPMENT
IN IMPROVING STUDENTS’ ACTIVE ENGAGEMENT
IN LEARNING
PROCESS AT SMP NEGERI 12 KENDARI
Nurul Faradillah
Abdul Halim, S.Pd., MA TESOL
Rahmat Nasrullah, S.Pd., M.Hum
(rahmatnasrullah040@gmail.com
Abstract: This
study conducted to explain teacher-student material development in
encouraging students’ active engagement in learning process at SMP Negeri 12
Kendari especially at the second grade. There were 35 students of one class participated in this study and three instruments of the study, they were observation, questionnaire, and
interview sheet to examined.
The result revealed that the application of teacher-student material
development help students active engagement. This study was not
measure the result through a test. The observation result showed that the
students were being more
active, more focus, more cherfull, enjoying of the lesson, being interested,
being enthusiastic, feeling comfort, always smiling, freely to express their
feeling, happier, fun, relax (they were not nerveous or not affraid)and love
that material because researcher did six principles adapted by Veronika to
applying teacher-student material development. The questionnaire result
showed that majority of students were very appropriate what they did in the
class. The interview result also supported their statement.
Keywords:Teacher-student material development, students’ active engagement
This research is an investigation
teacher-student produces material to challenge the traditional paradigm of
education. It means that the learning process is always only centered to
teacher as a main role. Teachers engage students when needed or when student as
a part of lesson plan that has been prepared by teacher so that all students be passive and only a few of them are active to following
learning activities. For this reason, researcher would change the traditional
paradigm of education into new paradigm of education that makes all of
them in each activity of learning process can be students’ active engagement
through teacher-student material development in order to they do not rely on
the teacher to make every decision.
Most of teacher and student in Indonesia,
especially at SMP Negeri 12 Kendari have same perception that creating material
is a simple way but according to Veronika (2015), as a one of writer in English
teaching forum that it is not simple to create material, it is an arduos job
because it involves a number challenges. It means that when teacher create a
material to their student, it should be creative, competent, and sensitive to
students. In addition, educational context for English should be change from
nature of English context that it is not only language to be learned but also a
means of teacher communication to complete a complex task. In recent years
Bronson and Merryman, (2010) give the description that teachers have basic
trust in their class, no matter how unmotivated it seems to be, they should
have the courage to treat students to complete difficult tasks and they have to be aware of the difficulties
students face.
The researcher also heartily agree with Harmer
(1991) who said that creating material can be generated from junior high school
to reform curriculum as a part of education. That is the basic reason why the
researcher choose one of junior high school, SMPNegeri12 Kendari to do this
research and the researcher also recognize the teacher of that school and the
location near from residence of researcher so that researcher and teacher can
share deficiency in teaching especially to develop material more involving
students in learning process. It would be wrong if the teacher argue that the
students are not ready to cope with such a heavy load, however students are not
empty vessel only waiting to be filled with knowledge.
Teacher should believe most of them also have
creativity because they are as a creative individuals is of great help. Sir Ken
Robinson’s youtube video Do schools kill creativity? (2007) has had over
5 million video hits because he show the reality of schools that student’s creativity can be killed by
teacher. Moreover, Beghetto and Kaufman (2013) observe without an existence material development to student in
learning activity that require student’s creative thinking is failure because
student can not be active engagement.
Based on the observation in SMP Negeri 12 Kendari,
researcher found the main problem
related to not involved students learning process is the students tended to
feel umotivated, uninterested, unhappy, and unenjoy in the material provided by
teacherbecause teacher explain too much or just distributing students worksheet
and ironically teacher still not believe students’ creativity, it is related in
previous paragraph. In addition, teacher is too tied to handbooks or materials
of a technical nature for example, electronics, reforestation, and others. In
fact, sometimes students are very familiar with the term, but they can not
mention the usual things in English, and they also are embarrassed to use
English for fear of being ridiculed.
Based on the previous statement, to explain
wether teacher-stduent material development encorage students’ active
enegagement in learning process. Students can review content themselves,
provide opportunities for peers to review content too, engage in peer learning,
and contribute to the collection of stored materials are available to other
classes and future students. One benefit of student also create materials is
that they contribute to peer teaching and learning. For instance, students
might facilitate other people’s learning by creating materials to the
self-access center (SAC). According to Malcolm (2004) most of student in
Bahrain made these activities were useful and appreciated although reaction of
the student peers’contribution to the SAC was annoyed, they were consumer, not
producers, of knowledge. It is like extra works imposed on them. Nevertheless,
this project offers guidance for teachers interested in involving students in
materials development.
