THE EFFORTS TO IMPROVE THE ENGLISH LEARNING OUTCOMES OF THE EIGHTH GRADE STUDENTS THROUGH THE ACTIVE, CREATIVE,

EFFECTIVE, AND FUN (PAKEM) MODEL BY USING VISUAL AND AUDIO VISUAL LEARNING MEDIA AT STATE JUNIOR HIGH SCHOOL 3 BALIKPAPAN

CHAPTER I INTRODUCTION

Background to the Problem The failure to change the English teaching in Indonesia has made the policy makers to make improvements and changes (Sujana and Narasintawati, 2008:31). The changes were made to introduce School Based Curriculum (KTSP) approach as well as new approaches in the teaching and learning activities. The changes were conducted to improve the learning quality and learning outcomes. English proficiency is very important for students to continue their study in the future as well as to support their future work. By mastering English, someone is expected to be able to compete and socialize with other countries in the world; so he/ she will not be left behind in the various fields (Yusetyowati, 2009: 113). The mastery of foreign languages will help the students to be able to do many things, such as knowing the worlds recent developments through news, books, or internet which most of the information written in English. The mastery of foreign languages both active and passive is very necessary to the students if they do not

want to be left behind in the information development. Basically, English lesson is different with natural or social science. The difference lies on the English function as a communication means which signifies that the English knowledge should be applied in communication (Afrian and Akmal, 2009:1). The communication ability here means not only being able to reveal information, thoughts, and feelings; but also understand and produse written and oral texts that are realized into two forms of English language skills, i.e receptive and productive skills. The ability to produse sentences is a very important thing in learning a language. But, we also have to remember that it is not the only skill which should be mastered by the students. Someone who knows a language also have to understand what he/ she speaks, reads, and writes in the language studied. The students also have to know how the sentences used in the meaningful communication (Budiarti, 2008: 116). However, most of the Junior High School (SLTP) students have low English proficiency level. Rahman (2008: 119) reported a diagnostic survey of English in four provinces (Central Kalimantan, South Sulawesi, East Java, and South Sumatra) that the students English proficiency level was only 32 % in the reading tests, 26 % in the speaking tests, 31 % in the reading tests, and 20 % in the writing tests. If the SLTP graduates with the English proficiency level described above continue their education into senior or vocational high school, we can presume how the English proficiency level of the senior high school graduates will be.

There are some questions why the problems in the English teaching are very complicated, what makes the problems arise, and other questions that require thoughts to answer. Among the factors that influence the success of English language teaching, teacher and student factors are the dominant factors (Rudiana, 2007: 1). The learning objectives will not be achieved if there is no teaching and learning process between the teachers and students. Along with the development of constructivism philosophy in education during this decade, some critical thinkings appeared to renovate the childrens learning into the high quality, humanist, organic, dynamic, and constructive learning (Agus Suprijono, 2009: x). One of those critical thinkings is the active, creative, effective, and fun learning (PAKEM). This opinion is in line with the idea of Orphan Riyanto (2009: 155) that the implications of constructivist theory in learning is it does not centralize on the results of the childrens thinking or mental processes, but it prioritizes to the students role to initiate in the active involvement during the learning activities, empasizes the top-down teaching rather than the bottom-up ones, the students are encouraged to learn independently, and the students are more responsible to their own learning. PAKEM is a meaningful learning which was developed to help the learners to link a new information (knowledge) with the experiences (other knowledge) known by the learners before. The students learn how to learn a concept and how to use this concept outside the classroom. A learning process is considered as PAKEM if it fulfills these seven characteristics (Tukimin Midshipman, 2002: 70), such as: a). the teachers do not

