Metode Incidental melalui Retelling untuk peningkatan penguasaan kosakata Bahasa Inggris siswa kelas IV di SD Islam Terpadu Ahmad Yani Malang

ABSTRAK

Penelitian ini bertujuan untuk meningkatkan penguasaan kosakata siswa kelas IV di SD Islam Terpadu Ahmad Yani Malang melalui retelling. Retelling digunakan sebagai metode untuk meningkatkan penguasaan kosakata karena memiliki banyak kelebihan, diantaranya dapat memberikan pengetahuan bagaimana cara membangun makna dalam suatu teks dan bagaimana mengorganisasikan informasi dalam suatu teks. Dengan menerapkan retelling dalam pembelajaran kosakata, kemampuan berbahasa dan penguasaan kosakata siswa akan meningkat. Disamping itu, retelling merupakan langkah yang penting dalam membantu siswa dalam mengembangkan kemampuan merangkum bacaan baik secara lisan maupun tulis.

Penelitian ini menggunakan disain penelitian tindakan kelas (PTK) kolaboratif, dimana peneliti bertindak sebagai guru yang menerapkan model pembelajaran yang direncanakan, sedangkan kolaborator bertindak sebagai observer yang bertugas mengamati kegiatan guru dan siswa selama proses pembelajaran berlangsung. Subyek dalam penelitian ini adalah 27 siswa kelas IV SD Islam Terpadu Ahmad Yani Malang tahun ajaran 2011/2012. Siklus penelitian tindakan ini terdiri dari empat langkah, yaitu: perencanaan, pelaksanaan tindakan, observasi dan evaluasi dan refleksi.

Data dalam penelitian ini diperoleh dari dua jenis data kualitatif dan kuantitatif. Data kualitatif mencakup hasil observasi dan catatan lapangan. Sedangkan data kuantitatif mencakup hasil tes awal dan tes akhir di akhir tindakan.

Penerapan retelling dalam penelitian ini dapat meningkatkan penguasaan kosakata siswa. Hal ini dapat dibuktikan dengan adanya peningkatan skor rata-rata siswa pada saat tes awal dan tes akhir tiap tindakan. Skor rata-rata yang diperoleh siswa saat pelaksanaan tes awal yaitu 68,6, rata-rata skor saat tes akhir tindakan I adalah 70, 37, rata-rata pada saat tes akhir tindakan II 77, 40 dan saat tes akhir tindakan III skor rata-rata yang diperoleh siswa 89,25. Berdasarkan hasil kuesioner siswa memberikan respon positif terhadap pelaksanaan retelling. Hal ini menunjukkan bahwa penerapan retelling dalam pembelajaran kosakata tidak hanya meningkatkan hasil belajar (kosakata) siswa akan tetapi dapat meningkatkan motivasi siswa dalam belajar kosakata.

Berdasarkan hasil penelitian ini, peneliti merekomendasikan kepada pihak-pihak yang tertarik dalam pembelajaran kosakata. Penelitian ini mengimplementasikan retelling dengan variasi game pada siswa kelas empat, bagi peneliti selanjutnya disarankan agar menerapkan retelling pada siswa kelas bawah dengan menggunakan variasi teknik lain misalnya dengan menggunakan kartu bergambar.

ABSTRACT

This study is aimed to increase the vocabulary mastery of the fourth year students of SD Islam Terpadu Ahmad Yani Malang through retelling. Retelling is selected to increase students’ vocabulary mastery because it has several advantages, such it provides insights about children’s way of constructing meaning from texts and their ability to organize information, by allowing students to practice retelling, their language ability as well as their vocabulary will improve. Besides, retellings are an important precursor to helping students develops summarization skill, both oral and written.

This study employs collaborative classroom action research design in which the researcher acts as the teacher who conducts the teaching activity while the collaborator is positioned as the observer who observes the teacher’s performances and the students’ activities during the teaching and learning process. The subjects of this study are 27 students of fourth year of SD Islam Terpadu Ahmad Yani Malang of 2011/2012 academic year. The cycle of the research consists of four major steps: planning of action, implementation of action, observation and evaluation, and analysis and reflection.

The data are obtained from two major sources, the qualitative and quantitative one. The qualitative data covers the result of the observation checklists and field notes. Meanwhile, quantitative data covers the result of the pre test and post test given at the end of each cycle.

The finding of the study shows that the implementation of retelling can improve students’ vocabulary mastery, it contains two major procedures: the general and specific procedure. The general procedure refers to prior preparation that needs to be done before retelling is implemented, such as preparing the materials, conducting pre-test, and defining the students’ group. The specific procedure refers to the implementation of retelling in teaching and learning process with three phase activities: pre-activity, whilst-activity and post-activity. Whilst activity contains three activities, such exploration, elaboration, and confirmation.

The implementation of retelling in this study can improve the students’ vocabulary mastery. It is shown by the improvement of average score of the students, which is 68.6 on pre test, 70.37 on cycle I, 77.40 on Cycle II, and 89.25 on Cycle III. The students also give positive response toward the model applied as reflected from the results of the questionnaire. However, it can be concluded that learning vocabulary using retelling not only increase the students learning result but also their motivation as reflected from their answers in the questionnaire.

Based on the findings of this study, some suggestions are made. For people interested in teaching vocabulary, this study has implemented retelling with game variation technique on fourth year students. Future related research could make use of relevant finding from the present study to implement retelling at lower grade students by another variation technique, such drawing card.