The others benefit teacher-student material
development might take students one step further toward better English. Stewart
(2010) describes a project carried out with her immigrant students; in an
effort to empower her learners to write with voice---one’s personal and
unique way to express thoughts--- she asked them to produce a book of stories,
essays, and poetry exploring the issue of immigration. Stewart reports that at
the end of the project, students felt more motivated to read and write in
English as well as use voice in their writing. They also felt they were able to
define their identities as immigrants when describing their personal
experiences.
Having experimented to students university for
almost three years by Veronika (2015) in Sultan Qaboos university, Oman.
Material development helps the students’ active engagement in learning process.
Students will not always create perfect materials, but mistakes are a sign they
are processing the target language teachers can but do not have to focus on the
same skill when selecting the materials for their set. For instance, within one
semester, students can create a story starter, a reading quiz, and a vocabulary
poster. If there is enough time, teachers can introduce a new activity every
week or two or use variations of the same activity. For example, they could
first ask students to work on peer-created story starters, and then, two weeks
later, tell them to write stories based on peer-provided endings.
METHOD
This research, by using descriptive qualitative because
it is intended to encouraging students’ active engagement in learning process
as well as researcher will be provided several suitable activities for the
second grade student at SMP Negeri 12 Kendari. It is hoped that the result of
this research will be able to encourage teacher-student material development to
explore new ways of teaching and learning in order to improve students’ active
engagement. Based on the
core of the research question, this research used three instruments to examine its result of the
study: they were observation, questionnaire and interview.
FINDING AND DISCUSSION
Findings
This study revealed that the application of
teacher-student material development help students engage as the result
students being more active, more focus, more cherfull, enjoying of the lesson,
being interested, being enthusiastic, feeling comfort, always smiling, freely to express their
feeling, happier, fun, relax (they were not nerveous or not affraid) and love
that material because teacher did the following:
1. Set a clear goal for activity
2. Refer student to something familiar
3. Let students work on simple task first
4. Giving them a chance to participate in
learning process by collaborative
learning (in pairs)
5. Provides examples
6. Not too tied to handbook/textbook
Discussion
What makes the
students have positive engagement firstly because teacher set a clear goal for
each activity. This way can encourage students’ active engagement if the
teacher give the information what will be learned at the time and what the
benefit for students if they understand things to be learned. To use this way, teacher
not only have tried to attract students to focus on lessons, but have started
to invite students to use the mind. Because the functions and benefits of the
activity are the result of thought that the student will digest with the mind
as well. According to Rick (2017) is a life skill expert stated that stay focus
and using the mind can improving students’ active to learn because students
have choice to be concentration so that if teacher give information and ask to
do a part of discussion, students can be anthusiastic to learn. It related with
respondents’ respond from interview that the most of them said “I feel
comfortable with the material because I know the important to study is”.
The second reason why the students
feel more active and enthusiastic with this class is teacher refer to something
familiar. This is the important way to encourage student’ active engagement and
the best way to ask student to develop materials similar to those they have
seen in textbook and class handout because the students use the past experience
to organize current knowledge so it makes them to be more active, enthusiasm,
and freely to express their feelings. This judgement was maintained by
students’ active engagement later than interview by said; “I can be more
active because it is familiar to me” and “Most of my friends being more
active to express their feeling about the material”. As we know that, the
schema theory influence attention and the absorption of new knowledge: students
are more likely to notice things that fit into their schema, while
re-interpreting contradictions to the schema as exceptions or distorting them
to fit. In addition, schema theory also help them to figure out new experience.
For the third why students more
comfortable to work the tasks because teacher let the students work on the
simple task first. The teacher way to draw up from the simple task first then,
after that move in complex because students more interesting, relax, and
comfortable to study if teacher give the simple first for example five-item
matching. This was in line with the calculation of questionnaire which showed
that showing interest was scored 88,58 % and the positive responses from
the respondent that mostly said that “I can understanding the lesson fastly
because the material make use enjoying every learning activity”. According to Vygotsky’s theory, He compare
with help children ride the bycyle for the first time--first with training wheels, then as we hold the
bicycle steady for them (with some verbal coaching as well), and finally
without any help, as children ride independently. He said in learning too for the students,
when teacher give the simple tasks first then they will create simple exercise
before doing more demanding and time-consuming task. That is way students need
to get into habit of developing materials.
Other reasons to makes the students
involved to be more active because fourthly is giving them a chance to
participate in learning process by collaborative learning (in pairs). This is
the way to make student feel not burdened because they will do the activity in
pairs. They do not feel alone again. So this way, make them more cheerfull and
always smiling because they like to dicuss with the partner that they liked. To
give them a chance like this way, it can be encourage students’ active
engagement. Many studies such as those by Slavin (2015) have considered how
colaborative learning helps student to develop social and interpersonal skill.
