TEACHING REPORT USING COOLMINT AT YEAR IX

 JUNIOR HIGH SCHOOL 1 WONOSARI

IN SEMESTER 2 ACADEMIC YEAR 2016/2017

( A Best Practice Report)

Ponikem

SMP Negeri 1 Wonosari, Gunungkidul

email:kinop_smart@yahoo.com

 

Abstract

English teaching-learning process should be a place for learners to learn to communicate naturally, cooperate and socialize, use technology, express, organize and actualize their ideas, read reference effectively, and such things related to language as social function, text structure and linguistic features.

COOLMINT, a kind of instructional design which adapts cooperative learning method, mind mapping, and text analysis within which learners are given opportunity to cooperate one another in small groups to comprehend report texts to be put into a mind mapping followed by a text analysis to investigate the social function, text structure and linguistic features of report texts. The result of the small group discussion is to be presented in the classroom discussion. During the teaching-learning process, learners’ communicative activities are observed and noted to know to what extent the learners communicate.

The effect of COOLMINT is measured in term of the result of the test of basic competence 3.13 and the result of questionnaire related to learners’ communicative activities. The test result of basic competence 3.13 shows there is 4,46 improvement compared to that of the same basic competence in the previous academic year 2015/2016 in which COOLMINT was not implemented. The result of questionnaire shows that there are 19.8 out of 24 learners or 82,5% have involved themselves in the communicative activities. 8,8 learners or 36,67%  belong to the “Sometimes” category, 7,133 or 29,72% belong to the “Frequent” category, and 3,867 or 16,1% belong to the “Always” category.

Keywords: cooperative learning, mind mapping, text analysis, communicative activities

 

 

Introduction

Implementation of Curriculum 2013 at Junior High School level with scientific approach on English subjects raises a number of problems on the teacher’s side. Learning English in the 2006 Curriculum with the Genre-based approach has become an ingrained teaching practice for most English teachers. The application of a scientific approach requires in-depth understanding by some teachers. This is due to the existence of language learning approaches that have been previously understood and implemented by teachers. Teachers need time to look for a common thread between a scientific approach and an existing language learning approach.

With regard to assessment, the implementation of the Curriculum 2013 requires separate assessment of aspects of knowledge and skills. This inevitably also raises new problems for teachers. As it is known that in the 2006 Curriculum, the assessment of English subjects focuses on basic competencies related to language skills. This fundamental distinction in the concept of assessment requires teachers to be able to design assessments that can qualify according to the assessment requirements of the Curriculum 2013.

English Language Learning should give students the opportunity to be able to communicate in English and master the English language rules. The learning process should be a place for learners to develop positive character in the form of soft skill to negotiate, discuss, make decisions, defend opinions, make presentations and read references in English.

One type of text taught in Year IX semester 2 is the report texts. This text is a non-fictional text that contains scientific facts about a phenomenon. Because of its scientific nature, the report text is often found in scientific books such as textbooks and encyclopedias. Studying report texts learners also learn scientific facts contained in other subjects so that there is interrelationship among subjects. This link strengthens learners’ mastery of the phenomena being studied.

Cooperative Learning with Mind-mapping and Text Analysis (COOLMINT) is a text-based learning design in which learners are facilitated to learn cooperatively in groups, create mind-mapping to get a full picture of text content from the given texts, make text analysis to learn in detail the social functions, linguistic elements, and text structures in the text being studied, and present the result of the discussion. With COOLMINT these learners are also facilitated to use English to conduct communicative activities during the learning process, both in group discussion and in class presentation.

Learning report texts in Year IX semester 2 using COOLMINT is expected to be a comprehensive and applicable solution on how to implement text-based learning in the context of Curriculum 2013.

Theoretical Review

Report text defined by Emilia (2011: 87), is a type of text that presents information clearly and briefly. This text aims to document, compile, and record factual information about a topic. The report text tells one group as a whole. The much-studied report texts in schools in Indonesia in particular are specific types of report texts that are used to provide information about a particular group or class, whether animal, plant, or inanimate object.

Cooperative learning according to Jacob (1999) in Sri Hari (2016: 13) is learning with a small group of learners working together and helping each other to complete the task. Cooperative learning  provides benefits, namely 1) improving the ability of learners to work together and socialize, 2) foster sensitivity and empathy through variations in attitude differences, 3) reduce anxiety and generate confidence, 4) increase motivation to learn, and 5) increase learning achievement.

Mind mapping is a way of developing thinking activities in all directions, capturing thoughts in different angles. Mind mapping develops divergent thinking and creative thinking. Mind mapping that we often call a concept map is a very powerful organizational thinking tool which is also the easiest way to put information into the brain and retrieve that information when it is needed. In terms of time, mind mapping is able to cut learning time by changing the time-consuming linear logging patterns into effective recording that can be understood directly by individuals (Tony Buzan, 2008: 4).

