PENGARUH METODE DEMONSTRASI TERHADAP KEMAMPUAN SISWA MENULIS TEKS PROSEDUR

Transcription

1 Hernawati PENGARUH METODE DEMONSTRASI TERHADAP KEMAMPUAN SISWA MENULIS TEKS PROSEDUR Oleh: Hernawati (SMA Negeri I Bantaeng) Hernawatisma1@yahoocom ABSTRACT Penelitian ini dilakukan untuk mengetahui apakah metode demonstrasi meningkatkan kemampuan siswa menulis teks prosedur Penelitian ini juga dilakukan untuk mengetahui apakah siswa tertarik menulis teks prosedur melalui metode demonstrasi Peneliti menerapkan metode quasi eksperimen dengan menggunakan dua kelompok yakni kelompok eksperimen dan kelompok kontrol Tiap kelompok terdiri atas 3 siswa Populasi penelitian ini adalah siswa kelas X SMA Negeri 1 Bantaeng dan sampel dipilih melalui teknik cluster random sampling Peneliti menggunakan tes menulis di kedua kelompok Data diolah melalui program SPSS 17 version Dalam melalukan penelitian ini, peneliti menggunakan metode demonstrasi di kelompok eksperimen and metode ceramah di kelompok kontrol Di samping itu, peneliti menggunakan kuestioner untuk mengetahui minat siswa menulis teks procedur melalui metode demonstrasi Hasil analisis data menunjukkan bahwa terdapat perbedaan yang berarti antara hasil posttest kelompok eksperimen dan kelompok kontrol NilaI rata-rata posttest di kelompok eksperimen adalah 73 sedangkan nilai rata-rata posttest kelompok control adalah 6567 Nilai probabilitas posttest yakni 1 lebih rendah dari tingkat signifikansi α (5) Hal ini berarti bahwa h 1 diterima dan h ditolak Dengan kata lain, metode demonstrasi yang digunakan di kelompok experiment meningkatkan kemampuan siswa menulis teks prosedur Selanjutnya, nilai ratarata kuestioner adalah 8313 Nilai ini berada pada kategori ketertarikan tinggi Hal ini berarti bahwa siswa tertarik menulis teks prosedur melalui metode demonstrasi Key words: demonstration method, procedure text, student s ability Abstract This research was conducted to find out whether or not demonstration method improves students ability to write procedure texts and to find out whether or not the students are interested in writing procedure texts through demonstration method The researcher employed quasi experimental method This research assigned two groups namely experimental group and control group Each group consisted of 3 students Population of the research was the tenth grade students of SMA Negeri 1 Bantaeng and the sample was chosen by applying cluster random sampling technique The researcher used writing test both in experimental group and control group The data was analyzed through SPSS 17 version In conducting the research, the researcher applied demonstration method in experimental group and lecture method in control group Besides, the researcher used questionnaire to find out the students interest in writing procedure texts through demonstration method The result of data analysis showed a significance difference between the result of posttest in experimental group and in control group The mean score of the students posttest in experimental group was 73 while the mean score of the students posttest in control group was 6567 The probability value of posttest was 1 which was lower than the level of significance α (5) It means that h 1 was accepted and h was rejected In other words, demonstration method applied in experimental group improves students ability to write procedure texts Furthermore, the mean score of the data from questionnaire about students interest in writing procedure texts through demonstration method was 83,13 It was classified as high interest category It means that the students were interested in writing procedure texts through demonstration method Kata kunci: metod,e demonstrasi, teks, prosedur, kemampuam, siswa A Background In senior high school, students are expected to write or produce several kinds of text or genre One of the 184 genres is procedure text which is taught in the first grade Procedure texts tell the readers how to make or how to do something through a