He have argued that the social and psychological effect on self-esteem and
personal development are just important as the learning itself. The result of
this based on observation investigated then observation sheet found that the
teacher always used pair work discussion.
The fifth reason why the students
easy to understanding and they more focus to the material because
teacherprovides example. If teacher not too much talk/explain but provide the
example, it can be more easy to engage students’ active engagement. If teacher
provides example, students will easier to analyze the content and structure of
a similar type of material. According to Veronika (2015) one of the way will
help students to be more understanding about the material. She also give the
example that they could focus on the words in a sample of activity and then
discuss types of clues. For maintaining the facilitate material above, the researcher would like to give detailed about students’
active engagement for this aspect that
applied by teacher. The result of quetionnaire showed 82,86 %, Very
appropriate that help student create material through provides example.
From the result above, it is related to
respondents said “we can give the suggestion freely and teacher friendly to
agree our suggestion about the material”
The last reason why the students were not
bored with the class because teacher should not too tied a textbook or handout.
If teacher did this way, the atmospher will change to be more fun teaching.
This is the way to destroy feeling sleepy and bored while the learning process.
So that. It can be create the students’ active engagement. This way supported
by David
(2014) of his research stated that when teacher encourage students to be more active for their own learning, create a fun teaching because student is
more intereseting about the material that they produces. This related with
students response in interviewing which most of them said “Teacher should
not always using a handbook as the only material, It makes me sleepy and bored
but when the material is interesting, I love to study English again” and
the result of questionnaires sheet scored 91,43 %.
CONCLUSSION AND SUGGESTION
This research
was intended to notice the finding of how teacher-student material development
in improving students’ active engagement in learning process at second grade
(VIII4) of students at SMP Negeri 12 Kendari.
This study used descriptive qualitative method. The result of this research
was expected to applying material development in each activity in order to
engage students’ active engagement in
learning process and this study was not measure the result through a test. For
completing and conducting all of the data, This study used three kinds of
instruments to collect data, namely observation sheet, questionnaire sheet and
interview sheet.
The result of observation sheet showed that the things of teacher did in
application teacher-student material development. The questionnaire result
showed that the most of the students more active in learning process by
involved student in create material. The description of questionnaire pointed
out the highest percentage 97,15 % for students have involved about material
development to be more active in learning process (see chart, p. 88). Further
it also indicated from interview result that mostly students have interest and
fun to learn English by developing material. It can be more interesting
activity for the students at second grade in SMP Negeri 12 Kendari and it can
be said that is going smoothly and in harmony with the students’ active engagement. Teacher is able
to create a fun teaching. Thus, the students are able to be involved actively
while the learning process.
Based on the research question that
teacher-student material development being more active, more focus, more
cherfull, enjoying of the lesson, being
interested, being enthusiastic, feeling comfort, always smiling, freely to express their
feeling, happier, fun, relax (they were not nerveous or not affraid) and love
that material.
The English teacher is supposed to try to be more
creative in developing a
materials and should be ready to face and overcome students’ resitance
in more traditional educational
contexts. Students might not be willing to challenge their traditional role and
act like “teachers”, next the English teacher is supposed to share their
material development activitioes with colleagues they trust. It means that
present their ideas at a meeting or do a joint presentation on students-created
materials whenever there is a professional development event. Also the other English teacher is supposed to use English as a language
of instruction on high frequency, because it is necessary for practicing
students skill.
ACKNOWLEDMENT
First of all, I would like
to say Alhamdulillahirrobbil Alamin, thanks to Allah SWT, the lord of the
universe for the greatest bless and mercy to me. Blessing and Salutation may
allow shower to the prophet Muhammad SAW, his family, and his entire fellow
that I am finally able to end up this paper punctually.
I
dedicate my grateful thanks and loves for my beloved husband and parents: My
husband Muh. Irsyad, My father Ir. Kasran
Mawaru and My mother Nurfajri Isnawati, for the prayers, encouragement,
support. Motivation, and their guidance that teach me how to be good woman,
good mother, and good wife. I love of you all. A great love and thanks also
address to my sisters; Nela Amaliah, S.Psi., Nanda Gabriela, Bidadari Yoona,
Cindy Angelica, C.W., Regina Yurizka Dyatri and my brothers; Nizar Mahendra,
Muh. Nasywan Yogareksa, Yuditra Farmana, M.Pd,
Ramdani Faridil Choiri, Sandi Satria Pratama, ST and Muh. Ghifardan
Hidayat Thank for being nice, keep my son Izyan Qori Ahnaf when I went to the
campus, and always help me up every I need.
