Keterampilan Pengelolaan Kelas Guru SDN Wilayah Kecamatan Selogiri Kabupaten Wonogiri Tahun Ajaran 2006/2007 (TP-1)

A. Latar Belakang Masalah

Pendidikan merupakan salah satu wahana penting dalam membangun sumber daya manusia yang berkualitas. Hal ini sebagaimana tercantum dalam Pasal 3 Undang-undang No. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional sebagai berikut.

Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung-jawab.

Untuk menghasilkan lulusan yang sesuai dengan tujuan pendidikan nasional tersebut diperlukan kerjasama dari berbagai pihak, baik pemerintah pusat dan daerah, guru, masyarakat, dan lembaga- lembaga di luar lembaga pemerintah. Dari semua pihak tersebut, guru merupakan komponen yang paling menentukan, karena guru merupakan pihak yang berhubungan secara langsung dalam pelaksanaan proses belajar-mengajar di dalam kelas.

Hal tersebut sesuai dengan hasil penelitian yang dilakukan oleh Jalal dan Mustafa dalam Mulyasa (2007 : 9) yang menyatakan bahwa komponen guru sangat mempengaruhi kualitas pengajaran melalui (1) penyediaan waktu lebih banyak pada peserta didik, (2) interaksi dengan
peserta didik yang lebih intensif, dan (3) tingginya tanggung jawab mengajar dari guru.

Namun demikian, peranan dan fungsi guru yang sangat penting tersebut belum sepenuhnya dapat dijalankan oleh para guru. Hal ini dibuktikan dengan masih buruknya kinerja para guru. Mulyasa (2007 : 9) menyebutkan tujuh indikator yang menunjukkan lemahnya kinerja guru, yaitu : (1) rendahnya pemahaman tentang strategi pembelajaran, (2) kurangnya kemahiran dalam mengelola kelas, (3) rendahnya kemampuan melakukan dan memanfaatkan penelitian tindakan kelas, (4) rendahnya motivasi berprestasi, (5) kurang disiplin, (6) rendahnya komitmen profesi, dan (7) rendahnya kemampuan manajemen waktu.

Indikator pertama adalah strategi pembelajaran. Guru berkualitas wajib mengetahui dan memahami strategi pembelajaran yang berbeda- beda. Minimnya pengetahuan dan pemahaman tentang strategi pembelajaran menyebabkan guru tidak mampu mempergunakan strategi pembelajaran yang berbeda-beda, sehingga kegiatan belaajar-mengajar berlangsung dengan monoton dan membosankan.
Indikator kedua adalah pengelolaan kelas. Guru harus terampil dalam mengelola kelas, karena pengelolaan kelas yang baik merupakan salah satu syarat berlangsungnya proses belajar-mengajar yang efektif. Sebaliknya, pengelolaan kelas yang buruk menyebabkan proses belajar- mengajar menjadi tidak berjalan secara efektif.

Dari tujuh indikator tersebut, indikator pengelolaan kelas merupakan salah satu indikator yang sangat penting. Meskipun indikator pertama juga penting, tetapi indikator pertama tersebut tidak akan berfungsi apabila guru tidak memiliki keterampilan dalam pengelolaan kelas. Misalnya adalah, guru menerapkan strategi pembelajaran berupa ceramah dan diskusi untuk satu mata pelajaran. Pemakaian strategi pembelajaran ini akan berhasil apabila didukung oleh keterampilan guru dalam mengelola kelas, misalnya mengatur tata ruang dan kursi, membuat kelompok diskusi yang tepat, memotivasi siswa dengan memberi penguatan atau menegur, dan keterampilan pengelolaan kelas lainnya.

Demikian halnya dengan indikator kinerja guru yang lain, seperti kedisiplinan, manajemen waktu, motivasi berprestasi, dan komitmen profesi. Indikator-indikator tersebut tercakup dan terlibat dalam pengelolaan kelas. Kedisiplinan guru yang tinggi akan mendukung kemampuan guru dalam mengelola kelas, tetapi kedisiplinan yang tinggi tidak akan bermanfaat banyak apabila tidak disertai dengan kemampuan dalam mengelola kelas. Hal ini disebabkan karena proses belajar- mengajar yang dijalankan oleh guru sebagian besar berlangsung di dalam kelas. Kinerja guru yang rendah dalam hal pengelolaan kelas dapat mengakibatkan siswa tidak mampu belajar secara efektif, karena kondisi kelas yang tidak memungkinkan untuk belajar. Kondisi tersebut pada gilirannya menyebabkan ketidakberhasilan pendidikan.

Dengan demikian, upaya perbaikan pendidikan harus dimulai melalui perbaikan kualitas guru, terutama perbaikan dalam hal kemampuan guru dalam mengelola kelas.

