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"Tesis ini membahas efek pengajaran kosakata bahasa Inggris teks prosedur dengan menggunakan metode Contextual Teaching and Learning (CTL). Sebagai pembanding, digunakan juga kelas kontrol di dalam penelitian ini. Ancangan penelitian ini adalah kuantiatif dengan jenis Post-Test Only. Data penelitian diambil dengan menggunakan Post-Test yang diberikan sehari dan tiga minggu setelah perlakuan kepada kedua kelas partisipan. Analisis hasil penelitian dilakukan dengan menggunakan rerata dan uji t dependen dan independen menggunakan SPSS 22. Analisis tersebut menunjukkan peningkatan hasil yang signifikan pada kelas XI IPS 1 yang menerapkan metode CTL. Selain itu, hasil temuan penelitian dari wawancara dan kuesioner menunjukkan bahwa metode Contextual Teaching and Learning (CTL) memberikan pengaruh positif dalam pembelajaran kosakata di kelas, yaitu meningkatnya partisipasi pemelajar, kemampuan kosakata reseptif dan produktif, dan kolaborasi di antara pemelajar.

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This study aimed at investigating the effect of vocabulary teaching in procedure texts using Contextual Teaching and Learning (CTL) and traditional method at XI IPS 1 and XI IPS 2 at SMA Negeri 33 Jakarta. The research was carried out in the English classes at Social Sciences Class, which received the treatment of teaching vocabulary using Contextual Teaching and Learning (CTL). Another class used taditional method in teaching vocabulary. The study used the quantitative data collected through the Post-testafter the treatment, questionnaires, and interviews. The data collected from the Post-testwere analyzed by implementing a t-test using SPSS 22 and counting average scores of both groups.

The findings of the study indicate that teaching vocabulary using Contextual Teaching and Learning (CTL) method brings significant results. Furthermore, the results gathered from interviews and questionnaires confirmed that learners had a positive attitude towards CTL, as this method provided the students with a lot activities which created a learning environment that was fun, enjoyable, and effective for improving the students‟ vocabulary. Moreover, CTL also increased learners‟ participations, scores, and collaborations."

"Tesis ini membahas tentang pengimplementasian pendekatan deduktif dan Contextual Teaching and Learning (CTL) untuk mengajarkan struktur Pelengkap Arah (PA) bahasa Mandarin. Pendekatan deduktif adalah pendekatan yang berawal dari penalaran umum menuju penalaran khusus. Pendekatan ini dapat menghemat waktu karena mengajarkan langsung pada struktur bahasa yang sedang dibahas. Tetapi pendekatan ini tidak membuat pemelajar paham pada konteks penggunaan struktur tersebut. Sedangkan, untuk dapat memahami PA dengan baik, pemelajar harus mampu memahami di mana penutur dan apa acuannya karena PA ini amat kental dengan nuansa deiksis tempat. Oleh karena itu, peneliti memadukan pendekatan deduktif dengan pendekatan CTL untuk mengajarkan PA agar pengajaran PA berjalan lebih tepat waktu dan tepat sasaran. Penelitian ini merupakan penelitian tindakan kelas yang berlangsung selama dua siklus. Pada siklus I pengajaran PA menerapkan pendekatan deduktif dan pada siklus II menerapkan pendekatan CTL. Hasil siklus I menunjukkan adanya pemahaman struktur PA yang baik tetapi belum diiringi dengan pemahaman kontekstual PA. Setelah penerapan siklus II dengan menggunakan pendekatan CTL diperoleh hasil yang hampir sama antara pemahaman struktur dan pemahaman kontekstual PA.

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The thesis discusses the implementation of a deductive approach and Contextual Teaching and Learning (CTL) to teach Complement of Direction (CD) in Mandarin. Deductive approach is an approach that begins with the general reasoning to the specific reasoning. The approach can save time because it teaches directly on the structure of the language that is being discussed. But this approach does not make the learners understand the context of the structure. Therefore, in order to be able to understand CD well, learners should understand where is the speaker and what his/her reference because CD is very thick with the feel of the place deixis. Thus, researchers combine the deductive approach with CTL approach to teach CD in order to make teaching process run more on time and on target. This research is a classroom action research, which lasted for two cycles. In the first cycle, teaching CD applying deductive approach and the second cycle applying CTL approach. Results of the first cycle shows a good understanding of the structure of the CD but have not been accompanied by contextual understanding. After application of the second cycle using CTL approach, the result shows the same results between structural and contextual understanding."

