EDUCATION NEWS :

EFFORTS TO IMPROVE RESULTS FOR DETERMINING THE MATH LEARNING Commission (Least common multiple) FROM THROUGH THE USE OF TWO NUMBERS Beads COLOR IN CLA

2009-11-30T08:19:00.000-08:00

CHAPTER I
INTRODUCTION

A. BACKGROUND
1. Problem Background
One of the goals of mathematics learning is expected in the Education Unit Level Curriculum (KTSP) is that learners have the ability to solve mathematical concepts, explains the relationship between concepts and apply the concepts or algorithms are flexible, accurate, efficient and accurate in solving the problem.
On a more operational level, a reference to evaluate the achievement of learning objectives linked directly to the mastery of competencies as stated in the Standard Content (SI) and the Competency Standards Graduates (SKL). Decision study (Mastery learning or level of mastery) students are expected to at least 70% (Standard BNSP. process 2007). This means that learners have a mastery of at least 70% of the competencies set out in the SI and graduation. The decision is very important at least to be implemented in the learning process so that students have no trouble in the next learning stage. For completeness teachers learn that students are well prasarat be taken into consideration for designing the next stage of learning.
Refers to the competencies set out in the SI, the authors attempt to design learning that allow students to achieve understanding in order to achieve optimum performance standard completeness. One of them by the media seeking to learn who can draw students to learn a mathematical concept. The author uses the media of colored beads to instill in the students' understanding of the basic competencies of the Commission to determine the two numbers, the class IV Selomerto SD 2, Selomerto district, Wonosobo regency.

The use of the media on the basis of considerations can dimanipulatif by students to find their own concept of the Commission to determine the two numbers.
2. Indetifikasi Problems
Based on the background of the above problems, the author identifies some problems that arise, among others:
a. Only half the students are actively learning
b. Lack of props that are used
c. The method used is less bervariatif
3. Problem Analysis
From the identification of issues that arise, the authors reflect on themselves and discuss with colleagues the unknown
a. Passive causative factor in the following student learning are:
1. The learning process less draw students
2. Students lack the opportunity to build the concept
3. Teachers less creative in presenting learning materials
b. Factors causing the lack of props
Teachers only use textbooks that have no props so that students are less interested in learning
c. Teachers less creative in conveying the subject matter, in explaining too abstract because the method used only one method alone without bervariatif.

B. RUMUSAN PROBLEMS
Based on the identification and analysis of the problem of formulating the problem the author:
"Is the media using colored beads to enhance the learning of mathematics in the search for the Commission of the two numbers for elementary school students IV grade 2 Selomerto school year 2009 / 2010?

C. RESEARCH OBJECTIVES
In general, this research aims to enhance students' learning achievement.
1. For students aiming to:
a. Increasing active and enthusiastic student learning
b. Improving student achievement in mathematics
c. Facilitate students' comprehension ability of the Commission for the two numbers by using colored beads
2. For teachers and researchers, aims to:
a. Knowing the extent to which aids the effectiveness of colored beads in improving the understanding of the material for the Commission of two numbers.
b. Improve the quality of learning through the use of medium colored beads.
c. Improving the performance of teachers in improving student learning results in understanding the concept for the Commission of two numbers.

D. RESEARCH BENEFITS
1. Theoretical benefits
In terms of scientific, research is expected to provide information in the form of a description of a theory that increasing the learning of mathematics in the material for the Commission of two numbers can be pursued through the use of medium colored beads.
2. Practical benefits
a. For Students
 Increasing the motivation to study by using the media colored beads
 To increase students' understanding of subject matter
 Increasing the achievement of learning
b. For Teachers
 Improve the quality of learning
 Develop a critical attitude and responsive to issues of creative learning and to find alternative solutions
 Have knowledge and experience of the PTK
 Developing the profession
 The results can be used as a reference for subsequent research,
c. For Schools
 As an input from other teachers in the teaching material for the Commission of two numbers
 As a reference to conduct similar research activities

CHAPTER II
LITERATURE REVIEW

Class Action Research (TOD) is a study conducted by a teacher in his own class through self-reflection in order to improve their performance seagai teachers, so that teaching and learning results to be increased (Wardani dkk.2002).
This means that teachers are people who are considered most knowledgeable about everything that happens in the classroom so that the necessary remedial actions conducted a study to improve the learning that has been done.
Mathematics learning is the process of providing learning experiences to students through a series of planned activities so that students gain the competence of the material studied metematika (Billy Muhsetyo dkk.2007).
One form of a series of such activities is to prepare appropriate learning media with the lesson material. In this case using colored beads deemed appropriate to assist students in achieving basic competency for the Commission of the two numbers.
Learning discovery (discovery learning), one model / learning or cognitive learning developed by Bruner (1966). According to Bruner meaningful learning can only occur through discovery learning. In order to become more meaningful and has a strong information structure, students must actively identify key principles found himself. Not just accept the explanation from the teacher only (gagne / berlener).
Through the use of media-colored beads, teachers hope students can find their own concepts for the Commission of two numbers based on the facts he found himself.
Mathematics starting from the concrete to the abstract, from easy to difficult, and the simple things into complex things. This is in line with the opinion of Carol Gestwicki (1995) about the basic principle that the development of elementary school students how to think of something simple into something complex, from general to specific.
One of the materials in elementary mathematics class is to seek the Commission IV of the two numbers. This is where teachers are required to be able to instill the solution to the material to students using the media and the appropriate methods. Media serves to simplify the difficult concepts, presents an abstract concept becomes more real, or explain the concept more concrete terms.
Teachers use the media made of colored beads. The beads are small grains made of beads, shells or plastic, etc. (complete Dictionary Indonesian. Karangan Fajri Zul EM et al. Page 548 publishers Difa Publizer). So understanding the beads are the means used to represent multiples of a number. For example beads red to represent multiples of a number. The beads are colored blue to represent multiples of a number of others.
According to the bell (1978: 97) active learning of mathematics shows how important an understanding of teachers about the theories relating to how students learn and mengamplikasikan theory in the classroom. Teachers should be able to use exactly the benefits of each other learn the theory of complementarity.
Peaget states that a child at the age of primary school education (SD) are on concrete operational phase. Because the material is generally a math or abstract event, so that the teaching of mathematics in primary schools carried out through concrete examples (Singgih D. Gunarso, 1997).
The learning process is to use the media or any form prop, will provide a rich learning experience to students, to motivate students with active learning, creative and fun so that the process as well as student learning outcomes become more optimal.

CHAPTER III
IMPLEMENTATION OF IMPROVEMENT

A. RESEARCH SUBJECT
1. Location: SD N 2 Selomerto, Selomerto District,
Wonosobo District
2. Class: IV (four)
3. Eyes Lessons: Mathematics
4. Left: a. Cycle I: Tuesday, July 28, 2009
b. Cycle II: Monday, August 3, 2009
5. Characteristics of Students:
In general, elementary students 2nd grade IV Selomerto aged between 8-11 years old, came from families of workers and peasants are less concerned with education.

B. PERSIKLUS description
The steps taken in improving mathematics learning method is as follows:
1. Learning during the repair process is carried out through 70 minutes tidakan planning, implementation, observation, and reflection as the problem.
2. Problems that will be corrected ie how to improve students' understanding of the material for the Commission two numbers.
Based on the above efforts to restore the plan drawn up which is learning the business before learning improvement. Learning improvements implemented 2 cycles.
A. CYCLE I
In cycle I include
a. Planner's
After analyzing the problem in early learning and find the factors that caused the failure process and results in student learning materials for the Commission of two numbers, the authors conduct a discussion with colleagues to discover the possibility - the possibility of corrective action learning. Include:
 Develop a Learning Improvement Plan (RPP)
 Preparing the props
b. Implementation
Implementation of the learning took place following the steps in the RPP.
1. Initial activities (5 minutes)
a. teachers motivate students to be ready to learn
b. teachers held a question and answer for the lift back on a multiple of a number
c. teachers deliver learning objectives
d. teachers provide props
2. Core activities (40 minutes)
a. teachers write the material before writing
b. Students demonstrate how to determine the Commission of the two numbers through the following activities. By using visual aids colored beads
 4 students (A, B, C, D) advanced to the fore class
 By using the display media teachers,
Student A integer multiples of the first set (using the beads of green color)
Student B to determine the number of multiples of two (using the beads red color)
C Students determine the multiple of the fellowship (number who got a two-color beads)
Student D determines the Commission
 Students work on worksheets
3. Activities end (20 minutes)
 Students doing about formative tests
 Students with teacher summarizes the lesson materials
 Giving homework
4. Follow-up (5 minutes)
 For students who score <70 were given improvement
 For students who score ≥ 70 were given enrichment
c. Observations and Experiences
Based on observations by questions and discussion with colleagues on teachers as researchers and students, focused observation on student activities and effectiveness of visual aids colored beads the result was not satisfactory and not in accordance with what was expected 19 of 36 new students to reach standards exhaustiveness . Meanwhile, 17 students have not reached completeness.
d. Refeksi
From the results of observations during the learning improvement activities, obtained the following conclusions.
1. Learning becomes more interesting
2. Granular beads are too small, need precision, so that the value of not yet optimal.
Then a reflection of research, I found the cycle the result is not satisfactory, is less focused on student learning. So the authors discuss with colleagues in determining the alternative action to make amends learning cycle II.

B. CYCLE II
In the implementation of the learning cycle II is a continuation of the cycle I as for the stages are as follows:
1. Plan
Based on the results of reflection on learning improvement in cycle I, and the results of discussions with peers, authors planned as follows:
 Develop a second RPP
 Increasing number table a more enlarged
2. Implementation
Implementation of improved teaching elementary school math class IV 2 Selomerto of the Commission of two numbers with the media colored beads in accordance with the cycle of learning improvement plan II. The author developed a model of discovery learning (learning discivery) in small groups / pairs to deskusi Worksheet menyelasaikan (LK).
The learning steps are as follows:
a. Initial activity (5 minutes)
 Teachers held back apersepsi by asking about the multiples of a number
 Teachers communicate learning goals
 Teachers prepare props
b. Core activities (45 minutes)
 Writing dipapan written material
 Considering the back of the multiples of a number
 Students paired discussion with visual aids colored beads
 Students work on worksheets
c. End Activity (20 minutes)
 Students create a summary of the material
 Students doing formative tests using colored beads
 Provision chores / homework
d. Follow-up
 For students who score <70 is given improvements
 For students who score ≥ 70 are given enrichment
3. Observation / Observation
Observations were made using a sheet colleagues observed improvement of the learning activities of researchers, as well as to engage students actively and directly in building the knowledge of the concepts for the Commission of two numbers by using colored beads. Fun learning process that eventually will provide new opportunities for the students to discover new ideas about teaching materials.
Effective learning proven by the test results are satisfactory learners as expected.
4. Reflection
From various sources of data obtained include observations of learning and formative test scores, obtained at the conclusion of learning improvement cycle II is working well and quite satisfactory. Decisions discussions with peers and principals, activities for improvement of learning has been successfully stopped, with grades attached.

CHAPTER IV
RESEARCH RESULTS AND DISCUSSION

A. Descriptions PER CYCLE
Based on our research of learning improvement Elementary 2 class IV Selomerto, Selomerto district, Wonosobo regency of seeking the Commission of two numbers performed 2 cycles, the writer as a researcher with colleagues received the data as follows.
1. Cycle 1
a. Plan
RPP as a design to implement the improvements focused on media use colored beads, it has not worked because of the 36 students, only 19 students who made it to the value of 70 which means  new 52.77% of students who reach the exhaustiveness.
b. Implementation
Use colored beads to explain how to find the Commission of the two numbers do not achieve optimal results. This is caused by the shape of the beads that are too small and need accuracy and carefulness. The results of formative tests received grades of students who do not meet the standards of learning conditions (analysis of the value attached).
c. Observations
Implementation of improvements in observational study conducted colleagues with research and analysis obtained the following results.
1. Students who receive grades according to the criteria of completeness there are 19 of the 34 students or only 52.77%. While students who have not reached the 17 students studying completeness or 47.22%.
2. There is increasing grades when compared with values obtained in earlier studies.

d. Reflection
From the acquisition value of the test data and results of formative peer observation can be concluded that the improvement of learning in the cycle I have not succeeded, then the author with the help of peers to determine learning improvement plan to cycle II.

2. Cycle II
a. Plan
Formulation II RPP cycle, determine the learning process improvement initially with small beads, converted with beads greater. To the writer seeking a medium-colored beads larger by making your own from cardboard.
b. Implementation
In the implementation of the improvement of mathematics learning cycle II through the learning improvement plan has been designed with innovations to more effective learning, and has discussed with colleagues as studied. Based on the analysis results on the value of learning improvement cycle II obtained encouraging results. In the repair process of learning to use props beads larger so excite students to follow the learning process from start to finish to make the process of seeking the Commission membangunan concept of the two numbers become more meaningful. Proven results over the evaluation after learning that reaches a minimum value of completeness criteria there are 33 students grades  70, which means 91.66%, has reached the value of exhaustiveness.
c. Observations
Observations on the cycle II with perbelajaran display colored beads proved to improve student learning outcomes. Of class IV students as much as 36 students can be improved results, the cycle I just 52.77% to 91.66% in cycle II. Some students who do not achieve exhaustiveness is because students learn to slow learners, these students are Dwi Nur Arifin, Weni Hayana Nur, Mohammed Fadri.
d. Refeksi
From the results pengatan peers and supporting data available, the author pengadakan discussions with friends and colleagues agreed that the research dipokok learners improved enough and can be stopped.

B. DISCUSSION
Improvement of learning mathematics with basic competence for the Commission of two elementary school class IV in 2 Selomerto conducted 2 cycles following activities:
1. Cycle I
In cycle I emphasizing on the improvement of learning increases students' understanding by using colored beads in the search for the Commission of the two numbers.
In the research process in a variety of factors
a) Figure-colored beads attract enough students for interesting shapes and colors.
b) The demonstration of teachers with the use of bead media to make the concept is explained quite clearly that for some students.
c) The form of the beads that are too small to make the difficulties students
d) The results of formative tests have not reached the final stage because of the 35 students only 19 students who made it to the value  70. So the new completeness level reached 52.77%.
In general, the process of reconciliation in the cycle I go according to plan even after repair facts / facts research has yet to show maximum results both in the process and results perbikan. Therefore, research on improving the learning dilanjutklan cycle II.
2. Cycle II
Implementation of the learning improvement that have been planned earlier in the cycle II math in elementary school Fourth grade 2 Selomerto implemented according to plan learning scenarios. The results obtained from the end of the lesson after a final test of learning was satisfied with the improvement results achieved already a lot of standard completeness. Media use colored beads to stimulate students to learn. Learners are given the opportunity to discover and develop the concept of seeking the Commission of the two numbers, so the concept is embedded in him well.
After the final test conducted study of the cycle I have only 19 students or 52.77% from 36 students to 33 students or 91.66% to reach level exhaustiveness.

CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS

1. CONCLUSION
Class Action Implementation Research through mathematical learning improvement activities of the Commission for the two numbers in grade IV Selomerto Elementary District Wonosobo regency Selomerto can be summarized as follows.
1. The use of props colored beads according to instill in students an understanding for the Commission of two numbers.
2. Learning becomes more bervariatif, fun and meaningful, because in this way students can find their own concepts learned.
3. Through manipulating the activities of colored beads student evaluation results can be improved.

2. SUGGESTIONS
To instill the concept of looking for the Commission of two numbers in order to process and learning outcomes can be optimized, especially in mathematics author gives the following advice:
1. Selection tool pegaraga / learning media should be tailored to the learning material and the number of students in the classroom.
2. Provide opportunities for students to develop their own concepts
3. Keep in collaboration with colleagues in an effort to improve student learning outcomes.

REFERENCES

MONE (2008) Model IV Class Syllabus Curriculum Elementary Education Elementary Level Unit. Jakarta.

Em Zul Fajri (2008). Complete Dictionary of Indonesian. Difa Publizet. Jakarta

Billy Setyo Muh. Et al (2007) Learning Mathematics Elementary Jakarta: Universitas Terbuka.

Hudoyo. Mathematics Learning Constructivism, PPS IKIP Malang: 1998

Soetopo (2004) Progressive Mathematics IV. Wiyautama. Jakarata

Suharjono (1997). Guidelines for Preparing Scientific Essay in the Field of Education and Professional Development Credit Score Teacher. MOEC. Jakarta

Suryanto (2001), Realistic Mathematics approach. Mathematics PPPG Yogyakarta

TEAM TAP FKIP UT (2006). End Task Guide FKIP Graduate Program. Jakarta: University opens.

Wardani IGAK (2007) Action Research Class. Jakarta: Universitas Terbuka.

Improving the quality of learning processes in plant growth through the practice of planting seeds of plants in SD Negeri 1 Krinjing

2009-11-30T08:03:00.000-08:00

A. RESEARCH TITLE
Improving the quality of learning processes in plant growth through the practice of planting seeds of plants in SD Negeri 1 Krinjing

B. FIELD OF STUDY: Design and Learning Strategies

C. INTRODUCTION
Quality of learning in class II, 1 SD Krinjing school year 2009 / 2010 on the concept of the plant growth process, not as expected. This is indicated by the average value of mid term results of less than 63, below the value of exhaustiveness Belajara Minimum Standards (SKBM). Also in classroom learning situations passive and less passionate following of students learning process. From the results of discussions between the principal and teachers, this condition is caused by the selected learning strategy is not just teachers, because they lack time, money and energy; teachers choose to use practical methods to plant seeds. Meanwhile, the school environment is actually a source of learning that can be used as a field population and school gardens.

To overcome these problems, efforts should be made design improvements and learning strategies that teachers can improve the quality of learning, by trying to apply the learning process in plant growth. This effort is also to support the implementation of the curriculum KTSP 2007 / 2008 is thematic.

