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Efforts to Improve Students’ Involvement in the English Teaching-Learning Process in Class 1Boga3, SMKN 6 Yogyakarta, in the Academic Year of 2002/2003

by Irma Rismawati
NIM 982224024

Abstract

Students’ involvement is a very influential factor in the achievement of the learning output. There will not be any learning if the students are not involved. The higher the students’ level of involvement, the better learning output achievement there will be. Students’ involvement is needed in all teaching-learning process including the English teaching-learning process. Then, to get a better learning output, the students’ involvement always needs to be improved.

This research was focused on efforts to improve the students’ involvement in the English teaching-learning process in Class 1Boga3, SMKN 6 Yogyakarta, in the academic year of 2002/2003. It followed the principles of action research. In this research, the researcher with other research team members such as the headmaster, the homeroom teacher, the guidance and counseling teacher, classroom teachers, and English teachers, did some collaborative work in identifying the field problems, determining some actions to overcome field problems, implementing the actions, and evaluating, discussing, and reflecting on the result of the actions.

There were three field problems feasible to solve. The problems were that (1) students considered English a difficult, confusing, uninteresting, boring, and disgusting subject, (2) students did not bring the course book of English and did not do their homework, and (3) students often made noise, talked to each other, and made up something for fun during the ETLP. Those problems were tried to be solved by three actions. The actions were (1) implementing the use of media in the ETLP, (2a) asking the students to always bring the course book, (2b) applying rules and consequences for homework, and (3) implementing games between the second and third English hours. Those actions were implemented simultaneously in four cycles but action 2a was not implemented because of the situation which was not appropriate with the implementation of the action.

The results were categorized into positive and negative results. They were regarded to be positive when the actions were successful in improving the students’ involvement in the English teaching-learning process. The students who become more involved in the teaching-leaning process showed it. The results were regarded to be negative when the actions failed to improve the students’ involvement in the English teaching-learning process. The students’ learning which stayed the same as before showed it. The actions which gave positive results were regarded as some of the alternatives of efforts to improve students’ involvement in the English teaching-learning process.

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Tingkat: Universitas

Jurusan: Bahasa Inggris

Mata Kuliah: -

Materi: Skripsi