Also to all my uncless; Drs. La Ode Hidayat, M.Pd and Jadi Martono and
My beautiful aunts; Nursyamsi Citrayati and Lely Chandralita thanks for kindness
and encouragement which blown at anytime. These members that I mention are
named MCM family. And also all of my beloved Family at Kolono and My husband’s
students in Pondok Pesantren Almukhlis. I love you all.
I also
would like to address my great appreciation and special thanks to my best
consultant Abdul Halim S.Pd. M.A TESOL as a chief consultant who always be
patient to guide me, give his motivation, guidance, support and affection
during the completion of this paper and thanks for the time to check my
research paper although he was busy and I expressed appreciation for the best
judgment when I got problem with research place and design. He also always
encourages me to study hard. Great Appreciation and special thanks also is
addressed to my co-consultant Rahmat Nasrullah, S.Pd, M.Hum., who always give
her love, affection, knowledge, and motivation. Thanks for the time and opportunity to check my
research and also guides me for completing this research paper.
I also would like to thank the
following people:
1.
Muhammad
Nur, S.P., M.Si., the rector of Muhammadiyah University of Kendari
2.
Awaludin, S.Pd., M.Pd.,
the Dean of Teacher Training and Education Faculty
3.
Tri Indah Rusli, S.Pd.,
M.Pd., as the Head of English Language Teaching Department
4.
Fharanita Muhita and
Sahid, A.Md., the staff in Department of English Language Teaching who always
helps and prepares the facilitation
5.
Great lecturers who shares
their knowledge sincerely: Abd. Halim, S.Pd., M.A., TESOL., Rahmat Nasrullah,
S.Pd., M.Pd., Ririn Syahriani, S.Pd., M.Pd., Dr. Alauddin Madjid., S.Pd.,
M.Pd., Dr. La Aso, S.Pd., M.Pd., Andi Rachmawati, S.S., M.Hum., Yulianah sain.,
S.S., M.Hum., Titin Rahmiatin, S.Pd., M.Pd., Nur Rizky Alfiany, S.S.,
M.Hum., Sarjaniah Zur, S.Pd, M.Pd.,
Maulina S.Pd., M.Pd., Susanti, S.Pd., M.Pd
6.
Muh. Natsir, S.Pd., M.Pd.,
as the Vice Principal of SMP Negeri 12 Kendari. Thanks for the help and nice
cooperating during this research.
Then, a bunch of thanks I also would like to
addressed to all her friends in acadamic year 2013, her unforgettable
friends, Rizky Apriliani, S.Pd., Eka
Indah Selvya, Astuti Pradini, Muhammad Syafii, S.Pd., Lusyana Ardianti, S.Pd.,
Nur Annisah, Radiah Zakiati, Rabiatul Adawiah, Nur Hidayah Fadillah, Megawati,
Ressy Sasriani, Fita Rahayu, kak Awal, Dwi Ari Puspa, Lindayani N., Riko
Firdaus, Arianto, Sukmayana, Eva wahyuningsih, Nanang, Sulistyawati, Hamlia
Hamid, Ayu Febrina, Tomas, Sulastri, Isdawati, Norma Yunita, Susnaningsih, Muh
Syawir, Muh. Rabbil Bella, S.Pd., Alamsyah., S.Pd, and I komang Ade widiandari and others who
registered on 2013, 2014 and 2015 and also her unified firends, Ayu Febrina,
Sutha Janiati, Wiwin Winarti, Firna, Nuraini Fitri sholehah, Sitti Fatimah
Azzahra, Dewi Nuraini, Danil, Mbak Uttamyarti, and Safar who help her in
conducting this study in our rush during Magang period in SMP Muhammadiyah
Kendari and also unforgettable teachers, Sudarmon, S.Pd., and Lajikulamu., S.Pd
at SMP Muhammadiyah Kendari and her lovely student of SMP Negeri 12 Kendari and
SMP Muhammadiyah Kendari. I greatly appreciated their works and helps during
her study in Muhammadiyah University of Kendari.
Finally, I
deeply conscious that this research paper is still has much shortcomings. As a
result, corrections, and suggesstion from readers are highly accepeted for the
improvement of this paper
REFERENCE
Beghetto, R. A., & Kaufman, J.
C. (2013). Fundamentals of Creativity. Educational Leadership, 70, 10-15.
Bronson,
P., & Merryman, A. (2010). The Creativity Crisis. Newsweek.
Harmer, J. (1991). The Practice
of English Language Teaching. Longman.
Malcolm, D. (2004). Why should learners contribute to the
self-access centre? ELT Journal 58 (4): 346–354.
Rick, K. (2014). Stay focused while studying. Retrieved
April 10, 2014, from https://expertbeacon.com/pdf/r..