2 UPI Kampus Tasikmalayaa sequence of steps This kind of text becomes one of the important materials for students because it is almost found every day in their daily activities Grace (27:88) states procedure texts can help someone to do a task or make something The texts can be a set of instructions or directions, such as: how to make fried rice, how to make balloon faces, and how to play music CD on the computer In high schools, procedure texts are taught in simple and short forms However, based on the researcher experience, many students especially in SMA Negeri 1 Bantaeng face difficulties in writing procedure texts Their scores in writing procedure text in first semester were still low Many of them needed remedial program to get expected scores that was the score above 69 They still made mistakes in using some terms used in procedure text, such as: imperative sentence and sentence connectives One method that can be used in teaching procedure texts is demonstration method This method helps to show and illustrate certain phenomenon, process or facts through actions or practices It uses both theory and practice in learning Sharma (26:23) states that demonstration method reduces the gap between theory and practice Teachers can provide practical examples which reflect actual practice by providing a demonstration, complex models, and processes become real It can also require an understanding of verbal communications and a high degree of psychomotor skill A demonstration involves visual learning styles It provides variety to learning situations It allows both teachers and learners to focus attention upon something different which enable both to relax and enjoy the learning exchange Besides, it allows the learners to see the exact manner in performing a skill Jurnal Saung Guru: Vol VII No3 Desember (215) or behavior There are two ways or types of demonstration method, namely demonstration by teachers and demonstration by students In demonstration by teachers, all of practice activities are done by teachers with the intent that students will then learn by imitating the teachers performance While demonstration by students gives more chances to the students to do the practice (Brookfield, 29:14) It seems that demonstration by teachers give students little chance to try out or practice a skill because it is a teacher dominated method Otherwise, demonstration by students is more interactive and interesting for students It engages students in learning by doing Based on the fact, demonstration by students is more suitable to use in teaching procedure text Demonstration method enhances students performance to reveal monologue in procedure texts (Hartono, 211: 1) It shows that the use of demonstration method is effective to improve students speaking ability However, in this research, the researcher was eager to know the effect of this method towards students ability to write procedure texts This research formulates the problem statements as follows: 1 Does demonstration method improve the students ability to write procedure texts? 2 Are the students interested in writing procedure texts through demonstration method? Procedure Text Yuliani (25:16) states that a procedure text is designed to describe how something is achieved through a sequence of actions or steps It explains how people perform different processes in a sequence of steps This text uses the simple present tense, often imperative sentences It also usually uses the temporal conjunctions, 185

3 such as first, second, then, next, finally, etc The purpose of procedure texts is to help us do a task or make something They can be a set of instructions or directions (Grace, 26:88) She adds that the generic structure or the text organization of procedure texts consists of goal, material (ingredients, utensil, equipment to do the instructions), and steps (a set of instructions to achieve the final purpose) According to Doddy at al (28:74), the social function of procedure texts is to describe how something is accomplished through a sequence of actions or steps There are three generic structures of procedure texts, namely: goal (the title of the text), materials (all things that are needed in making something stated in the goal of the text but it is not required for all procedural text), and steps (a series of steps oriented to achieving the goal) Procedure texts have two writing formats, namely: complete sentences and paragraph format, and numbered step format (Rog, 24:127) Language features used in the formats of procedure texts are: a Use of imperatives (eg: cut, mix ) b Use of action verbs (eg: turn, put, ) c Use of connectives or temporal conjunction (eg: first, then, finally ) d Use of adverbial phrases (eg: for five minutes, ) Demonstration Method a The nature of demonstration method According to Sharma (26:227), demonstration method is concerned with acquiring some combination of knowledge and skill Lecturers and discussions are incomplete as 186 Hernawati techniques for providing a combination of knowledge and skill Demonstration, however shows students how something wires and the procedures followed in using it Demonstration can supplement content and translate descriptive material into actual practice Demonstration of the skills is also often required in order for the learner to fully comprehends as well as apply the new knowledge, competencies, skills, concepts, and or truths Demonstration provides students the opportunity to observe the exact way of performing a skill They can observe actual practice and utilize their experiences in real life situations This fosters and enhances learning by providing the time to develop mastery of a skill or the conditions by which personal adaptation and awareness can be developed As an example, a traditional apprenticeship consisted of telling the learners how, showing them how, letting the learners attempt the task, and then evaluating the performance The demonstration portion of a formal learning program uses this same procedure, allied to a larger number of students Demonstration can be defined as accurate portrayal of a procedure, technique, or operation It is a method which requires special skills and abilities in order to perform effectively A demonstration is a method of instruction in which the teachers actually performs an operation Demonstration serves two purposes in instruction First, it may be used to provide a model of a skill Second, it may be conclusion, demonstration method is used to provide an interactive situation in the classroom It demonstrates knowledge, competencies, skills, or ideas In order words, this method allows us to practice the content of theory