According to the Curriculum 2013 of English subjects, learning materials consist of 3 things, namely social function, text structure, and linguistic elements. According to Emilia (2011: 87-88) the text has characteristics that can be explained by purpose, type, organizational structure, and linguistic features. Analysis of the text referred to the author in this case is a form of text observation in terms of purpose or social function, text structure, and the characteristics of linguistics or linguistic elements.

According to Harmer (2007), the main element in communicative activities is the desire to communicate something, the purpose or intent to be achieved through the communication, and the use of appropriate language expression. The above three elements apply to speakers in oral and writer communication in written communication. In contrast to the listener and reader, there are also three elements of communication that must be met. First, the listener or reader has a desire to listen or read something. Secondly, the listener or reader has an interest in the purpose or intent of the speaker or author. The third audience or reader must have the capacity to process the language diversity used by the speaker or author.

 

Results and Discussion

Basic Idea

English teachers need specific ways or strategies that ensure their learning can facilitate learners to do the following: 1) learn to communicate naturally, 2) learn to work together and socialize, 3) learn to use technology, 4) learn to express, organize and presenting ideas, 5) learning references by reading effectively, and 6) learning linguistic elements. The six things are packaged in an environment or setting learning that uses English as a medium to communicate as well as learning materials.

COOLMINT is adapted from a number of learning methods, namely cooperative learning, mind mapping, and text analysis. Cooperative learning in COOLMINT consists of group discussions and presentations. Mind mapping is used as a tool as well as the result of reading text report. Mind mapping is used as a tool because mind mapping provides a basic framework for comprehensive thinking on a reading topic. Used as a result because mind mapping is a product that must be generated by the learner after doing the reading activity of the text. With mind mapping formulated after reading the text, learners are expected to capture the detailed and thorough reading of the content and to understand the interrelationships between the information contained in the text being read. Text Analysis is an analysis of the results of textual observation which includes social functions, text structure, and linguistic elements of the text that is read.

Like a formula, COOLMINT is a learning package that also develops the learner’s character to communicate and socialize, read critically and effectively, and master the linguistic elements of the texts studied, all packaged in English communication settings. With this formula learners are expected to gain an understanding of the importance of English in the scientific world and the 21st century which is synonymous with technological and collaboration centuries.

Result

Competency Test of the knowledge aspect using a multiple choice type written test is considered an objective way of measuring the improvement of learning outcomes. When compared to the learners’ learning outcomes  in the 2015/2016 lesson year where teachers have not used COOLMINT, the learners’ learning outcmes in the 2016/2017 school year for basic competence 3.13 are illustrated in the following graph.

The graph above shows that COOLMINT has a positive effect on the improvement of learners’  learning outcomes on knowledge competence, namely KD 3.13. In the academic year 2015/2016 the average of learners’ learning outcome of  69, 29 and in the academic year 2016/2017 reached 73.75. There was an increase of 4.46.

After the learning is complete, learners are asked to fill out a questionnaire intended to capture the involvement of learners in communicative activities during learning which is a manifestation of their sincerity to involve themselves in communicative activities.

The questionnaire results are shown in the following table.

No. Pernyataan TP JR KD SR SL
1 Saya mendengarkan dengan baik penjelasan guru dalam bahasa Inggris. 0 0 0 17 7
2 Saya memahami dengan baik penjelasan guru dalam bahasa Inggris. 0 0 7 16 1
3 Saya menanyakan hal yang tidak jelas kepada guru dengan bahasa Inggris. 0 7 12 5 0
4 Saya menjawab pertanyaan guru dengan bahasa Inggris. 0 8 10 5 1
5 Saya bertanya-jawab dengan teman dengan bahasa Inggris. 1 4 12 7 0
6 Dalam diskusi/kerja kelompok, saya menyampaikan pendapat dengan bahasa Inggris. 0 6 15 3 0
7 Dalam diskusi/kerja kelompok, saya menanggapi pendapat teman dengan bahasa Inggris. 0 6 16 2 0
8 Dalam mempresentasikan hasil kerja kelompok, saya menggunakan bahasa Inggris. 0 0 1 6 17
9 Dalam mempresentasikan hasil kerja kelompok, saya menjawab pertanyaan teman dengan bahasa Inggris. 0 2 2 7 13
10 Dalam mempresentasikan hasil kerja kelompok, saya menanggapi pendapat teman dengan bahasa Inggris. 0 2 9 8 5
11 Dalam mempresentasikan hasil kerja kelompok, saya mempertahankan pendapat yang saya yakini benar dengan bahasa Inggris. 0 8 10 4 2
12 Ketika menjadi audien dari presentasi kelompok lain, saya menanyakan hal yang kurang jelas dengan bahasa Inggris. 0 4 8 8 4
13 Ketika menjadi audien dari presentasi kelompok lain, saya menjawab pertanyaan audien lain dengan bahasa Inggris. 0 9 9 5 1
14 Ketika menjadi audien dari presentasi kelompok lain, saya menyampaikan pendapat dengan bahasa Inggris. 0 5 8 6 5
15 Saya menggunakan bahasa Inggris dengan spontan tanpa membuat catatan terlebih dahulu. 0 1 13 8 2
Jumlah 1 62 132 107 58
Rerata dari 15 pernyataan 0.067 4.133 8.8 7.133 3.867
Keterangan:
TP : Tidak Pernah
JR : Jarang
KD : Kadang-kadang
SR : Sering
SL : Selalu