Menurut Depdiknas (2004 : 6) seorang guru disebut memiliki kompetensi profesional apabila telah menguasai 12 keterampilan dasar guru yaitu : (1) memahami standar nasional pendidikan, (2) mengembangkan Kurikulum Tingkat Satuan Pendidikan, (3) menguasai materi standar, (4) mengelola program pembelajaran, (5) mengelola kelas, (6) menggunakan media dan sumber pembelajaran, (7) menguasai landasan kependidikan, (8) memahami dan melaksanakan pengembangan peserta didik, (9) memahami dan menyelenggarakan administrasi sekolah, (10) memahami penelitian dalam pembelajaran, (11) menampilkan keteladanan dan kepemimpinan dalam pembelajaran, (12) memahami dan melaksanakan konsep pembelajaran individual.

Salah satu aspek dalam keterampilan dasar tersebut adalah keterampilan pengelolaan kelas. Aspek ini merupakan aspek yang paling mendasar yang harus dimiliki oleh guru karena aspek ini berpengaruh terhadap pelaksanaan 11 keterampilan dasar yang lain. Dengan kata lain, kesebelas keterampilan dasar terwujud dalam pelasanaan proses belajar- mengajar di dalam kelas. Misalnya adalah keterampilan dasar yang pertama, yaitu memahami standar nasional pendidikan. Pemahaman terhadap standar pendidikan nasional tidak akan memberikan kontribusi yang berarti apabila guru yang bersangkutan tidak memiliki kemampuan
mengelola kelas dengan baik. Demikian halnya dengan keterampilan- keterampilan dasar yang lain seperti keterampilan mengembangkan Kurikulum Tingkat Satuan Pendidikan, keterampilan menguasai materi standar, keterampilan menggunakan media dan sumber pembelajaran, atau keterampilan menguasai landasan kependidikan. Keterampilan- keterampilan tersebut terkait dengan proses pembelajaran di dalam kelas. Apabila guru mampu mengelola kelas dengan baik, maka ketrampilan- keterampilan dasar tersebut akan berfungsi dengan baik dalam menunjang proses belajar-mengajar. Dengan demikian, dapat dikatakan bahwa proses belajar-mengajar siswa dapat terselenggara secara efektif apabila pelaksanaan kegiatan pengelolaan kelas dapat berjalan dengan baik.

Dalam peranannya sebagai pengelola kelas, guru hendaknya mampu mengelola kelas sebagai lingkungan belajar. Lingkungan ini diatur dan diawasi agar kegiatan belajar terarah kepada tujuan pendidikan. Pengawasan terhadap lingkungan belajar ini turut menentukan sejauh mana lingkungan tersebut dapat menjadi lingkungan belajar yang baik. Dalam pengelolaan kelas, guru bertugas menciptakan dan memelihara kondisi yang optimal untuk belajar-mengajar. Apabila terjadi situasi yang menyimpang sehingga kondisi belajar-mengajar menjadi tidak optimal maka guru berupaya untuk mengembalikan ke kondisi yang optimal agar proses belajar-mengajar yang ada dapat berjalan dengan efektif.
Berdasarkan latar belakang masalah tersebut, dapat disimpulkan bahwa keterampilan mengelola kelas sangat penting dikuasai oleh guru.

Keterampilan pengelolaan kelas dapat mendukung terjadinya proses belajar-mengajar yang efektif. Kenyataan ini mendorong peneliti untuk mengkaji lebih lanjut tentang sejauh mana keterampilan yang dimiliki oleh guru dalam mengelola kelas.

Judul : Keterampilan Pengelolaan Kelas Guru SDN Wilayah Kecamatan Selogiri Kabupaten Wonogiri Tahun Ajaran 2006/2007 (TP-1))

Untuk mendapatkan file lengkap dalam bentuk MS-Word, (bukan pdf) silahkan klik Cara Mendapatkan File
atau klik disini
 

Word, Above Word And Grammatical Level Equivalence In The Translation Of Nokia 2300 Manual (PBING-12)

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Communication can not be limited only in a certain area or community but people in all over the world need to communicate each others. It is because the needs of life are more complex and various. Not only the needs of food, clothing and housing but nowadays the needs of information, education, science and technology, fashion and many more become very important.

The issue above can not be separated from language as a mean of communication. Language is the tool by which we express what we think, the typical vehicle of communication that humans use of dealing with one another. On the other hand, the presence of various languages that people speak in different nations all over the world, has more or less caused obstacles in the process of communicating among speakers of different language. Not every human can speak in all languages. How we can understand information from others country with different languages? How we can share the experiences, sciences and technology and many things to the people in all over the world? Translation plays important role here. Catford in A Linguistics Theory of Translation said, “Translation is an activity of enormous importance in the modern world and it is a subject of interest not only to linguist, professional and amateur translators and languages teachers, but also to electronic engineers and mathematicians”. 