Robinson, Ken. (2007). Sir Ken Robinson: do schools kill
creativity?, TED Ideas Worth Spreading. Retrieved at May 18, 2008, from the
website temoa : Open Educational Resources (OER) Portal athttp://www.temoa.info/node/1595. Uploaded in Youtube Video.
Slavin, R. E. (2015). Effects of Student Teams and
Peer Tutoring on Academic Achievement and Time On-Task. Researchgate ,
43.
Stewart, M. A. (2010). Writing with power, sharing their immigrant
stories: Adult ESOL students find their voices through writing. TESOL
Journal 1 (2): 269–283.
Veronika, M. (2015). Encouraging Learners to Create
Language-Learning Materials. English
Teaching Forum (1) : 14-23.
TEACHER-STUDENT
MATERIAL DEVELOPMENT
IN IMPROVING STUDENTS’ ACTIVE ENGAGEMENT
IN LEARNING
PROCESS AT SMP NEGERI 12 KENDARI
Nurul Faradillah
Abdul Halim, S.Pd., MA TESOL
Rahmat Nasrullah, S.Pd., M.Hum
(rahmatnasrullah040@gmail.com)
Abstract: This
study conducted to explain teacher-student material development in
encouraging students’ active engagement in learning process at SMP Negeri 12
Kendari especially at the second grade. There were 35 students of one class participated in this study and three instruments of the study, they were observation, questionnaire, and
interview sheet to examined.
The result revealed that the application of teacher-student material
development help students active engagement. This study was not
measure the result through a test. The observation result showed that the
students were being more
active, more focus, more cherfull, enjoying of the lesson, being interested,
being enthusiastic, feeling comfort, always smiling, freely to express their
feeling, happier, fun, relax (they were not nerveous or not affraid)and love
that material because researcher did six principles adapted by Veronika to
applying teacher-student material development. The questionnaire result
showed that majority of students were very appropriate what they did in the
class. The interview result also supported their statement.
Keywords:Teacher-student material development, students’ active engagement
This research is an investigation
teacher-student produces material to challenge the traditional paradigm of
education. It means that the learning process is always only centered to
teacher as a main role. Teachers engage students when needed or when student as
a part of lesson plan that has been prepared by teacher so that all students be passive and only a few of them are active to following
learning activities. For this reason, researcher would change the traditional
paradigm of education into new paradigm of education that makes all of
them in each activity of learning process can be students’ active engagement
through teacher-student material development in order to they do not rely on
the teacher to make every decision.
Most of teacher and student in Indonesia,
especially at SMP Negeri 12 Kendari have same perception that creating material
is a simple way but according to Veronika (2015), as a one of writer in English
teaching forum that it is not simple to create material, it is an arduos job
because it involves a number challenges. It means that when teacher create a
material to their student, it should be creative, competent, and sensitive to
students. In addition, educational context for English should be change from
nature of English context that it is not only language to be learned but also a
means of teacher communication to complete a complex task. In recent years
Bronson and Merryman, (2010) give the description that teachers have basic
trust in their class, no matter how unmotivated it seems to be, they should
have the courage to treat students to complete difficult tasks and they have to be aware of the difficulties
students face.
The researcher also heartily agree with Harmer
(1991) who said that creating material can be generated from junior high school
to reform curriculum as a part of education. That is the basic reason why the
researcher choose one of junior high school, SMPNegeri12 Kendari to do this
research and the researcher also recognize the teacher of that school and the
location near from residence of researcher so that researcher and teacher can
share deficiency in teaching especially to develop material more involving
students in learning process. It would be wrong if the teacher argue that the
students are not ready to cope with such a heavy load, however students are not
empty vessel only waiting to be filled with knowledge.
Teacher should believe most of them also have
creativity because they are as a creative individuals is of great help. Sir Ken
Robinson’s youtube video Do schools kill creativity? (2007) has had over
5 million video hits because he show the reality of schools that student’s creativity can be killed by
teacher. Moreover, Beghetto and Kaufman (2013) observe without an existence material development to student in
learning activity that require student’s creative thinking is failure because
student can not be active engagement.
Based on the observation in SMP Negeri 12 Kendari,
researcher found the main problem
related to not involved students learning process is the students tended to
feel umotivated, uninterested, unhappy, and unenjoy in the material provided by
teacherbecause teacher explain too much or just distributing students worksheet
and ironically teacher still not believe students’ creativity, it is related in
previous paragraph. In addition, teacher is too tied to handbooks or materials
of a technical nature for example, electronics, reforestation, and others. In
fact, sometimes students are very familiar with the term, but they can not
mention the usual things in English, and they also are embarrassed to use
English for fear of being ridiculed.