 

The table above shows that learners are in the category of KD of 8.8, category SR 7,133, and category SL 3.867. This means that 19.8 learners have engaged themselves in communicative activities. The remaining 4.2 learners are still in JR and TP category. The graph below illustrates the results of the questionnaire about communicative activities of learners.

 

Problems and Solutions

A number of problems are still encountered by learners in learning with COOLMINT.

First, in group work or discussions, learners still tends to use Bahasa Indonesia as a communication tool. This is solved by continuously motivating and monitoring the learners during group work and discussions and giving awards to learners who have tried to use English.

Second, in making the mind mapping learners tend to just make a long summary. This is overcome by providing guidance on how to determine keywords in each part of mind mapping.

Third, in making text analysis learners still needs guidance in terms of determining verbal and nominal, active and passive sentences. Sentence structure is a complicated problem whose solution needs to be done continuously.

Fourth, in making presentations and responding to presentations learners still need to practice continuously in order to get used. Therefore learning with COOLMINT should be done since the beginning of the school year.

Conclusion

Judging from the description of the learning process based on video recording, COOLMINT is proven to give learners the opportunity to engage in communicative activities in the form of responding to teacher questions, answering friend questions, suggesting or responding, making presentations, moderating and holding opinions.

Judging from the result of basic competence test 3.13 with the question of multiple choice form, COOLMINT proved to increase the average of basic competence value 3.13 when compared with competency test conducted at the same basic competence previous year where the teacher has not applied COOLMINT.

Judging from the level of involvement of learners in communicative activity which is netted through questionnaire after the end of learning, COOLMINT proved to make most learners (19,8) into KD, SR, and SL category in doing communicative activity.

 

Suggestions

To teachers, in implementing English learning, teachers need certain strategies that can accommodate the interests of learners to be able to learn to communicate, negotiate, read effectively, read references, and master social functions, text structure and linguistic elements. Therefore teachers should not be trapped by pragmatic interests to the exclusion of the essence of learning a foreign language.

To learners, they should involve themselves actively in all activities that have been designed by the teacher, open to problems faced, not embarrassed to try new things, and no less important is to enjoy and take advantage of all the learning process traversed.

Recommendations

For the first time COOLMINT applied to text learning report in Year IX semester 2 year lesson 2016/2017. In its first application, the author has proven its success though still relatively low. To the teachers who read this best practice report, the authors recommend to use or rather adapt this COOLMINT in their respective classes. Adapting means teachers consider the character of the learners. Thus COOLMINT can be used as an alternative text-based learning method that can accommodate the nature of English learning according to the Curriculum 2013.

REFERENCES

Kemendikbud. (2014). Permendikbud no. 58 tentang kurikulum 2013 sekolah menengah pertama/madrasah tsanawiyah

Kemendikbud. (2016). Permendikbud no. 21 tentang standar isi kurikulum 2013 sekolah menengah pertama/madrasah tsanawiyah

Kemendikbud. (2016). Permendikbud no. 22 tentang standar proses kurikulum 2013 sekolah menengah pertama/madrasah tsanawiyah

Kemendikbud. (2016). Permendikbud no. 23  tentang standar penilaian kurikulum 2013 sekolah menengah pertama/madrasah tsanawiyah

Buzan, Tony. (2008). Buku pintar mind map: PT. Gramedia Pustaka Utama

Emilia, Emi. (2011). Pendekatan Genre-Based dalam pengajaran bahasa inggris: petunjuk untu guru. Bandung: RISQI Press

Harmer, J. (1983). The practice of english language teaching. New York: Longman Inc.

Sri Hari. (2016). Modul guru pembelajar kelompok kompetensi F. Jakarta: Ditjen GTK Kemendikbud

 

BIODATA

 

Name : Ponikem, S.Pd., M.Hum.
Affiliation : SMP Negeri 1 Wonosari
Full mail address : Jl. Kolonel Sugiyono 35B Wonosari, Gunungkidul
Phone number : (0274) 391039
Fax number : (0274) 391039
Cellular phone number : 081 328 741 754
e-mail address : kinop_smart@yahoo.com
Abstract title : Teaching report using COOLMINT at Year IX Junior High School 1 Wonosari in Semester 2 Academic Year 2016/2017