regard the children as the empty bottles or white papers, b). there is a close relationship between the teachers and the students, c). the teachers continually explore and appreciate the childrens opinions, develop their correct habits, and undevelop the incorrect ones, d). the teachers exploit and use the childrens direct experiences, e). learning is always in the form of practical problem-solving process, so that the children know how to solve the problems in accordance with their age, f). the teachers not only lecture the students, but also use all of the available means and methods, g). the teachers cooperate with the students to create, develop, and utilize simple, easy, and inexpensive teaching aids. Beside choosing the appropriate teaching media, Nitiasih (1997: 45) stated that the teachers should use it in the teaching and learning process in order to deliver the materials in the interesting ways and the students are easy to understand the lesson. In addition, the use of interaction pattern that involves the students to express their own opinions is very important to achieve the optimal learning outcomes. According to Dewi Salma Prawiradilaga (2007: 64), media is anything that can be used to convey messages from the sender to the recipient. Instructional media is the media that can convey the learning messages or contain the materials learnt by someone. Meanwhile, Uzer Mohammad Usman (2002: 31) said that teaching aids or audiovisual aids (AVA) are the tools used by the teachers in teaching to help illuminating the subject matter presented to the students and to prevent the students verbalism occurs. The teaching and learning process which uses a lot of verbalism would be immediately boring; on the other hand, the

teaching and learning process will be more attractive if the students are happy because they feel interested to the lesson. The subjects learnt in the school have been designed in such a way because all of the subjects are important. Therefore, the teachers with their ability are expected to be able to plan the effective teaching and learning process. It aims that the students can achieve the goals which are established previously. As one of the components in teaching and learning activities (KBM), the teacher has a position that determines the success of learning because the primary function of the teacher is to design, manage, and evaluate learning. Teacher transfers a set of organized knowledge so that the knowledge becomes the part of students' knowledge system. In line with this idea, KTSP asserts that the teachers position in the teaching and learning activities is very strategic and decisive. The teachers position is strategic because the teacher will determine the depth and vastness of subject matter. Meanwhile, The teachers position is decisive because the teacher sorts and selects the teaching materials that will be presented to the learners. One of the factors that influences the teacher in their ways to expand and deepen the materials is an effective, efficient, and interesting teaching plan which helps the teacher to achieve the high quality teaching. Based on the background to the problems above, the researcher wanted to solve these problems by conducting a classroom action research which entitled The Efforts to Improve the English Learning Outcomes of the Eighth Grade Students through the Active, Creative, Effective, and Fun (PAKEM) Model by

Using the Visual and Audio Visual Learning Media at State Junior High School 3 Balikpapan.

Identification of the Problems Based on the background to the problems above, the problems can be identified as follows: English lesson is still regarded as a monotonous and boring lesson and it requires the students to memorize the materials. The English teaching and learning process was often conducted using poor quality methods so that it becomes unattractive. The data in the field showed that the students ability in English is lower than other subjects. The appropriate learning approach to improve the students learning outcomes in English lesson has not been used. The English teachers has not used the PAKEM model to improve the English learning outcomes. The amount of PAKEM models contribution to the students learning outcomes has not been known.

Limitation of the Problems Based on Based on the identification of the problems above, the

problems are limited to the efforts to improve the English learning outcomes through the PAKEM model by using visual and audio visual learning media. Meanwhile, other factors which determine the learning outcomes such as social, economic, and environmental factors, and other external factors are not discussed or ignored.

Formulation of the Problem Based on the background and identification of the problems which have been described in the previous sections, the formulation of the problem is: "Can the PAKEM model which uses the visual and audio visual learning media be used to improve the English learning outcomes of the eighth grade students at State Junior High School 3 Balikpapan?

The Troubleshooting Plan The troubleshooting plan in this research which entitled The Efforts to Improve the English Learning Outcomes of the Eighth Grade Students through the Active, Creative, Effective, and Fun (PAKEM) Model by Using the Visual and Audio Visual Learning Media at State Junior High School 3 Balikpapan is a classroom action research. The learning actions are carried out during two cycles in which each cycle contains of evaluation and reflection.