Based on the previous statement, to explain
wether teacher-stduent material development encorage students’ active
enegagement in learning process. Students can review content themselves,
provide opportunities for peers to review content too, engage in peer learning,
and contribute to the collection of stored materials are available to other
classes and future students. One benefit of student also create materials is
that they contribute to peer teaching and learning. For instance, students
might facilitate other people’s learning by creating materials to the
self-access center (SAC). According to Malcolm (2004) most of student in
Bahrain made these activities were useful and appreciated although reaction of
the student peers’contribution to the SAC was annoyed, they were consumer, not
producers, of knowledge. It is like extra works imposed on them. Nevertheless,
this project offers guidance for teachers interested in involving students in
materials development.
The others benefit teacher-student material
development might take students one step further toward better English. Stewart
(2010) describes a project carried out with her immigrant students; in an
effort to empower her learners to write with voice---one’s personal and
unique way to express thoughts--- she asked them to produce a book of stories,
essays, and poetry exploring the issue of immigration. Stewart reports that at
the end of the project, students felt more motivated to read and write in
English as well as use voice in their writing. They also felt they were able to
define their identities as immigrants when describing their personal
experiences.
Having experimented to students university for
almost three years by Veronika (2015) in Sultan Qaboos university, Oman.
Material development helps the students’ active engagement in learning process.
Students will not always create perfect materials, but mistakes are a sign they
are processing the target language teachers can but do not have to focus on the
same skill when selecting the materials for their set. For instance, within one
semester, students can create a story starter, a reading quiz, and a vocabulary
poster. If there is enough time, teachers can introduce a new activity every
week or two or use variations of the same activity. For example, they could
first ask students to work on peer-created story starters, and then, two weeks
later, tell them to write stories based on peer-provided endings.
METHOD
This research, by using descriptive qualitative because
it is intended to encouraging students’ active engagement in learning process
as well as researcher will be provided several suitable activities for the
second grade student at SMP Negeri 12 Kendari. It is hoped that the result of
this research will be able to encourage teacher-student material development to
explore new ways of teaching and learning in order to improve students’ active
engagement. Based on the
core of the research question, this research used three instruments to examine its result of the
study: they were observation, questionnaire and interview.
FINDING AND DISCUSSION
Findings
This study revealed that the application of
teacher-student material development help students engage as the result
students being more active, more focus, more cherfull, enjoying of the lesson,
being interested, being enthusiastic, feeling comfort, always smiling, freely to express their
feeling, happier, fun, relax (they were not nerveous or not affraid) and love
that material because teacher did the following:
1. Set a clear goal for activity
2. Refer student to something familiar
3. Let students work on simple task first
4. Giving them a chance to participate in
learning process by collaborative
learning (in pairs)
5. Provides examples
6. Not too tied to handbook/textbook
Discussion
What makes the
students have positive engagement firstly because teacher set a clear goal for
each activity. This way can encourage students’ active engagement if the
teacher give the information what will be learned at the time and what the
benefit for students if they understand things to be learned. To use this way, teacher
not only have tried to attract students to focus on lessons, but have started
to invite students to use the mind. Because the functions and benefits of the
activity are the result of thought that the student will digest with the mind
as well. According to Rick (2017) is a life skill expert stated that stay focus
and using the mind can improving students’ active to learn because students
have choice to be concentration so that if teacher give information and ask to
do a part of discussion, students can be anthusiastic to learn. It related with
respondents’ respond from interview that the most of them said “I feel
comfortable with the material because I know the important to study is”.
The second reason why the students
feel more active and enthusiastic with this class is teacher refer to something
familiar. This is the important way to encourage student’ active engagement and
the best way to ask student to develop materials similar to those they have
seen in textbook and class handout because the students use the past experience
to organize current knowledge so it makes them to be more active, enthusiasm,
and freely to express their feelings. This judgement was maintained by
students’ active engagement later than interview by said; “I can be more
active because it is familiar to me” and “Most of my friends being more
active to express their feeling about the material”. As we know that, the
schema theory influence attention and the absorption of new knowledge: students
are more likely to notice things that fit into their schema, while
re-interpreting contradictions to the schema as exceptions or distorting them
to fit. In addition, schema theory also help them to figure out new experience.
For the third why students more
comfortable to work the tasks because teacher let the students work on the
simple task first. The teacher way to draw up from the simple task first then,
after that move in complex because students more interesting, relax, and
comfortable to study if teacher give the simple first for example five-item
matching. This was in line with the calculation of questionnaire which showed
that showing interest was scored 88,58 % and the positive responses from
the respondent that mostly said that “I can understanding the lesson fastly
because the material make use enjoying every learning activity”. According to Vygotsky’s theory, He compare
with help children ride the bycyle for the first time--first with training wheels, then as we hold the
bicycle steady for them (with some verbal coaching as well), and finally
without any help, as children ride independently. He said in learning too for the students,
when teacher give the simple tasks first then they will create simple exercise
before doing more demanding and time-consuming task. That is way students need
to get into habit of developing materials.
