Skripsi
Improving Students' Writing Achievement by using Audio Lingual Method (A classroom action research of the Fifth Grade of SDN Kraton 3 Tegal in academic year 2009/2010)
Indonesia :
DIAN AYU SETIOWATI. 2010. Thesis. "Improving Students' Writing Achievement by using Audio Lingual Method. (A classroom action research of the Fifth Grade of SDN Kraton 3 Tegal in academic year 2009/2010)". Strata 1 Program of English Department, Teacher Training and Education faculty of Pancasakti University, Tegal.
Kata Kunci : Audio Lingual Method, Students' writing achievement.
Dalam proses belajar mengajar bahasa inggris di kelas V, penulis menemukan bahwa kemampuan writing (menulis) sulit dilakukan, karena sangat kompleks, terutama dalam menggabungkan kosakata, tata bahasa bahasa Inggris sekaligus. Hal ini terjadi karena mereka terbiasa menggunakan bahasa Inggris hanya kata per kata dan artinya saja, mereka tidak menggunakannya dalam kalimat. Jadi saat menulis, mereka tidak tahu benar bagaimana menempatkan subjek, kata kerja, kata kerja bantu, kata tanya, kata benda, dan sebagainya. Berdasarkan hal itu, penulis menerapkan metode Audio Lingual untuk meningkatkan hasil writing siswa. Metode Audio Lingual sangat mudah digunakan di dalam kelas Bahasa Inggris. Awalnya, guru sebagai model di kelas, memberikan contoh pengucapan kalimat yang benar sesuai tata bahasa, melalui tanya jawab yang ada pada dialog. Lalu siswa mengucapkan kalimat tersebut berulang kali sampai mereka paham pola kalimat yang diucapkan. Tentu saja hal ini akan berpengaruh saat kegiatan menulis. Siswa menjadi terbiasa pada pola-pola bahasa Inggris.
Penulis pada penelitian ini menggunakan penelitian tindakan kelas untuk meningkatkan hasil writing siswa kelas V SD yang berjumlah 24 siswa. Penulis menerapkan 3 siklus. Setiap siklus terdiri dari 4 tahap, yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penulis menggunakan test writing berbentuk pilihan ganda A, B, C, D berjumlah 30 soal. Pada siklus pertama, ada 13 anak (54,17 %) yang memenuhi Kriteria Ketuntasan Minimal (KKM) yaitu 60,00. Saat pertama mengikuti KBM Bahasa Inggris menggunakan metode ini, siswa terlihat ragu-ragu dan malu menirukan ucapan guru, sebab mereka baru mempelajari bahasa inggris dalam suatu kalimat yang utuh. Tetapi pada dasarnya, mereka memiliki perhatian yang besar terhadap penggunaan metode Audio Lingual di kelas. Pada siklus kedua, siswa mempelajari tata bahasa seperti aturan penggunaan verbs, auxiliary verbs. Hal ini sangat membantu dalam memahami pola kalimat bahasa inggris yang benar. Tetapi siswa belum paham bahkan terlihat bingung sehingga guru harus memberi lebih banyak contoh kalimat sesuai tema kepada siswa. Selain itu mereka masih individual, terutama siswa pintar kurang memberikan bantuan kepada siswa yang memiliki kemampuan rendah. Pada siklus ini, dapat dikatakan belum berhasil. Hanya 66,66 % (16 siswa) yang memenuhi nilai KKM, padahal standar minimal kesuksesan PTK ini 76 %. Sedangkan pada siklus ketiga dapat dikatakan berhasil (79,17 %), semua siswa mulai menunjukkan keberanian, dan kepercayaan diri mengucapkan dengan lantang kalimat yang dicontohkan guru. Hal itu menunjukkan bahwa mereka mempunyai antusiame tinggi dalam mengikuti pelajaran. Siswa pandai banyak memberikan bantuan kepada siswa yang rendah kemampuannya melalui kegiatan tanya jawab. Mereka juga bisa saling berinteraksi dan menghargai satu sama lain. Kegiatan ini selain bermanfaat menambah pemahaman writing khususnya pola urutan kalimat yang benar, juga melatih berkomunikasi serta bersosialisasi dengan teman sebaya.
Inggris :
DIAN AYU SETIOWATI. 2010. Thesis. "Improving Students' Writing Achievement by using Audio Lingual Method. (A classroom action research of the Fifth Grade of SDN Kraton 3 Tegal in academic year 2009/2010)". Strata 1 Program of English Department, Teacher Training and Education faculty of Pancasakti University, Tegal.
Key words : Audio Lingual Method, Students' Writing Achievement
In teaching learning English of the fifth grade of SDN Kraton 3 Tegal, the writer finds that writing ability is difficult to be done because it is complex mainly in combining vocabularies, english structures all at once. This happends because students are accustomed to use English just word by word and its meaning, they do not use it in a full sentence. So when doing writing activity in class, they don't know how exactly to put in order certain subject, verb, auxiliary verb, question word, noun, etc. Based on that matter, the writer implements Audio Lingual Method as a way to improve the students' writing achievement. Audio Lingual Method is easy to be used in English class. At first, teacher as a model in class gives the right example of sentence utterances relate to grammar, through question and answer which are in the dialog. Then students all together utter those sentences several times until they comprehent well the patterns. This of course will influence in doing writing. They become accustomed to the English patterns.
The writer in this research applies classroom action research to increase the students' writing ahcievement of the fifth grade students. The number of the students is 24 students. The writer implements three cycles. Each cycle consists of 4 steps, those are planning, acting, observing, and reflecting. The writer uses writing test in the form of multiple choice, A, B, C, and D which consists of 30 items. In first cycle, there are 13 students (54,17 %) who fullfil the minimum passing grade, that is 60,00. At the first time follow teaching learning English by using ALM, students seem doubt and shy to imitate the teacher's utterances, because they just learn English in a full sentence. Basically, they have big attention to the use of ALM in class. In second cycle, students learn about grammar like the rule of using verbs, auxiliary verbs. This is very helpful in understanding the correct English sentences patterns. But students haven't understood yet even they look confused so the teacher must give more examples of sentences relate to the theme to students. Moreover they are still individual, mainly the clever students have less assistance to the students who have low abilities. In this cycle, it can be said that it hasn't been successful. Only 66,66 % (16 students) who fullfil the minimum passing grade, whereas the minimum standard of success in this classroom action research is 76 %. Meanwhile in cycle 3, it could be said that this CAR was successful (79,17 %), all students start to show courage, and self confidence to read aloud the sentences which is modeled by teacher. It indicates that they have high enthusiasm in following the lesson. The clever students give a lot of assistance to the low students through question and answer activity. They also can interact and appreciate each other. That activity has aim to add their comprehensive in writing especially the right sentences orders, and also to train to communicate and socialize with youngster.
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