Research Objectives This classroom action research aims to improve the English learning

outcomes of the eighth grade students through the PAKEM model by using visual and audio visual learning media at State Junior High School 3 Balikpapan. Referring to the opinion expressed by Suhardjono (2006: 61), this classroom action research has two objectives namely the general objectives and special objectives. Generally, the objectives of this study are: To improve the quality of content, input, process, and learning outcome in the school. To help the teachers and other education personnels in dealing with learning and education inside and outside the classroom. To improve the educators and education personnels professionalism. To develop the academic culture in the school environment, so that the positive attitude will appear to improve the education quality in the sustainable learning. Meanwhile, the special purposes of this study referred to the formulation of the problem which has been described above, such as: To know the amount of English learning outcomes improvement of the eighth grade students at State Junior High School 3 Balikpapan by using the visual and audio visual learning media. To increase the quality of learning.

Significance of the Research Theoretical Significance The findings of this research are expected to deepen and

expand knowledge, especially in the field of learning, learning model, and learning media. Practical Significance Hopefully, the educators and other education personnels are expected to use the research findings in their schools in order to improve the learning model and they can innovate to improve the teachers profesionalism; so that the active, creative, effective, and fun learning situations appear and to improve the learning and graduates quality.

CHAPTER II LITERATURE REVIEW

THEORETICAL DESCRIPTION 1. Learning Outcomes The learning outcome usually refers to the achievement of learning objectives (Hamzah B. Uno, 2007:210). The learning outcomes that are derived from the students ability, according to Gagne (Hamzah B. Uno, 2007:210) can be seen from five categories: intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes. In the teaching and learning activities, the intellectual skills can be seen when the students use symbols to interact with the environment. The verbal information can be seen when the students express a concept or explanation. The cognitive strategies are used when solving a problem by using certain ways. The motor skills are used when using tools or

specific devices. The attitudes are used to select certain acts or behavior. Meanwhile, Bloom (Hamzah B. Uno, 2007: 210) in his taxonomy of learning outcomes, he categorized the learning outcomes learning outcomes into three domains or areas, namely (1) cognitive domain, (2) affective domain, (3) and psychomotor domain. The cognitive domain refers to the intellectual responses, such as knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain is related to to the students attitudes, whereas the psychomotor domain refers to the physical abilty (actions). The students learning outcomes which appear in some abilities or competence after passing the teaching and learning activities are often only assessed from the cognitive aspect. On the other hand, in facts, the students not only get the cognitive skills when they learn certain knowledge, but also they get other skills. Concepts of Learning Learning based on the lexical meaning means processes, ways, and acts of studying something (Agus Suprijono, 2009: 13). The essential difference between learning and teaching is in the stimulus acts. In the teaching/ instruction perspective, the teachers teach and the learners learn; on the other hand, in the learning concept, teaching means the teachers efforts to organize the learning environment. In the learning perspective, the teaching means the teachers provide learning facilities for the learners to learn. Learning is an interractive dialogue in which an organic and

construtive process occurs. According Trianto (2009: 17), learning is a two-way interaction of teachers and learners, in which an intense communication between them (transfer) occurs and it focuses on a predetermined target. His opinion is in line with the ideas from Suparwoto (2004: 5) that learning is a process of solving a problem, providing information, interracting in many directions, and other significant forms which improve students quality.

PAKEM (Active, Creative, Effective and Fun) Model New theories in the education psychology are included in the groups of constructivist learning theory. One of the learning methods which is in line with the Competence Based Curriculum (KBK) and should be implemented by the teacher is the constructivist learning. According to constructivism, knowledge is a process to be and this process will be more complete and correct if it occurs slowly (Sutopo and Ristasdi, 2004:10-11). Knowledge can be formed personally. Other things including lessons and teachers guidance are only materials which must be processed, learnt, and understood, unless the students will not know. Therefore, in this concept, education or teaching must help the students to learn actively on their own. Based on Tukimin Taruna (2002: 70), PAKEM in each class can be succeed if the students are involved and think actively in every classroom activity, often and are encouraged to propose ideas and opinions, are able to and are courageous to assess the results or prove something, and are