4 UPI Kampus Tasikmalayaa b Types of demonstration method Demonstration method is categorized into two types, namely: demonstration by teachers and demonstration by students Both categories provide practices of skills or theories 1) Demonstration by teacher Hernandez (29:14) states demonstration by teacher is intended to help students to acquire and then apply specific skills Teachers often spend considerable time demonstrating the required skills to students with the intent that students will then learn by imitating the teachers performances In this method, complicated intellectual and instrumental procedures are broken down into an incremental sequence of discrete steps, and teachers demonstrate how perform these expertly at each stage of skill development Demonstration as a teaching method allows teachers to participate as models in learning activities It aims to show students how something works or should be performed In this method, students need to feel that they are in the presence of a teacher who knows what she/he is doing It also helps teachers to build their credibility 2) Demonstration by students Demonstration by students that is also called interactive demonstration gives opportunity to students to participate in learning activities Hernandez (29:141) states in interactive demonstration, the modeling and practice components provide students with unique opportunities to engage all senses and learning styles as participant, observe, manipulate equipment and materials, and communicate what they are doing and finding This method can be used for teaching concepts, applications and the development of practical skills in occupational contexts, including the Jurnal Saung Guru: Vol VII No3 Desember (215) operation of specialized equipment, reading architectural blueprints, welding, troubleshooting, electrical systems, producing video program, and so forth It can be conducted emphasizing complementary components, including getting students attention, conducting the demonstration, facilitating student practice, and monitoring and evaluating performance Demonstration by students gives more chance to students to practice It provides activities learning by doing Otherwise, demonstration by teachers provides teacher centered activities The learners role is essentially a passive one The lines of communications are one way from the teacher as the demonstrator to the learners during the early stages of a demonstration In this research, the researcher applied demonstration by students c Procedures in demonstration method The procedures below deal with demonstration by students or interactive demonstration Ikeda and Ashley (26:693) states at beginning, students need to study the materials While they are told that they need to teach someone, they could learn better by preparing to teach Then they will demonstrate to apprentice thus they do the learning task at last once If the students find that they cannot demonstrate correctly, they need to study the materials again After demonstrating, apprentices will practice themselves According to Sharma (26: 233) states a good demonstration should have the procedures, as follows: 1) Rehearse the presentation prior to delivery to make certain that information is correct and clear 2) Explain the goals of the demonstration at the beginning 187

5 3) Present the operation one step at a time and explain each step as the demonstration proceeds 4) Allow the earliest possible tryout of the demonstrated skill, procedure, or behavior 5) Practice or demonstrate the skills or the procedures Research Design In this research, the researcher applied quasi experimental design which used two groups, namely experimental group and control group (Gay, et Al, 26:257) The experimental group was taught by using demonstration method and the control group was taught by using non demonstration method A pretest was administered before the treatment and a posttest was conducted to measure treatment effects Research Variables This research consists of one independent variable which was demonstration method and two dependent variables which were students ability to write procedure text and students interest in writing procedure texts through demonstration method Population and Sample The population of the research was the tenth grade students (class X) of SMA Negeri 1 Bantaeng It consisted of 21 students which were divided into 7 classes (XA to XG) The researcher applied cluster random sampling that chose one class as the experimental group and one class as the control group In this research, class G was chosen as the experimental group and class B was chosen as the control group Instrument Of The Reserach This research applied two kinds of instruments: 1 Writing test In this test, the students were assigned to write procedure texts They 188 Hernawati were given three topics but each of them chose one of the topics This kind of test was given to them before and after experiencing the treatment applied by the researcher 2 Questionnaire After giving the writing tests, the researcher used a questionnaire to find out the students interest in writing procedure texts through demonstration method Procedures Of Collecting Data In this research, there were three steps applied by the researcher: 1 Pretest 2 Posttest 3 Questionnaire Treatment 1 Experimental group The steps in this method are described as follows: a The researcher explained the social function, the generic structure and other features of procedure texts b The students were divided into groups of three c Each group learned three topics given by the researcher The topics were the same for all groups d Each group demonstrated one of the topics in front of the class The materials of the three topics were prepared by the researcher e The members of the group which demonstrate a chosen topic in front of the class were divided into three, namely: student 1, student 2, and student 3 The numbers was given to the students randomly Student 1 introduced his/her group members, explained procedure text shortly, and described what the group had to do in the demonstration Student 2 mentioned and explained the materials and the tools used in the demonstration Students 3 demonstrated the steps of their procedure texts