D. Formulation and RESOLUTION
1. Problem Definition
Based on the above, can be formulated: What is the application of practical learning model plant to plant seeds can improve the quality of the learning concepts in plant growth processes.
2. Problems Solving
To solve these problems, the steps performed in accordance with the steps (syntax) practice model plant to plant seeds
a. Teachers share with the group of 5 or 6 students who are academically heterogeneous, then give problems associated with the concept of plant growth processes
b. Students in groups to design activities to solve problems in the form of student activity sheet (BLM)
c. Students make observations on the growth process in plants
d. Students and teachers to evaluate the working group as a whole class, penilian groups and individual assessment.
3. Indicators of success measures
Implementation of this group investigation model told to succeed if the standard of competence expected at the end of cycle indicator is achieved as follows:
a. When students reach the exhaustiveness cognitively individual learning> 65%, and a group of> 85% of students have achieved learning exhaustiveness.
b. From askpek effective> 80% of students can work together in the activities of field observations and respect attitudes and opinions of others in discussing the problem.
c. Psychomotor aspects of> 80% of students gain skills to observe, making reports, and is active in the field observation activities.

E. PURPOSE PENETIAN
This research aims to improve the quality of the learning process of growth in plants Krinjing Elementary School 1.

F. BENEFITS OF RESEARCH FINDINGS
The results of this study is expected to provide benefits to the following parties:
1. Students, in order to achieve basic competency with indiktor-indicator, increased activity in the learning process, enhance cooperation, develop creativity and able to express his opinion.
2. Teachers, will be able to add variety of learning strategies, and implement the learning process in accordance with the curriculum
3. School, will be able to provide a very significant contribution to developing infrastructure and learning innovations SCIENCE particular, and for other subjects in general.

G. LITERATURE REVIEW
In the view Jonhn Dewey (1917), Herbert Thelen (1960) and joyce weil (1986) in winataputra (1994), education in a democratic society, should teach the process of direct democracy. Therefore, education for students at least should be organized in a way to do research together, or "cooperative inquiry". This model has been used in various fields of study for different age levels.
Learning model is a conceptual framework that describes the systematic procedure of organizing learning experiences to achieve specific learning objectives. The function of the learning model is as a guide for teachers to plan learning activities.
Basically, the investment model is designed to guide students definite problem, herd relevant data, develop and test hypotheses. Within this framework, teachers are required to organize the learning process through group work and direct help students find information and manage the various interactions and learning activities.
In the model there are three groups investigating the main concepts of research or inquiry, knowledge (knowledge) and learning group dynamics (the dynamics of the learning group). In this research process is stimulated student learning by expecting the problem, so it will be a reaction to solve the problem.
Syntax or stages of investigation model there are five groups:
1. Students face a problematic sistuasi
2. Students conduct explorations in response to the problematic sistuasi.
3. Students formulate learning tasks and organize to build a research.
4. Students' individual learning activities
5. Students analyze the progress and the process undertaken in the research process.
Management principles that apply in class group work model, the teacher serves as more motivation motivator, innovator and provider bersabat criticism. In this case the teacher should guide and reflect the group through three stages as follows:
1. Problem-solving stage, It deals with the process of answering the question what is the problem, and what factors matter.
2. Classroom management stage, regarding the process of answering the question, what information is needed and how to organize groups to obtain information
3. Individual interpretation stage, related to how the group made the conclusion to live.
Based on theoretical studies of the above findings, the hypothesis of this research action is to apply the investigative group, the learning-quality group of plant growth processes in Krinjing Elementary School will increase.
H. RESEARCH PLAN AND PROCEDURES
1. Subject Research
The study was conducted in primary 1 class II Krinjing in student abilities and activities in the learning process less.
2. Process Research
This classroom action research consisted of 2 cycles, each cycle consisting of the planning, implementation of action observation and reflection
a. Planning
1. Preparation of a learning tool in the learning scenario the learning plan with measures such as in solving the problem.
2. Creating worksheets (by the students are evaluated by the teacher) observation sheet for observation and discussion activities to gauge students' psychomotor aspects.
3. Develop questionnaire, to determine students' affective aspects of learning activities (by teachers).
4. Develop an evaluation tool of test items to measure cognitive aspects of students (by teachers).
b. Implementation action
To make it easier to understand the actions of each cycle, arranged in tabular form as follows:

c. Observations
Observing the implementation of actions by using pieces of the observation in the activities and discussions. Amatanya object is as follows:
1) Activities of students in a passive activity and experience negative
2) student activity in the discussion positive and negative

EDUCATION RESEARCH : INFLUENCE OF COMMUNICATIONS, MANAGEMENT CLASSES AND PROCESS OF LEARNING TO LEARN MATH ACHIEVEMENT

2009-11-19T12:57:00.000-08:00

INFLUENCE OF COMMUNICATIONS, MANAGEMENT CLASSES AND PROCESS OF LEARNING TO LEARN MATH ACHIEVEMENT

By Hadi Setyo Nugroho

ABSTRACT

The study entitled "Impact of Communication, Classroom Management and Process Learning To Study Mathematics Achievement, Student Case Study In Class VII Semester Lesson 2 Year 2008 / 2009 SMP Negeri 2 Selomerto".
The purpose of this study are: (1) Determine the influence of communication, pengelolan class and the learning process and partially together to learn mathematics achievement, and (2) Determine which variables provide the most significant influence on mathematics learning achievements, learning processes among the variables, communication and classroom management.
Research carried out in SMP Negeri 2 Selomerto, in May 2009 to June 2009, with a descriptive analysis of research methods that are korelasional. While data retrieval using a questionnaire research instruments.
Based on statistical analysis of the results obtained conclusions: (1) communication, classroom management and learning processes, partially and jointly have a significant impact on mathematics learning achievement, and (2) The learning process provides the most significant influence on mathematics learning achievement.
Based on these conclusions, it is suggested: the teachers at Junior High School 2 Selomerto expected to enhance learning skills, communication and classroom management with emphasis on the learning process variable, because the three variables proved to have a significant impact on improving learning achievement mathematics Junior High School 2 Selomerto.

Keywords: Communication, Classroom Management and Process Learning

INTRODUCTION

Problem Background
National Education Goals by Act No. 20 of 2003, the National Education System states that: The National Education functions to develop the ability to form character and civilization of a nation with dignity in the context of the intellectual life of the nation, aims to develop learners' potential to become a man of faith and devoted to God Almighty, noble, healthy, knowledgeable, competent, creative, independent, and become citizens of a democratic and responsible. The national education goals set forth and described in the curriculum. While the curriculum as something planned to hold in the education process, always dynamic and constantly influenced by changes in the factors underlying it. Changes in society, science exploration pegetahuan and others require a change in the curriculum. Changes in curriculum, which often means changing the people that helped teachers, educational supervisors and those who care for education, intended to achieve improvements.
Curriculum change efforts that have been made by the Ministry of National Education has not produced the expected results, namely increasing student achievement, especially in mathematics. It can be seen from the conditions studied mathematics achievement in Junior High School 2 Selomerto the 2008/2009 school year's first semester average is 58.6 (still below the average value of science subjects is 66.4).
In addition, because of the students, the low value of mathematics is also caused by some external factors, such as the ability of teachers to teach low and teacher training system is so far not succeeded in improving the performance of teachers to improve teaching and learning activities that can enhance students' learning achievement (Subijanto, 2005). Communication between teachers and students at Junior High School 2 looks Selomerto separating distance between teachers and students, this can be seen from the percentage of students who want to ask when teaching and learning activities are still small, especially in math. In addition the use of learning models in Junior High School 2 Selomerto not conducted properly, usually teachers implement a model of learning or using props only when supervised by the principal. Teachers are figures whose existence can not be replaced by the media or any learning facility. The presence of teachers are still needed, the presence of the teacher as a figure standing in front of the class being reached at any time can not be replaced by any sophisticated learning media. Teachers should maintain direct learning in front of students. Therefore, whatever the reason teachers have to teach directly in front of students to set learning goals can be achieved. Optimal learning process is expected to provide minimal services provided by teachers to students who will berimplementasi on student learning achievement.
Along with the development, the impact on learning curriculum change, the quality of learning should always be improved. The situation could be initiated by improving the competence of teachers, both in presenting the material, using methods and techniques appropriate teaching, learning and using the media needs of the students. Professional teachers is actually able to deliver learning materials are appropriate to the learning needs of learners. However, to reach toward the need of practice, mastery and insight in learning, including one using models and appropriate learning methods. In mathematics, teachers do not simply focus only on one model and specific methods. Teachers should try to apply the various models and methods in accordance with the demands of learning materials, including the implementation of cooperative learning model with group learning methods. Selection models and the appropriate methods will be able to improve the achievement of learning outcomes as expected.
In this study wanted to uncover the problems with limiting the influence of the learning process, communication and classroom management of students' learning achievement in mathematics. The motivation of this research is to contribute in the form of alternative solutions or solving problems at least reduce the problem.

Problem formulation
Based on the background described above, the formulation of the problem is:
1. Is variable communication, classroom management and learning processes have a significant impact either partially or jointly to study mathematics achievement?
2. Which variables are most influential on learning achievement mathematics subjects, among the variables communication, classroom management and learning process?

Objectives and Benefits Research
The purpose of this study are:
1. To determine the effect of communication variables, classroom management, and the learning process either partially or jointly to study mathematics achievement.
2. To determine which variables most affect the learning achievements of mathematics subjects, among the variables communication, classroom management and learning process. Benefits Research
While the benefits of this research are:
1. With the influence of communication, classroom management and learning with learning achievement mathematics, then making decisions about improving math learning achievement can be implemented.
2. As a reference for research, especially in connection with this research, and development of human resource management in the future.
3. As consideration for the principal achievements in enhancing mathematics learning in the future.
Literature review

Theoretical Basis
1. Student Achievement
The experts argue about the study among the Hogard and Rowakhidah Bower (2004: 4) says that learning is associated with behavior change for something specific situation caused by the experience again and again in that situation, which changes this behavior can not be explained on the basis of one's innate response tendencies (eg fatigue, the influence of drugs and so on). Meanwhile, according to T. Raka Joni in Rowakhidah (2004), said that learning is a change in behavior, as a result of the experience except for changes in behavior caused by the process of becoming a mature person or intruktif changes or temporary nature.
The learning process that took place in schools is closely related to work performance to be achieved student, a student will succeed in learning can be seen on the achievement in school. The notion of learning achievements expressed from MOEC (1984: 20) is the level of student success in learning the material learned in school that is expressed in scores obtained from the test results.
Can be concluded that school performance is the actual ability of individuals obtained from the activities of teaching and learning process with specific criteria and the research process within a period (quarterly, quarterly, semester or year).
Several factors influence students' learning achievement in schools, among others described by MKDK Development Team (1990: 149), namely:
a. Internal factors ie factors arising from the child himself as the physiological condition of the general physiological conditions, the condition of sensory and psychological conditions of intelligence (IQ), talent interest motivation, emotions, cognitive abilities.
b. External factors are factors that come from outside of the child such as the environment of the natural environment, social environment, and instruments of curriculum, programs, facilities and teachers / teachers.
While MOEC (1984: 23) suggests that the result or achievement that is not production, talent or intelligence, but the scatter of previous education and training. Talent or intelligence is only one variable that can only zoom in and also minimize the results of actions that achievement. In other words, results or performance to learn someone is a learning experience that is supported by the talent and intelligence.
From some experts think it could be concluded that the factors affecting students' learning achievement can come from within the students also come from other students. Therefore, overall from these factors affect each other in the development of students' learning achievement in schools, such as children living in a particular social. Therefore, children can be influenced by others and can be educated. Children may not develop by itself without help from the social environment (parents, educational institutions and others). Therefore, everything is attached to the self and children, had ties with the social environment.
Many of the facts reveals that students' learning achievement in mathematics is still very low. It is no denying the opinion that mathematics is difficult, boring, uninteresting be heard at the mouth to mouth. The result, until now math is still a frightening specter for many students when compared with the least number of students can enjoy learning math fun. This fact affects student achievement in mathematics.
Student learning achievement gained from the assessment process is an integral part of teaching. This assessment was carried out by teachers as a means to explore the extent to which knowledge about the things that have been learned has been formed in the brains of students. To be able to find out students' understanding can be done in several ways:
1. Assessment (assessment) conducted in a variety of techniques, such as written tests, oral questions, listening, observation of practical work, examination of student writing.
2. Assessment of knowledge covering all stages of the formation of concepts and principles, smoothness of operation / work (skills), skills in the context of applying the concepts and creativity to solve problems and investigations.
3. Assessment must occur during learning. When the teacher explained the facts / concepts, teachers should be punctuated with questions. (Soleh, 1998: 26).
While studying mathematics achievement assessments according to Maier (1995) is a statement about the knowledge and skills in the context of students learning mathematics. This assessment consists of assessment of school work and test work and written examinations, assessment and school achievement test or an oral performance establishment.
In this study, students' learning achievement in mathematics obtained through written tests, which test problem created by researchers and covers some basic material in semester 2 of the set of materials and material lines and corners.
2. Competence
According to John Stevenson in Subijanto (2005) on the article
"Competency Based Training in Australia's Analysis of Assumptions" from The National Training Board stated that "Competence comprises the specification of knowledge and skills and the application of that knowledge and skills of ocupation or withim industry level to the standard of performance required in employment ".

The statement implies that competence consists of knowledge and skills that are spisifik standards and applied in accordance with job requirements found.
According to the formulation of Reference Competency Standards (MPKN, 1998) defines the general competence as the ability to do a task and is supported by work attitudes. In other words, to be able to perform tasks well and correctly, one teacher is required to have:
a. Knowledge about the tasks performed / diembannya and how to do the job.
b. Skills needed to perform the task.
c. Work attitudes necessary to be able to do tasks well and correctly.
d. Enough physical power.

Hypothesis
Based on the above terms and in accordance with the background issues, formulation of problems, objectives and theoretical basis, the hypothesis proposed in this study are as follows:
1. It is suspected that the variables communication, classroom management and learning process is partially or jointly have a positive impact on learning achievement in mathematics.
2. It is suspected that the learning process variable has the most significant effect compared to the two other factors to pertasi learn mathematics.

RESEARCH METHODOLOGY
Research Methods
1. Study Site
This research was conducted at the Junior High School 2 Selomerto Wonosobo regency of Central Java Province.
2. Target Research
Research target is the student 2 Junior High School VII Selomerto lessons in 2008 / 2009.
3. Research Type
This study is a survey research, the information collected from respondents by using questionnaires, and surveys are generally limited to understanding the sense in which a sample survey collected information from some of the population to represent the entire population (Singarimbun Masri, 1995: 8).
4. Time Research
The study was conducted 2 (two months, starting in April-May 2009).
5. Data Collection Techniques
Data taken in this study form the primary data, ie data about three free variables in this study, the variable learning process, communication and classroom management, obtained from the respondents through the questionnaire method.

Sampling Method
1. Population
Population is the entire subject of research (Arikunto, 1996). Population in this research are all Seventh graders Selomerto Junior High School in the year 2 class 2008 / 2009 which amounted to 276 children who are grouped into 7 classes, namely class VII A total of 39 children, VII B of 40 children, Seventh C as many as 38 children, Seventh D as many as 38 children VII E of 40 children, VII F of 40 children and as many as 41 G VII children.
2. Sample
The sample is part of the whole population of individuals investigated (Sutrisno Hadi, 1986). On the basis of the factor of time, effort and cost, the sample was taken with cluster random sampling technique. In this study sample is drawn from a population of 3 classes, namely randomly drawn class A, C and D are numbered 120 students. Champion (1981) says that most statistical tests always include a sample size recommendations. In other words, statistical tests are most effective when applied to the sample numbers 30 s / d from 60 or 120 s / d 250.

Analysis Method
1. Measurement Variables
Measurement of communication variables, classroom management and learning process is done using Ordinal Scale derived from Likert scale model. This scale is used to measure attitudes, opinions and accomplishments a person or a group of people about social phenomena (Riduan in Sutrisno, 2005).
The criteria used are as follows:
a. Positive questionnaire, the answer is very often = 5, often = 4, sometimes = 3, never = 4, and never = 1
b. Negative questionnaire, the answer is very often = 1, often = 2, sometimes = 3, never = 4, and never = 5
Scores obtained from the answers to the Checklist, a list of subjects and aspects of the observed (Riduan in Sutrisno, 2005). Each question is summed to obtain composite scores. Nalai total for each response is calculated for each respondent.
As for the variables studied mathematics achievement as measured by math mengeteskan few respondents with a set of material and the parallel lines.
2. Istrumen Testing Research
a. Validity test
b. Test Reliability
c. Increased ordinal data into interval

Conclusion
Based on the results and discussion that has been done, can be concluded as follows:
1. Communication variables (X1), the management class (X2) and the learning process (X3) either partially or jointly have a significant impact on learning achievement metematika (Y). This conclusion shows that to improve math learning achievement can be done by increasing teachers' skills in, communication, classroom management and learning process.
2. Learning variables (X3) provides the most significant influence on mathematics learning achievement (Y). Therefore metematika good school performance, it is necessary to improve teachers' skills, especially in learning the skills of factors, in addition to skills in communication and classroom management.

Advice
The teachers at Junior High School 2 Selomerto expected to increase capacity in the process of learning, communication and classroom management with emphasis on the learning process variables, because they proved to three variables have a significant impact on improving learning achievement in mathematics. Thus to improve math learning achievement, it should be emphasized on improving teachers' skills in communication, classroom management, and especially in the learning process.
Activities to improve teachers' skills can be done by involving teachers in training mathematics teachers held either at the school level, MGMP District as well as in regional or national level.
Improving school performance is influenced by the mathematical learning process can be done by increasing the hours of lessons that teach skills and better training of mathematics teacher-training organized by the agencies related to education. While communication is a math teacher in the learning process needs to be addressed by efforts through personal approach to the students and teachers to change his appearance into a friendly and outgoing so popular that students enjoyed math the students become. Classroom management skills need to be improved in a way to discipline students according to school rules that apply and implement reward and punishment system on students in class, when the learning process is in progress.