able to solve problems which they are facing. PAKEM stands for the active, creative, effective, and fun learning. Aspects of PAKEM learning are as follows: Active Based on the student-centered principle, the learner is the center of a learning activity. Based on the student-centered principle, learning will be more successful if the learners are actively engaged in the direct practice which is relevant to the defined learning objectives (Hamzah B. Uno, 2007: 6). In the learning development which involves the sudents actively by using the optimalization of students feeling, the students motivation should be treated carefully (Suparwoto, 2004: 37). Creative As stated by Pratiwi Pujiastuti (2009: 62), a creative learning model that emphasizes the students active involvement both intellectually and emotionally through the exploration of the investigated concept, the responsibility for completing the tasks together, hard working, high dedication, construction of their own concepts, and self confidence. In the creative learning, the students actively construct their own knowledge through various activities such as observation, explanation, or discussion to solve problems in the learning process. The students are encouraged to solve their own problems both individually and in groups, rather than teaching them the solution to the problem. The strengths of creative learning model are expected to be able to improve

the learning quality. Effective Effective learning can be interpreted that any selected model must ensure that the learning objectives will be achieved maximally. The indicators are the improvement of learning outcomes, the maximum students acquisition, and others (Ikhrom, 2009: 2). The learning effectiveness refers to the powerful and effective learning components that are organized to achieve the learning objectives (Agus Suprijonom 2009: x). The effective learning covers the whole learning objectives, i.e. mental, physical, and social dimensions. The effective learning facilitate the learners to learn the useful things. Fun Fun learning is learning with positive socio-emotional

atmosphere. The learners feel that the learning process they experienced is not a pain, but a blessing to be grateful. Studying is not a mental pressure to them, but it is a spirit calling that they must do. Fun means that the learning process must take place in the fun atmosphere. The fun learning atmosphere will attract the students attention to participate actively, so that the learning objectives will be achieved maximally (Ikhrom, 2009: 2).

The Use of Learning Media The Definition of Learning Media

Basically, the teachers' job is to communicate the experiences to the students. There are two ways that can be done by the teachers, i.e. aurally and visually. Teaching aids can help in these two ways. The aids which help the students to learn aurally is called the aural aids, while the aids for helping the students visually is called the visual aids (Oemar Hamalik, 2008: 201). The learning media include the media that can be used effectively in a planned learning process. The learning media not only consist of complex electronic communication media, but also the simple forms, such as slides, photographs, diagrams, realia, outside classroom activities, and others. Duncan arranged a taxonomy based on the hierarchy of utilization in teaching. Duncan wanted to align the investment cost, scarcity, and the vastness of target scope on the one hand, and the easy of procurement and use of media, the limited target scope, and low costs on the other hand with the complexity of media in one hierarchy. The more expensive the investment costs, the more difficult the procurement. On the other hand, the simpler the media, the lower costs, the easier procurement, the more special using characteristics, and the more limited target scope. Basically, the Duncans hierarchy was arranged based on the complexity of the media used. Therefore, the Duncans hierarchy is more emphasized on the media procurement and the investment costs. Duncan aligned the

investment costs, media scarcity, target scope largeness, easy of procurement, and the use of media which influence the investment costs of procurement. The more complex media which are used, the more expensive the investment costs (see Figure 2).

The Audio Visual Media Hierarchy of C. J. Duncan (Hujair AH. Sanaky, 2009)
Personal manuscripts, lectures, bibliography, references, image duplicates Reality Groups wall exhibitions (include on the blackboard), specimens, models

General target scope Easy using Reproduction (recording)

epidiascope, text books, work

books, programmed text sheets

Audio tape, disk, Reproduction recording, language laboratory (audio)

(recording)

general chain film, OHP, Reproduction group audiovisual tutorial, enriched language laboratory,

Frame

film,

Easy procurement

stereogram, and projection system with polarization Reproduction gelang, film dan (builtMore specific Programmed texts with equipments , radio vision, TV limited broadcast (CCTV), response system (target), High Cheap costs*) investation costs live TVST program Difficult procurement group (recording) Film bisu, film

dengan suara, magnetic, film dengan suara optik in)

broadcast (live), learning system with

Figure 2.