"Keefektifan Model Experiential Learning dalam Pembelajaran Menulis Puisi Naratif SMP Negeri 2 Dua Pitue Kabupaten Sidrap. Penelitian ini bertujuan mengetahui (1) hasil penerapan model Experiential Learning dalam pembelajaran menulis puisi naratif, (2) hasil penerapan tanpa menggunakan model Experiential Learning dalam pembelajaran menulis puisi naratif, (3) keefektifan model Experiential Learning dalam menulis puisi naratif siswa kelas VIII SMP Negeri 2 Dua Pitue Kabupaten Sidrap. Desain penelitian yang digunakan bersifat eksperimen. Populasi penelitian ini adalah keseluruhan siswa kelas VIII SMP Negeri 2 Dua Pitue Kabupaten Sidrap. Sampel penelitian terdiri dari dua kelompok, yaitu siswa kelas VIII.2 sebagai kelas eksperimen dan kelas VIII.3 sebagai kelas control. Penarikan sampel dalam penelitian ini menggunakan purposive sampling, artinya penentuan sampel dilakukan secara sengaja dengan jumlah yang ditentukan sesuai dengan kebutuhan analisis. Teknik yang digunakan untuk menentukan data penelitian ini adalah tes tertulis. Teknik analisis data menggunakan teknik statistika deskriptif dan statistika inferensial. Hasil penelitian menunjukkan bahwa (1) penerapan model Experiential Learning berpengaruh signifikan dilihat dari nilai tes awal ke tes akhir yakni nilai rata-rata tes awal sebesar 64 menjadi 80,74 setelah dilakukan tes akhir, yakni nilai rata-rata sebesar 16,74, (2) hasil penerapan tanpa menggunakan model Experiential Learning menunjukkan hasil nilai rata-rata tes awal sebesar 61,63 dan menjadi 71,59 setelah dilakukan tes akhir dengan peningkatan sebesar 9,96, (3) uji analisis data dengan menggunakan Independent Sample T-tes menunjukkan perolehan nilai p=0,000 karena p ≤ α =0,05 pada derajat kebebasan 44, maka H yang menyatakan keefektifan terhadap penerapan model Experiential Learning dalam pembelajaran menulis puisi naratif siswa diterima. Hasil penelitian ini menyimpulkan bahwa penggunaan model Experiential Learning efektif dalam pembelajaran menulis puisi naratif SMP Negeri 2 Dua Pitue Kabupaten Sidrap.

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The Effectiveness of the Experiential Learning Model in Narrative Poetry Writing Learning in Second Pitue State Middle School 2 Sidrap Regency. This study aims to find out (1) the results of applying the model Experiential Learning in learning to write narrative poetry, (2) the results of application without using the model Experiential Learning in learning to write narrative poetry, (3) the effectiveness of the Experiential Learning model n writing narrative poetry of SMP Negeri 2 Dua Pitue, Sidrap Regency. The research design used is experimental. The population of this study was all eighth grade students of State Middle School 2 Dua Pitue Kabupaten Sidrap. The study sample consisted of two groups, namely grade students as a class experiment VIII.2 and VIII.3class as a class kontrol. meaning that the determination of the sample is done intentionally with the amount determined in accordance with the needs of the analysis. The technique used to determine this research data is a written test. Data analysis techniques use descriptive statistical techniques and inferential statistics. The results showed that (1) the application of the model had a significant effect seen from the pretest to post test, namely the average value of the pretest was 64 to 80.74 after the post test, ie an average value of 16.74, (2) the results of the application without using the model Experiential Learning shows the results of the average value pretest of 61.63 and becomes 71.59 after the post test with an increase of 9.96, (3) the test of data analysis using Independent SampleT-tes shows the acquisition of p= 0,000 because p α α = 0.05 in degrees of freedom 44, then H which states the effectiveness of the application of models ExperientialLearning in learning to write student narrative poetry is accepted. The results of this study conclude that the use of the Experiential Learning model is effective in learning to write narrative poetry in SMP Negeri 2 Dua Pitue, Sidrap Regency."