REFERENCES
Ahmad, Djauzak. 1996. Implementation Guidance Teaching and Learning. MONE, Jakarata.

Amin, Moch, et al. 1979. Humanistic Education. Directorate General of Higher Education. PNKK, Jakarta.

Alghifari, 1997.Analisis Regression Theory, Cases, and Solutions. BPFE, Yogyakarta.

Arikunto, Suharsimi, 1996. Management Research. Rineka Cipta, Jakarta.

................................., 1996. An Approach Procedure Practice Research. Rineka Cipta Jakarta.

MOEC. 1984. Teaching Basics. Ministry of National Education, Jakarta.

Donald Ace Morgan, John Sneed and Lauwrie Swinney. 2003. Teaching Effectiveness.

Hadi, Sutrisno. 1986. Research Methodology. Faculty of Psychology Gadjah Mada University, Yogyakarta.

Maier, Herman. 1998. Didactic Kompedium Mathematics. PT. Adolescent Rosdakarya, Bandung.

Nurida, Awita. 2002. The influence of Competence, Motivation and Achievement Learning System To Study Science Learning Area in JSS School 1 Balikpapan. MM thesis UNSOED, Purwokerto.

Pengembangn Center and Testing System. 1999. The International Association for the Evaluation of Education Achievement. Ministry of National Education Research and Development, Jakarta.

Rowakhidah. 2004. Factors Affecting Student Achievement Junior High School 3 Cilacap Cilacap Regency. MM thesis UNSOED, Purwokerto.

Sardiman, A.M. 1992. Interaction and Motivation Teaching and Learning: Guidelines for Teachers and Prospective Teachers. Rajawali Press, Jakarta.

Semiawan, Conny, et al. 1992. Process Skills approach. PT Gramedia Widiasarana Indonesia, Jakarta.

Sadiq, Fadjar. 2005. Psychology - Pedagogy and Andragogy Learning Mathematics. Functional Mathematics Paper Training For Teachers Junior Cilacap District.

Soleh, Mohammad. 1998. Main points in School Mathematics Teaching. Ministry of National Education, Jakarta.

Singarimbun, Masri. 1987. Survey Research Methods. LP3ES, Yogyakarta.

Stevenson, John. 1991. Competency Based Training in Australia: an Analysis of Assumption (1993) in the Journal of The Nation Training Board, Australia.

Subijanto. 2005. Ability Study Teacher Teaching High School Physics in the First Level (JSS). Journal of www.depdiknas.go.id.

Sudjana, Nana. 1996. Statistics. LP3ES, Jakarta.

Sungatman. 2001, Performance Analysis of Junior School Teacher 3 Samarinda Samarinda. MM thesis UNSOED, Purwokerto.

Supranto. 1997. Statistical Theory and Applications, Fifth Edition, Volume Two. Erlangga, Jakarta.

Class Action Research: Improving the language skills THROUGH CHILD ORAL METHOD telling IN GROUP B Kindergarten Aisyiyah WONOSOBO VII SUB DISTRIC

2009-11-14T07:52:00.001-08:00

ABSTRACT

Oral language skills in kindergarten class B Purnamandala Aisyiyah VII is still low, only 40% of students who have high oral language skills. This study generally aims to improve the oral language, especially knowing how much the oral language skills through the application / use of methods to tell. Formulation of the problem in this study how to improve the oral language skills through the application / use of the method in kindergarten told Aisyiyah Purnamandala VII.
The study was conducted in Kindergarten Class B Aisyiyah Wonosobo District VII Purnamandala Lessons Year 2009 / 2010. Subject of research students comprised 23 male and 13 female children 10 children. Research carried out for 2 (two) cycles with common procedures include stage 1) Planning is to plan what to do, 2) Acting yitu implement action plans, 3) Observation of observation and oral language skills, 4) Reflecting the strength analysis and weakness improved learning. This research data is the data on oral language skills of the students, data acquisition instruments to sheet observation and data collection techniques through observation. Techniques of data analysis using descriptive method of comparing pre kompartif cycle and between cycles.
Based on the data analysis results obtained in pre-cycle: an oral proficiency category 10 high students, 8 students and 5 categories were students low category. I cycle oral language skills of the students 14 high category 5 students and 4 categories were students low category.
Based on the results of data analysis and discussion of research results, it can be concluded that the application / use of methods, telling can increase oral language skills. In addition there is a perception that dn significant impression terahadap students applying / using the method of storytelling. In addition schools, policy makers, other researchers can use as study materials to develop further research on the improvement of learning in order to improve the quality of teaching and learning poses.

KEY WORDS: oral language ability, lecture method.

INTRODUCTION
Background
Kindergarten Aisyiyah Purnamandala VII Housing Purnamandala located in Block M-15 Sub-District Bumireso Wonosobo, a kindergarten in the district's youngest Aisyiyah. Wonosobo because only established in 2007. Though still new kindergarten Purnamandala Aisyiyah VII has the facilities and infrastructure, adequate learning facilities, physical and environmental conditions are conducive, even early in the establishment has its own building with the game that is wide enough. Board and community support continue to flow in the form of ideas, funding and other support in order to realize the vision and mission of the school.
However, when seen from the results of the students have learned as a teacher expectations and parent education as a user based on the observation and reflection there are some problems that occur in kindergarten Aisyiyah Purnamandala VII, that is the children who do not understand the concept of numbers, the children who have not understand the letter, the children who can not socialize with peers and low ability students in oral language. If this problem is not immediately mandapat solution will be hard to learn the results of students achieving a satisfactory performance. Given Kindergarten education is called pre-school or formal early childhood. Asmawati Sumiarso, early childhood education is a fundamental form of education in the life of a child who was educated in this period is critical child survival itself is also for a nation. Therefore, early childhood is an asset and investment for the future of a nation. The Indonesian people, twenty-five years into the future is very dependent on the children who have early childhood today. We can not deny that early childhood education deserves serious attention from all parties both, governments, communities and other parties concerned and having concern for human resource development in the future. Therefore, policy and technical standardization of education for young children need to be made and arranged with careful thought and thorough.
Begins with the identification of issues and mengertian on the basis of analysis capability and the existing carrying capacity so the immediate problem is the lack of a solution of oral language skills. Considering the oral language skills is very important to be developed. Age 3-4 years, until nearly 12 years, is a good time for children to master a second language fluently and in accordance with a native speaker. (Ladefoged, 1969 and Flege 1981 in bredekamp, 1996).
The fact that happened in kindergarten Aisyiyah VII Purnamandala play and learning patterns began to fade. Community, parents, schools and even primary schools as the user understanding of education in kindergarten begin to shift. Ironically educational assessment Kindergarten say if the out put quality students are able to have the competence to count, read and write fluently strangely again, there is an elementary school imposed new prospective students by testing the ability to count, read and write high level regardless of the characteristics development of students aged 5-7 years.
Along with changes in curriculum, competency-based curriculum that emphasizes meaningful learning, ie, the approach konstekstual or Contextual Teaching and Learning (CTL) which is a conception helps teachers relate subject matter content to real world situations and encourage students linking between knowledge and its application in the lives of children students (Mulyasa E., 2004: 4). To determine the increase oral language skills of the students towards the development of motor, then the necessary classroom action research through the application / use of methods to tell. By doing this research is expected to overcome the problem of low oral language skills of the students and to contribute to our students thereby increasing competence.

Problem formulation
On the basis of background and identifying the above issues, the formulation of improved learning through this class action as follows:
1. How to improve oral language skills through the application / use of methods to tell in kindergarten?
2. How students activities on the implementation / use of methods to tell in kindergarten?

Research Objectives
This study generally aims to improve oral language skills, specifically berkaikan learning through classroom action research was to:
1. Knowing how much the oral proficiency Aisyiyah kindergarten students through the application of Pernamandala VII / use of methods to tell.
2. Conclude the activities on the implementation of students with learning menerapan / user of the method of storytelling.

Benefits Research
Good research must bear a benefit, no matter whether the benefits produced by the benefits of short-term practical and theoretical or benefits and can only be seen mujudnya distant future. Similarly, studies of this learning improvement, after applying the / tell usage activity, is generally expected to be useful for:
a. Educate Children
Benefits of learning improvement through research of this class action, the benefits for their students improve oral language skills.
b. Teacher
Benefits of learning improvement through research of this class action, the benefits for teachers, namely:
1. Improving the performance of teachers in the improvement of learning to improve oral language skills.
2. Teachers can grow professionally as it can show that he was able to assess and improve the managed learning
3. Teachers are more confident, if PTK can make teachers develop as a professional worker, then as Consequently, PTK is also able to make teachers more confident.
4. Teachers have the opportunity to actively develop their own knowledge and skills.
c. School
Benefits of learning improvement through research of this class action, the benefits for schools, namely:
1. Improving the quality of education for students
2. A positive contribution to the progress of the school, which is reflected from the professional capacity of teachers, improving processes and student learning outcomes, and conducive climate in the school education.
3. A good contribution in improving the learning process for all subjects.
d. Education
Benefits of learning improvement through research of this class action, the benefits for education, namely:
1. Provide the basis and arguments for policies to be taken to improve education quality
2. For study materials to develop further research on the improvement of learning in order to improve the quality of teaching and learning process.

LITERATURE REVIEW

Theory Framework
1. Oral Language Ability
Competence standards of early childhood is a standard capability 0-6 years old children based on child development. These competency standards are used as a reference in developing early childhood curriculum consists of the development aspects as follows: a) Moral, religious values, social, emotional and self-reliance, b) language, c). cognitive, d) physical / motor, and e) the arts. In this study aspects that will be used to improve aspects of language learning is.
In the basic framework of the curriculum in 2004, mentions the notion of ability or competence is the knowledge, skills, attitudes and values embodied in the habit of thinking and acting (MONE, 2004: 2). Competencies can be identified through a number of learning outcomes and indicators that can be measured and observed, the capacity can be achieved through learning experiences associated with study materials and teaching materials are konstekstual. Sense of competence according to E. Mulyasa, states that competence is a combination of knowledge, skills, values and attitudes reflected in the habit of thinking and acting (Mulyasa E., 2002: 37).
Understanding speech quoted from Klopedia ensi-free (July 23, 2009) Oral language is a unique form of communication found in humans who use words derived from the vocabulary.
In a large Indonesian dictionary oral language as the language of conversation.

2. Storytelling Method
Understanding of the methods cited Winda told Gunarti (2008: 5.3). Storytelling is an activity carried out by someone to convey a message, information or a fairy tales, which can be done orally or in writing. The way that storytelling can be done by using props or without props.
According to Zainal Fanani RUA (2007) suggests that tells / storytelling is the method of universal communication that is very influential to the human soul. Through the stories / good stories, real children are not only fun or entertainment, but an education is much broader, not even an exaggeration to say that the story was touching various aspects of personality formation of children. Story factually very closely related with the formation of character, not only of individual human character, but also the human characters in a nation. No wonder many experts stating that the cultural values of identity, character and personality of a nation can be seen from the story. The story of the people who live in the nation. If so, clearly told that is not a simple result. The story is very big impact in the long run, to the extent said to be the dominant factor for the building of human character in a nation.
3. Educate Children
In a large dictionary Indonesian students was a person who cared for others.

Hypothesis Action
On the basis of the above theoretical framework, then the corrective action hipotensis learning through action research of this class are:
1. Application / use can increase the oral language skills.
2. There are activities students significantly to the implementation / use of methods to tell.
Success Criteria
Indicators used to measure the success of oral language skills is the ability of the students in 1) Listening / listen to stories, 2) Answering questions about the story that has been presented, 3) Provide comments on the opinion about the problems that arise in these stories, 4) Naming and tell the difference of two objects, 5) Talking about the pictures that you have created yourself, 6) Ordering and tell the contents of the image series. 7) Try and tell me what happens if the objects included in the water 8) Telling the experience / event is simply a sequence. 9) Storytelling using pronouns I, me 10) Listen to and retell stories in sequence with the criteria of high-scoring 75-85, the score was 60-74 and 50-64 scores low. After the implementation of learning improvement was done in 2 cycles, then the indicators of success as follows:
1. Improvements learning oral language skills revealed successful if 75% of the students have a high oral language skills.
2. Activities of students toward implementation / use of the method of telling declared successful, if 75% of the students expressed a high / good.

IMPLEMENTATION OF IMPROVEMENT

Subject Research
1. Subject improvement through action research study of this class is the group B students kindergarten Aisyiyah Purnamandala VII, with the number of 23 students, consisting of 10 female and 13 male students and the characteristics and potential ability heterogeneous.
2. Setting Research
Setting the improvement of learning through action research on basic skills classes conducted in kindergarten language Aisyiyah Purnamandala VII, Wonosobo district, Wonosobo regency. TK Aisyiyah Purnamandala VII is where researchers carry out teaching duties so as not to disrupt teaching and learning activities.
3. Time Research
This research was conducted for 2 cycles, as follows:
Cycle I
a. Day / Date: Monday, October 5, s / d Friday,
Dated October 9, 2009
b. Basic capabilities: Language
c. Theme: my needs
Cycle II
a. Day / Date: Monday, October 12 s / d Friday, the date
October 16, 2009
b. Basic capabilities: Language
c. Theme: my needs

RESEARCH RESULTS AND DISCUSSION

Descriptions Per Cycle
1. Cycle I
In this study the improvement wanted to know how much the oral language skills of the students and collecting data about the activities of the students improved the implementation of development activities by implementing / using the method of storytelling. Data analysis, this study used a score of observation and interpreted in a qualitative analysis of high, medium and low.
After the repair cycle development activities I obtained data on oral language skills are taken after a repair activities at the end of the development cycle. Instrument data sheets of observations of 10 aspects, namely: 1) Children looked cool listening / listening 2) Children are able to answer questions about the story that has been presented 3) Children may provide comments / opinions about the problems that arise in these stories. 4) Children can listen to listen and tell again the story in order. 5) Tell pengelaman / events simply by sequential 6) Storytelling using pronouns I, me. 7) Ordering and tell the contents of the image series 8) Talking about pictures disdiakan or homemade 9) Mmeabca picture-books that have simple sentences and tell the book by pointing out some familiar words. 10) Make a picture and tell the contents of the image with some graffiti / writing that has shaped.
The results of the observation sheet oral language skills obtained the following results: 10 highest score, lowest score of 4, 6.4 average score score 7 maih mode, there were 14 students (60%) who scored below average. If the data is interpreted in the category of high oral language skills, low medium and obtained the following results: oral proficiency scores 8-10 high category of oral proficiency score 4-7, and the category is oral language proficiency score of 1-3 lower category. From the above table the data obtained as follows: the cycle I: 7 oral proficiency students high category, 14 students and 2 categories were students low category.

LEARNING MODEL

2009-11-13T04:37:00.000-08:00

Method debate is one method of learning that is essential for improving students' academic ability. Teaching materials selected and compiled into the pros and cons of the package. Students are divided into several groups and each group consisted of four people. In the group, students (two men took their positions pro and two others in a position counterproductive) to debate on the topic assigned. Report each group related to both the pros and cons of the position given to the teacher.

Later the teacher can evaluate each student on the mastery of material that includes both the position and evaluate how effective the procedure of students involved in the debate.
Basically, that all models are expected to work as cooperative learning, each model must involve the teaching materials that allow students to assist and support each other when they learn the material and work interdependence (interdependence) to complete the task. Social skills required in business should be considered important to collaborate in the success of completing the task group. These skills can be taught to the students and the role students can be determined to facilitate the group process. These roles may vary according to task, for example, the role of recorder (recorder), making conclusions (Summarizer), regulator of matter (materials manager), or the facilitator and the teacher's role can be as pemonitor learning process.

Method Role Playing
Method Role Playing is a way of mastery learning materials through the development of students' imagination and appreciation. The development of imagination and appreciation conducted by students act it out as a character living or inanimate objects. This game is generally carried out more than one person, it depends on what is played. Role Playing excess methods:

Involve all students can participate have the opportunity to promote their ability to cooperate.

Students free to take decisions and express intact.
The game is easy and discovery can be used in situations and different times.
Teachers can evaluate students' understanding of each observation when doing the game.
The game is a fun learning experience for children.
Problem Solving Methods (Problem Solving)
Method of solving problems (problem solving) is the use of methods in learning activities with the road train students to face various problems either personal or individual or group problems to be solved alone or together.
Learning orientation is the investigation and discovery which is basically solving the problem.

The benefits of problem solving methods as follows:

Train students to design an invention.
Think and act creatively.
Solve the problems faced realistically
Identify and conduct investigations.
Interpret and evaluate the results of observations.
Stimulate the development of students' progress thinking to solve problems faced by the right.
Can make school education more relevant to life, especially the world of work.
Weaknesses problem solving methods as follows:

Some subjects are difficult to apply this method. Eg limited laboratory equipment made it difficult for students to see and observe, and finally conclude the event or concept.
Require the allocation of a much longer time compared with other learning methods.
Problem Based Learning
Problem Based Instruction (PBI) to focus on life issues that are meaningful to students, the teacher's role presents a problem, ask questions and to facilitate the investigation and dialogue.

Step by step:

Teacher explains the purpose of learning. Explaining the logistics required. Motivating students engage in problem-solving activities selected.
Teachers help students define and organize learning tasks related to these problems (specify topics, tasks, schedules, etc..)
Teachers encourage students to gather the appropriate information, conduct experiments to obtain an explanation and problem solving, data collection, hypothesis, problem-solving.
Teachers assist students in planning and preparing the appropriate works such as reports and help them share the task with a friend.
Teachers help students to do reflection or evaluation of their investigation and the processes they use.
Pros:

Students involved in learning activities so that knowledge absorbed really well.
Trained to work with other students.
Can get from various sources.
Disadvantages:

For students who are lazy goal of these methods can not be achieved.
Requires a lot of time and money.
Not all subjects can be applied with this method
Cooperative Script
The script is a method of cooperative learning where students work in pairs and orally summarize the parts of the material studied.