The Audio Visual Media Hierarchy of C. J. Duncan

BAB III

RESEARCH METHOD

Setting of the Research Setting of the research is the location of the research in order to get the comprehensive data from the implementation of PAKEM model by using visual and audio visual learning media in the teaching and learning process in order to increase the students learning outcomes. Type of the Research The approach of this research is classroom action research. According to Hopkins (1993: x) in Rochiati Wiriaatmadja (2005: 11), classroom action research is defined as a research that combines research methods with the substantive acts, an act in the inquiry discipline, or someones efforts to understand what is happening, while involving in the improvement and change processes. This research is implemented by using the Kemis and Taggarts model, namely: 0. Reflection; 1. Planning; 2. Action and observation I; 3. Reflection I; 4. Revised planning I; 5. Action and observation II; 6. Reflection II; 7. Revised planning II; Action and observation III; 8. Reflection III; and so on. Action research is a dynamic process in which there are four moments that have to be understood not as a static complete step, but as a moment in the planning spiral, action, observation, and reflection. The basic prosecc can be seen in this following figure:

Description: 0 = Reflection 1 = Planning 2 = Action and observation 1 3 = Reflection I 4 = Revised planning I 5 = Action and observation II 6 = Reflection II

Figure 3. The Action Research Proses

Data Collection Techniques Data collection methods are the ways that can be used by the researcher to collect data. Data collection methods are the ways to refer to abstract things which can be formed visually, but they only can be showed the implementation (Suharsimi Arikunto, 2005: 100-101). Techniques which can be used to collect the data are as follows: Tests Tests are used to know the students learning outcomes. This research uses a test made by the teacher. The test is an essay test so that

the students should write their ansewers without any options provided. Observation Based on Kerlinger and Lee (2000: 54), there are many talent variables which are related to phenomena and the research objects phenomena behaviour. The phenomena or behaviour is only able to seen if the researcher observes the objects directly. Interviews Interview is a data collection method by one-way systematic questioning based on the research aims. This method is a direct way to collect data or information of some types of social data, both of the implicit or explicit data. This method is suitable to know someones responses, opinions, belief, feelings, and motivation.

Documentation Documentation is a data collection method by searching and recording the available archives or documents according to the research objects, so that it is able to fulfill the researchers needs. The data obtained through the documentation complete the main data obtained from observation and interviews.

Data Analysis Techniques The data analysis techniques in this research are qualitative descriptive and quantitative descriptive. The qualitative descriptive is done by using narrative

technique to describe the obtained data from the research subjects based on the real condition. Meanwhile, the qualitative descriptive is done by searching the percentages, mean, and deviation standard from the students examination score. Then, the mean and deviation standard are linked to the observation data to clarify the meaning of the quantitave data. In addition, the researcher also will categorize the students learning outcomes by using the criterion proposed by Masidjo (1995: 153) as follows: Tabel 1. The Criterion of Learning Effectiveness The level of competence mastery 90% - 100% 80% - 89% 65% - 79% 55% - 64% Less than 55% Score A B C D E Qualification Very good Good Fair Poor Very poor

The categorization of the questionnaires answer percentages will use the interpretation category proposed by Suharsimi Arikunto (2005: 271) as follows: Tabel 2. The Criterion of Learning Effectivenes Answer Percentages 68% - 100% 34% - 67% < 33% Most More than a half Least Explanation

The benefit of using questionnaire as a research instrument to present information is that the readers will know how far the contribution of each part

(aspect) in the problem context.