Other reasons to makes the students
involved to be more active because fourthly is giving them a chance to
participate in learning process by collaborative learning (in pairs). This is
the way to make student feel not burdened because they will do the activity in
pairs. They do not feel alone again. So this way, make them more cheerfull and
always smiling because they like to dicuss with the partner that they liked. To
give them a chance like this way, it can be encourage students’ active
engagement. Many studies such as those by Slavin (2015) have considered how
colaborative learning helps student to develop social and interpersonal skill.
He have argued that the social and psychological effect on self-esteem and
personal development are just important as the learning itself. The result of
this based on observation investigated then observation sheet found that the
teacher always used pair work discussion.
The fifth reason why the students
easy to understanding and they more focus to the material because
teacherprovides example. If teacher not too much talk/explain but provide the
example, it can be more easy to engage students’ active engagement. If teacher
provides example, students will easier to analyze the content and structure of
a similar type of material. According to Veronika (2015) one of the way will
help students to be more understanding about the material. She also give the
example that they could focus on the words in a sample of activity and then
discuss types of clues. For maintaining the facilitate material above, the researcher would like to give detailed about students’
active engagement for this aspect that
applied by teacher. The result of quetionnaire showed 82,86 %, Very
appropriate that help student create material through provides example.
From the result above, it is related to
respondents said “we can give the suggestion freely and teacher friendly to
agree our suggestion about the material”
The last reason why the students were not
bored with the class because teacher should not too tied a textbook or handout.
If teacher did this way, the atmospher will change to be more fun teaching.
This is the way to destroy feeling sleepy and bored while the learning process.
So that. It can be create the students’ active engagement. This way supported
by David
(2014) of his research stated that when teacher encourage students to be more active for their own learning, create a fun teaching because student is
more intereseting about the material that they produces. This related with
students response in interviewing which most of them said “Teacher should
not always using a handbook as the only material, It makes me sleepy and bored
but when the material is interesting, I love to study English again” and
the result of questionnaires sheet scored 91,43 %.
CONCLUSSION AND SUGGESTION
This research
was intended to notice the finding of how teacher-student material development
in improving students’ active engagement in learning process at second grade
(VIII4) of students at SMP Negeri 12 Kendari.
This study used descriptive qualitative method. The result of this research
was expected to applying material development in each activity in order to
engage students’ active engagement in
learning process and this study was not measure the result through a test. For
completing and conducting all of the data, This study used three kinds of
instruments to collect data, namely observation sheet, questionnaire sheet and
interview sheet.
The result of observation sheet showed that the things of teacher did in
application teacher-student material development. The questionnaire result
showed that the most of the students more active in learning process by
involved student in create material. The description of questionnaire pointed
out the highest percentage 97,15 % for students have involved about material
development to be more active in learning process (see chart, p. 88). Further
it also indicated from interview result that mostly students have interest and
fun to learn English by developing material. It can be more interesting
activity for the students at second grade in SMP Negeri 12 Kendari and it can
be said that is going smoothly and in harmony with the students’ active engagement. Teacher is able
to create a fun teaching. Thus, the students are able to be involved actively
while the learning process.
Based on the research question that
teacher-student material development being more active, more focus, more
cherfull, enjoying of the lesson, being
interested, being enthusiastic, feeling comfort, always smiling, freely to express their
feeling, happier, fun, relax (they were not nerveous or not affraid) and love
that material.
The English teacher is supposed to try to be more
creative in developing a
materials and should be ready to face and overcome students’ resitance
in more traditional educational
contexts. Students might not be willing to challenge their traditional role and
act like “teachers”, next the English teacher is supposed to share their
material development activitioes with colleagues they trust. It means that
present their ideas at a meeting or do a joint presentation on students-created
materials whenever there is a professional development event. Also the other English teacher is supposed to use English as a language
of instruction on high frequency, because it is necessary for practicing
students skill.
ACKNOWLEDMENT
First of all, I would like
to say Alhamdulillahirrobbil Alamin, thanks to Allah SWT, the lord of the
universe for the greatest bless and mercy to me. Blessing and Salutation may
allow shower to the prophet Muhammad SAW, his family, and his entire fellow
that I am finally able to end up this paper punctually.