Step by step:

Teacher divides the students to pair up.
Teachers share the discourse / materials each student to read and make a summary.
Teachers and students who first set served as a speaker and who will act as a listener.
Speakers read summarized as complete as possible, to include the main ideas in summary. While the audience listened to / correct / show the main ideas that are less comprehensive and help to remember / memorize basic ideas by connecting the previous material or with other material.
Exchanging roles, initially as a speaker exchanged a listener and vice versa, and do as above.
Conclusion teacher.
Closing.
Pros:

Train the hearing, accuracy / precision.
Each student receives a role.
Train other people's mistakes express verbally.
Disadvantages:

Only used for certain subjects
Only two people do (not involving the whole class so that the correction was limited to two people).
Picture and Picture
Picture and Picture is a learning method that uses pictures and paired / sorted into a logical sequence.

Step by step:
1. Teachers convey competence to be achieved.
2. Presents the material in the introduction.
3. Teacher shows / show images associated with the material.
4. Teachers pointed to / call the students in turn set / sort the pictures into a logical sequence.
5. Teachers ask for reasons / rationale for the image sequence.
6. Of the reason / order of the image of teachers start instilling concepts / materials in accordance with the competencies to be achieved.
7. Conclusion / summary.

Kindness:
1. Teacher knows the ability of each student.
2. Trained to think logically and systematically.

Disadvantages: It took a lot of time. Many students are passive.

Numbered Heads Together
Numbered Heads Together is a method of learning where each student was given a number and then made a random group of teachers and then call the number of students.
Step by step:

Students were divided into groups, each student in each group received a number.
Teacher gives task and each working group.
Group discussed the correct answers and make sure each member of the group can do it.
Teachers call one number to the number of students who called to report the results of their cooperation.
Response from another friend, then the teacher pointed to another number.
Conclusion.
Pros:

Each student becomes ready for all.
Can make the discussion seriously.
Students who can teach students good at the less intelligent.
Weaknesses:

The possibility that the number was called, was summoned again by the teacher.
Not all members of the group called by the teachers
Method Investigation Group (Group Investigation)
Group investigation method is often regarded as the most complex methods and the most difficult to implement cooperative learning. This method involves students from the planning, both in determining the topic and how to learn through investigation. This method requires students to have good skills in communication and in the group process skills (group process skills). The teachers who use investigative methods generally divide the class into several groups of 5 to 6 students with heterogeneous characteristics. The division of groups can also be based on pleasure friends or common interests of a particular topic. The students choose a topic you want to learn, following the in-depth investigations of various subtopik selected, then prepare and present a report to the class as a whole. The description of the steps the group investigation methods can be presented as follows:

a. Topic selection
Parasiswa choose various subtopik in a general problem area is usually described in advance by the teacher. The students then organized into groups on the task-oriented (task-oriented groups) are composed of 2 to 6 people. The composition of heterogeneous groups in both genders, ethnicity and academic ability.

b. Merencanakan cooperation
Parasiswa with teachers to plan a variety of specific learning procedures, tasks and general objectives that are consistent with a variety of topics and selected subtopik from step a) above.

c. Implementation
Parasiswa execute the plans have been formulated in step b). Learning must involve various activities and skills with a wide variety and encourage students to use a variety of sources that are either inside or outside of school. Teachers continually follow the progress of each group and provide assistance if needed.

d. Analysis and synthesis
Parasiswa analyze and synthesize the information obtained in step c) and plan to be summarized in an interesting presentation to the class.

e. Presentation of final results
All groups presents an interesting presentation of various topics that have been studied in order that all students in each class involved and reach a broad perspective on the topic. Presentation of the group coordinated by the teacher.

f. Evaluation
Teachers and students to evaluate the contribution of each group of class work as a whole. Evaluation may include each student as an individual or group, or both.

Jigsaw Method
Basically, in this model teachers to share units of information into components smaller. Furthermore teachers divide students into cooperative learning groups consisting of four students so that each member is responsible for mastery of each component / teacher assigned subtopik best. Students from each group responsible for forming the same subtopik another group consisting of consisting of two or three people.

These students work together to complete the task kooperatifnya in: a) learn and become experts in subtopik parts; b) plan how to teach parts subtopik original group members. After the students returned to their respective groups as "experts" in subtopiknya and teach important information in these subtopik to friends. Subtopik expert in other similar acts. So that all students are responsible for showing his mastery of the material assigned by the teacher. Thus, every student in the group must master the topic as a whole.

Method Team Games Tournament (TGT)
TGT model of cooperative learning is one type or model of cooperative learning are easy to implement, involving the activities of all students without a difference in status, involving the role of students as peer tutors and an element of the game and reinforcement.
Learning activities designed to play in the TGT model of cooperative learning allows students to learn to relax in addition to cultivate responsibility, cooperation, healthy competition and the involvement of learning.
Ada5 main component in the main component in the TGT that is:

1. Serving class
At the beginning teachers deliver learning materials in the classroom presentation, usually done by direct instruction or with lectures, discussions led by teachers. At the time of presentation of this class students should really pay attention and understand the material presented teachers, because it helps students perform better at work and at the game because the game score will determine the score of the group.

2. Group (team)
Groups usually consist of 4 to 5 students who are members of heterogeneous views of academic achievement, gender and race or ethnicity. The function group is to further explore the material with friends and more specific group to prepare group members to work properly and optimally at the time of the game.

3. Game
Game consists of questions designed to test students' knowledge gained from classroom presentation and study groups. Most games consisted of simple questions numbered. Students choose a numbered card and try to answer the questions according to the number. Students who correctly answer that question will get a score. These scores of students who later collected for the tournament week.

4. Tournaments
Usually tournaments conducted on weekends or on each unit after the teacher and the classroom presentation group was working on the worksheet. The first tournament of teachers divide students into several table tournaments. The three highest student achievement grouped in table I, three more students on the table II and so on.

5. Team recognize (group award)
Teachers then announce the winning group, each team will receive a gift certificate or if the average score to meet the specified criteria. Team earned the nickname "Super Team" if the average score of 45 or more, "Great Team" when the average reached 40-45, and "Good Team" if the average is 30-40

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Model Student Teams - Achievement Divisions (STAD)
Students are grouped in heterogeneous and students who are good at explaining other members to understand.
Step by step:

Form a group whose members are heterogeneous, 4 person (mixed according to achievement, gender, tribe, etc..).
Teacher presents lessons.
Teacher gives task group to be done by members of the group. Members who know to explain to other members until all members of the group understood.
Teachers give quizzes / questions to all students. At the time of answering the quiz can not help each other.
Giving evaluation.
Closing.
Pros:
1. All students become better prepared.
2. Well trained cooperation.

Disadvantages:
1. All group members have difficulty.
2. Distinguish students.

Model Examples Non-Examples
Examples Non-Examples are learning method using examples. Examples can be the case / relevant images with KD.
Step by step:

Teachers prepare drawings in accordance with learning goals.
Teachers put a picture on the board or running through the OHP.
Teachers give guidance and provide an opportunity for students to observe / analyze the images.
Through group discussions of 2-3 students, the discussion of image analysis are recorded on paper.
Each group was given the opportunity to read the results of discussions.
Starting from comments / student discussions, teachers began to explain the material according to the goal.
KKesimpulan.
Kindness:
1. Students were more critical in analyzing the images.
2. Students learn the application of the material in the form of image examples.
3. Students are given the opportunity to express his opinion.

Disadvantages:
1. Not all material can be presented in the form of images.
2. Take a long time.

Model Lesson Study
Lesson Study is a method that dikembankan in Japan in Jepangnyadisebut Jugyokenkyuu. Term lesson study itself was created by Makoto Yoshida.
Lesson Study is a process in developing the professionalism of teachers in Japan by investigating / testing their teaching practices to become more effective.
As for the steps as follows:

1. A number of teachers working in a group. This cooperation includes:

a. Planning.

b. Teaching practice.

c. Observation.

d. Reflection / criticism towards learning.

2. One of the teachers in the group doing the planning stages of making a mature lesson plans with the foundations that support the theory.

3. Teachers who have made learning plans in (2) and actual classroom teaching. Means phase implemented teaching practice.

4. Other teachers in the group studied the learning process with a matching lesson plans that have been made. Observation phase terlalui means.

5. All teachers in the group, including teachers who have taught together and then discuss their observations of learning that has taken place. This stage is a stage of reflection. In this phase also discussed remedial measures to the next learning.

6. Results in (5) further implemented in the classroom / learning next and so on back to (2).

The excess of lesson study method as follows:

- Can be applied in every field from art, language, to math and sports and at every grade level.

- Can be implemented between / across schools.

http://gurupkn.wordpress.com/category/pembelajaran/model-model/page/3/

Arias Learning Model
Abstract. Arias learning model was developed as an alternative that can be used by teachers as a basis for learning activities well. Arias learning model contains five components is a unity that is required for learning activities that assurance, relevance, interest, assessment, and satisfaction are developed based on learning theories.

This model was tested at two different schools is one of the state elementary school in the city of Palembang (first experiment) and a state elementary school in Sekayu, Musi Banyu Asin (second experiment). The results of field trials showed that Arias learning models provide a positive influence on achievement motivation and student learning outcomes. Based on the results of these experiments Arias learning model can be used by teachers as a basis for learning activities in an effort to improve achievement motivation and student learning outcomes.

Keywords: achievement motivation, student learning outcomes, Arias, learning activities

1. Introduction

One of the problems in learning in school is the low student learning outcomes. A test of a number of primary school students from various districts and provinces to show the results of student learning is very low (Lastri 1993:12). EBTANAS value of primary school students within the last five years (1993/1994 to 1997/1998) showed results of less exciting learning (MOEC, 1998).

Study results are influenced by various factors, both factors from the (internal) and external factors (external). According Suryabrata (1982: 27) which includes an internal factor is the physiological and psychological factors (such as achievement motivation and intelligence of cognitive abilities), whereas the external factors including the environmental and instrumental factors (such as teachers, curriculum and learning model). Bloom (1982: 11) suggests three main factors that affect learning outcomes, the cognitive ability, achievement motivation and the quality of learning. Quality learning is the quality of the learning activities undertaken and it involves learning models used.

Often found on the ground that the master teacher of a subject matter well but can not implement learning activities well. That's because these activities are not based on specific learning models so that results obtained studying the low students. The question arises whether perhaps developed a simple learning model, systematic, meaningful and can be used by teachers as a basis for learning activities well so that could help improve achievement motivation and learning outcomes. With regard to this, then by taking into account the various concepts and theories learned dikembangkanlah a learning model called Arias learning model. To find out how the influence Arias learning model of achievement motivation and student learning outcomes, has been tested on a number of students at two different schools. The results of field trials showed that Arias learning models provide a positive influence on achievement motivation and student learning outcomes. Therefore, Arias learning model can be used by teachers as a basis for learning activities well, and as an alternative in an effort to increase achievement motivation and student learning outcomes. The purpose of this field experiment to determine whether there is influence Arias learning model of achievement motivation and learning outcomes.

2. Theory Study and Discussion

Arias 2.1 Learning Model

Arias learning model is a modification of the ARCS model. ARCS model (Attention, Relevance, Confidence, Satisfaction), developed by Keller and Kopp (1987: 2-9) as the answer to the question of how to design lessons that can affect achievement motivation and learning outcomes. This learning model was developed based on the theory of expected value (Expectancy value theory) that contains two components of value (value) of the objectives to be achieved and expectations (Expectancy) in order to successfully achieve this goal. Of these two components by Keller developed into four components. The fourth component of the learning model is attention, relevance, confidence and satisfaction with the acronym ARCS (Keller and Kopp, 1987: 289-319).

Learning model is interesting because it was developed on the basis of learning theories and actual experiences of the instructor (Bohlin, 1987: 11-14). However, in this learning model no evaluation (assessment), whereas evaluation is a component that can not be separated in the learning activities. Evaluation conducted not only at the end of the learning activities but need to be implemented during the last activity. Evaluation carried out to determine the extent to which progress has been made or the results obtained student learning (DeCecco, 1968: 610). Evaluation carried out during the learning process according to Saunders et al. as quoted by Beard and Senior (1980: 72) may affect students' learning results. Given the importance of evaluation, the learning model was modified by adding an evaluation component in the learning model.

With these modifications, the learning model used contains five components namely: attention (interest / attention); relevance (relevance); confidence (trust / believe); satisfaction (satisfaction / pride), and assessment (evaluation). Modification was also made with confidence renaming the assurance, and attention into interest. Replacement name confidence (confident) to assurance, because the word is synonymous with the assurance of self-confidence (Morris, 1981: 80). In the learning activities teachers not only believe that the students will be able and successful, but also very important instill self-confidence of students that they felt capable and able to succeed. Similarly, attention to replacing the word interest, because the word interest (interest) already contained the notion attention (attention). With the interest not only attract interest / attention of students at the beginning of activity but still maintain the interest / attention during learning activities take place. To obtain a better acronym and more meaningful then the order was modified to be assurance, relevance, interest, assessment and satisfaction. The meaning of this modification is the first effort in the learning activities to instill confidence / trust in students. Learning activities relevant to student life, trying to attract and maintain interest / attention of students. Then performed the evaluation and foster a sense of pride in students by providing reinforcement (reinforcement). By taking the first letter of each component to produce Arias said as an acronym. Therefore, the model of a modified learning is called learning models Arias.

Component 2.2 Learning Model Arias

As has been stated Arias learning model consists of five components (assurance, relevance, interest, assessment, and satisfaction) are compiled based on learning theory. The fifth component is a unity that is required for learning activities. Brief description of each component and a sample of what can be done to arouse and enhance learning activities are as follows.

The first component is a model of learning Arias assurance (confidence), which is associated with the attitude to believe, believe will be successful or that relate to expectations for success (Keller, 1987: 2-9). According to Bandura as quoted by Gagne and Driscoll (1988: 70) a person who has high self-confident attitude tends to be successful no matter what ability he has. The attitude in which a person feels confident, trust can be successfully achieved something will affect their behavior to achieve success. These attitudes affect one's actual performance, so the differences in these attitudes cause differences in performance. Attitude of trust, believe or hope will work to encourage individuals to act to achieve a success (Petri, 1986: 218). Students who have a confident attitude has a positive assessment of him tends to show a good performance is continuously (Prayitno, 1989: 42). Confident attitude, confident this will work need to invest to students to encourage them to try the maximum to achieve optimal success. With a sure, confident and feel able to do something with successful, motivated students to do activities as well as possible so as to achieve better results than previously or may exceed the others. Some ways that can be used to influence the attitude of self-confidence is:

- Helps students recognize the strengths and weaknesses, and instill in students a positive self image of yourself. Bring someone who is famous in the field as speakers, video tapes or show a portrait of someone who has succeeded (as models), for example, is one way of instilling a positive image of yourself and the students. According to Martin and Briggs (1986: 427-433) using a successful model of a person can change attitudes and behavior of individuals received wide support from the experts. Using someone as a model to instill self-confident attitude as cited by Bandura Gagne and Briggs (1979: 88) was carried out widely in schools.

- Using a standard, a standard that allows students to achieve success (eg by saying that you would be able to answer the questions below without seeing the book).

- Giving a difficult task but realistic enough to be completed / in accordance with students' abilities (eg giving the task to the students starting from a simple fade to a difficult task). Presenting the material in stages in accordance with the order and level of difficulty according to Keller and Dodge as cited in Reigeluth and Curtis Gagne (1987: 175-202) is one attempt instill confidence in students.

- Giving students the opportunity to gradually learn and be independent in practice a skill.

The second component of the learning model Arias, relevance, which is related to student life experiences either now or who have owned or related to the career needs of today or the future (Keller, 1987: 2-9). Students felt their learning activities follow a value, helpful and useful for their lives. Students will be motivated to learn something about what's going to learn any relevance to their lives, and have clear objectives. Something that has the purpose, and clear goals and no benefits, and relevant to life will encourage individuals to achieve that goal. With a clear purpose they will know what skills will be owned and what the experience will be obtained. They also will know the gap between the capabilities that have been owned by the new capabilities that this gap can be reduced or even eliminated altogether (Gagne and Driscoll, 1988: 140).

In learning activities, teachers need to consider the relevance of this element. Some ways that can be used to improve the relevance of learning are:

- Put forward objectives to be achieved. Clear objectives which will provide clear expectations (concrete) on the students and encourage them to achieve those goals (DeCecco, 1968: 162). This will affect the results of their study.

- Bring the benefits of student life lesson for both the present and / or for various activities in the future.

- Use clear language or examples that are related to actual experiences or values that students possess. Clear language is the language understood by the students. Actual experience or direct experience that can bridge it experienced students to new things. Experience other than giving fun for students, is also needed is essentially a bridge leading to the same starting point in engaging students mentally, emotionally, socially and physically, as well as an attempt to see the scope of issues under discussion (Semiawan, 1991). (4) Using a variety of alternative learning strategies and media that are suitable for achieving goals. Thus it is possible to use a variety of strategies and / or media learning in each learning activity.

The third component of the learning model Arias, interest, is associated with the interest / attention of students. According to Woodruff was quoted as saying by Callahan (1966: 23) that real learning does not occur without interest / attention. Keller was quoted as saying Reigeluth (1987: 383-430) states that in the learning activities of interest / concern not only to be resurrected, but also must be maintained during the learning activities take place. Therefore, teachers must consider the various forms and focus on the interest / attention in learning activities. Herndon (1987:11-14) shows that the interest / attention of students given the task to encourage students to continue his job. Students will return to do something interesting in accordance with the interest / attention. Generating and maintaining interest / concern is the growing curiosity of students' effort required in learning activities.

Interest / attention is a very useful tool in efforts affect students' learning results. Some ways that can be used to generate and maintain interest / attention of students include:

- Use stories, analogies, something new, something other shows / odd different from regular learning.

