TEACHER-STUDENTS INTERACTION IN THE FIFTH GRADE OF SDN 2 BESITO IN ACADEMIC YEAR 2013/2014 TAUGHT THROUGH REINFORCEMENT
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1 TEACHER-STUDENTS INTERACTION IN THE FIFTH GRADE OF SDN 2 BESITO IN ACADEMIC YEAR 2013/2014 TAUGHT THROUGH REINFORCEMENT By ANDI SETIAWAN NIM ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2014
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3 TEACHER-STUDENTS INTERACTION IN THE FIFTH GRADE OF SDN 2 BESITO IN ACADEMIC YEAR 2013/2014 TAUGHT THROUGH REINFORCEMENT SKRIPSI Presented to the University of Muria Kudus in Partial Fulfillment of the Requirements for Completing the Sarjana Program in English Education Department By: ANDI SETIAWAN NIM ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2014
4 MOTTO AND DEDICATION MOTTO: Positive thinking is right, but negative thinking is not wrong. Real power does not hit hard, but straight to the point. Ideas are only seeds, to pick the crops needs perspiration. Knowledge and skills are tools, the workman is character. DEDICATIONS: This skripsi is dedicated to: 1. The Writer beloved parents (Mom Kustia) who always take care and support me. 2. The Writer beloved girlfriend and Mr. suwito who always give spirit. 3. My friends, who always give support.
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7 ACKNOWLEDGEMENT First of all the writer says thanks to Allah SWT, The Most Gracious and The Most Merciful God all the time who has always given mercy and blessing, finally by shortage and deficiency of the wtiter, she is able to compile this final project. Secondly, the writer does not forget to always say sholawat and salam to the best human in the world and hereafter Muhammad SAW who has opened the dark covering this world. Having finished this final project, the writer would like to express the largest gratitude to: 1. Dr. Drs. Slamet Utomo, M.Pd as a Dean of Teacher Training and Education Faculty of Muria Kudus University 2. Diah Kurniati, S.Pd, M.Pd as the head of English Education Department 3. Rismiyanto, S.S, M.Pd as the first advisor for his best suggestions, guidance, and motivation in finishing this final project 4. Fajar Kartika, S.S, M.hum as the second advisor for valuable help, guidance, and motivation in finishing this final project 5. Munzayanah S,pd as headmaster of SDN 2 Besito for giving his permission to conduct research 6. The English teacher of SDN 2 Besito, yusnia, S.Pd, the writer says thank for her helps, and all of the students of the fifth grade student of SDN 2 Besito in academic year 2013/ Her beloved parents who always give support, motivation and moral encouragement to finish his research 8. Her beloved girlfriend and my mother who always give support and motivation 9. Her brothers thanks for support and affection
8 10. Her best friends, thanks for your helps and support (Selamet, Arif, umam, bang tyo, Roni, and adib) Those cannot be mentioned one by one for the support. Therefore, he hopes any constructive criticism from the readers to make it better. Kudus, 27 Augustus 2014 The writer
9 ABSTRACT Setiawan, Andi. 2014,Teacher-students interaction in the Fifth Grade of SDN 2 Besito in Academic Year 2013/2014 Taught by Through Reinforcement. Skripsi. English Education Department, Teacher Traning and Education Faculty, Muria Kudus University. Advisor: (1) Rismiyanto, S.S, M.pd, (2) fajar Kartika, SS, M.Hum. Key Words: Interaction,Reinforcement English becomes the most essential language in the world. In Indonesia, formerly English is taught to the students as a subject from Elementary school until university. The purpose the policy above is to help the student of elementary level to master English early, easily and the students would participate in the communication events using four skill competences (listening, speaking, reading, and writing). It is obvious the requirements are knowledge of vocabulary, pronunciation, and grammar. The one of important elements of grammar is preposition. Teaching for elementary school, the method should be interesting to make students are interested in teaching learning process. One of the methods is Reinforcement. This research is aimed to answer the question: is there any significant difference of improving teacher-students interaction of the fifth grade student of SDN 2 besito in academic year 2013/2014 between before and after being taught by using Reinforcement?. In this research the writer uses experiment research design without control group using pre-observation and post observation. In this research, there two variables, they are reinforcement as independent variable and improving teacher-students interaction of the fifth grade student SDN 2 besito as dependent variable. The population of this research was the fifth grade student of SDN 2 Besito. Because the population was limited, the writer took all the students as a sample. The writer used multiple choices tests to get the accurate data. After conducting improving teacher-students interaction of the fifth grade students of SDN 2 Besito in academic year 2013/2014 after being taught by using Reinforcement, the writer found the highest score is 100 and the lowest is 30. The result of the data can be seen in the Table 4.2. The average score (mean) is 72.5 and standard deviation is It can be categorized as good. It shows that result has difference between before and after being taught by using Reinforcement. In line with the result, the teacher is strongly recommended to use Reinforcement as an alternative teaching method to improve the mastery interaction in the class.