6 UPI Kampus Tasikmalayaa f After demonstration activities, the researcher gave comment to the students 2 Control Group In control group, the students learned procedures texts through lecture method In this group, the researcher explained the social function, the generic structure, and other features of procedure texts After that, the researcher explained how to make good procedure texts while showing some examples to the students The researcher did not assign the students to demonstrate some topics of procedure text in front of the class Technique Of Data Analysis In analyzing the data collected through writing tests and questionnaire, the researcher used the following techniques: 1 Writing tests The data was obtained through writing tests consisted of pretest and posttest Then the result of the tests was analyzed using descriptive and inferential statistical analysis of SPSS 17 version The researcher scored the students answers then classified them into five categories based on the scoring system of Depdiknas (26:38) In assessing the score of the writing components, namely: content, organization, vocabulary, language use and mechanics, the researcher used the classification score which was arranged by Salija K (24) In this research, the researcher used descriptive and inferential analysis in SPSS 17 program for windows evaluation version It was used to find out the mean score, standard deviation, frequency table, and the value of T-test to identify the difference between students score in pre-test and posttest 2 Questionnaire Jurnal Saung Guru: Vol VII No3 Desember (215) The data through questionnaire was analyzed by using Likert scale It aimed at measuring the students interest in experimental group in writing procedure text after learning the text through demonstration method The researcher had ten positive and ten negative statements Therefore, if a respondent answered the ten positive statements with strongly agree and with all ten negative ones with strongly disagree, he would get 1, and if a respondent answered the ten positive statements with strongly disagree, he would get 2 So, the rating score ranges from 2-1 (interval 8) Since the questionnaire got five categories is 8/5=16 The following is the rating score of the category: Table 34 Scoring Classification of students questionnaire Interval Score Category Classification 85 1 Very high interest High interest Moderate Low interest 2-36 Very low interest (Sugiyono, 28:182) B Finding and Discussion 1 The students ability to write procedure texts a Scoring classification of the students pretest in experimental and control group Table 41 The rate percentage and frequency of students scores of pretest in experimental and control group Score Experimental Group Control Group Frequency Percentage Frequency Percentage Very good Good Average Poor Very poor Total

7 Table 42 The difference of mean score between pretest of experimental and control group in the five components of writing Components of writing Content Organization Vocabulary Language Use Mechanics Mean score Experimental Control Difference Total P Value b Scoring classification of the students posttest in experimental and control group Table 43 The rate percentage and frequency of students score of posttest in experimental and control group Experimental Group Control Group Classification Score Frequency Percentage Frequency Percentage Very good Good Average Poor Very poor Total Table 44 The difference of mean score of posttest between experimental and control group in the five components of writing Components of writing Content Organization Vocabulary Language Use Mechanics Mean score Experimental Control Difference Total P Value Table 45 The mean score and standard deviation of the students pretest score Mean Standard Group Sample Score Deviation Experimental Hernawati Control Table 46 The mean score and standard deviation of students posttest score Mean Standard Group Sample Score Deviation Experimental Control 3 65, c Test of significance (t-test) Table 47 The probability Value of t-test of pretest in experimental and control group Probability Variable (α) Value Pretest of experimental and control group Table 48 The probability Value of t-test of posttest in experimental and control group Variable Posttest of experimental and control group Probability Value (α) 1 5 The students interest Table 49 The rate percentage of students interest Range No Category of Frequency Percentage score 1 Very high interest High interest Moderate Low interest 5 Very low interest,