- Giving students the chance to participate actively in learning, for example, invited students to choose the discussion topics will be discussed, ask a question or a problem that needs to be solved.

- Organize the variation in learning activities such as quoted by Lesser Gagne and Driscoll (1988: 69) variations from serious to humorous, from fast to slow, from loud voice to the voices that are, and changing teaching styles.

- Conducting nonverbal communication in learning activities such as demonstrations and simulations that according to Gagne and Briggs (1979: 157) can be done to attract the interest / attention of students.

The fourth component is the learning model Arias assessment in connection with the evaluation of students. Evaluation is an essential part of learning that provide benefits for teachers and students (Lefrancois, 1982: 336). Deale for teachers, as quoted by Lefrancois (1982: 336) evaluation is a tool to find out if you have been taught has been understood by students; to monitor the progress of students as individuals and as groups; to record what students have accomplished, and to assist students in learning . For students, the evaluation is feedback on the strengths and weaknesses that are owned, can encourage better learning and increased achievement motivation (Hopkins and Antes, 1990:31). Evaluation of the students performed to determine the extent of the progress they have achieved. Does the student have the ability as expressed in learning objectives (Gagne and Briggs, 1979:157). Evaluation is not only done by the teachers but also by students to evaluate themselves (self assessment) or self-evaluation. Self-evaluation done by the students against themselves, or against their friends. This will encourage students to try harder than before in order to achieve maximum results. They would feel ashamed if the weaknesses and shortcomings that have known by their own friends. Self-evaluation of an evaluation that supports the teaching and learning process and help students improve their success (Soekamto, 1994). This is in line with the Martin and Briggs stated as quoted by Bohlin (1987: 11-14) that is widely self-evaluation is very helpful in the development of learning on their own initiative. Thus, self-evaluation can encourage students to enhance what they want to achieve. This also fits with what is stated Morton and Macbeth, as quoted Beard and Senior (1980: 76) that self-evaluation can affect students' learning results. Therefore, to influence students' evaluations need to be implemented in the learning activities. Some ways that can be used to conduct the evaluation include:

To evaluate and provide feedback on student performance.
Provide an objective evaluation, fair and immediately inform the student evaluation results.
Giving students the opportunity to conduct self-evaluation.
Giving students the opportunity to conduct an evaluation of a friend.
The fifth component of the learning model that Arias was the satisfaction associated with a sense of pride, satisfaction with the results achieved. In the theory of satisfaction is the reinforcement learning (reinforcement). Students who have succeeded in doing or achieving something to feel proud / happy for your success. Accomplishment and pride that a booster for the students to achieve the next success (Gagne and Driscoll, 1988: 70). Reinforcement or reinforcement that can provide a sense of pride and satisfaction in students is important and necessary in learning activities (Hilgard and Bower, 1975:561). According to Keller on the theory of pride, a sense of satisfaction can arise from within the individual himself who called intrinsic pride in which individuals feel satisfied and proud to have succeeded in doing, achieving or getting something. Pride and satisfaction can also arise due to the influence from outside the individual, that is from other people or the environment, called the pride of extrinsic (Keller and Kopp, 1987: 2-9). Someone feel proud and satisfied that what is done and produced an award winning both verbal and nonverbal nature of the people or the environment. Award (reward) by Thorndike as quoted by Gagne and Briggs (1979: is a reinforcement (reinforcement) learning activities. Thus, giving the award is one way that can be used to influence student learning outcomes (Hilgard and Bower, 1975: 561). For that, a sense of pride and pleased to embedded and maintained in the student. Some of the ways that can be done include:

- Provide reinforcement (reinforcement), the award is well deserved verbal and non-verbal to students who have been showing success. Speech teacher: "Good, you've done very well!". Nodded his head with a smile as a sign of consent to the students' responses to a question, is a form of reinforcement for students who have succeeded in doing an activity. Sincere words and / or the teacher smiles sympathetically created a sense of pride in students and this will encourage him to do things better, and get better results than before.

- Providing opportunities for students to apply knowledge / new skills acquired in real or simulated situations.

- Show great attention to the students, so they feel recognized and appreciated by the teachers.

- Giving students the chance to help their friends who have difficulty / require support.

2.3 Use of Model Learning Arias

Use of Arias learning model needs to be done from the beginning, before the teacher did in class learning activities. This learning model is used since the teacher or designer to design learning activities in the form of units of such class. Unit lesson as holders (guidelines) and the class teacher as a unit of lessons / materials for students. Unit lessons for teachers to hold highly structured, so that the units in these courses have components containing Arias. That is, the unit's lessons are portrayed business / activities to be done to instill confidence in students, a relevant activity, the interest / attention of students, to evaluate and foster a sense of respect / pride in students. Teacher or developer has designed a sequence of all activities conducted, strategies or methods to be used, the media of learning what to wear, what equipment is needed, and how the assessment will be conducted. Still learning activities tailored to the circumstances, conditions and environment students. Similarly, as the unit of study materials or materials for students. Material / material should be compiled based learning model Arias. Language, vocabulary, sentences, pictures or illustrations, the materials or the materials can foster self-confidence in students, that they are capable of, and what is learned there is some relevance to their lives. The shape, structure and content of materials or the materials can generate interest / attention of students, giving students the chance to conduct self-evaluation and the students feel valued which can cause a sense of pride in them. Teachers and / or developers to use language that is easy to understand and be understood, the words clear and simple sentences straightforward so that the point can be easily captured and digested students. Material / material to be equipped with a clear image and attract in sufficient quantities. Images can cause a variety of fantasy / fantasy and can help students more easily understand the material / material being studied.

Students can imagine / fantasize about anything, even to imagine himself as anything (McClelland, 1987: 29). Material / material and arranged in order of difficulty stages need to be made in such a way that can lead to curiosity and allows students to conduct their own evaluation.

3. Field Experiment Results

Arias learning model has been tested on a number of students at two different schools. The first model is tested to a number of class V students of a primary school (elementary) School in Palembang City for a quarter of quarterly III 1995/1996 school year. The school was taken as a simple random sample of equal number of state elementary school in Palembang City has parallel V class. Elementary students from the total 60 people were taken V-grade students as samples that are grouped into four groups, where each group of students numbered 15 people. This student sample was also taken at random simple. Experiments using the method of factorial design experiment with 2 x 2. To obtain the necessary data used to learn the results of test instruments and questionnaires that have tested the validity and reliability. The data obtained were analyzed by ANAVA-2 lines with the F test at a significance level a = 0.05.

The second experiment also experimenting with using 2 x 2 design was carried out in different primary schools, namely a state elementary school in Sekayu, Musi Banyu Asin. Long experiment during which one quarter quarterly II 1996/1997 school year. The number of 80 samples of students who are categorized into four groups where each group of students numbered 20 people. Both samples of students' primary and samples taken at random simple. To obtain the necessary data used achievement motivation test. The data obtained was also analyzed by ANAVA-2 lines at the level of significance a = 0.05. Just as in the first experiment, in this second experiment was also carried out an analysis of test requirements for the Lilliefors test for normality and Bartlett test for homogeneity of data.

Does achievement motivation and learning results of students who follow the model of learning Arias higher than those who follow the model of non-Arias learning. For that good on the first or the second experiment, students are grouped into control and experimental groups. Learning activities in the experimental group implemented based learning model Arias. Unit lessons arranged by Arias learning model developed / developed by the authors. In the control group learning activities undertaken by non-learning models Arias, a unit of lessons prepared by the class teacher concerned. In the second experiment was conducted controlling internal and external validity. Control of internal validity are:

(1) equalize each group at the beginning of the experiment by analyzing the initial test scores of each group to avoid the effects of different subject selection;

(2) Using the same instruments for the final test and initial tests in order to avoid the effects of differences in measuring instruments;

(3) To that no subject withdrew during the study took place to avoid the effects of loss of subjects in the experiment;

(4) Provide a relatively brief treatment, to avoid the effects of maturation and the effect of initial tests. Control of external validity are:

1. Determination of the control group, experimental group and the selection of teachers who have equivalent qualifications randomly assigned;

2. The atmosphere of learning, classroom situations, and conditions of each group all the same as school days, except the use of learning models Arias in the experimental group, to avoid environmental effects that can cause an excessive reaction from students;

3. During the experiment students were not told that there is research to avoid the effects Howthorne and John Henry.

ANAVA results showed that the first experiment Fo = 10.74 is much greater than Ft = 4.02 at a significance level a = 0.05, and the average score difference between the two groups XA = 78.80> Xn-A = 75.93 (Sopah, 1999: 120 - 121). These results indicate that the students' learning model Arias higher than those who follow the model of non-Arias learning. In the second experiment Fo = greater than 8.44 Ft = 3.96 at a significance level a = 0.05, and the average score difference between the two groups is XA = 18.55> Xn-A = 15.98 (Sopah, 1998 : 99-100). These results indicate that the achievement motivation of students who follow the learning model Arias higher than those who follow the model of non-Arias learning.

The results of both experiments show that there is influence Arias learning model of achievement motivation and learning outcomes. Achievement motivation and learning results of students who follow the model of learning Arias higher than those who follow the model of non-Arias learning.

4. Closing

From the results of two field experiments can be said that Arias learning model can be used by teachers as an alternative in an effort to increase achievement motivation and learning outcomes. Although this field experiment showed positive results but the experiment has some limitations, namely:

From the results of two field experiments can be said that learning models can be used by teachers as an alternative in an effort to increase achievement motivation and learning outcomes. Although this field experiment showed positive results but the experiment has some limitations, namely:

- The experiment was conducted by taking samples of one state elementary school in the city of Palembang (first experiment) and one primary school in the country Sekayu, Musi Banyu Asin (second experiment). Although the sample was drawn at random, but their number is limited, so the results may not be generalizable to a broader area. For that, should any other similar studies with regional distribution and a broader sample. With the support of this kind of research results is expected to be a material consideration of the use of learning models in primary school Arias.

- When used for this experiment is also limited. The experiment lasted only one quarterly. Because time is limited, then the material or material provided is also limited, not so much. Although in this experiment has been carried out carefully control, but because of the limited time and materials provided the possibility of the influence of other variables that are not controlled can happen. For that, there is need for further research much longer time, materials or materials given more, so it can better reflect that Arias learning model can affect students' learning outcome or not.

- Field studies that use limited to one area of study even one subfields of study. Good results obtained in this study subfields not necessarily give the same results in other subjects. Because it is also necessary to other similar studies in various fields of study, so as to reflect the amount of influence Arias learning model of student learning outcomes.

- In this experiment units arranged according to lesson learning model Arias, both for teachers as well as handle materials / materials for students prepared by the author. Units of study by Arias learning model is tested and the results were good. These good results may need to be supported by other similar studies in which the unit according to the model of learning lessons Arias arranged by the teacher concerned. Thus it will be seen whether the unit according to the model of learning lessons Arias, prepared by teachers with a variety of limitations will also achieve better results.

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HISTORY

Djamaah Sopah, born in Penggage, April 14, 1944. Completing the Bachelor of Education from IKIP Bandung Palembang Branch in 1967 and Bachelor of Education majoring in Public Education in Guidance and Counseling, Sriwijaya University in 1974. In 1982 following postgraduate education at the University of Kentucky, USA, and obtained his Master of Science in Education in Curriculum & Instruction in 1984. In 1985 received a diploma Mengajar Act V of the Open University. In 1999 received his Doctorate in Educational Technology from IKIP Jakarta.

From 1962 to 1974 had been a teacher and head of elementary, junior high school teachers, teacher SPSA, as well as teacher and head of SPG. Since 1974 until now a lecturer at the FIP / Guidance and Counseling, University of Sriwijaya. In addition, once a Network Coordinator for Instructional Improvement-WUAE, BKS / B-USAID 1985-1990. Instructor at Learning Development upgrading in various State Universities in Indonesia Western Region and various private universities in Kopertis Region II (1984-1990). In 1987 was invited as an instructor at "the WUAE-BKS / B Training Institute" University of Kentucky, USA.

Scientific articles ever written include: "Communication between Parents and Children" presented at the Panel Discussion ISWI Palembang, 1990. "Transparency OHP as Media Edukasyonal" (Voice Teacher No. 5 Th. XLVI/1997). "Achievement Motivation, Attention Parents and Outcome Study" (Forum Education No. 2 Th. XIII/1996). While seminars / workshops have been followed international among others "Mid-Winter Community Seminar (Tuskeege, USA, 1982).

"The International Development Training Workshop" (Lexington, USA, 1983).

Source: Center for Education Statistics, Research and Development - Ministry of National Education

http://gurupkn.wordpress.com/2007/12/22/model-pembelajaran-arias/

The models for evaluation of the learning PIPS (discussing the terms validity of the curriculum (curriculum validity) and the role of evaluation of learning outcomes; approaches and tools in the evaluation of learning results PIPS)
TIU: This course aims to F-1 student Education History has knowledge, insight, experience and skills in:
a. understanding IPS, Social Science, social studies
b. philosophical foundation, academic and educational PIPS
c. traditions and social studies PIPS
d. theory and development objectives PIPS
e. theory, procedures, and curriculum development model PIPS
f. theories, approaches, and learning development model PIPS
g. theories of learning outcomes PIPS
h. evaluation models PIPS
ICT: - Allocation: 16 times meetings Source: Andersen, C., PG Avery, P.V. Pederson, E.S. Smith, J.L. Sullivan (1997). Divergent Perspectives on citizenship education: A Q-method study and survey of social studies teachers. American Educational Research Journal, 34, 2.

Brophy, J. and J. Alleman (1996). Powerful social studies for elementary students. Fort Worth: Harcourt Brace College Publisher

Gregg, S.M. and G. Leinhardt,. (1994). Mapping out geography: an example of epistemology and education. Review of Educational Research, 62, 2.

Hasan, S.H. (1996). Social Science Education. Jakarta: Ministry of Education and Culture.

Hess, F.M. (1999). Bringing the Social Sciences Alive: 10 Simulations for History, Economics, Government, and Geography. Boston: Allyn and Bacon.

Hursh, D.W. and E.W. Ross (2000). Democratic Social Education: Social Studies for Social Change. New York: Palmer Press.

Lindquist, T. (1995). Seeing the whole through social studies. London: Heinemann

NCSS (1994). Curriculum standards for social studies: expectations of excellence. Washington, D.C.: NCSS

Nebraska, Stateboard of Education (1998). Nebraska Social Studies / History Standards: Grades K-12. [Online]. Available: http://www.nde.state.ne.us/SS/SocSStnd.html. (May 25, 2001).

National Center for History in the Schools (1996). National standards for history. Los Angeles, CA: National Center for History in the Schools

Savage, T.V. and D.G. Armstrong (1996). Effective teaching in elementary social studies. Englewood Cliffs, New Jersey: Prentice-Hall.

Shaver, J.P. (1991). Handbook of research on social studies teaching and learning. A project of the National Council for the Social Studies. New York: Macmillan Publishing Company.

Semb, G.B. and J.A. Ellis (1994). Knowledge taught in school: what is remembered? Review of Educational Research, 64, 2.

Stahl, R.J. (ed) (1994). Cooperative learning in social studies: a handbook for teachers. Menlo Park, California: Addison-Wesley Publishing Company.

Thornton, S.J. (1994). The social studies near century’s end: reconsidering patterns of curriculum and instruction, dalam Review of Research in Education, 20.

Wilson,S.M. dan Wineburg,S.S. (1993). Wrinkles in time and place: using performance assessments to understand the knowledge of history teachers. American Educational Research Journal, 30, 4.

Journals

Social Studies
Review of Educational Research
Jurnal Pendidikan Ilmu Sosial
Historia

Internet

http://dir.yahoo.com/Education
http://www.stemnet.nf.ca/Curriculum/Validate
http://www.ed.uiuc.edu/circe

DOWNLOAD Standar Kompetensi Lulusan (SKL) - Kisi-kisi Ujian Nasional SMP/SMA/SMK 2010 & UASBN SD 2010

2009-11-09T08:09:00.000-08:00

1. CLIK HERE for PRIMARY SCHOOL --> SKL SD

2. CLIK HERE for high school/vocational secondary schools --> SKL SMP/MTs/SMA/SMK

DRILL METHOD TO INCREASE THE CONCEPT OF LEARNING MATH BY REDUCTION BORROW IN CLASS II SD 2 Lengkong SUB DISTRICT Garung WONOSOBO

2009-11-07T23:42:00.000-08:00

INTRODUCTION

Background
Mathematics is one of science that is growing rapidly at the present moment, both material and its use. By mastering the knowledge of Mathematics at the school, especially students, allowing students will be easier to accept this knowledge. Science and technology grow more rapidly, either directly or indirectly will influence the development of education. Therefore, the quality of education must be improved, especially the science of "counting" or "Math", the role of mathematics in life has brought human life into the modern technological era.

Once the importance of Mathematics to the future of the nation, the government has tried to improve the quality of math with various efforts such as the provision of aids, packages of books, olympiads Mathematics, and improving the curriculum, students or individual students as potential can not develop much without assistance as related to counselor education quality improvement should be made improvements, renewals, and changes in all aspects including curriculum, facilities and infrastructure, teachers, students and teaching methods.
Learning Mathematics in Elementary School N 2 Lengkong particularly in class II, frequently experience obstacles and difficulties, especially in achieving the expected learning outcomes, it is caused by several things, include the following:
1. Many students think that mathematics is a difficult lesson, so most students or less to like math, so they learned a low interest, so that the desired learning outcomes are not often achieved.
2. Identical with the math calculations activities which according to some students make dizzy.
3. That the lack of media to make the teacher materials explain certain difficulties in learning mathematics.
Because of the factors that hinder the achievement of learning outcomes seen to make learning achievement as measured by the analysis of evaluation results in a reduction in borrowing material from the show 100% students in class with learning exhaustiveness criterion value at least (KKM) in the level of education was 6.0 units of 30 % of students, or about one-third of the number of students do not achieve these KKM.