"[ABSTRAKPenelitian ini bertujuan untuk mengungkapkan apakah penilaian yang digunakanguru Bahasa Inggris kelas 7 khususnya di SMP Islam PB Soedirman sudahmendukung pembelajaran yang bemakna. Melalu konsep pembelajaran bermaknayang dikemukakan oleh Andrson et.al (2001) dan konsep pembelajaran bermaknadalam pandang kurikulum 2013, segala penilaian yang digunakan oleh guru dalamdua materi pokok pembelajaran dianalisa. Tidak hanya sampai di situ, penelitianini juga melihat kualitas penilaian yang digunakan guru berdasarkan prinsippenilaian bahasa menurut Brown (2004). Pada penelitian ini data dikumpulkansejak tanggal 5 januari 2015 sampai 10 maret 2015 melalui observasi kelas,analisis dokumen, wawancara, serta kuesioner. Hasil penelitian mengungkapkanbahwa penilaian yang digunakan guru belum sepenuhnya mengarahkan siswapada kegiatan pembelajaran yang bermakna karena belum sepenuhnya melaluiretention. Tahapan-tahapan pada fase retention tidak semua dicapai oleh siswamaka hasil pembelajaran belum dapat dikatakan maksimal. Terkait pembelajaranbermakana dalam kurikulum 2013, penilaian yang digunakan guru sudah melaluikelima pengalaman belajar pokok dalam kurikulum 2013. Penilaian yangdigunakan oleh guru juga belum sepenuhnya sesuai dengan prinsip penilaianbahasa.

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ABSTRACT

This study aimed at revealing whether or not the assessment used by an English

teacher in SMP Islam PB Soedirman Grade 7 promoted meaningful learning.

Using Anderson et.al?s (2001) meaningful learning concept and the concept of

meaningful learning used in Kurikulum 2013, all assessments which were used by

the teacher within two lesson materials were analyzed. This study also analyzed

the quality of the assessment by using the theory of language assessment

principles discussed in Brown (2004). The data were gathered through class

observation, document analysis, interview, and questionnaire. This study reveals

that the assessment used by the teacher had not thoroughly promoted students to

meaningful learning because not all stages in retention phase were reached by the

students. However, the various assessment forms used by the teacher had

promoted students to the steps of 5 basic learning experiences in Kurikulum 2013.

Since the students were not able to reach all stages in the retention phase, it can be

said that learning output was not optimal. The assessment used by the teacher also

did not thoroughly corespond to the language assessment principles.;This study aimed at revealing whether or not the assessment used by an English

teacher in SMP Islam PB Soedirman Grade 7 promoted meaningful learning.

Using Anderson et.al?s (2001) meaningful learning concept and the concept of

meaningful learning used in Kurikulum 2013, all assessments which were used by

the teacher within two lesson materials were analyzed. This study also analyzed

the quality of the assessment by using the theory of language assessment

principles discussed in Brown (2004). The data were gathered through class

observation, document analysis, interview, and questionnaire. This study reveals

that the assessment used by the teacher had not thoroughly promoted students to

meaningful learning because not all stages in retention phase were reached by the

students. However, the various assessment forms used by the teacher had

promoted students to the steps of 5 basic learning experiences in Kurikulum 2013.

Since the students were not able to reach all stages in the retention phase, it can be

said that learning output was not optimal. The assessment used by the teacher also

did not thoroughly corespond to the language assessment principles., This study aimed at revealing whether or not the assessment used by an English

teacher in SMP Islam PB Soedirman Grade 7 promoted meaningful learning.

Using Anderson et.al’s (2001) meaningful learning concept and the concept of

meaningful learning used in Kurikulum 2013, all assessments which were used by

the teacher within two lesson materials were analyzed. This study also analyzed

the quality of the assessment by using the theory of language assessment

principles discussed in Brown (2004). The data were gathered through class

observation, document analysis, interview, and questionnaire. This study reveals

that the assessment used by the teacher had not thoroughly promoted students to

meaningful learning because not all stages in retention phase were reached by the

students. However, the various assessment forms used by the teacher had

promoted students to the steps of 5 basic learning experiences in Kurikulum 2013.

Since the students were not able to reach all stages in the retention phase, it can be

said that learning output was not optimal. The assessment used by the teacher also

did not thoroughly corespond to the language assessment principles.]"