Skripsi

Case study on learning behaviors and achievements of students in State Vocational High School 11 Malang / Natalia Faradheta Putri

Abstrak
ABSTRACT Putri Natalia Faradheta. 2015. Case Study on Learning Behaviors and Achievements of Students in State Vocational High School 11 Malang. Thesis English Department Faculty of Letters State University of Malang. Advisor Prof. Drs. BambangYudiCahyono M.Pd. M.A. Ph.D. and Dr. UtariPrabaAstuti M.A. Key words students behavior students achievement vocational school case study off-task behavior. A teacher has very important roles in the classroom not only teaching the students but also educating them. In a classroom there are some students who cannot participate well (play role as the troublemakers and have disruptive behavior). This study focuses on the students with off-task behavior yet want to involve in classroom activity. This study investigates how the teacher can successfully motivate and help the off-task students in learning so that they could involve in the classroom activity. The subjects of this study were three students from XII Teknik Kendaraan Ringan 2 class (XII Automotive 2) in Vocational High School 11 Malang. The three subjects were chosen based onsome observations during several months and the students had to fill the questionnaire related to their motivation and behavior. The subjects were the students with off-task behavior. The researcher also interviewed the subjects to get deeper information about their family and life backgrounds. The result of this study showed that the subjects of the study could not achieve their basic need (love needs) as mentioned by Maslow (1943) so they had low motivation in achieving their needs of learning. However they could be success-seekers because the teacher motivated them and adapted their way of learning. The teacher stimulated their extrinsic motivation by applying ARCS (Attention Relevance Confidence and Satisfaction) motivation model by Keller (1983) in the classroom. The teacher gave them various activity which required physical movements to make them gave attention to the lesson made relevant materials between the lesson and their past experiences made the lesson felt easier for them by giving simple explanation and example also re-explaining several times so that they could understand the lesson well and giving positive reinforcements like praising them by giving motivational words (well-done nice good job and very good) or giving presents (snacks points credits money or voucher). Besides the teacher also applied another teaching strategy by Dinkel(2011) to help kinesthetic learnersby giving some ice-breaking (free conversation jokes and games) when the students looked bored giving some activities which require physical movements (group work role play presentation and answer on the whiteboard) and hands-on materials which could help them learn well. The teacher called the strategies as fun learning activities because she wanted the students enjoyed the lesson addicted to English and love English. She wanted the students see English as an interesting subject to learn and master. As the result the students wanted to learn participated in the classroom activity answered teacher questions and focus on their own progress in the classroom. However they did not try to beat other students and did not show their well performance too much. It showed the characteristics of success-seekers. The success-seekers did not always the students with the highest score but when they could focus on their own progress and afraid of failure they are success-seekers. Being success-seekers also could acquire their self-esteem which could make them stronger and more resilient from failure. In conclusion the students off-task behavior in XII Automotives 2 class in SMKN 11 Malang was influenced by the students kinesthetic learning styles which made the students hard to focus on the lesson and tended to be off-task especially when they were bored. Actually their off-task behavior caused by their failure in achieving the need of love (affection). Yet the teacher helped them by applying ARCS model motivation by Keller (giving various activity which required physical movements to catch students attention making relevant materials between the lesson and their past experiences making the lesson easier by giving simple explanation and example and giving positive reinforcements like praising) and applying strategy to handle kinesthetic students by Dinkel (giving some ice-breaking group discussions role play and hand-on materials). The teacher tried to name the two strategies as fun learning activities. Fun learning activity is a strategy which is used by the teacher to make the students enjoy like and interested in English. The writer would like to suggest teachers that the students should be given the right treatment and motivated especially if they have problems. The students also have to motivate themselves so the learning activity will be successful. For the future researchers the writer suggests them to investigate other factors that cause students off-task behavior because every teacher may face similar problem with off-task behavior students. 8195 ABSTRAK Putri Natalia Faradheta. 