With the research determined that the students do not understand the material because students BASED on what the teacher described it, without having innovative ideas. With the few things that sometimes become an obstacle in the smooth process of learning mathematics above, then we try to create the conditions and mindset of the class II Elementary students N 2 Lengkong, especially in Mathematics at membelajaran material reduction in borrowing, with the drill method is a method of learning by exercises questions repeatedly.

These changes are expected to make the learning process of Mathematics run by active, creative and fun so that an increase in student learning outcomes that can be identified from the increase in evaluations performed.
Therefore, in the classroom action research, the author took the title: "Use of Drill Method to Improve Mathematics Membelajaran reduction in the Borrowing concepts in Class II SD N 2 Lengkong"

Identify Problems
Understanding Mathematics is a product concept and process of mathematics. The success of the process of mathematics is influenced by many factors, such as teacher understanding of materials, availability of materials and props lessons, teachers work ethic, the utilization of learning resources and capability of teachers in the teaching process is also influenced by the readiness and ability of students where each student has the skills different, therefore the teacher can ditutut to choose and use appropriate methods and appropriate, also tried to eliminate the perception of students that mathematics is a difficult lesson and frightening. Passed into the math easy and fun.
Thus can be stated that the drill method can enhance students' understanding of math concepts.

Problem formulation
Based on the above background, the problems in this research is "What is, by using the drill method can improve math in second grade elementary school?"

Destination Problem
The purpose of this study was to determine whether to use the drill can improve ketode mathematics in grade II SD.

Benefits
The benefits of this research are as follows:
a. For researchers, it can be to be equipped to be exchanged to the partner other elementary school teachers as knowledge that is expected to be useful later.
b. For teachers, can improve the managed learning so that teaching and learning activities can be run well and achieve goals such as learning what to expect.
c. For students, can make students more interested and enthusiastic in learning mathematics because of changes in thinking about the previous math is less likely to be the preferred subjects.

d. For schools, with the activities undertaken and the results provided a positive impact on the development of schools that appear on improving learning outcomes in order to achieve a minimal learning exhaustiveness set by the school, namely to increase student achievement by improving student success means improving the quality of schools it.

LITERATURE REVIEW

Theoretical Analysis
1. Characteristics of Second grade students in learning mathematics:
1) The characteristics of children aged class II SD
Fourth grade primary school students are students who sat the class II SD dibangku the average age of 7 years.
2) The development of grade II souls SD
7-year-olds or kids are class II SD loves to play, especially playing the objects around it.
3) According to Piaget children an average age of 7 years including the age of concrete operational (age 7-12 years). In this period of child development class II SD is the curiosity and at this time was able to perform concrete tasks.
Meningat developments such as grade II above is very high motivation to study because of curiosity. For that teachers should be able to choose the right method, it is precisely when teachers use the drill method of learning math in elementary school second grade, so students are not saturated.
2. Understanding Drill Method
The method is a tidy and well thought of to achieve the purpose (of knowledge), or the means employed to convey the subject matter training drill skill, dexterity, and so by way of repetition.
So drill method means a tidy and well thought of to achieve the purpose in a particular science to practice skills, etc. ketangksan by repetition.
3. Understanding learning and learning outcomes
Learning is a business that is done deliberately to obtain a change of behavior is expected. This can be seen from the change did not know the idea of not understood to be understood. In the study appears there are links between elements from one another to support success in learning, learning is said to be successful if the business itself can solve the problem at hand, resulting in changes in behavior.
And the learning is something that comes from the learning activities that look after these activities and can be measured by value and other benchmarks, the criteria determining success or failure of learning to make the effort to achieve maximum learning results in accordance with what is expected.

Understanding Relevant
Tasks include teachers well understand the material to be taught, to understand and take advantage of the good ways to learn math students to be learning, to understand how to effectively teach math and use the ways of teaching math. Students do learn to acquire new concepts and information about Mathematics. For that before further discussion about teaching mathematics in grade II Elementary School will be presented first definition of learning, learning to relate to changes in behavior of a particular situation caused by the experience again and again in that situation.
Given in general, mathematics learning achievement is low, because of various difficulties in learning mathematics, for the teacher to understand the difficulties in math so they can choose the right method.
That in order to obtain and understand the concept of Elementary Mathematics efforts should be made in a way that gives the possibility for students to master the lessons, one of them driil method.

Thought Framework
Student learning experience and to learn the mathematics students learn to develop the ability to communicate by using numbers and symbol-symbol of sharpness reasoning can clarify and resolve problems in daily life in these learning activities will result in qualitative changes.
Quality is very much influenced by the learning approach that teachers do. In mathematics and the child will understand the concept very well when the child feels interested and berminal to learn mathematics. In addition to learning the results more meaningful and satisfying in this case using one of the methods that enable students to think through the methods of drill and find their own concepts as well as teacher-led.

Hypothesis
Based on theoretical analysis, some relevant research results and frame of mind as disclosed above, in this study the formulation of hypotheses can be proposed, which reads "Use of Drill Method for Improving the concept of mathematics and reduction in borrowing in the Class II SD N 2 Lengkong district of Wonosobo regency Garung "

RESEARCH METHODOLOGY

Design Research
a. Research Type
This kind of research is action research class actions classroom research, with the following explanation:
1) Place of Research
This research was conducted in primary N 2 Lengkong
2) Time Research
This research was conducted in the semester school year 2009
3) Subject of Research
Research subjects is a class II SD N 2 Lengkong
4) Data collection techniques
The data in this study obtained through:
a. Observation sheet student performance data in this research are determined based on the assessment scale (very little to very good).
b. Written report of research activities undertaken by students will be assessed with a score range of 0-100
c. Attitude questionnaire on the implementation of student learning by using the drill method.
b. Action Planning
The steps are carried out at this stage is
1. Designing learning driil method
2. Develop test tools as a preliminary assessment
3. Creating student activity sheet
4. Making an observation instrument in a research student and teacher performance in the learning process.
5. Creating evaluation sheet to assess students' research reports
6. Develop learning about the evaluation results
7. Make a questionnaire attitudes towards learning mathematics students using the drill method.
c. Implementation Actions
Implementation of measures in this study that teachers implement learning by using learning tools that have been made.
d. Observations
Observe the implementation of learning or observation made during the implementation of learning and discussion of research achievements by the students.
e. Reflection
Researchers conducted a study to consider matters as follows:
1. Conformity with the planning implementation
2. Constraints or difficulties experienced by
3. Progress made by students
4. Plan future learning
f. Research Schedule
Attached

REFERENCES

Wardhani, I.G.A.K, et al, 2008. Class Action Research, Center for Open University Publisher: Jakarta

Mustoha. Amin, et al, 2009. Glad Mathematics, Book Center Department of National Education.

Application of the TGT Model Efforts Improving Student Results eyes Discuss Basic Mathematics Lessons Size Single Data Centralization

2009-11-06T07:21:00.002-08:00

INTRODUCTION

Problem Background
Teachers are figure can not be replaced by the media or any learning facility. The presence of teachers are still needed, the presence of the teacher as a figure standing in front of the class being reached at any time can not be replaced by any sophisticated learning media. Teachers should maintain direct learning in front of students. Therefore, whatever the reason teachers have to teach directly in front of students to set learning goals can be achieved.

Along with the development, the impact on learning curriculum change, the quality of learning should always be improved. The situation could be initiated by improving the competence of teachers, both in presenting the material, using methods and techniques appropriate teaching, learning and using the media needs of the students. Professional teachers is actually able to deliver learning materials are appropriate to the learning needs of learners. However, to reach toward the need of practice, mastery and insight in learning, including one using models and appropriate learning methods. In mathematics, teachers do not simply focus only on one model and specific methods. Teachers should try to apply the various models and methods in accordance with the demands of learning materials, including the implementation of cooperative learning model with group learning methods. Selection models and the appropriate methods will be able to improve the achievement of learning outcomes as expected. The results of studying mathematics at SMK N 1 Sapuran study results have not so the maximum, in each daily test new average of 35% can be resolved.

Based on the concept shows that the group needs to learn the methods applied and developed the first teacher control strategies or steps. Learning methods, including group learning method is a variation of teachers in implementing other than the conventional learning in the form of lectures. Teachers need to be carefully selecting the right material to use this learning method, so the result is more optimal student learning. The existence of the application of learning methods for the subjects of mathematics is needed. The students are able to share in decision-making knowledge to solve problems together. That state benefits as a real learning experience for the students especially mathematics as a whole is more emphasis on practice than just understanding the abstract concepts only.
Based on the things that have been raised further interesting to be studied further in the form of research, so the title is set: "Application of the TGT Model Efforts Improving Student Results eyes Discuss Basic Mathematics Lessons centrality Size Single Data on students' first semester of Grade XII SMK N 1 Lessons Sapuran Year 2008 / 2009 ".

Problem formulation
Based on the background of the problem has been stated, the formulation of the problem set is "Does the application of TGT model can improve students' main subjects Mathematics Outline Size Single Data Centralization of Class XII students the first semester SMK N 1 Sapuran Year Lessons 2008 / 2009? "

Research Objectives
In accordance with the formula mentioned problems, the research objectives to be achieved is to increase the capacity of teachers in the implementation of TGT model, thus increasing the students 'main subjects Mathematics Discuss Single Data Centralization size on students' first semester of Grade XII SMK N 1 Sapuran Year Lesson 2008 / 2009.

Theory Study
The Nature of Teaching and Learning
Learning is a process to all situations mereaksi around individuals. Learning is a process that is designed and aimed to achieve the goal by doing through a variety of experiences. Learning is student attitudes and behaviors of very complex because it is very difficult to learn to observe, because although the outside looks have not learned, but these students may have gained something more from their environment, these conditions indicate that students have learned. Skinner (Dimyati 2002:34) suggests "learning is a behavior". At the time of the study, then a good activity to be increased, otherwise if the person does not learn, then a good activity to be decreased. In a study obtained some chance occurrence of events that lead to learning activities and the consequences that are reinforcing the learning activities. While Gagne (Dimyati 2002:40) suggests "learning is a complex activity". Study results are capabilities. People after learning a skill, knowledge, attitudes and values. The emergence of these capabilities are derived from the simulation of the environment and the cognitive processes by which people learn.

Meanwhile Winkel (Darsono 2001:4) suggests "learning is a mental activity that took place in the psychic active interaction with the environment produce changes in knowledge attitudes skills and values". Thus learning is the result of interaction between the individual and the environment that produces changes in behavior abilities and skills into a better direction. In more detail hereinafter Ausubel (Muryati 2003:12) suggests learning can be classified into two dimensions, namely as follows.
a. Related to the way the information or material presented lessons to students through the receipt or discovery.
b. Regarding the way how students can relate the information on cognitive structures that are the facts, concepts and generalizations that have been learned and remembered by students who have been there.

Therefore, it can be argued that learning and teaching is the interaction between students and teachers in the classroom to implement the learning process in connection with certain content.

Study Results
The results of learning is a tool to see the learning progress of students in the mastery of students' mastery learning teaching materials that have been learned in accordance with the objectives set.
Students learning outcomes are influenced by many factors. The meaning of learning is relatively permanent changes that occur in all kinds / overall behavior of an organism as a result of experience. Tuti Sukamto (1997: 8) argues that learning can be defined as any behavior changes in a relatively fixed and occur as a result of training or experience. Learning is a process that can lead to changes in behavior because of the reaction terhadpa a particular situation or because the process happens internally in oneself.
Learning Group
Learning techniques is one of the teaching and learning strategies, in which students in the classroom is seen as a group or divided into several small groups. Each group consists of 3 to 5 students, they cooperate in solving problems or perform specific tasks and to achieve the teaching objectives have been determined teacher. Working group is a group of student activities which usually are small, organized for the benefit of learning, where the success of this group requires the cooperative activities of individual members of the group (Robert L. Cilstrap and William R. Martin in Roestiyah 2001:45).
While Dimyati and Mudjiono (2002:34) suggests that teamwork and leadership work keterpimpinan students need to learn to stock in later life ". More fully hereinafter Burton (Nasution 2000:56) explains "group work is the way individuals make contacts and cooperation with other individuals to work together. Relations within the group of democratic means every individual to participate, participate and contribute actively cooperate, so that the individual will gain a better learning and attitude change ". Gains derived from the study group approach is as follows. a) The student is responsible for the learning process, actively involved and have a greater effort to achieve, b) students develop higher level thinking skills and critical thinking, and c) the occurrence of positive relationships between students.
Thus learning-related group learning process students performed together through interactive communication, led by a leader to solve the problems faced in connection with the lesson material.

Learning Model CL Type TGT
Cooperative learning model through a tournament, more chosen because relatively short time and how to do it relatively easier than the STAD and Jigsaw. For classes in Indonesia, the phases of the TGT was developed from four to eight, as follows:
Phase 1: Description of teachers (Teacher presentation).
In this phase, teachers deliver learning objectives, subject matter and a brief explanation of the BLM is distributed to the group.
Phase 2: The division of groups
Teachers divide the class into groups based on criteria of ability (achievement) of students from the pretest or previous daily tests, sex (gender), ethnicity and race. Each group of 2 to 4 people (Slavin, 1998). The number of group members can also be developed into 5 people.
Phase 3: Working group (study team)
After receiving BLM from teachers, students working in their respective groups, discussion, lab or answer the questions on the BLM.
Phase 4: Guidance group / class (Scafolding)
Teacher guided group work, observing psychomotor and attitudes of individual students in group work
Phase 5: Tournament (Quizzes)
Teachers distributed a booklet tournament (quizzes). The number of tournaments over between 10 to 20 grains of matter. Tournamen rules TGT model are as follows:
1. Each group determines one of the Reader (the reader quiz about the tournament) the first and the reader answer key. Readers about the second, third and so on sequentially rotated in the direction of clockwise rotation. The reader is a student answers a seat position on the right reader.
2. The first opportunity to answer the quiz questions given to the reader the tournament, then turn to answer for the other members of the group clockwise.
3. If all members of the group answered correctly, students who obtained first point is the students who answered correctly.
4. The tournament continues until all questions are read out. Then the scores of each member is calculated based on the number of correct answers as well as for the calculation of the score
Phase 6: Validation
Teachers perform validation, explanation of the key questions and quiz answers. The aim is to strengthen students' understanding of the learning material.
Phase 7: Award group (Team recognition)
Having obtained the score of each member in each group, and then held a recapitulation of the value and the score is determined using Table

Mindset
Application of learning methods teacher groups conducted to enhance students' learning exhaustiveness is a form of creativity in teaching. Through this method students interact with each other in an opinion to solve the problem together. Any idea who owned the students poured, is accommodated to be modified as the identity dilanjutnya together to solve the problems.

Based on these images can be reviewed that together teachers and students carry out teaching and learning process (learning) with the teacher's position as a teacher and educate students as subjects. During the learning process occurs, teachers use learning method known as group learning methods. The use of these methods tailored to the needs of research. With the use of such methods ultimately expected quality of learning for the better, so that students gain the maximum learning results in learning.

Research Hypothesis
Based on these concepts, the researchers suggested that the research hypothesis as follows. "Application of TGT model can improve students' main subjects Mathematics Outline Size Single Data Centralization of Class XII students of SMK N 5 Semester 1 Lessons Sapuran Year 2008 / 2009".

RESEARCH METHODOLOGY
Setting and Subjects Research
This research was conducted in semester 2008/2009 school year due to material about the size of the Single Data Centralization Class XII students of SMK N 5 Semester 1 Lessons Sapuran Year 2008 / 2009 was allocated in the semester. While in school research site where the researchers assigned the SMK N 1 Sapuran in 5 semesters of the school year 2008/2009.

Engineering and Equipment Data Collection
Data collection technique used was a written test techniques and observation techniques. Written test conducted to find data on learning outcomes, sedangka observation used to collect data the learning process. Research instrument shaped grains of matter and test pieces of the observation.

Data Analysis
Analsisis used in this study is a comparative descriptive analysis to analyze the form of quantitative data obtained through a written test of daily tests, followed by reflection. Meanwhile, in the form of qualitative data obtained through observation learning process using qualitative descriptive analysis followed by a reflection yag.
Procedure Research
In this study more research to determine methods. The method used in this study is action research methods class. One of the features in the study of this class action is the action performed each cycle.
The next step is to determine the number of cycles. In this study researchers determine the number of cycles of two cycles. Step in each cycle include: planning (planning), execution (acting), observation (Observing) and reflection (Reflecting).

RESEARCH FINDINGS
Initial Condition Descriptions
The value of daily tests are carried out twice on initial conditions prior research shows that the average daily tests for the first 53 and the average daily tests for 51 second, on average both 52, two daily tests the class average is still in Under the established families, ie 60.

Description of Cycle I Results
Based on the results of tests on the first cycle of implementation measures the average value of 55 or 55% when compared with the initial conditions of the average value of 52 classes or 52%, there is an increase of 55 to 52 = 3 or 3%.
Description of the Results Cycle II
Based on the results of tests on a second cycle of implementation measures the average value of 60 or 60% when compared with the condition of the first cycle of the average value of 55 classes or 55%, there is an increase of 60 to 55 = 5 or 5%.
Research Results
Based on the results of research and discussion of initial conditions, after the first cycle of action undertaken and concluded that the second cycle using TGT learning model can improve mathematics learning outcomes, especially material Size Single Data Centralization of Class XII students of SMK N 5 Semester 1 Lessons Sapuran Year 2008 / 2009 .

Closing
Conclusions
Use of TGT learning model can be used as a variation in learning to improve learning of mathematics in haisl subject Size Single Data Centralization of Class XII students in Vocational Semester 5. Evidenced by the initial conditions of the average daily tests and the second one 52, after learning learning model implemented with TGT average value of the class has increased in the first cycle an average of 55 classes the second cycle of the average value of 60 classes, it can be concluded that action hypothesis, which reads using TGT model can improve students' mathematics subject centrality Size Single Data.