The statement shows us how very useful translation for enhancing the people
knowledge so that not only the professional translators who take interest in this subject.

We often are not aware that translation gives much contribution to the growth of the world. As stated by Smith,
The man in the street doesn’t always realize that in the world today, the vast bulk of translation is performed in the fields of commerce, industry and science, and that literacy translation, exciting as it is a relatively minor activity. (1989:19)

In line with Catford, Smith agreed that translation is needed in the fields of life for example commerce, industry and science.

Especially in the fields of industry, science and technology, it saying without doubt that translation bring much ease to their progress. As we know that nowadays there are so many products of technology have been launched and most of them are sophisticated tools. For instance, computer, mobile phone, plays station and others electric tools.

Of course the distributions of those products are not limited in a certain country. The companies compete to enhance their distribution to the international market. Of course in order to use those products optimally, the companies have to provide user’s guide book or manual. Beside it will facilitate the users, the manual useful for them in avoiding the mistakes which cause the damage and endanger the users. Automatically they have to provide the manual in languages where the companies distribute their products. Here, the translation will take the important role to give much understanding of how to use the product properly by conveying the message of the Source Language.

Translation is not as simple as most people think. It’s more than just ability in speak in the target language and understand it. A translator has to know and understand the language not just semantically and grammatically, but also the culture of where the language is used.

The problem of translation is very complicated, from the level of finding the most equivalent in word level until the problem of cultural. One in millions problems of translation is the words beras, gabah, menir (Indonesia) only can be translated rice in English. Another example is how to translate words that are not available in target language? For example a noun rawon (Indonesia/Javanese) must be defined as kind of beef stew made with ‘keluak’. In the previous translation analysis of manual, Rofiatun (2005:2) gave an example, “At Nokia, we call it human technology. (Nokia 3530:1) is translated Di Nokia kami menyebutnya teknologi yang mengerti Anda (Nokia 3530:1)”. There is a shifting in meaning in translating the phrase ‘human technology’ which should literally mean ‘teknologi manusia’, but it was translated ‘teknologi yang mengerti Anda’. Here, the translator strives for every effort to find the closest equivalent of the target language. The translator also has to know the suitable strategies how to translate the language naturally, therefore the message can be understood correctly.
From those issues above, the writer will analyze the translation of Nokia

2300 manual. The analysis will be focused on the strategies used by the translator based on the classification word, above word and grammatical level equivalence.

Judul : Word, Above Word And Grammatical Level Equivalence In The Translation Of Nokia 2300 Manual (PBING-12))

Untuk mendapatkan file lengkap dalam bentuk MS-Word, (bukan pdf) silahkan klik Cara Mendapatkan File
atau klik disini

Improving the Students’ Reading Comprehension through Semantic Webbing Strategy.

Improving the Students’ Reading Comprehension through Semantic Webbing Strategy.

CHAPTER I

INTRODUCTION

A.    Background

In learning English, there are four skills we must study. They are listening, speaking, reading, and writing. Reading' is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and/or constructing meaning. It is the mastery of basic cognitive processes to the point where they are automatic so that attention is freed for the analysis of meaning. Reading is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practices, development, and refinement. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use morpheme, semantics, syntax and context clues to identify the meaning of unknown words.

Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notationor pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations. Reading is complex process. Teaching reading material to the students can be obtained from many sources. Those that magazines, articles and tourist brochures

Students must assimilate the information read into their own schemata to facilitate long-term memory. Isolated and unconnected pieces of information easily fade from memory, but post reading activities provide the glue to make a cohesive picture of what is read. Semantic Webbing organizes information and relationships in a visual display (Freedman. G. and Reynolds. E. 1980: 677).  It assists in reading comprehension and concept attainment and in the setting of purpose for reading through prediction  and  used as a tool for prediction in a story, with continued reading to verify or disprove points raised.  It can follow a story to chart character or plot analysis.  It assists in clarifying opinions and ?????

DOWNLOAD SKRIPSI  AND PROPOSALNYA SILAHKAN KLIK DISINI

DAN SILAHKAN KLIK PEMESANAN

THE CORRELATION BETWEEN BRAINSTORMING AND SPEAKING ABILITY

THE CORRELATION BETWEEN BRAINSTORMING AND SPEAKING ABILITY

CHAPTER I

INTRODUCTION

A.    Background of the Problem

The teaching of English covers four skills, namely reading, writing, speaking and listening. Listening and reading are said to be receptive, while speaking and writing are said to be productive. Of four language skills above, the writer focuses on speaking and writing since they are productive skills which enable people to communicate skill which enable us to produce utterances, when genuinely to communicate, speaking is desire and purpose-driven. In other words, we genuinely want to communicatesomething to achieve a particular end.