I
dedicate my grateful thanks and loves for my beloved husband and parents: My
husband Muh. Irsyad, My father Ir. Kasran
Mawaru and My mother Nurfajri Isnawati, for the prayers, encouragement,
support. Motivation, and their guidance that teach me how to be good woman,
good mother, and good wife. I love of you all. A great love and thanks also
address to my sisters; Nela Amaliah, S.Psi., Nanda Gabriela, Bidadari Yoona,
Cindy Angelica, C.W., Regina Yurizka Dyatri and my brothers; Nizar Mahendra,
Muh. Nasywan Yogareksa, Yuditra Farmana, M.Pd,
Ramdani Faridil Choiri, Sandi Satria Pratama, ST and Muh. Ghifardan
Hidayat Thank for being nice, keep my son Izyan Qori Ahnaf when I went to the
campus, and always help me up every I need.
Also to all my uncless; Drs. La Ode Hidayat, M.Pd and Jadi Martono and
My beautiful aunts; Nursyamsi Citrayati and Lely Chandralita thanks for kindness
and encouragement which blown at anytime. These members that I mention are
named MCM family. And also all of my beloved Family at Kolono and My husband’s
students in Pondok Pesantren Almukhlis. I love you all.
I also
would like to address my great appreciation and special thanks to my best
consultant Abdul Halim S.Pd. M.A TESOL as a chief consultant who always be
patient to guide me, give his motivation, guidance, support and affection
during the completion of this paper and thanks for the time to check my
research paper although he was busy and I expressed appreciation for the best
judgment when I got problem with research place and design. He also always
encourages me to study hard. Great Appreciation and special thanks also is
addressed to my co-consultant Rahmat Nasrullah, S.Pd, M.Hum., who always give
her love, affection, knowledge, and motivation. Thanks for the time and opportunity to check my
research and also guides me for completing this research paper.
I also would like to thank the
following people:
1.
Muhammad
Nur, S.P., M.Si., the rector of Muhammadiyah University of Kendari
2.
Awaludin, S.Pd., M.Pd.,
the Dean of Teacher Training and Education Faculty
3.
Tri Indah Rusli, S.Pd.,
M.Pd., as the Head of English Language Teaching Department
4.
Fharanita Muhita and
Sahid, A.Md., the staff in Department of English Language Teaching who always
helps and prepares the facilitation
5.
Great lecturers who shares
their knowledge sincerely: Abd. Halim, S.Pd., M.A., TESOL., Rahmat Nasrullah,
S.Pd., M.Pd., Ririn Syahriani, S.Pd., M.Pd., Dr. Alauddin Madjid., S.Pd.,
M.Pd., Dr. La Aso, S.Pd., M.Pd., Andi Rachmawati, S.S., M.Hum., Yulianah sain.,
S.S., M.Hum., Titin Rahmiatin, S.Pd., M.Pd., Nur Rizky Alfiany, S.S.,
M.Hum., Sarjaniah Zur, S.Pd, M.Pd.,
Maulina S.Pd., M.Pd., Susanti, S.Pd., M.Pd
6.
Muh. Natsir, S.Pd., M.Pd.,
as the Vice Principal of SMP Negeri 12 Kendari. Thanks for the help and nice
cooperating during this research.
Then, a bunch of thanks I also would like to
addressed to all her friends in acadamic year 2013, her unforgettable
friends, Rizky Apriliani, S.Pd., Eka
Indah Selvya, Astuti Pradini, Muhammad Syafii, S.Pd., Lusyana Ardianti, S.Pd.,
Nur Annisah, Radiah Zakiati, Rabiatul Adawiah, Nur Hidayah Fadillah, Megawati,
Ressy Sasriani, Fita Rahayu, kak Awal, Dwi Ari Puspa, Lindayani N., Riko
Firdaus, Arianto, Sukmayana, Eva wahyuningsih, Nanang, Sulistyawati, Hamlia
Hamid, Ayu Febrina, Tomas, Sulastri, Isdawati, Norma Yunita, Susnaningsih, Muh
Syawir, Muh. Rabbil Bella, S.Pd., Alamsyah., S.Pd, and I komang Ade widiandari and others who
registered on 2013, 2014 and 2015 and also her unified firends, Ayu Febrina,
Sutha Janiati, Wiwin Winarti, Firna, Nuraini Fitri sholehah, Sitti Fatimah
Azzahra, Dewi Nuraini, Danil, Mbak Uttamyarti, and Safar who help her in
conducting this study in our rush during Magang period in SMP Muhammadiyah
Kendari and also unforgettable teachers, Sudarmon, S.Pd., and Lajikulamu., S.Pd
at SMP Muhammadiyah Kendari and her lovely student of SMP Negeri 12 Kendari and
SMP Muhammadiyah Kendari. I greatly appreciated their works and helps during
her study in Muhammadiyah University of Kendari.
Finally, I
deeply conscious that this research paper is still has much shortcomings. As a
result, corrections, and suggesstion from readers are highly accepeted for the
improvement of this paper
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