Advice
Suggestions: (1) For teachers in the teaching that uses a learning model that is not monotonous learning process and children will be more passion in learning, (2) each completed the delivery of learning materials by providing PR ditindaklajuti appropriate indicators of learners learning in order to continue learning at home .

REFERENCES
Dimyati and Mudjiono. 1999. Learning and learning. Jakarta: Rineka Notices
Ngalim Purwanto. 1990. Educational Psychology. Bandung: Rosda Works
Pahyono.2004. Teaching Materials: Learning models, LPMP Central Java

Suharsimi Arikunto. 2006. Class Action Research. Jakarta: Bumi script
Toeti Sukamto and Udin S. Winataputra. 1997. Learning theories and models-fashion
| Winkel, WAS. 1984. Educational Psychology and Evaluation Study. Jakarta: Gramedia

2009-11-06T07:21:00.000-08:00

INTRODUCTION

Problem Background
Teachers are bekeradaannya figure can not be replaced by the media or any learning facility. The presence of teachers are still needed, the presence of the teacher as a figure standing in front of the class being reached at any time can not be replaced by any sophisticated learning media. Teachers should maintain direct learning in front of students. Therefore, whatever the reason teachers have to teach directly in front of students to set learning goals can be achieved.

Along with the development, the impact on learning curriculum change, the quality of learning should always be improved. The situation could be initiated by improving the competence of teachers, both in presenting the material, using methods and techniques appropriate teaching, learning and using the media needs of the students. Professional teachers is actually able to deliver learning materials are appropriate to the learning needs of learners. However, to reach toward the need of practice, mastery and insight in learning, including one using models and appropriate learning methods. In mathematics, teachers do not simply focus only on one model and specific methods. Teachers should try to apply the various models and methods in accordance with the demands of learning materials, including the implementation of cooperative learning model with group learning methods. Selection models and the appropriate methods will be able to improve the achievement of learning outcomes as expected. The results of studying mathematics at SMK N 1 Sapuran study results have not so the maximum, in each daily test new average of 35% can be resolved.

Based on the concept shows that the group needs to learn the methods applied and developed the first teacher control strategies or steps. Learning methods, including group learning method is a variation of teachers in implementing other than the conventional learning in the form of lectures. Teachers need to be carefully selecting the right material to use this learning method, so the result is more optimal student learning. The existence of the application of learning methods for the subjects of mathematics is needed. The students are able to share in decision-making knowledge to solve problems together. That state benefits as a real learning experience for the students especially mathematics as a whole is more emphasis on practice than just understanding the abstract concepts only.
Based on the things that have been raised further interesting to be studied further in the form of research, so the title is set: "Application of the TGT Model Efforts Improving Student Results eyes Discuss Basic Mathematics Lessons centrality Size Single Data on students' first semester of Grade XII SMK N 1 Lessons Sapuran Year 2008 / 2009 ".

Problem formulation
Based on the background of the problem has been stated, the formulation of the problem set is "Does the application of TGT model can improve students' main subjects Mathematics Outline Size Single Data Centralization of Class XII students the first semester SMK N 1 Sapuran Year Lessons 2008 / 2009? "

Research Objectives
In accordance with the formula mentioned problems, the research objectives to be achieved is to increase the capacity of teachers in the implementation of TGT model, thus increasing the students 'main subjects Mathematics Discuss Single Data Centralization size on students' first semester of Grade XII SMK N 1 Sapuran Year Lesson 2008 / 2009.

Theory Study
The Nature of Teaching and Learning
Learning is a process to all situations mereaksi around individuals. Learning is a process that is designed and aimed to achieve the goal by doing through a variety of experiences. Learning is student attitudes and behaviors of very complex because it is very difficult to learn to observe, because although the outside looks have not learned, but these students may have gained something more from their environment, these conditions indicate that students have learned. Skinner (Dimyati 2002:34) suggests "learning is a behavior". At the time of the study, then a good activity to be increased, otherwise if the person does not learn, then a good activity to be decreased. In a study obtained some chance occurrence of events that lead to learning activities and the consequences that are reinforcing the learning activities. While Gagne (Dimyati 2002:40) suggests "learning is a complex activity". Study results are capabilities. People after learning a skill, knowledge, attitudes and values. The emergence of these capabilities are derived from the simulation of the environment and the cognitive processes by which people learn.

Meanwhile Winkel (Darsono 2001:4) suggests "learning is a mental activity that took place in the psychic active interaction with the environment produce changes in knowledge attitudes skills and values". Thus learning is the result of interaction between the individual and the environment that produces changes in behavior abilities and skills into a better direction. In more detail hereinafter Ausubel (Muryati 2003:12) suggests learning can be classified into two dimensions, namely as follows.
a. Related to the way the information or material presented lessons to students through the receipt or discovery.
b. Regarding the way how students can relate the information on cognitive structures that are the facts, concepts and generalizations that have been learned and remembered by students who have been there.

Therefore, it can be argued that learning and teaching is the interaction between students and teachers in the classroom to implement the learning process in connection with certain content.

Study Results
The results of learning is a tool to see the learning progress of students in the mastery of students' mastery learning teaching materials that have been learned in accordance with the objectives set.
Students learning outcomes are influenced by many factors. The meaning of learning is relatively permanent changes that occur in all kinds / overall behavior of an organism as a result of experience. Tuti Sukamto (1997: 8) argues that learning can be defined as any behavior changes in a relatively fixed and occur as a result of training or experience. Learning is a process that can lead to changes in behavior because of the reaction terhadpa a particular situation or because the process happens internally in oneself.
Learning Group
Learning techniques is one of the teaching and learning strategies, in which students in the classroom is seen as a group or divided into several small groups. Each group consists of 3 to 5 students, they cooperate in solving problems or perform specific tasks and to achieve the teaching objectives have been determined teacher. Working group is a group of student activities which usually are small, organized for the benefit of learning, where the success of this group requires the cooperative activities of individual members of the group (Robert L. Cilstrap and William R. Martin in Roestiyah 2001:45).
While Dimyati and Mudjiono (2002:34) suggests that teamwork and leadership work keterpimpinan students need to learn to stock in later life ". More fully hereinafter Burton (Nasution 2000:56) explains "group work is the way individuals make contacts and cooperation with other individuals to work together. Relations within the group of democratic means every individual to participate, participate and contribute actively cooperate, so that the individual will gain a better learning and attitude change ". Gains derived from the study group approach is as follows. a) The student is responsible for the learning process, actively involved and have a greater effort to achieve, b) students develop higher level thinking skills and critical thinking, and c) the occurrence of positive relationships between students.
Thus learning-related group learning process students performed together through interactive communication, led by a leader to solve the problems faced in connection with the lesson material.

Learning Model CL Type TGT
Cooperative learning model through a tournament, more chosen because relatively short time and how to do it relatively easier than the STAD and Jigsaw. For classes in Indonesia, the phases of the TGT was developed from four to eight, as follows:
Phase 1: Description of teachers (Teacher presentation).
In this phase, teachers deliver learning objectives, subject matter and a brief explanation of the BLM is distributed to the group.
Phase 2: The division of groups
Teachers divide the class into groups based on criteria of ability (achievement) of students from the pretest or previous daily tests, sex (gender), ethnicity and race. Each group of 2 to 4 people (Slavin, 1998). The number of group members can also be developed into 5 people.
Phase 3: Working group (study team)
After receiving BLM from teachers, students working in their respective groups, discussion, lab or answer the questions on the BLM.
Phase 4: Guidance group / class (Scafolding)
Teacher guided group work, observing psychomotor and attitudes of individual students in group work
Phase 5: Tournament (Quizzes)
Teachers distributed a booklet tournament (quizzes). The number of tournaments over between 10 to 20 grains of matter. Tournamen rules TGT model are as follows:
1. Each group determines one of the Reader (the reader quiz about the tournament) the first and the reader answer key. Readers about the second, third and so on sequentially rotated in the direction of clockwise rotation. The reader is a student answers a seat position on the right reader.
2. The first opportunity to answer the quiz questions given to the reader the tournament, then turn to answer for the other members of the group clockwise.
3. If all members of the group answered correctly, students who obtained first point is the students who answered correctly.
4. The tournament continues until all questions are read out. Then the scores of each member is calculated based on the number of correct answers as well as for the calculation of the score
Phase 6: Validation
Teachers perform validation, explanation of the key questions and quiz answers. The aim is to strengthen students' understanding of the learning material.
Phase 7: Award group (Team recognition)
Having obtained the score of each member in each group, and then held a recapitulation of the value and the score is determined using Table

Mindset
Application of learning methods teacher groups conducted to enhance students' learning exhaustiveness is a form of creativity in teaching. Through this method students interact with each other in an opinion to solve the problem together. Any idea who owned the students poured, is accommodated to be modified as the identity dilanjutnya together to solve the problems.

Based on these images can be reviewed that together teachers and students carry out teaching and learning process (learning) with the teacher's position as a teacher and educate students as subjects. During the learning process occurs, teachers use learning method known as group learning methods. The use of these methods tailored to the needs of research. With the use of such methods ultimately expected quality of learning for the better, so that students gain the maximum learning results in learning.

Research Hypothesis
Based on these concepts, the researchers suggested that the research hypothesis as follows. "Application of TGT model can improve students' main subjects Mathematics Outline Size Single Data Centralization of Class XII students of SMK N 5 Semester 1 Lessons Sapuran Year 2008 / 2009".

RESEARCH METHODOLOGY
Setting and Subjects Research
This research was conducted in semester 2008/2009 school year due to material about the size of the Single Data Centralization Class XII students of SMK N 5 Semester 1 Lessons Sapuran Year 2008 / 2009 was allocated in the semester. While in school research site where the researchers assigned the SMK N 1 Sapuran in 5 semesters of the school year 2008/2009.

Engineering and Equipment Data Collection
Data collection technique used was a written test techniques and observation techniques. Written test conducted to find data on learning outcomes, sedangka observation used to collect data the learning process. Research instrument shaped grains of matter and test pieces of the observation.

Data Analysis
Analsisis used in this study is a comparative descriptive analysis to analyze the form of quantitative data obtained through a written test of daily tests, followed by reflection. Meanwhile, in the form of qualitative data obtained through observation learning process using qualitative descriptive analysis followed by a reflection yag.
Procedure Research
In this study more research to determine methods. The method used in this study is action research methods class. One of the features in the study of this class action is the action performed each cycle.
The next step is to determine the number of cycles. In this study researchers determine the number of cycles of two cycles. Step in each cycle include: planning (planning), execution (acting), observation (Observing) and reflection (Reflecting).

RESEARCH FINDINGS
Initial Condition Descriptions
The value of daily tests are carried out twice on initial conditions prior research shows that the average daily tests for the first 53 and the average daily tests for 51 second, on average both 52, two daily tests the class average is still in Under the established families, ie 60.

Description of Cycle I Results
Based on the results of tests on the first cycle of implementation measures the average value of 55 or 55% when compared with the initial conditions of the average value of 52 classes or 52%, there is an increase of 55 to 52 = 3 or 3%.
Description of the Results Cycle II
Based on the results of tests on a second cycle of implementation measures the average value of 60 or 60% when compared with the condition of the first cycle of the average value of 55 classes or 55%, there is an increase of 60 to 55 = 5 or 5%.
Research Results
Based on the results of research and discussion of initial conditions, after the first cycle of action undertaken and concluded that the second cycle using TGT learning model can improve mathematics learning outcomes, especially material Size Single Data Centralization of Class XII students of SMK N 5 Semester 1 Lessons Sapuran Year 2008 / 2009 .

Closing
Conclusions
Use of TGT learning model can be used as a variation in learning to improve learning of mathematics in haisl subject Size Single Data Centralization of Class XII students in Vocational Semester 5. Evidenced by the initial conditions of the average daily tests and the second one 52, after learning learning model implemented with TGT average value of the class has increased in the first cycle an average of 55 classes the second cycle of the average value of 60 classes, it can be concluded that action hypothesis, which reads using TGT model can improve students' mathematics subject centrality Size Single Data.

Advice
Suggestions: (1) For teachers in the teaching that uses a learning model that is not monotonous learning process and children will be more passion in learning, (2) each completed the delivery of learning materials by providing PR ditindaklajuti appropriate indicators of learners learning in order to continue learning at home .

REFERENCES
Dimyati and Mudjiono. 1999. Learning and learning. Jakarta: Rineka Notices
Ngalim Purwanto. 1990. Educational Psychology. Bandung: Rosda Works
Pahyono.2004. Teaching Materials: Learning models, LPMP Central Java

Suharsimi Arikunto. 2006. Class Action Research. Jakarta: Bumi script
Toeti Sukamto and Udin S. Winataputra. 1997. Learning theories and models-fashion
| Winkel, WAS. 1984. Educational Psychology and Evaluation Study. Jakarta: Gramedia

EFFORTS TO OVERCOME THE SPELLING ERROR

2009-11-06T07:02:00.000-08:00

INTRODUCTION

Problem Background
Language is very important for people in everyday life. Indonesian serves as a symbol of national pride, a symbol of national identity, a means of unifying the different communities of social background, culture and language, even as an instrument of communication between cultures and between regions.

A person can communicate well in a nation where a person is controlled by its system and made other people who also mastered the language system, perfect or not language as a means of public communication, is determined by the perfection of the system or rules of the language of the user community.

One of the language skills to function as a means to communicate is writing. Communication is intended indirect communication face to face with someone else. In the world of education in school, writing skills can be practiced in writing activities. Writing activities students can do.

When students are able to make sentences strung together into paragraphs, then the student deemed to have been able to make good essays. And an essay can be said well if ordered by the correct rules.

From observation, students' grade V SD Negeri 1 Kuripan Year Lessons 2008 / 2009 Sub Watumalang, Wonosobo District can not say good essay and correct. This is because students do not have Indonesian language skills to the fullest.

Analysis of errors in student essays can be viewed from errors in language and emphasis on the use of spelling errors capitalization, wrong use of prepositions and punctuation mistakes in a coma.

Based on the above authors will examine the fault lines of class V student essays Elementary School District 1 Kuripan Matumalang Wonosobo regency. Lessons Year 2008 / 2009, because the essay is much use of language that is not in accordance with the rules of the Indonesian language.

Problem formulation

The formulation of the problem in this study are as follows.
a. Is there a capital usage error?
b. Is there a preposition usage errors?
c. Are there punctuation errors comma usage?

Research Objectives
In accordance with the above problems, the purpose of this study are as follows
a. Describe the use of capitalization errors
b. Describe the use of preposition errors (in front of the word, to, from)
c. Describe the use of punctuation comma

Serve: DATA AND DISCUSSION

Data Presentation
The data in this study is written by V-grade students Kuripan Elementary School 1, Sub Watumalang Wonosobo regency. Data are grouped into a capital mistake, a mistake prepositions (prepositions in, to, from), and comma punctuation errors.

21 essays of students from class V SD Negeri 1 Kuripan still a lot of experience errors. In the essay graders V SD Negeri 1 Kuripan there are some capital letters, mistakes, prepositions and mistakes commas.

The results of this study can be seen in the essays of students who experienced the errors:
1) capitalization error
Capitalization errors present in class V student essays Elementary School District 1 Kuripan Watumalang Wonosobo regency Lessons Year 2008 / 2009.
The sentence has a capital letter mistakes outlined below:
1. when I was little I was invited by the family (Rofiyah)
2. day of my week and my uncle would vacation in the city (Nimir)
3. berliburan Go owabong (Mulyani)
4. a sudden heavy rain flushed the city banjarnegara (Diki)
5. after buying my bag and my father a break (Muhamin)
6. there I see different sights (Yuchidah)
7. Sunday I'll go to my grandmother (Cahyo Riyadi)
8. me and my family on holiday to grandfather's house in Wonosobo (Pujiyanti)
9. beautiful scenery there (Muhamin)
10. I went into the cave Semar (Surati)

2) Error prepositions
Preposition usage errors contained in the essay graders V Elementary School District 1 Kuripan Wonosobo regency Watumalang Lessons Year 2008 / 2009 there are a few sentences.
The sentence has an error prepositions (preposition) described below
1. there I saw many fish that large-scale (Martinah)
2. At 06.30 hours had gathered in front of my house (Nurwidiyanti)
3. Then jammed the streets for a long time (Zulkarnain)
4. Arriving I was there I bought a ticket (Jenar R)
5. I went to the house my grandfather (Imdaptul rohman)
6. .................................................. .................................................. .........
7. .................................................. .................................................. .........
8. .................................................. .................................................. .........
9. .................................................. .................................................. .........
10. .................................................. .................................................. .........

3) Comma Punctuation Errors
Error using comma punctuation contained in article V graders Kuripan SD Negeri 1 Wonosobo regency Watumalang Sub total 10 pieces of sentences.
The sentence has a comma punctuation errors described below
1. To make a memento of fish strawberries and grapes (Muhamin)
2. There I bought a bag and doll clothes (Hamid)
3. After that we went to the reservoir Mrican (Andri Putra)
4. I have seen animals include lions birds and snakes, etc. (Marni)
5. .................................................. .................................................. .........
6. .................................................. .................................................. .........
7. .................................................. .................................................. .........