8 UPI Kampus Tasikmalayaa Total 3 1 The students ability to write procedure texts Based on the data in findings, it showed that writing ability of the students improved especially in experimental group It was supported by the students frequency and rate percentage of the students pretest and posttest result The data in findings also showed the result of students score specifically in the five components of writing The result of the students score in pretest indicated that in experimental group and control group, most students faced difficulty in two components They were vocabulary and language use This fact was also stated by Pravitasari (29:6) who argued that the students weaknesses in writing procedure texts are in the use of good structure and vocabulary After classifying the rate percentage and frequency of students score in pretest of experimental group and control group, the researcher found that most of the students pretest score were classified into average category and some of them were classified into poor category The mean score of overall analytical aspects showed that the negative difference on -67 points which meant that the five analytical aspects in pretest of both groups were different although they were not really significant and the pretest of control group was quite better than pretest of experimental group From the data, it can be concluded that before having treatment, the students ability in writing procedure texts in experimental and control group was in the same category On the contrary, the result of students score in posttest showed that the students ability to write procedure texts in experimental and control group was different significantly Specifically, the mean score of posttest Jurnal Saung Guru: Vol VII No3 Desember (215) in each component of writing in experimental group was also better than the mean score of students posttest in each component of writing in control group However, only three components of writing in experimental group which had significant difference with components of writing in control group The components were vocabulary, language use, and mechanics The probability value of vocabulary, language use, and mechanics were,, and,13 The data showed that the probability value of the three components were lower than α (5) It means that the students ability to write procedure texts through demonstration method in experimental group was different significantly with the students ability to write procedure texts through non demonstration method (lecture method) in control group especially in three components of writing, namely: vocabulary, language use, and mechanics In other words, demonstration method improves students ability to write procedure texts It means that H 1 was accepted and h was rejected The students interest The result of findings showed that the tenth grade students of SMA Negeri 1 Bantaeng were mostly interested in writing procedure texts through demonstration method or after the application of demonstration method Most of the students responds in experimental group were categorized as high interested category Most students were interested because in demonstration method, they participated and did directly the activities in learning In fact, they had good concentration, felt enthusiastic in writing and easier to memorize some terms used in writing procedure texts It relates to the statement of Kamariah (21:45) who concluded that there are some 191

9 indicators showing that someone is interested in something namely having concentration, having desire, having enthusiasm in participation, and having curiosity C Conclusion Based on the findings and discussion, the researcher makes conclusion as follows: 1 Demonstration method improves students ability to write procedure texts 2 The students are interested in writing procedure texts through demonstration method D Bibliography Brookfield, S D 29 The Skillful Teacher: on technique, trust, and responsiveness in the classroom (Second edition) San fransisco: A Wiley Imprint Doddy, A 28 Developing English Competencies Klaten: MJC Gay, LR, Geoffrey E M, and Peter A 26 Educational Research: Competencies for Analysis and Application (Eight Edition) Columbus, Ohio: Pearson Merril Prentice Hall, New Jersey Grace, E 26 Look Ahead 1 Jakarta: Erlangga Hernawati Hartono, Y 211 Student Performance Enhancing Efforts to Revealing Monologue in Procedure Texts through Demonstration Method Online ( com) Retrieved on March 2, 212 Hernandez, V and Technicaicto, M 29 Teaching English Language Learners in Career and Technical Education Programs New York: Routledge Kamariah, A 21 Using Video as An Authentic Material in Improving Students Writing Ability Unpublished thesis Makssar: Graduated Program UNM Pravitasari, Mey 29 A Descriptive Study on The Students Ability in Writing Procedure Texts at The Third Year of Junior High School 1 Tulung Rog, L J 24 The Write Genre Canada: Stenhouse Salija, K 24 The Effects of Using Formal Outlines in Writing Exposition Malang: State University of Malang Press Sharma, P L 26 Adult Learning Methods (vol 22) New Delhi:Sarup & Sons Yuliani, M, Permaty, G C 25 English for a Better Life X Bandung: Pakar Raya Biodata singkat: Guru SMAN 1 Bantaeng Sulawesi Selatan 192