10 ABSTRAK Setiawan, Andi Interaksi Pengajar dan Siswa Kelas V SDN 2 Besito Tahun Ajaran 2013/2014 Diajar Menggunakan Reinforcement. Skripsi. Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus. Pembimbing: (1) Rismiyanto,S.S, M.pd, (2) fajar kartika, SS, M.Hum. Key Words: Interaksi, Reinforcement Bahasa inggris menjadi bahasa yang paling penting di dunia. Secara formal bahasa inggris diajarkan sebagai pelajaran dari SD hingga universitas. Hal ini bertujuan untuk membantu siswa SD menguasai bahasa inggris lebih awal, mudah, dan dapat ikut berparsitipasi dalam percakapan dengan menggunakan empat kemampuan (mendengarkan, berbicara, membaca, dan menulis). Hal ini perlu didukung penguasaan kosakata, pengucapan, dan tata bahasa. Salah satu elemen penting dalam tata bahasa adalah preposisi. Mengajar siswa SD, sebaiknya menggunakan metode yang menarik agar siswa tertarik dalam kegiatan belajar mengajar. Salah satu metodenya adalah Reinforcement. Penelitian ini bertujuan untuk menjawab pertanyaan: apakah ada perbedaan yang signifikan dari kemampuan interaksi pengajar dan siswa kelas V SDN 2 Besito tahun ajaran 2013/2014 sebelum dan sesudah diajarkan dengan menggunakan Reinforcement?. Dalam penelitian ini penulis menggunakan desain eksperimen tanpa kelompok kontrol dengan menggunakan pre-observation dan post observation. Dalam penelitian ini ada dua variabel, pertama yaitu Reinforcemenet sebagai independen variable, dan kemampuan interaksi pengajar dan siswa kelas V SDN 2 Besito tahun ajaran 2013/2014 sebagai dependen variable. Populasi dari penelitian ini adalah seluruh siswa kelas V SDN 2 Besito. Karena populasi terbatas, penulis menggunakan semuanya sebagai sampel. Penulis menggunakan tes pilihan ganda untuk mendapatkan data yang akurat. Setelah melakukan pengajaran interaksi pengajar dan siswa kelas V SDN 2 Besito tahun ajaran 2012/2013 dengan menggunakan Reinforcement, penulis menemukan nilai tertinggi 2 dan nilai terendah 0. Data tersebut dapat dilihat di Tabel 4.2. Nilai rata-rata adalah 72,5 dan standard deviasinya adalah 9,26. Hal ini dikategorikan baik. Hal ini menunjukkan bahwa ada hasil yang berbeda antara sebelum dan sesudah diajar menggunakan Reinforcement. Sejalan dengan hasil tersebut, guru sangat dianjurkan untuk menggunakan metode Reinforcement dalam mengajar untuk meningkatkan kemampuan penguasaan interaksi dalam kelas.
11 TABLE OF CONTENTS COVER... LOGO... TITLE... MOTTO AND DEDICATION... ADVISOR S APPROVAL... EXAMINER S APPROVAL... ACKNOWLEDGMENT... ABSTRACT... TABLE OF CONTENTS... LIST OF TABLE... LIST OF APPENDICES.... i ii iii iv v vi vii ix xi xiv xv Page CHAPTER 1: INTRODUCTION 1.1 Background of the Research Statement of the Problems Purpose of the Research Significance of the Research Limitation of the Research Operational Definition... 6 CHAPTER II: REVIEW TO RELATED LITERATURE 2.1 The Teaching English for young learner The Teaching English in SDN 2 Besito The Curriculum of Teaching English in SDN 2 Besito The Purpose of Teaching English in SDN 2 Besito The Material of Teaching English in SDN 2 Besito The Method of Teaching English in SDN 2 Besito Types of Teaching Students Interaction What Effective Teacher-Student Interactions Teacher-Student Interactions in Classroom
12 2.8 Reinforcement Research related to reinforcement Verbal Reinforcement Token Reinforcement Vicarious Reinforcement Peer Reinforcement Self Reinforcement Steps of The Teaching English by Using Reinforcement Theoretical Framework CHAPTER III: METHODOLOGY OF THE RESEARCH 3.1 Design of The research Data and Data Source Data Collection Data Analysis CHAPTER IV: RESEARCH FINDING 4.1 Teacher-students interaction of The Fifth Grade Student of SDN 2 Besito in Academic Year 2013/2014, Taught by using Reinforcement CHAPTER V: DISCUSSION 5.1 Teacher-students interaction of The Fifth Grade Student of SDN 2 Besito in Academic Year 2013/2014, being Taught by using Reinforcement CHAPTER VI: CONCLUSION AND SUGGESTION
13 6.1 Conclusion Suggestion REFERENCES APPENDICES CURRICULUM VITAE... 52
14 LIST OF TABLES Table Page 4.1 The Table of the Score of Improving Teacher-Students Interaction in The Fifth Grade of SDN 2 Besito in Academic Year 2013/2014,taught by using Reinforcement... 35
15 LIST OF APPENDICES Appendix Page 1. Syllabus of SDN 2 Besito The Name of Students Lesson Plan
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ATHIKE DEVI ZUMALA NIM
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