Data discussion
In the discussion of this data, the author will discuss the data of a capital sentence 5 fruit, preposition errors as much as 5 pieces of sentences and punctuation errors comma sentences 5 men
The author described the errors below sentence
1) Error of Capital Letter
Capitalization errors in the article V graders Kuripan SD Negeri 1 Wonosobo District Sub Watumalang Learning Year 2008 / 2009 amounted to 10 pieces of sentences. Capitalization errors that authors discuss only 5 pieces of sentences from an entire sentence is experiencing errors.
Data errors and discussion of the sentence that has a capital error like the following:
1. We are very pleased to see the view (Marni)
2. Day had the afternoon and then we went home (Andri Prabawa)
3. .................................................. .................................................. .......
4. .................................................. .................................................. .......
5. .................................................. .................................................. .......
In sentences 1 and 2 above is a sentence that deviates from the general guidelines Indonesian Spelling enhanced (2001: 14). It was seen in our words and days written using lowercase letters. According to the general guidelines Indonesian Spelling enhanced (2001: 14), used as a capital first letter word at the beginning of the sentence. So the sentence is classified as one sentence. Because our words and today is the first letter should be written at the beginning sentences with capital letters.
Improvements outlined above sentence below:
1. We are very pleased to see them
2. Day had the afternoon and then we went home
In sentence 3.4, and 5 .......................................... ....................................
.................................................. .................................................. ................
2) Error prepositions
Preposition errors in the essay graders V Elementary School District 1 Kuripan Watumalang Wonosobo regency, the sentence amounted to 10 stores. Preposition errors that language writers only 5 fruits and whole sentences sentences that have errors.
Data errors and discussion of the sentence that had errors discussed the use of prepositions as follows:
1. I waited for the street car traffic (Rohsiyanto)
2. There I saw a beautiful pemandagangan (Pujiyanti)
3. .................................................. .................................................. ......
4. .................................................. .................................................. ......
5. .................................................. .................................................. ......
Sentence 1 above is a sentence that deviates from the General Guidelines Indonesian Spelling enhanced. It is seen from the use of the preposition phrases dipada on the highway. According to general guidelines spelling enhanced (2001: 24). Prepositions written separately from the words that follow. So, writing a preposition in the phrase there in a separate paper because of prepositions in the phrases that function as prepositions. Preposition in the phrase on the highway followed by the description. Thus the writing on the highway should be split into the highway.
Repair sentence above described as follows.
1. I waited for a car on a highway
Sentence 2 above is a sentence that deviates from the General Guidelines Indonesian Spelling enhanced. It is seen from the use of the preposition in the phrase there, according to the General Guidelines for the enhanced Spelling (2001: 24). Prepositions written separately from the words that follow. So writing a preposition in the phrase functions as a preposition. Preposition in the phrase followed by a description places there. Thus there writing there should be split into.
Improvements outlined above sentence as follows:
2. There I saw a beautiful sight
3,4,5 sentence is one sentence in accordance with the spelling has not improved
Repair sentence above as follows:
3. Then in the traffic for a long time
4. Arriving I was there I bought a ticket
5. I went to Grandpa's

3) Comma Punctuation Errors
Comma punctuation error in the article V graders Kuripan SD Negeri 1 Wonosobo District Sub Watumalang Learning Year 2008 / 2009, amounted to 12 pieces of sentences. Comma punctuation errors that the author discussed only 5 pieces of sentences from an entire sentence is experiencing errors
Data errors and discussion of the experience comma punctuation errors will be discussed as follows:
1. I buy souvenirs and wine strawberry fish (Muhamin)
2. There I bought a bag and doll clothes (Hamid)
3. .................................................. .................................................. ......
4. .................................................. .................................................. ......
5. .................................................. .................................................. ......
In sentence 1 above is a sentence that deviates from the General Guidelines Indonesian Spelling Yang enhanced. This can be seen not a comma (,) between the fish and strawberries. According to the General Guidelines Indonesian Spelling enhanced (2001: 43) a comma is used between the elements in a breakdown or pembiangan, so a comma (,) should be written between the fish, strawberries and grapes.
Repair dipaparan above sentence as follows:
1. I buy souvenirs fish, strawberries and grapes
2,3,4,5 In the above sentence is the sentence ....................................
.................................................. .................................................. ............

Conclusions

Based on analysis of data on the use of language, especially the use of capital letters, use of prepositions and the use of punctuation commas, in the essay graders V Elementary School District 1 Kuripan Watumlang Wonosobo regency found many errors.

The author can conclude that:
1. Use of capital letters in the student essays, many have errors. Capitalization errors, many occur in the first letter, the name of the month, day names, names of people and bnama town. Also a capital error also occurred on the first letter of the word at the beginning of the sentence.
2. The use of prepositions in student essays, many experienced an error in fact almost all the works have errors
3. Use a comma punctuation in class V student essays are also still got an error. The most errors in the use of punctuation comma is an error connecting words or phrases between sentences that occurred at the beginning of a sentence without commas like after that, afterwards, etc.

SUGGESTIONS
Based on the above conclusions the authors give the following suggestions:
1. V-grade students in reading interest to be further improved, practicing in earnest and with increasing understanding of sentences and spelling disimpurnakan, particularly in capital letters, prepositions and punctuation commas.
2. V class teachers are expected to better understand the rules of language and education quality further enhanced.

REFERENCES

Pamungkas, AM. Muchtar tth. Inti Sari Indonesian word, Surabaya: Appolo
Center for Language Development Deppenas 2001, General Guidelines for the spelling of Indonesian Disepurnakan. Bandung: CV. Yrama Widya
Team Great Authors Indonesian Dictionary. 2005, Kamus Indonesian. Jakarta: Balai Pustaka

CLASSROOM EFFECTS ON LEARNING STUDENT ACHIEVEMENT

2009-11-06T06:57:00.000-08:00

INTRODUCTION

Background
Era of globalization the world today affecting all aspects of life both in the economic, social and cultural. Education sector is no exception Indonesia today. Efforts to increase already taken through various channels. Starting from the standard values National Examination kelulusa, giving the title of outstanding school with teacher quality improvement itself.

However, of all the ways to improve the education itself, there are little things that may not realize the role in the process of improving student learning achievements which would affect the improvement of educational achievement in Indonesia.

Little things that are "Classroom", this classroom is a place where students absorb the knowledge acquired. The classroom itself is a second home for a student in learning.

Not ruled out if the classroom is comfortable, beautiful, clean and conducive to improving morale and motivation to study. As the saying goes "Place is heart" (which is the heart). So it was a big influence on the condition of someone in his condition he was beaten. A student who studied in the classroom clean, comfortable, beautiful and conducive tend to have the spirit and high motivation. The classroom was used as the most exciting place of learning so that performance can be achieved easily. But on the other hand, if the room was dirty and noisy classroom, of course, the process of teaching and learning activities will be retarded so that students presasi decreased.

Problem formulation
Based on the background described above the formulation of research problems are:
1. How does the classroom to increase learning motivation and morale 2 Wonosobo high school students?
2. How do I create a classroom atmosphere conducive to create a good learning achievement?

Research Objectives

Based on the above problem formulation, this research aims to conclude the problem with qualitative methods. The purpose of this study include:
1. To determine whether the effect on classroom learning increase student motivation.
2. Megetahui conducive to the classroom to increase high school achievement 2 Wonosobo.
3. To find out how to improve student achievement SMA 2 Wonosobo for school quality improvement.

Benefits Research
The results of this study are expected to be useful for:
1. For Readers
By knowing the influence of the classroom to students' learning achievement, it is expected to be used as reference material to resolve how to learn so obtained a good performance.
2. For Authors
It is expected to broaden knowledge and provide learning experiences that foster research skills and the ability to more in-depth knowledge, especially on the issues raised.

DISCUSSION ISSUES

The classroom is a place of considerable influence in increasing motivation and enthusiasm for learning students. Comfortable classrooms not only seen from the buildings but also the attitude of the class bagaiaman residents use.

The following will explain the meaning of the word one by one so that the overall titles organized into a form conclusions from this research problem. Influence is the power that comes from something prohibited objects helped form printed, beliefs and one's actions (Great Dictionary of Indonesian Language, 2005: 849). Sela-space is interrupted between the two (series) pole between the four pillars (1964). The room where the class is studying at school (530). Of the preposition to mark the direction, to the opponent (380). Achievement is the result had been achieved than has been done, done, and so on (895). Practice learning is to get a skill. Practice students to get a skill. School is a building / institution to learn and teach (889). Go to the medium is the middle, while not big and not too small (1172). The above is the highest place a high level. Two numbers are higher, high tingat. Wonosobo is taken from the word Wono: forests and Sobo: many visited, so Wonosobo is a lot of forest kawasaan visited.

Conclusion

A classroom can affect students' learning achievement. Classroom conditions less conducive to causing a decreased level of concentration of students in participating students' learning process, but rather the conditions that support the class and is conducive to give a different impression of the penggunannya, especially the students. With a comfortable classrooms, quiet and pleasant students will be more comfortable with the process of teaching and learning activities, this course will support progress in school.

Advice

Good classrooms and conducive not only the views of the classroom course, also depends on the condition of the students. Both factors were highly influential to the advancement of teaching and learning process for that we must preserve and maintain the conditions and circumstances in order to create the classroom atmosphere conducive classrooms and a large benefit for its users, especially the students themselves.

REFERENCES

Poerwadarminta, General WJS2006.Kamus Indonesian, Jakarta: Balai Pustaka
Library Language MONE, 2007, Dictionary of Indonesian, Jakarta: Balai Pustaka
www.google.com
Sociology Kab.Wonosobo.LKS MGMP XII.SMA class

Download PTK

2009-11-01T22:58:00.000-08:00

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Postgraduate, Scholarships

2009-11-01T06:53:00.000-08:00

Microsoft to introduce software Cheap School

2009-07-07T17:57:00.000-07:00

LONDON - Do not want to called the company that just plow profits only, Microsoft also began to make a PC operating system that is used in special schools.

Software that has Subcription Pilot School Enrollment (SESP) is offered by the software giant to the schools, so that they can use the operating system is cheap and good quality. So, they can cut spending more when buying a license in general.

"Software SESP is very easy and cheap to use for all of the schools. Besides that, the program can be run coupled with the open source OS," tukas Stephen Crowne, Becta CEO organization planning IT School, as quoted Computing, Tuesday (7 / 7 / 2009).

"This is very important for the government and schools, who want to use Microsoft software with cheap and safe," he said.

For the Crown, it is important to the future of schools have the software. In addition to inexpensive, Microsoft also apply to products that freedom, to be able to run on operating systems based on Linux and MacOS.

Software: Animation for the World Education? Use Toon Boom Studio 5

2009-06-28T07:01:00.000-07:00

A unique software nan from the Toon Boom Animation has released Toon Boom Studio 5 animation applications as education as a tool for multi-animation techniques. The launch of Toon Boom Studio software 5 this termsuk features stop-motion animation, as traditional animation techniques, digital, cut-out, and rotoscoping. Software Toon Boom Studio 5 has the ability to create stop-motion animation and time-lapse image.

Toon Boom Studio 5 also support this user interface is simple, for a hobby with the animation, students, and teachers, is also designed to make the animator can create the concept of animation easily. A button has been added to provide quick access to new software features of Toon Boom Studio 5. In addition, the buttons are also given a color to make the user interface more user-friendly.

Software Toon Boom Studio 5 akan this campaign comes with the price of $ 350 up to July 8. However, after that date, the price of this software will change to $ 400. If you buy Toon Boom Studio version before or after the May 1, the user will get a free upgrade immediately. Normal price for the upgrade of Toon Boom Studio version 4.5 or 4 for $ 99 at the Toon Boom website (www.toonboom.com/products/toonBoomStudio/).
by : hadisetyo

DEVELOPMENT STRATEGY LESSON ISLAM AS RELIGIOUS EDUCATION CURRICULUM EXCELLEN SCHOOL

2009-06-09T04:49:00.000-07:00

INTRODUCTION
Curriculum is a set of plans and the setting of objectives, content and learning materials and how to use the guidelines as providing learning activities to achieve certain educational goals of education. Goals include a specific goal of national education and compliance with specific conditions and the potential areas, and education of students. Thus a curriculum developed by education to the needs and potential in the region.

Curriculum development level of education (KTSP), which refers to the various national education standards to ensure the achievement of national education goals. National standards of education content standards, processes, competencies graduates, staff's, facilities and infrastructure, management, financing and assessment of education. Two of the eighth national standards for education content that is standard (SI) and standard competency graduates (SKL) is a main reference unit for education in developing curriculum.

Primary school level is the beginning of the curriculum, but over the progress of science and Technology (Science & Technology) is increasingly penetrated, the curriculum is weak start, as an example in the curriculum subject Education Religion Islam (PAI) in the primary school level that is an eye main subjects in educating students about forms of moral integrity, of late be started, even just seen the eye.

Along with the above strategy should be a variation in developing Islamic education curriculum in primary schools. Subjects so that Islamic religious education is not just a name only. For the education unit with the relevant parties need to make a particular policy of the curriculum is appropriate capabilities, facilities and infrastructure available.

THE STRATEGY IMPLEMENTED
Curriculum can be defined as a number of subjects and materials that must be mastered perseta students to obtain a target achievement of learning achievement. There is another understanding of the curriculum, including curriculum plan as a guide for teaching activities. The curriculum is also defined as a written document for education in the schools.

In order to meet the needs of schools, Islamic religious education curriculum work as a framer akhlaqul Karimah for students. To have achieved the excellent curriculum, especially at the level of basic education, the need to implement a development strategy, but need the principles penagembangan curriculum, the relevance of the principles, principles of efficiency, and the principle of continuity.

Now appear in various curriculum development concept. Curriculum development, in particular the problem lies in the approach to learning, while the strategies that need to be applied in developing the subject of Islam is a religious education curriculum that contains several principles, namely:
a. Faith, moral values and noble character
b. Strengthening national integrity
c. The balance of ethics, aesthetics, logic and kinestetika
d. Similarities in the opportunities
e. Century of knowledge and information Technology
f. Development of life skills
g. Is based on continuous assessment of students with comprehensive dn
h. Development of comprehensive

CONCLUSION
In curriculum development, is expected to implement governance rules / principles appropriate circumstances the school, both in terms of intellectual, learning targets, student ability and the appropriate goals of national education.
By : Hadisetyo

Curriculum Education

2009-06-01T06:04:00.001-07:00

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2009-06-01T06:00:00.000-07:00

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All About Education

2009-06-01T05:42:00.001-07:00

QARYAH THAYYIBAH, THE ALTERNATIVE SCHOOL

2009-04-13T02:50:00.000-07:00

Qaryah Thayyibah (QT) is an alternative school in Kalibening, Salatiga, Central Java. Now the school has two levels. They are junior high school and senior high school. More than 99 students study in this school. They come from the villages nearby, and they go on foot or go by bicycle to get the school every morning.
Why do people call QT the alternative school?

It is because the system of learning in this school is different from the system of the other formal school. Generally, the students study seriously in the classroom, but the students in QT School do not. They do not the chairs and study in the classroom the whole time. They access the internet freely and study the materials happily. People call it the joyful learning. In these schools the students are free to develop their creativity and interests. For senior high school level, there are many programs such as biology, chemistry, writing novel, drawing, music, theatre, or film. They are free to choose the program.
Is there any examination in the school? No, there is not any post test or final examination. QT does not hold the formal tests. They may take the final examination or not. The students learn the subjects joyfully. In a certain period of time they must create something independently. They may write short stories or novels individually. There are other works such as film, handicraft, drawing, or mini research. Now the students write more than 11 novels. Each novel consists of more than 200 pages. The students also make 5 films. The titles of the films are Live is Rock ’n Roll, True Love, Funky Ghost, the documentary film of the education in QT, and the documentary film of Borobudur temple.
Beside the unique system of learning, QT is not expensive school. It is suitable for the poor. There is no uniform in the school. The students wear their clothes freely. They may wear shoes or not. How much do the students spend their money? One day each students spends not more than three thousand rupiah. The money is not for the school fee. One thousand is for the computer programme, and two thousand rupiah is for the milk and the honey. Do you want to see more about Qaryah Thayyibah school? Visit and see the school in Kalibening village, Salatiga, Central Java.

Leading School Based Networks

2009-03-19T09:08:00.000-07:00

Schools have a well-established history of working together but the persistent challenge of achieving excellence and equity within education systems has renewed interest in generating context-specific solutions through localised networks.

As networking and collaboration have become more mainstream activities, they have raised new leadership challenges for existing school leaders and prompted discussion about whether new types of leaders and leadership are required for the future. Based around the lifecycle of a network, Leading School-Based Networks traces the development of a network from its initial inception, exploring the ways in which it can be sustained and remain capable of meeting the future challenges faced by schools and their communities. The book explores a series of important issues facing school leaders, including:

the benefits of investing time and energy in networks with other schools and communities

the particular problems faced by schools and the education system which are best tackled by network-based solutions

the advantages for schools and communities of engaging with collaborative reform agenda

the ways in which networks can be managed, and the differences between leading a school or a team and a network

the elements which make an effective network.
The book draws on UK and international research to discuss the development and leadership of networks and to outline a number of tried-and-tested leadership approaches. In addition, the authors draw on their own experience and research to provide accounts of real networks to expose the realities of networking. Each chapter tackles a key leadership issue and ends with a series of tools to support those leading and facilitating networks tackle these in practice.

This book is of interest to practising school leaders, network co-ordinators, public sector officers, postgraduate students and those researching educational leadership and school improvement.

Gender Differences

2009-03-19T09:01:00.000-07:00

The Role in the Education & Development of Children and Adolescents
Are boys and girls really so different? There is much that parents and educators can learn about gender differences in cognitive and emotional development that can help them make decisions about school and parenting.

Promises Made: Childhood education

2009-03-19T08:46:00.000-07:00

WASHINGTON - Throughout the campaign, Barack Obama made many promises to the American people. Msnbc.com has chosen 14 of these to explain, explore, and track. See if the new president keeps his word, and vote on his progress during the first 100 days.

Obama’s words: “I think it's important to foster competition inside the public schools. And we also agree on the need for making sure that if we have bad teachers that they are swiftly — after given an opportunity to prove themselves, if they can't hack it, then we need to move on because our kids have to have their best future.”

The issue: A recent study by the Editorial Projects in Education Research Center showed that the average public school graduation rate is 58 percent. The study also revealed that graduation rates are 15 percent lower in urban schools compared to suburban schools.

During the campaign, President Barack Obama embraced several education ideas considered generally more popular with Republican candidates including extra funding for charter schools, performance-based pay for teachers, and layoffs for educators with poor performance evaluations.