2015. StudiKasuspadaPerilakuBelajar and PrestasiSiswa di SMKN 11 Malang. Skripsi JurusanSastraInggris FakultasSastra State University of Malang. Pembimbing Prof. Drs. BambangYudiCahyono M.Pd. M.A. Ph.D. and Dr. UtariPrabaAstuti M.A. Kata kunci perilakusiswa prestasisiswa sekolahmenengahkejuruan studikasus perilakumenyimpang. Seoranggurumemilikiperan yang sangatpenting dikelas tidakhanyamengajartetapijugamendidikmurid-murid. Didalamsebuahkelasadabeberpasiswa yang tidakdapatberpatisipasiaktifdalamkegiatanbelajar-mengajar (senangmembuatkeributan) yang berperilakumenyimpang. Penelitianinibefokuspadasiswadenganperilakumenyimpang dikelas. Dalam penelitian ini peneliti mengamati bagaimana seorang guru dapat membantu dan memotivasi siswa dengan perilaku menyimpang sehingga mereka dapat ikut serta dalam kegiatan belajar. Subjekdaripenelitianiniadalahmuridkelas XII Teknik Kendaraan Ringan 2 di SMKN 11 Malang. Tigasiswadipilihberdasarkanobservasi dikelasselamabeberapabulandanmerekaharusmengisikuisioner yang berkaitandenganperilakudanmotivasimereka. Ketigasubjekmerupakansiswadenganperilakumenyimpang. Penelitijugamewawancaraiketigasubjekuntukmendapatkaninformasilebihlanjutmengenailatarbelakangmereka. Hasildaripenelitianinimenunjukkanbahwaketiganyatidakdapatmemenuhikebutuhandasarmanusia (kebutuhan akan cinta)seperti yang disebutkanoleh Maslow (1943) sehinggamerekamemilikimotivasi yang rendahuntukmemenuhikebutuhanbelajarmereka. Namun merekadapatmengikutikegiatandenganbaikdanmenjadipencarikesuksesankarena guru memberikanmotivasi dan mengadaptasi gaya belajar mereka. Guru menstimulasimotivasiekstrinsikmerekadenganmenerapkan model motivasi ARCS oleh Keller (1983) didalamkelas. Guru memberikan beragam kegiatan yang membutuhkan pergerakan tubuh untuk membuat siswa tertarik pada kegiatan pembelajaran membuat materi yang berhubungan dengan pengalaman masa lalu siswa membuat pelajaran Bahasa Inggris menjadi lebih mudah dimengerti dengan memberikan penjelasan dan contoh sederhana juga menjelaskan ulang sehingga siswa dapat memahami pelajaran dan memberikan pujian kepada siswa dengan menggunakan kata-kata motivasi (kerja bagus benar pintar dan sangat baik) atau memberi hadiah (makanan ringan poin tambahan pulsa atau uang). Disamping itu guru juga menerapkan strategi untuk membantu siswa kinestetik oleh Dinkel (2011) dengan memberikan jeda istrirahat (mengobrol santai bergurau dan permainan) ketika siswa mulai terlihat bisan memberikan kegiatan yang membutuhkan pergerakan tubuh (kerja kelompok presentasi role play dan menjawab pertanyaan dipapan tulis) dan memberikan materi hands-on yang dapat membantu siswa dalam belajar. Guru menyebut strategi tersebut sebagai fun learning activity karena guru ingin para siswa menikmati pelajaran Bahasa Inggris dan menyukai pelajaran Bahasa Inggris. Sebagai hasil dari campur tangan guru untuk memotiasi siswa mereka ingin belajar Bahasa Inggris dan berpartisipasi dalam kegiatan dikelas menjawab pertanyaan tidak bersaing secara tidak sehat tidak pamer dan fokus pada perkembangan masing-masing. Hal ini menunjukkan karakter dari pencari kesuksesan. Para pencari kesuksesan tidak selalu mereka dengan nilai tertinggi namun selama mereka fokus pada perkembangan diri mereka dan tidak takut gagal mereka dapat disebut pencari kesuksesan. Dengan menjadi pencari kesuksesan mereka mendapatkan kepercayaan diri mereka yang dapat membuat mereka lebih kuat dan tekun jika menghadapi kegagalan. Pada kesimpulannya siswa dengan perilaku menyimpang dikelas XII TKR 2 di SMKN 11 Malang disebabkan karena gaya belajar kinestetik mereka yang membuat mereka sulit berkonsentrasi pada pelajaran dan cenderung berperilaku menyimpang terutama jika mereka mulai bosan. Sebenarnya para siswa dengan perilaku menyimpang ini merupakan hasil dari gagalnya mencapai kebutuhan dasar mereka (kebutuhan akan cinta). Namun guru membantu mereka dengan menerapkan model motivasi ARCS oleh Keller (memberikan kegiatan yang membutuhkan pergerakan fisik membuat materi yang sesuai dengan pengalaman mereka membuat pelajaran menjadi lebih mudah dimengerti dan memberikan penguatan positif sepertu memuji) dan menerapkan strategi untuk mengatasi siswa kinestetik oleh Dinkel (memberikan jeda diskusi kelompok role play dan materi hand-on). Guru menamai strategi ini sebagai fun learning activity. Fun learning activity merupakan strategi yang digunakan guru untuk membuat siswa menikmati menyukai dan tertarik pada pelajaran Bahasa Inggris. Penulismenyarankankepada guru bahwa guru sebaiknyamemberikanperlakuan yang tepatdanmotivasiuntukmurid yang mengalamimasalahperilaku dikelas. Murid-muridjugaperlumemberikanmotivasiuntukdirimerekasehinggakegiatanbelajar-mengajar dapat berjalan dengan lancar. Untuk peneliti selanjutnya penulis menyarankan agar peneliti meneliti fakor-faktor lain yang menyebabkan siswa berperilaku menyimpang karena setiap guru mengalami masalah dengan murid yang berperilaku menyimpang.

Informasi Detail

DDC

Rs 373.246019 PUT c

Prodi

Universitas Negeri Malang. Program Studi Sastra Inggris, 2015.

Deskripsi Fisik

xi, 140 lembar : il. , tab. ; 30 cm

Bahasa

No Reg

01945/KI/15

Edisi

Skripsi (Sarjana). Universitas Negeri Malang, 2015

Subjek

1. SEKOLAH MENENGAH KEJURUAN - BELAJAR
2. VOCATIONAL SCHOOL - LEARNING

Pembimbing

1. Bambang Yudi Cahyono ; 2. Utari Praba Astuti

Lampiran Berkas