Since speaking is a skill which enables us to communicate, it is very important as Nunan (1991:39) states that most people mastering the art of speaking is single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language.

We cannot deny that mastering speaking is not easy, so learners need extra efforts to master the skill. Therefore, English teachers are demanded to be more creative in presenting their lessons, especially the speaking subject since it is considered as the difficult skill to be master ed, learning to speak is obviously more difficult than learning to understand the spoken language. More effort is required on part of the students, and more sequential arrangement of activities is required on the part of the teachers. Rasyid in Rahman (1995) also points out that most students of English need to learn how to use the language rather than how to analyze it. They will do this best if they themselves practice the language.

The Way which enables people to communicate namely in Brainstorming. According to Isaksen (1998: 3) brainstorming is abbreviated summary of how Osborn actually presented this well-known group approach to idea generation is given.

The students tend to find many difficulties to produce a good speaking in English. Sometimes they find the difficulties in finding ideas and getting confused to start, they do not know how to arrange the vocabulary which they into good sentences and ??????

DOWNLOAD SKRIPSI  AND PROPOSALNYA SILAHKAN KLIK DISINI

DAN SILAHKAN KLIK PEMESANAN

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH COMMUNITY INTERACTION ACTIVITIES AT THE SECOND YEAR OF SMAN

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH COMMUNITY INTERACTION ACTIVITIES AT THE SECOND YEAR OF SMAN

CHAPTER I

INTRODUCTION

A.      Background

Speaking is active or productive and makes use of the aural medium. If we think of speaking in term of use, however, the situation was rather different. To begin with an act of communication trough speaking was commonly performed in face to face interaction and occurs as part of dialogue or other form of verbal exchange.” (Widdowson, 1983: 58)  The students had problem in speaking such as pronunciation, grammar, vocabulary, fluency and comprehension. They seldom practice their speaking in class. They just study about memorizing the conversations, after that they practice their friends without know what was the meaning and how to speakthe sentences well. It makes students lower in speaking and than student does not creative in speaking.      

The teacher in teaching English just uses traditionally method, like speech method to explain the material until finish. It makes students bored. In other hand the teacher does not use media and they never changed the method. And than teacher just gives test the student without explain first, beside that the teacher just ask to students to memorize the conversation and than ask them to practice it.

Students need something different in study English, specially speaking. Study speaking is study about communication and interaction with people. To make interaction we need object to do it, such as community. In community there was social relationship and need interaction to make relation with the same community or different community. From interaction can do activities and can stimulate student to speak with their friends or to do role play like in a community interaction activities method. When students always practice their speaking, students can improve their ability. Beside that, students need something to ????

DOWNLOAD SKRIPSI  AND PROPOSALNYA SILAHKAN KLIK DISINI

DAN SILAHKAN KLIK PEMESANAN

INCREASING THE STUDENTS’ VOCABULARY MASTERY BY USING WORD WALL MEDIA

INCREASING THE STUDENTS’ VOCABULARY MASTERY BY USING WORD WALL MEDIA

CHAPTER 1

INTRODUCTION

A.    Background

Teaching English in our country has been developed extensively because English is an international language in the world. Therefore, Indonesian government has brought it as a local since at the elementary school. In teaching English vocabulary as an element or language is considered as the most important factor in increasing the mastered if the students are still lacking of vocabulary. Vocabulary is a part of language learning that need continuing growth and development by both native and non native speakers long after grammar and pronunciation elementary school until senior high Scholl. In language teaching preparation program in our country, more and attention being given to improve some technique for teaching vocabulary.

Learning vocabulary as a foreign language seems easy but some students feel fear. The teacher of English should find out solution by crating efficient and effective technique of teaching in teaching English vocabulary, besides that, the teachers should establish condition which makes teaching vocabulary possible. The learning will occur within reasonable period of time.

Realizing how important the vocabulary and how difficult students to build up the teachers of English have provided students with rich exciting exercise which are expected to help vocabulary mush be very helpful to improve the students’ ability in English communication. Allen (1997:149) says that vocabulary is very important in a language, when we learn a language like English; we learn the words of language. Students must continue to learn words as they learn structure as they practice the target language. The vocabulary is needed very to ?????

DOWNLOAD SKRIPSI  AND PROPOSALNYA SILAHKAN KLIK DISINI

DAN SILAHKAN KLIK PEMESANAN